RT-RK

Kunci

Bahasa dan Sastra

Inggris

Untuk SMA/MA
Kelas XI
 1st Chapter
You’d
u’d Better Go Now
 Expressions of Suggesting Receptionist : You just need to go 9. a good idea
Exercise straight following the 10. Have a nice day
I. main road, Sir, but it’s Task 2
Task 1 quite far from here. Listening script
Example: Foreign tourist : Oh, so we can’t walk Receptionist : K a r a n g p a n d a n
1. I think you’d better give her a there? Tourism Information
present. Receptionist : Well, Sir. That would Center. How can I
2. How about trying to offer it to be tough. You’d better help you?
your relatives, colleagues, or take the bus or mini- Foreign tourist : Hello. I want to visit
acquaintances first? bus. There are many Grojogan Sewu
3. Yes, I suggest you to do so as soon of them heading to Waterfall. Could you
as possible. Tawangmangu. You show me the direction
4. If I were you, I’d just forgive him, can find them at the to get there, please?
even though I may not be able bus station in the Receptionist : You just need to go
to forget what he’d done. It’s west of this office. I straight following the
burdensome to hold a grudge. suggest you to tell the main road, Sir, but it’s
5. Why don’t you write something conductor or driver quite far from here.
about your country? your destination so Foreign tourist : Oh, so we can’t walk
6. No, you’d better continue. he can let you know there?
7. I recommend you to take this when to get down. Receptionist : Well, Sir. That would
medicine. It’s good to relieve Foreign tourist : I see. Thank you for be tough. You’d better
headache. your suggestion. take the bus or mini-
8. I’d say the opera house is a good Receptionist : My pleasure. Is there bus. There are many
place to visit while in Sydney. anything else I can of them heading to
9. It’d be a good idea to start a new help you with? Tawangmangu. You
hobby. Foreign tourist : Umm…. My friends can find them at the
10. Try practicing your presentation in and I also plan to bus station in the
front of the mirror and master the camp in Sekipan west of this office. I
materials well. campsite. Is it far from suggest you to tell the
(Student’s answer may vary) the waterfall? conductor or driver
Task 2 Receptionist : Not so far, but it’ll be your destination so
Enclosure 1 better for you to take he can let you know
II. the bus or minibus when to get down.
Teacher asks the students to write there. From your stop, Foreign tourist : I see. Thank you for
down their problems and an expression you still need to walk your suggestion.
of asking for suggestion on a piece of for around a mile to Receptionist : My pleasure. Is there
paper then exchange the papers with the campsite. anything else I can
their classmates. After that, teacher asks Foreign tourist : All right. Should we tell help you with?
the students to give suggestion related the conductor or driver Foreign tourist : Umm…. My friends
to their classmates’ problems. Students that we want to go and I also plan to
then respond to their classmates’ to Sekipan campsite camp in Sekipan
suggestion by either accepting it or too? campsite. Is it far from
rejecting it. Teacher guides the students Receptionist : Yes, that would be a the waterfall?
during the activity and gives them some good idea. Receptionist : Not so far, but it’ll be
suggestions, corrections, and scores. Foreign tourist : Okay. Thank you very better for you to take
(Student’s activity and creativity) much. the bus or minibus
Receptionist : My pleasure, Sir. I there. From your stop,
Activity hope you enjoy your you still need to walk
Activity 1 visit. Have a nice for around a mile to
Task 1 day. the campsite.
Listening script Foreign tourist : Thank you. Have a Foreign tourist : All right. Should we tell
Receptionist : K a r a n g p a n d a n nice day. the conductor or driver
Tourism Information Answer: that we want to go
Center. How can I 1. How can I help you to Sekipan campsite
help you? 2. the direction too?
Foreign tourist : Hello. I want to visit 3. go straight Receptionist : Yes, that would be a
Grojogan Sewu 4. You’d better good idea.
Waterfall. Could you 5. your destination Foreign tourist : Okay. Thank you very
show me the direction 6. Thank you for much.
to get there, please? 7. Is it far
8. take the bus or minibus

2 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1

Receptionist : My pleasure, Sir. I
hope you enjoy your
visit. Have a nice
day.
Foreign tourist : Thank you. Have a
nice day.
Answer:
1. A foreign tourist and the receptionist
of Karangpandan TIC are talking to
each other.
2. The dialogue takes place in
Karangpandan Tourism Information
Center.
3. Because he wants to ask for some
information.
4. No, she doesn’t.
5. The receptionist suggests the
tourist to take the bus or minibus.
6. The tourist needs to hail a bus or
minibus, goes straight following the
main road, and tells the conductor
or driver about the destination so
they can let him know when to get
down.
7. In the west of the tourism information
center.
8. He expresses his gratitude.
9. “Should we tell the conductor or
driver that we want to go to Sekipan
campsite too?”
10. “You’d better take the bus or
minibus.”; “It’ll be better for you to
take the bus or minibus there.”
Activity 2
Task 1
Teacher appoints some pairs of students
to practice the dialogues and guides
them during the activity. After that,
teacher asks the students to analyze
both dialogues.
(Student’s answer may vary)
Task 2
1. She is making spaghetti.
2. She suggests Lucy to add some
drops of olive oil and a pinch of salt
to the boiling water when she cooks
the spaghetti.
3. Yes, she does. She responds by
saying, “All right I’ll do so. Thanks for
your suggestion, Tamara.” It means
she accepts the suggestion.
4. He can’t turn his laptop on.
5. “Have you checked the cable?”;
“You’d better pay attention to the
lights and power notifications in
your laptop next time.”
Activity 3
Task 1
Teacher appoints a student to read the
text carefully and guides him/her during
the reading activity.
(Student’s activity)
Task 2
1. T h e y a s k f o r B r i d g e t ’ s
suggestions.
2. Still waiting hasn’t had a serious
relationship. She had one
relationship, but she is pretty sure
she was just being used. Curious
has split up with her boyfriend and
this has left her feeling lonely and
confused.
3. It may mean 'successful effort;
an extremely good, often very
time-consuming, work effort that
produces exactly what is needed'.
4. I t m e a n s a N e w Z e a l a n d e r ;
somebody who comes from New
Zealand.
5. “I feel you could meet someone
from the mainland, so save for a
holiday and head to Queensland.”;
“You’d better replace the emotional
loss with something else.”
Activity 4
Task 1
Example:
1. My recommendation is to take the
public transportation.
2. I think the government should
make some rules and policy for old
vehicles and factories that produce
smoke.
3. I suggest the students to start
saving money to pay the trip and
do part-time jobs to earn more
money.
4. It’ll be better if we join cram school
or take extra courses to prepare
ourselves for the test.
5. We should help to take care of
the park by not littering and by
collecting rubbishes that we find.
(Student’s suggestions may vary)
Task 2
1. Why don’t you start exercising more
often, regularly
2. That’s really not enough
3. what do you suggest me to do
4. I suggest you to do the same
5. Thank you for your suggestions
Competence Test
Listening script
This dialogue is for questions number
1 to 3.
Nita : Do you have any suggestions
on how we should celebrate
mom’s birthday, Ari?
Ari : How about taking her for a
vacation along with dad, Nita?
We’ll pay for the trip.
Nita : That’s a good idea. I’m sure
mom will be very happy.
Dialogue for questions number 4 and
5 students to come forward and practice
Man : (coughing)
Woman : Oh, dear! You’ve got a
terrible cough. Have you met
the doctor?
Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
Man : Yeah, I’m taking my medicine
now, but the coughs have not
gone yet.
Woman : I s u g g e s t y o u t o q u i t
smoking.
Man : I guess you’re right.
1. a 6. c 11. b
2. e 7. e 12. e
3. d 8. d 13. a
4. d 9. a 14. d
5. c 10. b 15. c
Remedial
Task 1
Teacher appoints a pair of students
to practice the dialogue. Teacher
guides the students during the activity
and gives them some suggestions,
corrections, and score.
(Student’s activity)
Task 2
1. Mrs. Jackson and a shopkeeper
are talking to each other in the
dialogue.
2. The dialogue takes place in an
electronic store.
3. To buy a refrigerator.
4. She needs a small, one-door with
freezer, economical, and cheaper
one.
5. H e r b u d g e t i s u n d e r
Rp3.000.000,00.
6. She chooses Pioneer brand.
7. It is an expression of suggesting.
8. She should pay Rp2.061.000,00.
9. She asks the shop to deliver the
refrigerator to her house.
10. No, she shouldn’t. The shopkeeper
says that they can deliver the fridge
and it’s totally free. It means Mrs.
Jackson doesn’t need to pay for the
delivery.
Enrichment
Task 1
Teacher asks the students to write
some suggestions about what the
school should improve and how on
a piece of paper. After the students
submit their works, teacher checks the
students’ works and gives them some
suggestions, corrections, and scores.
(Student’s activity and creativity)
Task 2
Teacher asks the students to work in
pairs and make a dialogue applying
some expressions of asking for
suggestion, giving suggestion, and
accepting/rejecting suggestion. After
that, teacher appoints some pairs of
the dialogues they make. Teacher
guides the students during the activity
and gives them some suggestions,
corrections, and scores.
(Student’s activity and creativity)
3
 2nd Chapter
We Have
ve Studied the Material
Materials

 Perfect Tenses (?) Will we have enjoyed the 5. Rudolf : I have arranged a
Exercise scenery on the beach in the meeting with Mr. Adi
I. afternoon today? from Indonesia. It’s
Task 1 (Student’s activity and creativity) scheduled tomorrow
Enclosure 2 Task 2 at 10 o’clock.
Task 2 Teacher asks the students to write ten Julia : All right. Thank you,
1. managed questions using the interrogative form Rudolf.
2. made of present perfect tense then interview Answer:
3. published their seatmates in English using those 1. they will have been here in few
4. decided questions and answer their seatmates’ minutes
5. got/gotten questions also in English. After that, 2. I had visited it once
6. come teacher asks the students to write 3. I will have put it on your desk
7. taken the answers under the questions and 4. you had once owned a sport car
8. prepared submit the paper to the teacher. Teacher 5. I have arranged a meeting
9. submitted guides the students during the activity Task 2
10. written and gives them some suggestions, Listening script
Task 3 corrections, and scores. 1. Marini has delivered all her
1. fell down (Student’s activity) customers’ orders for today.
2. listened 2. The barista has run his coffee shop
3. checked Activity for a decade.
4. enwrapped Activity 1 3. Aristophanes had ridiculed Socrates
5. proposed Task 1 in his play entitled The Cloud.
6. uninstalled Listening script 4. Mother will have got back home in
7. released 1. Angelica : Have you called the evening.
8. enwound Phil and Lil about our 5. In 5 years time I’ll have finished
9. bought party tonight? university and I’ll be able to earn
10. read Tommy : Yes, I have some money at last.
II. reconfirmed their 6. The police have started the
Task 1 coming. They said investigation on this case.
Teacher asks the students to write some they will have been 7. Kanaya had attended an international
sentences using the positive, negative, here in few minutes. conference abroad when she was in
and interrogative forms of present, past, 2. Gilbert : What tourism object junior high school.
and/or future perfect tenses according in Yogyakarta do you 8. We’ll have finished in an hour and
to each given picture. After that, teacher recommend me to then you can use the practice
checks the students’ works and gives visit? room.
them some correction, suggestion, Sahara : Umm… I think you’ll 9. Hadn’t you ever got into a double-
and score. like the palace. I had decker when they still operated?
Example: visited it once when 10. Will you have come back to Solo by
(Picture 1) I was in Yogyakarta. next Thursday?
- (+) I have visited various beaches You’ll get to know Answer:
in Java Island and Bali Island. more about the 1. has delivered
(–) I haven’t visited various beaches royal family and the 2. has run his coffee shop
in Java Island and Bali Island. history. 3. had ridiculed
(?) Have I visited various beaches in 3. Mr. Hendra : Mary, when will you 4. will have got back home
Java Island and Bali Island? submit the revision 5. I’ll be able to earn some money
- (+) My family and I had gone to of your thesis? 6. have started the investigation
Pangandaran Beach when I Mary : I will have put it on 7. had attended an international
was younger. your desk by this conference
(–) My family and I hadn’t gone to Friday, Sir. 8. We’ll have finished
Pangandaran Beach when I 4. Dorothy : Mom told me that 9. Hadn’t you ever got
was younger. you had once 10. Will you have come back
(?) Had my family and I gone to owned a sport car
Pangandaran Beach when I when you’re young. Activity 2
was younger? What happened to Task 1
- (+) We will have enjoyed the it, Daddy? Teacher appoints a pair of students to
scenery on the beach in the Father : Oh, I’d sold it just practice the dialogue and guides them
afternoon today. before you were during the activity. After that, teacher
(–) We won’t have enjoyed the born. We needed a asks the students to analyze the perfect
scenery on the beach in the bigger and comfier tenses mentioned in the dialogue.
afternoon today. car. (Student’s activity)

4 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1

Task 2 Competence Test 3. (+) Yo u h a v e m a d e u p w i t h
Enclosure 3 Listening script Francisca yet.
Della : Hi, brother. What are you (–) You haven’t made up with
Activity 3 doing? Francisca yet.
Task 1 Edmund : Oh, hi, Della. I’m working (?) Haven’t you made up with
Teacher appoints a student to read the n o w. I n e e d t o h a v e Francisca yet?
text carefully and guides him/her during this report done for an 4. (+) Grandmother will have baked
the reading activity. After that, teacher important presentation the cake by the end of the
asks the students to study the text to get tomorrow morning at my day.
some information to do the next task. office. Why? (–) Grandmother will not have
(Student’s activity) Della : Um, when will you have baked the cake by the end of
Task 2 finished it? I need to borrow the day.
1. The text is about Vina. your laptop to type my (?) Will grandmother have baked
2. She will go to Bali next holiday. short-story for my English the cake by the end of the
3. Her sister, Manda, had visited it class. day?
before. Edmund : Have you written it on the 5. (+) We have been together for
4. It refers to Vina. paper? years now.
5. It expresses prediction related to Della : Yes, I have just finished (–) We haven’t been together for
the completion of an activity/action writing it before coming to years now.
during certain period of time in the you. (?) Have we been together for
future, or, related to the activity Edmund : I see. You can use it now. years now?
started earlier in the future. Della : Thank you, brother. I think Task 2
I’ll have finished it in half an 1. have been
Activity 4 hour. 2. proven
Task 1 Edmund : Okay. I’m in the library. 3. not found
1. have happened Please bring my laptop 4. not come
2. has gone there after you finish. 5. known
3. have decided Della : All right. 6. gone
4. has given birth 1. b 6. e 11. c 7. been cleaned
5. has stopped 2. d 7. b 12. e 8. died
6. has finally passed 3. e 8. a 13. d 9. graduated
7. have finished 4. e 9. c 14. d 10. advised
8. have been accepted 5. a 10. b 15. a Enrichment
9. have moved Task 1
10. have had Remedial Test Teacher asks the students to make a
Task 2 Task 1 dialogue with their seatmates talking
Example: 1. (+) Mr. Wahyu has run the company about action/activity/event finished/
1. - H a v e y o u d o n e y o u r for almost a decade. done in the past, present, and/or the
homework? (–) Mr. Wahyu hasn’t run the future. After that, teacher appoints
- I had done the tests to get company for almost a decade. some pairs of students to come forward
driving licence when I was in (?) Has Mr. Wahyu run the company and practice the dialogue they make.
high school. for almost a decade? Teacher guides the students during
- I will have done my final project 2. (+) I have contacted the owner the activity and gives suggestions,
in the end of this week. of the shop to ask about the corrections, and scores.
(Student’s activity and creativity) product I want to buy. (Student’s activity and creativity)
(–) I haven’t contacted the owner Task 2
of the shop to ask about the Teacher asks the students to write ten
product I want to buy. more sentences using each kind of
(?) Have I contacted the owner perfect tense they've learned in this
of the shop to ask about the chapter (present, past, and future). After
product I want to buy? that, teacher may check the students’
work and give suggestions, corrections,
and scores.
(Student’s activity and creativity)

Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1 5


I Willl Go If It Doesn’t Rain
 Ask and Talk about Future Plans
Exercise
I.
Task 1
Teacher appoints a pair of students
to come forward and practice the
dialogue. After that, teacher asks all
of the students to study the dialogue
well to get information to do the next
task. Teacher guides the students
during the activity and gives them some
suggestions, corrections, and scores.
(Student’s activity)
Task 2
1. Mr. Ramos Ramires calls the
secretary of Mr. William Turner.
2. Because he wants to talk to Mr.
William Turner.
3. Because Mr. Turner is having a
meeting at the moment.
4. H e w i l l m e e t M r. Tu r n e r o n
Wednesday at a quarter past four
in Mr. Turner’s office.
5. - He will be away the following
week.
- He’s on a business trip to Hong
Kong for a fortnight.
- Mr. Turner is out of the office
all morning, but he will be
available in the afternoon, after
about three o’clock.
II.
Teacher asks the students to make a
dialogue talking about future plans.
After that, teacher appoints some pairs
of students to come forward to practice
the dialogues they make. Teacher
guides the students during the activity
and gives them some suggestions,
corrections, and scores.
(Student’s activity and creativity)
 Real Conditional Sentence
(Conditional Sentence Type I)
Exercise
I.
Task 1
Example:
1. If I can play musical instrument, I
will join the orchestra.
2. If I get the scholarship, I will continue
my study abroad.
3. If I have enough money, I will watch
the concert.
4. If Yuni has time, she will travel to
Japan.
5. If we don’t study well, we will fail the
test.
6 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
3rd Chapter
6. If the students do not pay attention
to the teacher, she will get angry.
7. If I am not busy, I will accompany
you.
8. If Mr. Agus saves enough money,
he will buy a house.
9. If the customers have any problem,
they will call the manager.
10. If I visit Korea, I will speak Korean.
(Student’s answer may vary.)
Task 2
Example:
1. we will visit him
2. I will greet you when we meet
3. they will discuss about this matter
4. he will call her
5. we will not know about it
6. I will forgive you
7. he will be able to go on a vacation
8. I will listen to my favourite song
9. the employees will have a trip
together
10. the workers will do a strike
(Student’s answer may vary.)
II.
Example:
1. If the road is crowded, I will arrive
late at the venue.
2. If I feel tired, I will sleep.
3. If we hold an event, we will be able
to open donation for the victims of
the disaster.
4. If we talk to foreign tourist a lot,
we will improve our speaking and
listening skills.
5. If the canteen is crowded, I will not
be able to have a lunch.
(Student’s answer may vary.)
Activity
Activity 1
Task 1
Listening script
Anton : Mira, will you join our trip to
the beach next holiday?
Mira : I will go if my parents allow
me, Anton. We usually visit
my grandparents in Jepara
in holidays, so I don’t know if
I can stay.
Anton : I see. Please let me know as
soon as possible if you can
join us. I need to find a partner
for you as we plan to go by
motorcycle.
Mira : All right. When will you go, by
the way?
Anton : I don’t know yet. We’ll go to
some unpopular beaches if
they can be reached quite
easily. We’ll find out before
going.
Mira : That sounds like fun.
Anton : I’m sure it will be fun. You
should join us.
Mira : I’ll convince my parents. I
hope they will let me join you.
I’ll text you tonight.
Anton : Okay.
Answer:
1. Mira and Anton are talking to each
other in the dialogue.
2. They are talking about their trip to
the beach next holiday.
3. He will go to the beach.
4. She usually visits her grandparents
in Jepara during holidays.
5. “I will go if my parents allow me”;
“We’ll go to some unpopular
beaches if they can be reached
quite easily.”
Task 2
Listening script
1. I will take my sister if I have a
motorcycle.
2. You will be asked for an interview if
you are shortlisted in this process.
3. Sandy will stay in the hospital if his
condition gets worse.
4. My parents will buy me a motorcycle
if I can go to that university.
5. Gema will write a new song if he
has an idea.
6. Mr. Wiranto will give us a bonus if
we work hard.
7. Our teacher will be angry if we don’t
do our homework.
8. The students will have an extra
course if they get bad scores during
the preparation tests.
9. I w i l l t r e a t y o u i f I g e t t h e
scholarship.
10. Dania will get mad at us if she
knows about it.
Answer:
1. will take
2. are shortlisted
3. gets worse
4. will buy
5. will write
6. work hard
7. don’t do
8. will have
9. will treat
10. knows
Activity 2 Activity 4 1. c 6. c 11. d
Task 1 Task 1 2. d 7. e 12. d
Teacher appoints a pair of students to 1. If my motorcycle runs out of petrol, 3. b 8. a 13. b
practice the dialogue and guides them I will go to petrol station to tank it 4. e 9. e 14. a
during the activity. Teacher may also up. 5. b 10. a 15. c
give some suggestions, corrections, 2. If Marini tells me about her problem, Remedial Test
and scores to the students. I will give her some suggestions. Task 1
(Student’s activity) 3. If our favourite restaurant is closed, Example:
Task 2 we will have dinner at another 1. I will dry my clothes if it doesn’t
Enclosure 4 restaurant. rain.
4. If my brother’s high body temper- 2. I will drink milk if I can't sleep
Activity 3 ature doesn’t get lower at all, I will 3. I will swim in the sea if the sea is
Task 1 bring him to the hospital. calm enough.
Teacher asks the students to read the 5. If she feels sick, she won’t join the 4. I will sell my guitar if I need
sentences carefully and guides them exercise. money.
during the reading activity. After that, Task 2 5. I will cook my own meal if I have the
teacher asks the students to study Example: ingredients.
the sentences carefully to do the next 1. they pass the national final (Student’s activity and creativity)
task. examination Task 2
(Student’s activity) 2. they break the school rule 1. is
Task 2 3. we don’t return the books we 2. will be offered
1. If she gets better, she will not take borrowed on time 3. get
a sick leave tomorrow. 4. it is our class’ turn to lead the 4. knows
2. If my cousin doesn’t plan to stay ceremony 5. will give
overnight, I will not prepare a room 5. w e d o n ’ t b r i n g c o m p l e t e
for him. documents Enrichment
3. If Rena isn’t appointed as the 6. my old shoes are worn out Teacher asks the students to write
representative for the international 7. the package is heavier ten real conditional sentences based
conference, she will not fly to 8. you want it sweeter on their own situation and future
Bangkok. 9. you sun yourself/stay outdoor for plans. After that, teacher checks the
4. If my saving isn’t enough, I will too long students’ works and gives them some
not buy a new smart phone for my 10. he has enough money suggestions, corrections, and scores.
mother. (Student’s answer may vary) (Student’s activity and creativity)
5. If the employee isn’t absent (is
present), the employer will not cut Competence Test
his/her salary. Listening script
6. If the audience don’t know the song, 1. Mother will not worry if we drive the
they will not sing along. car carefully.
7. If the store sends the product in two 2. Arnold will inform us if he arrives
days, the customer will not cancel earlier.
the order. 3. Your parents will be proud of you if
8. If the students ask question, the you get an achievement.
teacher will not have a test about 4. You will get a discount if you buy
the material. more products.
9. If I don’t have time, I will not join a 5. She will cry if you tease her.
French course.
10. If mother doesn’t go to Jepara, she
will not buy some carved objects.

Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1 7

 Mid Semester Exercise
Listening script Example: Task 2
Waitress : Good evening. Welcome to 1. A : Someone robbed my bag. What Teacher asks the students to write a
Sedap Restaurant. should I do? sentence in past perfect tense, present
Steven : Good evening. I’ve reserved B : You’d better report it to the perfect tense, and future perfect tense
a table for two. police first. using the verbs on Task 1. After the
Waitress : Are you Mr. Steven? (Student’s activity and creativity) students finish, they can submit their
Steven : I am. Have you prepared work to get some assessment from
everything? Task 2 the teacher.
Waitress : Yes, Sir. We’d got everything 1. will do Example:
ready. Let me walk you to 2. is 1. - I had learnt/learned Japanese
your table. 3. will cook when I was in middle school.
Steven : Thank you. 4. feels - I have learnt/learned the
Waitress : Should we serve everything 5. will go material before.
now, Sir? - I will have learnt/learned all of
Steven : Yes, please. Oh, but, keep Enrichment the materials in this book by the
the dessert for later. Task 1 end of this semester.
Waitress : All right, Sir. If you give Verb 3 (Past (Student’s activity and creativity)
us a signal, we’ll take the No. Verb 1
Participle)
dessert out right away.
1. Learn Learnt/Learned
Steven : Okay, thank you very
much. 2. Throw Thrown
3. Ask Asked
1. b 6. a 11. b 16. c 21. d 4. Advise Advised
2. d 7. d 12. a 17. b 22. a
3. d 8. e 13. b 18. c 23. c 5. Sing Sung
4. a 9. a 14. e 19. a 24. d 6. Invite Invited
5. c 10. b 15. d 20. e 25. d 7. Go Gone
Remedial 8. Stay Stayed
Task 1 9. Talk Talked
Teacher asks the students to make a 10. Call Called
short and simple dialogue about asking
for and giving suggestion according
to each given picture. Teacher guides
the students during the activity, checks
their works, and gives them some
suggestions, corrections, and scores.

8 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1


 Understanding Poetry/Poem
Exercise
I.
Task 1
Teacher appoints a student to read
the poem loudly and guides him/her
during the poem-reading activity. After
that, teacher asks all of the students to
observe the poem thoroughly to do the
next task.
(Student’s activity)
Task 2
1. Lisa Asmo wrote the poem.
2. It is about friend/friendship.
3. It refers to the writer’s friend.
4. It means ‘a remark intended to
humiliate or criticize someone’.
5. Example: To express the writer’s
gratitude to her friend (Student’s
answer may vary.)
II.
Example:
1. The lead singer is an elusive
salamander.
2. He was curious, like a caterpillar.
3. He was so hungry, he ate that whole
cornfield for lunch, stalks and all.
4. My teddy bear gave me a hug.
5. The hostess kept a good table.
(Student’s activity and creativity)
 Analyzing Poetry/Poem
Exercise
I.
Task 1
Teacher appoints a student to recite
the poem loudly and guides him/her
during the poem-reciting activity. After
that, teacher asks all of the students
to observe the poem thoroughly to do
the next task.
(Student’s activity)
Task 2
Teacher asks the students to analyze
the poem on Task 1 by paying attention
to the given points then submit their
analysis to the teacher. Teacher checks
the students’ works and gives them
some suggestions, corrections, and
scores.
(Student’s analysis)
II.
Teacher asks the students to find a poem
about teenager’s life in other sources
such as magazines, newspapers, or
internet, and then analyze the poem
they’ve chosen. After the students
submit their analysis, teacher checks the
students’ works and gives them some
suggestions, corrections, and scores.
(Student’s analysis)
4th Chapter
Reciting Poems
Activity
Activity 1
Task 1
Listening script
Finding Hope
By: Patricia A. Fleming; Published:
July 8, 2017
I've always viewed life from the side
lines,
Just watching it passing me by,
In the past too afraid to just let go and
live,
And lately too tired to try.
I've envied the people around me,
So invested in living each day,
While I spent my time hiding out from
the world,
And searching for ways to escape.
For most of my life, I truly believed,
I was here to help somebody else,
But now it's so clear it was just an
excuse.
To avoid living life for myself.
It's sad that our lives and the pain we
endure,
Can weaken our strength to move on,
But if we get lost in the scars of our
past,
Without knowing our lives will be
gone.
It's true people are disappointing,
They can turn in the blink of an eye,
But we can't avoid hurting each other,
When we all want a chance at this life.
But there's something I've learned
through the wisdom of age,
A truth about all of our lives,
And that is no matter what path we
each take,
In the end, we just want to survive.
So the time has now come to conquer
my fears,
And to stand up and face a new day,
Let the hurts of my past wash away
with my tears,
And stop letting my life slip away.
Answer:
1. viewed
2. too afraid
3. envied
4. to escape
5. help somebody else
6. avoid living life
7. weaken our strength
8. blink of an eye
9. the wisdom of age
10. to stand up
Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
Task 2
Listening script
Finding Hope
By: Patricia A. Fleming; Published:
July 8, 2017
I've always viewed life from the side
lines,
Just watching it passing me by,
In the past too afraid to just let go and
live,
And lately too tired to try.
I've envied the people around me,
So invested in living each day,
While I spent my time hiding out from
the world,
And searching for ways to escape.
For most of my life, I truly believed,
I was here to help somebody else,
But now it's so clear it was just an
excuse.
To avoid living life for myself.
It's sad that our lives and the pain we
endure,
Can weaken our strength to move on,
But if we get lost in the scars of our
past,
Without knowing our lives will be
gone.
It's true people are disappointing,
They can turn in the blink of an eye,
But we can't avoid hurting each other,
When we all want a chance at this life.
But there's something I've learned
through the wisdom of age,
A truth about all of our lives,
And that is no matter what path we
each take,
In the end, we just want to survive.
So the time has now come to conquer
my fears,
And to stand up and face a new day,
Let the hurts of my past wash away
with my tears,
And stop letting my life slip away.
Answer:
1. The title of the poem is “Finding
Hope”.
2. Patricia A. Fleming makes the
poem.
3. It is about finding hope in life.
4. Example: It is to encourage people
and the writer herself not to give up.
(Student’s answer may vary.)
5. Yes, there is./No, there is not.
6. Example: The poem has a settled
form. For all seven stanzas, each
of them has four lines with ABAB
rhyme scheme. …. (Student’s
answer may vary.)
7. The synonyms are take control,
defeat, overpower, master, etc.
9
 8. It means ‘accidentally slide or move
out of position or from someone's
grasp’.
9. Teacher asks the students to
paraphrase the poem and write
their own summary. After that,
teacher checks the students’ works
and gives them some suggestions,
corrections, and scores. (Student’s
activity and creativity)
10. Example: I think it’s a beautifully
rhymed poem. It depicts how life is
for the writer and the message to
keep living and facing days bravely
is quite strong. (Student’s answer
may vary.)
Activity 2
Task 1
Teacher asks the students to memorize
the poem. Then, teacher appoints some
students to recite the poem one by one.
After that, teacher asks the students to
express their feeling and thoughts about
the poem and analyze its text structure,
purpose, language features, and other
points verbally. Teacher guides the
students during the activity and gives
them some suggestions, corrections,
and scores.
(Student’s activity)
Task 2
Teacher appoints some pairs of students
to practice the dialogue and guides
them during the activity.
(Student’s activity)
Activity 3
Task 1
Teacher appoints a student to come
forward to read the poem loudly and
confidently. Teacher guides the student
during the activity.
(Student’s activity)
Task 2
1. The title of the poem is Daffodils.
2. Example: Because the poem talks
about a crowd of daffodils and the
flower is mentioned in the poem.
(Student’s answer may vary.)
3. It means ‘perfect happiness or a
state of spiritual blessedness got
from being alone’.
4. Simile:
- I wandered lonely as a cloud
- Continous as the stars that
shine
Personification:
- Fluttering and dancing in the
breeze.
- Tossing their heads in sprightly
dance
10 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
5. Teacher asks the students to
paraphrase the poem and rewrite
it based on their understanding
toward the meaning. After that,
teacher checks the students’ works
and gives them some suggestions,
corrections, and scores. (Student’s
activity and creativity.)
Activity 4
Task 1
Teacher asks the students to analyze
the poem entitled Best Friend by
Mizscorpio. After that, teacher checks
the students’ works and gives them
some suggestions, corrections, and
scores.
(Student’s analysis)
Task 2
Teacher asks the students to write a
poem in English expressing their life,
feeling, or else on a piece of paper, then
submit their work to the teacher to get
some assessments.
(Student’s activity and creativity)
Competence Test
Listening script
Are There Paw Prints In Heaven?
By: Missy Davis; Published: January
2009
I hear of a place that is made of gold,
a place where we shall never grow
old,
but one answer I have not heard at all,
will there be paw prints from my little
dog?
He promised us joy right from the
start.
I just wonder if she'll be a part.
So as I sit here and dream of the day,
I wonder if in heaven she will stay?
When you're walking down with the
saints of old,
take a glimpse of that new road,
and if there you shall see,
maybe a paw print just for me.
1. b 6. b 11. d and asks the students to analyze their
2. e 7. e 12. b friends’ poem that they get. After that,
3. a 8. c 13. e the students submit both the poem
4. c 9. a 14. b and their analyses. Teacher checks the
5. d 10. c 15. d students’ works and gives them some
Remedial
Task 1
Teacher asks the students to read the
poem carefully. After that, teacher asks
the students to study the poem carefully
to get information to do the next task.
Teacher guides the students during
the activity.
(Student’s activity)
Task 2
1. It is about life.
2. There are 11 stanzas.
3. Yes, it does, but each stanza has
different rhyme scheme.
4. First stanza: ABCA
Second stanza: ABAB
Third stanza: ABCB
Fourth stanza: ABCB
Fifth stanza: ABCB
Sixth stanza: ABCD
Seventh stanza: ABCB
Eighth stanza: ABCB
Ninth stanza: ABCB
Tenth stanza: ABCB
Eleventh stanza: ABCB
5. Because the poem is personal.
(Student’s answer may vary)
6. It rhymes with ‘here’.
7. The synonyms are happiness,
delight, pleasure, etc.
8. It means ‘cause continual trouble or
distress to’.
9. Example: It is a beautiful poem
with strong message about the
true meaning of life. The mood of
the poem is very personal, but it
is relatable to many people. The
diction which makes the poem
rhymed really makes the poem
even more beautiful. (Student’s
answer may vary.)
10. Teacher asks the students to
explain their understanding toward
the meaning of the poem. After that,
teacher checks the students’ works
and gives them some suggestions,
corrections, and scores. (Student’s
answer may vary.)
Enrichment
Teacher asks the students to choose
a theme related to teenager’s life then
write a poem about it on a piece of
paper. After the students finish writing
the poem, they can submit their work to
the teacher. Teacher then shuffles the
works and gives them back randomly,
suggestions, corrections, and scores.
(Student’s activity and creativity)

Let’s Read
ead Some Short Stories!
 Short Story: A Narrative
Exercise
I.
Task 1
Teacher asks the students to read the
short story and study it carefully to
do the next task. Teacher guides the
students during the reading activity.
(Student’s activity)
Task 2
1. It is about a boy and the choice he
can’t decide to choose.
2. It is to entertain and give moral
lesson to the readers.
3. There are seven people in the story:
the boy, the mother, the father, the
lady, two men behind the parents,
and the third man.
4. Example: the boy is innocent and
a little quiet, the parents are calm
and kind, the third man is calm but
a little indifferent, the lady is kind,
while the other two men aren’t really
talked about. (Student’s answer
may vary.)
5. Example: First, he felt a little scared
in the beginning of the story. He
also felt confused. After that, he
felt brave and more confident, but
still confused and sad. (Student’s
answer may vary.)
6. The synonyms are outburst, rage,
bluster, etc.
7. It means ‘physical strength and
good health’ or ‘effort, energy, and
enthusiasm’.
8. Example: I think the parents are
processing their divorce. (Student’s
answer may vary.)
9. No, it is not. It seems like the
parents were divorcing and the son
faced a difficult question about with
whom he prefers to live.
10. Teacher asks the students to
summarize the story to analyze the
generic structure of it.
Example:
Orientation : T h e y b o y w a s
sitting somewhere,
and then a lady
came to take him
to a room.
Complication : T h e b o y w a s
questioned by a
man about with
whom he preferred
to live. The boy felt
confused because
he couldn’t
choose.
5th Chapter
Resolution : At last, the boy
expressed his
feeling that he
couldn’t choose
one of his parents
and leave the
other.
(Student’s activity)
II.
Teacher asks the students to find
a short story from another source
such as magazine, newspaper, other
textbooks, or the internet. After that,
teacher asks the students to read the
story then analyze it. Teacher guides the
students during the activity, checks the
students’ works, and gives them some
suggestion, correction, and scores.
(Student’s activity and analysis)
Activity
Activity 1
Task 1
Listening script
A Haunted House
By: Virginia Woolf
Whatever hour you woke there was
a door shutting. From room to room they
went, hand in hand, lifting here, opening
there, making sure--a ghostly couple.
"Here we left it," she said. And he
added, "Oh, but here tool" "It's upstairs,"
she murmured. "And in the garden," he
whispered. "Quietly," they said, "or we
shall wake them."
But it wasn't that you woke us.
Oh, no. "They're looking for it; they're
drawing the curtain," one might say, and
so read on a page or two. "Now they've
found it,' one would be certain, stopping
the pencil on the margin. And then, tired
of reading, one might rise and see for
oneself, the house all empty, the doors
standing open, only the wood pigeons
bubbling with content and the hum of
the threshing machine sounding from
the farm. "What did I come in here for?
What did I want to find?" My hands were
empty. "Perhaps its upstairs then?" The
apples were in the loft. And so down
again, the garden still as ever, only the
book had slipped into the grass.
But they had found it in the drawing
room. Not that one could ever see them.
The windowpanes reflected apples,
reflected roses; all the leaves were
green in the glass. If they moved in the
drawing room, the apple only turned
its yellow side. Yet, the moment after,
if the door was opened, spread about
Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
the floor, hung upon the walls, pendant
from the ceiling--what? My hands
were empty. The shadow of a thrush
crossed the carpet; from the deepest
wells of silence the wood pigeon drew
its bubble of sound. "Safe, safe, safe"
the pulse of the house beat softly. "The
treasure buried; the room . . ." the pulse
stopped short. Oh, was that the buried
treasure?
A moment later the light had faded.
Out in the garden then? But the trees
spun darkness for a wandering beam
of sun. So fine, so rare, coolly sunk
beneath the surface the beam I sought
always burned behind the glass. Death
was the glass; death was between us,
coming to the woman first, hundreds of
years ago, leaving the house, sealing all
the windows; the rooms were darkened.
He left it, left her, went North, went East,
saw the stars turned in the Southern
sky; sought the house, found it dropped
beneath the Downs. "Safe, safe, safe,"
the pulse of the house beat gladly. 'The
Treasure yours."
The wind roars up the avenue.
Trees stoop and bend this way and that.
Moonbeams splash and spill wildly in
the rain. But the beam of the lamp falls
straight from the window. The candle
burns stiff and still. Wandering through
the house, opening the windows,
whispering not to wake us, the ghostly
couple seek their joy.
"Here we slept," she says. And he
adds, "Kisses without number." "Waking
in the morning--" "Silver between the
trees--" "Upstairs--" 'In the garden--"
"When summer came--" 'In winter
snowtime--" "The doors go shutting far
in the distance, gently knocking like the
pulse of a heart.
Nearer they come, cease at the
doorway. The wind falls, the rain slides
silver down the glass. Our eyes darken,
we hear no steps beside us; we see
no lady spread her ghostly cloak. His
hands shield the lantern. "Look," he
breathes. "Sound asleep. Love upon
their lips."
Stooping, holding their silver lamp
above us, long they look and deeply.
Long they pause. The wind drives
straightly; the flame stoops slightly. Wild
beams of moonlight cross both floor
and wall, and, meeting, stain the faces
bent; the faces pondering; the faces
that search the sleepers and seek their
hidden joy.
11
 "Safe, safe, safe," the heart of the
house beats proudly. "Long years--" he
sighs. "Again you found me." "Here,"
she murmurs, "sleeping; in the garden
reading; laughing, rolling apples in
the loft. Here we left our treasure--"
Stooping, their light lifts the lids upon
my eyes. "Safe! safe! safe!" the pulse
of the house beats wildly. Waking, I cry
"Oh, is this your buried treasure? The
light in the heart."
Answer:
1. shutting
2. upstairs
3. drawing
4. wood pigeons
5. had slipped
6. windowpanes
7. yellow side
8. treasure
9. had faded
10. beneath
11. Moonbeams
12. ghostly couple
13. doorway
14. beams of moonlight
15. in the heart
Task 2
Listening script
A Haunted House
By: Virginia Woolf
Whatever hour you woke there was
a door shutting. From room to room they
went, hand in hand, lifting here, opening
there, making sure--a ghostly couple.
"Here we left it," she said. And he
added, "Oh, but here tool" "It's upstairs,"
she murmured. "And in the garden," he
whispered. "Quietly," they said, "or we
shall wake them."
But it wasn't that you woke us.
Oh, no. "They're looking for it; they're
drawing the curtain," one might say, and
so read on a page or two. "Now they've
found it,' one would be certain, stopping
the pencil on the margin. And then, tired
of reading, one might rise and see for
oneself, the house all empty, the doors
standing open, only the wood pigeons
bubbling with content and the hum of
the threshing machine sounding from
the farm. "What did I come in here for?
What did I want to find?" My hands were
empty. "Perhaps its upstairs then?" The
apples were in the loft. And so down
again, the garden still as ever, only the
book had slipped into the grass.
But they had found it in the drawing
room. Not that one could ever see them.
The windowpanes reflected apples,
reflected roses; all the leaves were
green in the glass. If they moved in the
drawing room, the apple only turned
its yellow side. Yet, the moment after,
if the door was opened, spread about
the floor, hung upon the walls, pendant
from the ceiling--what? My hands
12 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
were empty. The shadow of a thrush
crossed the carpet; from the deepest
wells of silence the wood pigeon drew
its bubble of sound. "Safe, safe, safe"
the pulse of the house beat softly. "The
treasure buried; the room . . ." the pulse
stopped short. Oh, was that the buried
treasure?
A moment later the light had faded.
Out in the garden then? But the trees
spun darkness for a wandering beam
of sun. So fine, so rare, coolly sunk
beneath the surface the beam I sought
always burned behind the glass. Death
was the glass; death was between us,
coming to the woman first, hundreds of
years ago, leaving the house, sealing all
the windows; the rooms were darkened.
He left it, left her, went North, went East,
saw the stars turned in the Southern
sky; sought the house, found it dropped
beneath the Downs. "Safe, safe, safe,"
the pulse of the house beat gladly. 'The
Treasure yours."
The wind roars up the avenue.
Trees stoop and bend this way and that.
Moonbeams splash and spill wildly in
the rain. But the beam of the lamp falls
straight from the window. The candle
burns stiff and still. Wandering through
the house, opening the windows,
whispering not to wake us, the ghostly
couple seek their joy.
"Here we slept," she says. And he
adds, "Kisses without number." "Waking
in the morning--" "Silver between the
trees--" "Upstairs--" 'In the garden--"
"When summer came--" 'In winter
snowtime--" "The doors go shutting far
in the distance, gently knocking like the
pulse of a heart.
Nearer they come, cease at the
doorway. The wind falls, the rain slides
silver down the glass. Our eyes darken,
we hear no steps beside us; we see
no lady spread her ghostly cloak. His
hands shield the lantern. "Look," he
breathes. "Sound asleep. Love upon
their lips."
Stooping, holding their silver lamp
above us, long they look and deeply.
Long they pause. The wind drives
straightly; the flame stoops slightly. Wild
beams of moonlight cross both floor
and wall, and, meeting, stain the faces
bent; the faces pondering; the faces
that search the sleepers and seek their
hidden joy.
"Safe, safe, safe," the heart of the
house beats proudly. "Long years--" he
sighs. "Again you found me." "Here,"
she murmurs, "sleeping; in the garden
reading; laughing, rolling apples in
the loft. Here we left our treasure--"
Stooping, their light lifts the lids upon
my eyes. "Safe! safe! safe!" the pulse
of the house beats wildly. Waking, I cry
"Oh, is this your buried treasure? The
light in the heart."
Answer:
1. Virginia Woolf wrote the story.
2. It is about a haunted house.
3. They went from room to room hand
in hand, lifting here, opening there,
and making sure of something.
4. They are good ghosts because they
didn’t actually scare the dwellers of
the house, who were sleeping.
5. It means ‘a low, steady continuous
sound’.
6. The subject ‘I’ in the story occupied
the haunted house in which
the ghostly couple stayed and
roamed.
7. It refers to the ghostly couple.
8. The synonyms are consider, think
about, think over, wonder about,
etc.
9. Teacher asks the students to
analyze the social function, generic
structure, and language features of
the text.
Example:
• The social function of the text
is to entertain the reader with
a story.
• The generic structure of the
text:
- Orientation : f i r s t
paragraph
- Complication : second to
ninth paragraphs
- Resolution : l a s t
paragraph
• The language feature of the
text:
- Uses past tenses
- Use of material process
(action verbs)
- Use of relational process
and mental process (went,
lived, slept)
- Etc.
(Student’s analysis)
10. Example: I think that although
confusing, the story is quite
interesting. Despite being titled
‘A Haunted House’, the story is not
scary at all. (Student’s answer may
vary.)
Activity 2
Task 1
Teacher asks the students to memorize
the short monologue then appoints
some students to retell the monologue
verbally in front of the class. Teacher
guides the students during the activity
and gives them some suggestions,
corrections, and scores.
(Student’s activity)
Task 2
Teacher asks the students to write a short
story based on the short monologue on
Task 1 then memorize their story. After
that, teacher appoints some students
to come forward and retell their story
verbally. Teacher guides the students
during the activity and gives them some
suggestions, corrections, and scores.
(Student’s activity and creativity)
Activity 3
Task 1
Teacher asks the students to read the
text and study it carefully to do the
next task. Teacher guides the students
during the reading activity.
(Student’s activity)
Task 2
1. The text is about a fisherman.
2. The social functions of the text are
to entertain and educate (give moral
lesson) to the readers.
3. Because he thought that it was
strange for someone to fish exactly
three fish every day. (Student’s
answer may vary)
4. Example: The fisherman is not a
greedy man. He is humble, simple,
and innocent because he only took
what he needed, not more. He
didn’t try to do what isn’t needed.
(Student’s answer may vary)
5. Because he didn’t understand
what the tourist implied. (Student’s
answer may vary)
Activity 4
Task 1
F-C-I-A-E-H-D-G-B
The Silver Key
There was a traveller going to a
distant town. When he reached the
town it was almost midnight. He came
to an inn but he found it was locked from
inside. He knocked at the door.
“Who are you?” asked a voice from
inside the inn. “What do you want?
The door cannot be unlocked at such
an odd hour.”
The traveller needed a rest, food,
and shelter. He said, “Please, innkeeper,
unlock the door. See, how cold it is
outside!”
“It’s a strange lock and can be
opened only with a silver key,” replied
the innkeeper.
The traveller passed a silver coin
through a slit in the door, got the door
unlocked, and entered into the inn.
“I have left one of my two bags
outside,” said the traveller. “Will you
please bring it in?”
No sooner had the innkeeper gone
out than the traveller locked the door
from inside. The greedy innkeeper was
now shut out. He requested the traveller
to unlock the door.
“I’m helpless,” replied the traveller.
“It’s a strange lock and can be opened
only with a silver key.”
The innkeeper was obliged to
push a silver coin through the slit. The
traveller got back his silver coin and
unlocked the door.
Source: “Angel’s Moral Stories”
Task 2
Teacher asks the students to choose a
theme and write their own short story
in English on a piece of paper. After
the students submit their work, teacher
checks the students’ works and gives
them some suggestions, corrections,
and scores.
(Student’s activity and creativity)
Competence Test
Listening script
The Necklace (Simplified ver.)
By: Guy de Maupassant
She was one of those pretty,
delightful girls who, apparently by some
error of Fate, get themselves born the
daughters of very minor civil servants.
She went along with a proposal made
by a junior clerk in the Ministry of
Education. She had no fine dresses,
no jewellery, nothing. Sometimes, for
days on end, she would weep tears of
sorrow, regret, despair, and anguish.
One evening her husband came
home looking highly pleased with
himself. In his hand he brandished
a large envelope. Instead of being
delighted as her husband had hoped,
she tossed the invitation peevishly onto
the table and began to cry for she had
no dress to wear to such a party. At last,
her husband gave her the sum of money
she needed to buy a fine dress.
The day of the reception drew near
and Madame Loisel appeared sad,
worried, anxious as she hadn’t got a
single piece of jewellery to be worn. Her
husband then suggested her to go and
see her friend, Madame Forestier, and
ask her to lend some jewellery.
The next day she called on her
friend and told her all about her problem.
Taking all her collection, Madame
Forestier said to Madame Loisel:
'Choose whatever you like.' She found a
magnificent diamond necklace, and her
heart began to beat with immoderate
desire. She asked: 'Can you lend me
this? Nothing else. Just this.'
The day of the reception arrived.
Madame Loisel was a success. She
was the prettiest woman there, elegant,
graceful, radiant, and wonderfully
happy. After coming back home at dusk,
suddenly she gave a cry. The necklace
was no longer round her throat!
They looked at each other in
dismay. Loisel went out to try looking for
the necklace to find nothing. Finally they
Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
had agreed that they had to replace the
necklace. After making excuse to delay
the return of the necklace, they trailed
round jeweller's shops. In a shop in
the Palais Royal they found a diamond
collar which they thought was identical
to the one they were looking for. It cost
forty thousand francs. The jeweller was
prepared to let them have it for thirty-
six.
Loisel had eighteen thousand francs
which his father had left him. He would
have to borrow the rest. After returning
the new necklace, then began for
Madame Loisel the grindingly horrible
life of the very poor. She became used
to heavy domestic work and all kinds
of ghastly kitchen chores. Each month
they had to settle some accounts, renew
others, and bargain for time. They lived
like this for ten years. Madame Loisel
looked old and untidy now.
One Sunday, when she went out
for a stroll on the Champs-Elysées,
she met Madame Forestier, still young,
still beautiful, and still attractive. She
decided to approach her old friend.
At first, the friend did not recognize
her, but at last she told her everything
and apologized. She also told her
that everything had passed and how
relieved she was.
Madame Forestier looked very
upset and, taking both her hands in
hers, said: 'Oh, my poor Mathilde! But
it was only an imitation necklace. It
couldn't have been worth much more
than five hundred francs!'
1. d 6. d 11. a
2. c 7. a 12. e
3. e 8. e 13. c
4. d 9. a 14. b
5. b 10. b 15. d
Remedial
Task 1
Teacher asks the students to read the
text and study it carefully to get some
information to do the next task. Teacher
guides the students during the reading
activity.
(Student’s activity)
Task 2
1. There are Kevin and his cousin
Max.
2. It was about robbery of the world
famous philatelist Dick Brown’s
stamps.
3. He brought Kevin the robbed
precious stamps collection of Dick
Brown.
4. Because Kevin couldn’t go himself
as his mother’s friend was coming
over for tea and his mother wanted
him to be present at home during
her friend’s visit.
13
5. Clutch means ‘a tight grasp’.
Enrichment
Task 1
1. Narrative is a story; a spoken
or written account of connected
events. It also means the part of a
literary work that is concerned with
telling the story.
2. The social functions of narrative
text are to amuse or entertain the
reader and to deal with actual or
vicarious experience in different
way. Narrative texts may also used
to educate the readers through
fictions and interesting stories.
14 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1
3. The generic structure of narrative
text:
- Orientation: introduce or identify
the characters, and also the
time and place where the story
happened (who, when, where)
- Complication: a sequence
of events in which the main
character attempts to solve a
problem after a crisis arises
- Resolution: the ending of the
story, containing a problem
solution (the crisis is resolved)
4. Short story is a fictional work
depicting one character’s inner
conflict or conflict with others,
usually having one thematic
focus.
5. The common elements of short
story are setting (of time and place),
conflict, characters, and theme.
Task 2
Teacher asks the students to write a
short story then analyze it. After the
students submit both their short story
and their analysis, teacher checks
the students’ works and gives some
suggestions, corrections, and scores.
(Student’s activity and creativity.)
 Semester Exercise
Listening script Remedial 4. It means ‘enjoying a period of good
You Should Know Task 1 luck or of doing something well’.
By: Abby Heard; Published: December 2008 1. knowing 5. For example: I think the poem is a
I don't know how to say this, 2. absorbed simple one but the message about
but I thank you very much 3. awaiting being trully who we are and being
for always being there for me 4. is confident is very strong. It is a
your gentle, friendly touch 5. shout good poem, but it's just too simple.
6. their (Student’s answer may vary.)
You helped me to get better 7. scattered Task 2
and stop what I regret 8. recollect 1. I will wait for the bus at the bus stop
you helped me through the hard times 9. glint if I can’t find any pedicap.
that, I can't forget. 10. returns 2. I will learn to arrange flower bouquet
thank you. Task 2 if I have time.
1. The heron is the main character of 3. I will buy a guitar if I have enough
You listened to my problems
the story. money.
in a kind and caring way
2. The point of view of the story is 4. I will sleep if I feel tired.
and without you
omniscient or all-knowing author 5. We will be able to collect money for
I may not be smiling today
narrates. donation if we sell something at the
thank you.
3. It means ‘extract the essential bazaar.
I trust you with my secrets meaning of’. (Student’s activity and creativity)
that no one has been told 4. It refers to the sky.
I trust you with my feelings 5. Orientation : first paragraph
and in my heart, your words I'll take Complication : second to fourth
until I'm grey and old paragraphs
thank you. Resolution : last paragraph

1. e 6. c 11. d 16. d Enrichment

2. d 7. a 12. b 17. a Task 1
3. b 8. b 13. c 18. e 1. The poem is about having self-
4. e 9. a 14. e 19. c esteem and being secure with our
5. b 10. d 15. a 20. b own selves or who we are.
2. The poem has 6 stanzas.
3. The word ‘mind’ in ‘No doubt in my
mind’ is a noun which means ‘an
opinion or way of thinking about
something.’ Whereas the word
‘mind’ in ‘And I guess I don't mind’
is a verb which means ‘object to
something or someone’.

Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1 15

 Enclosure
Enclosure 1
You walk up the path, if you like. I’m Not very far. I suggest you to walk. The
climbing! scenery along the way is beautiful.

Excuse me…. How far is the waterfall? It’s difficult to say. This is a rare item.

A telegram for Sean has just arrived. Yo u ’ d b e t t e r n o t ! I t l o o k s r e a l l y

What do you reckon I should do? dangerous.

Do you think I ought to sell it? Yes, but I wouldn’t wait if I were you. It will
have started in a few minutes.

Is this the queue for the new movie? Why don’t you ring him to inform him
about that telegram?

Enclosure 2
No. Verb 1 Verb 3 (Past Participle)
1. Shine Shone
2. Bring Brought
3. Do Done
4. Work Worked
5. Create Created
6. Produce Produced
7. Light Lit
8. Become Become
9. Struggle Struggled
10. Defeat Defeated

Enclosure 3
No. Statement T/F Correction
1. Pablo is having a problem. T -
2. Their English homework is to compose a short F Their homework is writing an essay.
story.
3. Sandy has done writing his essay. T -
4. Pablo hasn’t done his homework at all. F He has collected the data he'd need.
5. Pablo will do as suggested by Sandy. T -

Enclosure 4
No. Statement T F Correction
1. There are two boys talking in the dialogue. √ There are two boys and a girl talking to each other
in the dialogue.
2. They are talking about past event. √ They are talking about future plans with condition.
3. Jessica doesn’t invite Percy to her party. √ Jessica invites all of her classmates, including
Percy.
4. Percy will go to Yogyakarta next Friday. √ -
5. Percy will go to Jessica’s party if he's done with √ -
all of the interviews.

16 Kunci Bahasa dan Sastra Inggris XI (dari 16 hlm.) - Semester 1