KARYA ILMIAH BAHASA

INGGRIS
PAST EVENTS

By :
Anggrayni Frensy De Carvalho

X SIENCE 3
 ATTESTATION SHET

Research paper with the theme "Past Events". Has been approved by the Subject

Teacher, Class Teacher, and ratified by the Principal.

Knowing,

English Teacher Class Teacher

Anastasia Uba Peka,S.Pd Evangelinus B.S.Atok,S.Pd

Confirms
The Principal

Rm.Drs.Benyamin Seran ,Pr.M.A

 FOREWORD

First of all, the author wants to praise and praise the presence of God Almighty
who has bestowed His mercy and grace, so that the author can finish this paper
well and finish it on time. The theme of this scientific work is "Characterization
criticism in the novel Broken Wings"

In the preparation of this paper, the author received a lot of guidance and guidance
from various parties. Therefore, the author does not forget to express his infinite
gratitude to the teachers of Indonesian subjects who have provided many
suggestions, guidance and instructions and also directions so that the author can
complete this paper and friends who have participated in the preparation of this
scientific paper, so that this scientific work can be completed.

The author realizes that in this paper there are still many shortcomings or errors.
Therefore, constructive criticism and suggestions from all parties are expected for
the perfection of the paper

Atambua...Maret 2024
Writer

Anggrayni Frensy De Carvalho

 CONTENTS

COVER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

ATTESTATION SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

CHAPTER I.INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

A. BACKGROUND . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

B. PROBLEM STATEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

C. GOALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

CHAPTER II.CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

A. DEFINITION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

B. SOCIAL FUNCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

C. GENERIC STRUCTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CHAPTER III.CLOSING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

A. CONCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

B. ADVICE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

BIBLIOGRAPHY
 CHAPTER I
INTRODUCTION

A.BACKGROUND

Shakespearean Era:

Background: Students may study works from the Elizabethan and Jacobean
periods, such as Shakespeare's plays. This includes examining the social structure,
politics, and cultural aspects of 16th and 17th-century England.
Victorian Era:

Background: Literature from the 19th century Victorian era often explores themes
related to industrialization, social class, gender roles, and the impact of scientific
advancements on society.
World War I and World War II:

Background: Literary works from this period may provide insights into the
experiences of individuals during wartime. Students may study war poetry,
novels, or memoirs to understand the emotional and psychological impact of
conflict.
The Roaring Twenties:

Background: English classes might cover the Jazz Age, exploring the cultural
shifts, economic prosperity, and social changes that occurred in the aftermath of
World War I. F. Scott Fitzgerald's "The Great Gatsby" is a common novel studied
in this context.
The Harlem Renaissance:

Background: Students may examine the cultural and artistic movement that took
place in the 1920s, focusing on the African American experience. Works by
Langston Hughes, Zora Neale Hurston, and other Harlem Renaissance writers
may be studied.
The Civil Rights Movement:

Background: Literature from the mid-20th century may highlight the struggles and
achievements of the Civil Rights Movement in the United States. Works such as
"To Kill a Mockingbird" by Harper Lee may be explored in this context.
Vietnam War Era:

Background: English classes may cover literature from the 1960s and 1970s that
addresses the social and political issues surrounding the Vietnam War. This could
include works like "The Things They Carried" by Tim O'Brien.
Postcolonial Literature:
B.PROBLEM STATEMENT

1. How can the use of Simple Past Tense and

Past Continuous Tense affect the reader's
understanding and interpretation of events
that took place in the past?
2. What challenges do grade 10 students face in
understanding and using past tenses in English, and
how can they be overcome?

C.GOALS

3. To identify and analyze challenges or difficulties

faced by grade 10 students in understanding and
using Simple Past Tense and Past Continuous
Tense in the context of past events in English
4. To formulate and evaluate effective teaching
strategies or methods that can help 10th graders
overcome difficulties in understanding and using
past tense tense in English.
 CHAPTER II
CONTENTS

A.Definition
The term "past events" refers to events or occurrences that have already taken
place in the past. It encompasses a wide range of historical, cultural, and personal
events that have occurred before the present time. Here are some detailed
explanations of the term "past events" in English:

 Collins English Dictionary defines "past events" as events and things that
happened or existed before the present time. It refers to events that have
already occurred in the past. [Source: Collins English Dictionary]
 In the context of language learning, "past events" are described as events
or occurrences that have already happened and are completed at the
present time. It refers to actions or situations that took place in the past.
[Source: Belajar Pintar]
 History, as an academic discipline, focuses on studying and understanding
past events. Historians use narratives to describe, examine, question, and
analyze past events, investigating their causes, effects, and patterns. The
study of history involves interpreting and understanding the significance
of different events and their impact on society. [Source: Wikipedia]
 In English grammar, the past tense is used to express actions or events that
have already happened. Verbs in the past tense indicate actions that are
finite, with a clear starting and stopping point. The past tense has various
forms, including simple past, past progressive, past perfect, and past
perfect progressive. [Source: Writing Explained]
 History, as a discipline, involves the study of the past, including people,
events, and cultures. It is a universal pursuit of human societies to
understand and interpret the past for various reasons. History provides
insights into the development of societies, the impact of events, and the
evolution of ideas and beliefs. [Source: Alpha History]

These explanations highlight that "past events" refer to events or occurrences that
have taken place in the past and are of historical, cultural, or personal
significance. It involves the study, interpretation, and understanding of the past
and its impact on the present.
 B.Social Function
 Preservation of Collective Memory: Past events serve as a means to
preserve collective memory within a society. They help to create a sense of
shared history and identity, allowing people to connect with their cultural
heritage and understand their place within a larger social context. By
remembering and commemorating past events, societies ensure that
important lessons, values, and traditions are passed down to future
generations.
 Shaping Cultural Identity: Past events play a crucial role in shaping the
cultural identity of a society. They contribute to the formation of national
narratives, myths, and symbols that define a group's sense of belonging
and pride. For example, historical events like independence struggles or
revolutions often become central to a nation's identity and are celebrated
as important milestones in its history.
 Learning from History: Past events provide valuable lessons and insights
that can guide present and future actions. By studying and analyzing past
events, societies can learn from the successes and failures of the past,
avoiding the repetition of mistakes and making informed decisions.
History serves as a teacher, offering examples of both positive and
negative outcomes that can inform social, political, and economic policies.
 Social Cohesion and Unity: Past events can foster social cohesion and
unity within a society. They can bring people together, creating a shared
sense of purpose and collective memory. Commemorations and
remembrance of significant historical events often serve as opportunities
for communities to come together, strengthen bonds, and reinforce a sense
of belonging.
 Understanding Social Change: Past events provide insights into the
processes of social change and development. By examining how societies
have evolved over time, we can gain a deeper understanding of the factors
that have shaped social, political, and cultural structures. This
understanding can help us navigate current challenges and anticipate future
trends.
 Interpreting Power Dynamics: Past events can shed light on power
dynamics within society. They reveal the actions and decisions of
individuals and groups that have influenced social, economic, and political
structures. By studying past events, we can critically analyze power
relations, inequalities, and systems of oppression, fostering a more
inclusive and equitable society.

These explanations highlight the various ways in which past events serve
important social functions within a society. They contribute to collective memory,
shape cultural identity, provide learning opportunities, foster social cohesion, help
understand social change, and reveal power dynamics. By recognizing and
understanding the social function of past events, societies can better navigate the
present and shape a more informed and inclusive future
C.Generic Structure
The term 'generic structure of past events' refers to the common structure or
pattern used in composing narratives about past events. Here is a more detailed
explanation of the 'generic structure of past events':

 Orientation: This section provides background information and basic

details about the past event. It includes the time, place, and context in
which the event occurred. The orientation gives readers or listeners an
initial understanding of the situation or conditions before the main event
took place.
 Complication: This section describes the main event or conflict that occurs
in the story. The complication explains the situation or problem that arises
and creates tension or conflict within the narrative. It can involve
unexpected events, conflicts, or challenges faced by the main character or
group in the story.
 Resolution: This section depicts how the main event or conflict in the story
is resolved or overcome. The resolution explains how the problem or
conflict is resolved and provides the outcome or result of the event. It can
be a happy ending, a tragic ending, or a satisfying resolution within the
story.
 Reorientation: This section provides a conclusion or closing to the story
about the past event. The reorientation may include reflections, moral
messages, or implications that can be drawn from the event. It provides a
closure that allows readers or listeners to reflect on and learn from the
story conveyed.

In this structure, the orientation provides context, the complication presents

conflict or challenges, the resolution provides a solution, and the reorientation
offers a conclusion and messages that can be derived. This structure helps to
create a clear and coherent narrative about past events.
 CHAPTER III
CLOSING

A.Conclusion

o Reflection on Outcomes: The conclusion of past events involves reflecting

on the outcomes or results of the events that have occurred. It entails
analyzing the consequences and impact of the past events on individuals,
communities, or society as a whole. This reflection helps to gain a deeper
understanding of the significance and lessons learned from those events.
o Evaluation of Lessons Learned: The conclusion of past events involves
evaluating the lessons learned from the events. It entails identifying the key
takeaways, insights, or principles that can be derived from the past events.
By evaluating the lessons learned, individuals and societies can apply them
to future decision-making, problem-solving, or planning processes.

In summary, the conclusion of past events involves reflecting on outcomes,

evaluating lessons learned, considering moral or ethical implications, assessing
implications for the present and future, and finding closure. It helps individuals
and societies gain insights, learn from the past, and make informed decisions for a
better future.

B.Advice
To gain a comprehensive understanding of past events, it is crucial to reflect on the
mistakes made and learn from them, ensuring that similar errors are not repeated in the
future. By delving deeper into the historical context surrounding these events, including
political, social, and cultural factors, we can grasp their significance and the lessons they
offer. Drawing parallels between past events and current situations allows us to gain
insights and make informed choices. It is essential to consider the long-term
consequences of past events, taking proactive measures to address any lingering effects
and striving to create positive change. Supporting initiatives that preserve and learn from
historical events, such as museums, archives, and educational programs, ensures that we
value and learn from our collective heritage
 BIBLIOGRAPHY
https://www.google.com/url?sa=i&url=https%3A%2F
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ziX9PO4&ust=1712848094119000&source=images&cd=vfe&opi=89978449&
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https://www.nlm.nih.gov/