1. education
2. teaching and classroom resources
3. lesson plans

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Teaching English
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in Indonesian Classrooms
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Table of Contents
USING THIS GUIDE ........................................................................................................................................... 7
SECTION ONE: TEFL CURRICULUM ................................................................................................................... 8
CHAPTER ONE .................................................................................................................................................. 9
THE ENGLISH ALPHABET ........................................................................................................................................... 9
Objectives ....................................................................................................................................................... 9
Material ......................................................................................................................................................... 9
Why Is English Important? .......................................................................................................................................... 9
The Modern English Alphabet ..................................................................................................................................... 9
Vowels and Diphthongs ............................................................................................................................................. 10
Accents ...................................................................................................................................................................... 10
Important Sounds to Teach ....................................................................................................................................... 10
Activities ....................................................................................................................................................... 14
Appendix 1.1: The Alphabet Song ............................................................................................................................. 15
Appendix 1.2: Basic Vocabulary Lists with Bahasa Indonesia Translations ............................................................... 16
Appendix 1.3: How to Spell…? Reference Sheet ....................................................................................................... 23
Appendix 1.4: Tongue Twisters ................................................................................................................................. 24
CHAPTER TWO ............................................................................................................................................... 25
GREETINGS, INTRODUCTIONS & ASKING QUESTIONS .................................................................................................... 25
Objectives ..................................................................................................................................................... 25
Material ....................................................................................................................................................... 25
Basic Greetings for Certain Times of Day .................................................................................................................. 25
Titles for People ........................................................................................................................................................ 25
General Greetings and Responses ............................................................................................................................. 25
General Partings ........................................................................................................................................................ 25
Basic Question Words ............................................................................................................................................... 26
Introducing Yourself .................................................................................................................................................. 26
Activities ....................................................................................................................................................... 26
Appendix 2.1: Good Morning, Indonesia! Worksheet ............................................................................................... 27
Appendix 2.2: Greetings, Introduction, and Asking Questions Worksheet ............................................................... 31
Appendix 2.3: Asking Questions Worksheet ............................................................................................................. 35
CHAPTER THREE ............................................................................................................................................. 37
NUMBERS, ORDINALS AND BASIC QUANTITIES ............................................................................................................ 37
Objectives ..................................................................................................................................................... 37
Material ....................................................................................................................................................... 37
Teaching Basic Numbers ........................................................................................................................................... 37
The “Tens” ................................................................................................................................................................. 37
Combined “Tens” and Single Digits ........................................................................................................................... 37
“Teens” vs. “Tens” ..................................................................................................................................................... 37
Ordinal Numbers ....................................................................................................................................................... 38
Countable vs. Uncountable Nouns ............................................................................................................................ 38
Activities ....................................................................................................................................................... 38
Appendix 3.1: Number Flashcards ............................................................................................................................. 39
Appendix 3.2: Basic Numbers and Ordinals Reference Sheet ................................................................................... 40
Appendix 3.3: Numbers Practice Worksheet ............................................................................................................ 41
Appendix 3.4: Expressions of Quantity ...................................................................................................................... 42
Appendix 3.5: Shopping Game Cards ........................................................................................................................ 43
Appendix 3.6: Ordinal Numbers Worksheet ............................................................................................................. 46
CHAPTER FOUR .............................................................................................................................................. 47
TIMES, DATES AND SEASONS ................................................................................................................................... 47
Objectives ..................................................................................................................................................... 47
Material ....................................................................................................................................................... 47
Telling Time ............................................................................................................................................................... 47
Dates: Day, Week, Month, Year ................................................................................................................................ 47
Activities ....................................................................................................................................................... 48
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Appendix 4.1: Telling Time Worksheet...................................................................................................................... 49
Appendix 4.2: Day and Time Worksheet ................................................................................................................... 50
Appendix 4.3: Seasons Worksheet ............................................................................................................................ 51
Appendix 4.4: Basics of Telling Time Reference Sheet .............................................................................................. 52
Appendix 4.5: Days, Dates and Time Reference Sheet .............................................................................................. 54
CHAPTER FIVE ................................................................................................................................................ 55
PARTS OF SPEECH: ARTICLES, PERSONAL PRONOUNS, NOUNS, VERBS, ADJECTIVES ............................................................ 55
Objectives ..................................................................................................................................................... 55
Material ....................................................................................................................................................... 55
Nouns ........................................................................................................................................................................ 55
Verbs ......................................................................................................................................................................... 55
Adjectives .................................................................................................................................................................. 55
Pronouns ................................................................................................................................................................... 56
Articles – Definite and Indefinite ............................................................................................................................... 56
Activities ....................................................................................................................................................... 56
Appendix 5.1: How to Use A Dictionary Reference Sheet ......................................................................................... 57
Appendix 5.2: How to Use A Dictionary Activity ....................................................................................................... 59
Appendix 5.3: Nouns and Definite/Indefinite Articles – Classroom Objects ............................................................. 60
Appendix 5.4: Plural/Singular Nouns Worksheet ...................................................................................................... 62
Appendix 5.5: Three Parts of Speech Worksheet ...................................................................................................... 64
Appendix 5.6: Verbs for Daily Life Worksheet ........................................................................................................... 65
Appendix 5.7: Definite and Indefinite Articles Practice Worksheet .......................................................................... 67
CHAPTER SIX .................................................................................................................................................. 68
THE VERB TO BE ................................................................................................................................................... 68
Objectives ..................................................................................................................................................... 68
Material ....................................................................................................................................................... 68
About the Verb “to be” ............................................................................................................................................. 68
The Forms of “to be” ................................................................................................................................................. 68
Conjugation of “to be” .............................................................................................................................................. 68
Contractions of “to be” ............................................................................................................................................. 69
Activities ....................................................................................................................................................... 69
Appendix 6.1: Personal Pronouns and the Verb to Be Reference Sheet ................................................................... 70
Appendix 6.2: The Verb “to be” Practice Worksheet ................................................................................................ 72
CHAPTER SEVEN ............................................................................................................................................. 73
CONJUGATION OF VERBS & THE SIMPLE TENSES .......................................................................................................... 73
Objectives ..................................................................................................................................................... 73
Material ....................................................................................................................................................... 73
Conjugation of Verbs ................................................................................................................................................. 73
Teaching English Tenses ............................................................................................................................................ 73
The Simple Present Tense ......................................................................................................................................... 74
The Present Progressive/Continuous Tense .............................................................................................................. 74
The Simple Past Tense ............................................................................................................................................... 74
The Simple Future Tense ........................................................................................................................................... 75
Irregular Verbs........................................................................................................................................................... 75
Common Irregular Verbs ........................................................................................................................................... 75
Activities ....................................................................................................................................................... 76
Appendix 7.1: Verb Conjugation and Simple Sentences Reference Sheet ................................................................ 78
Appendix 7.2: Present Tense Worksheet .................................................................................................................. 82
Appendix 7.3: Verb Conjugation Exercise.................................................................................................................. 83
Appendix 7.4: Daily Activities – Simple Present Worksheet ...................................................................................... 84
Appendix 7.5: Daily Activities and Time Worksheet .................................................................................................. 86
Appendix 7.6: General Truths – Simple Present Tense Worksheet ........................................................................... 88
Appendix 7.7: Simple Tenses Practice Worksheet..................................................................................................... 89
Appendix 7.8: Common Regular Verbs - Reference List ............................................................................................ 90
Appendix 7.9: Common Irregular Verbs - Reference List .......................................................................................... 91
Appendix 7.10: Simple Tenses Sentences – Activity Materials .................................................................................. 92
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CHAPTER EIGHT ............................................................................................................................................. 93
COMPOSITION OF A SIMPLE SENTENCE ...................................................................................................................... 93
Objectives ..................................................................................................................................................... 93
Material ....................................................................................................................................................... 93
Subject and Predicate................................................................................................................................................ 93
Direct Objects ............................................................................................................................................................ 93
Indirect Objects ......................................................................................................................................................... 93
Activities ....................................................................................................................................................... 94
Appendix 8.1: Composition of a Simple Sentence Worksheet .................................................................................. 95
Appendix 8.2: Sentence Construction Practice Worksheet ....................................................................................... 96
CHAPTER NINE ............................................................................................................................................... 97
ADJECTIVES, CONJUNCTIONS AND SYNONYMS/ANTONYMS ........................................................................................... 97
Objectives ..................................................................................................................................................... 97
Material ....................................................................................................................................................... 97
Noun Modifiers ......................................................................................................................................................... 97
Teaching Adjectives: Physical Descriptions ............................................................................................................... 97
Teaching Adjectives: Food Vocabulary ...................................................................................................................... 98
Teaching Adjectives: Shopping Vocabulary ............................................................................................................... 98
Teaching Adjectives: Clothing Vocabulary ................................................................................................................. 99
Teaching Adjectives: Household Vocabulary ............................................................................................................. 99
Teaching Adjectives: Directions................................................................................................................................. 99
Conjunctions: “Kata Sambung” or “Kata Penghubung”............................................................................................. 99
Synonyms: Sinonim ................................................................................................................................................. 102
Antonyms: Kata Lawan ............................................................................................................................................ 102
Activities ..................................................................................................................................................... 103
Appendix 9.1: Conjunctions Crossword Puzzle ........................................................................................................ 104
Appendix 9.2 : Conjunctions Worksheet ................................................................................................................. 105
Appendix 9.3: Antonyms and Synonyms Worksheet .............................................................................................. 106
Appendix 9.4: Synonyms/Antonyms Flashcards ...................................................................................................... 107
Appendix 9.5: Shopping Vocabulary Reference Sheet ............................................................................................ 110
Appendix 9.6: Food Items Vocabulary Sheet ........................................................................................................... 112
Appendix 9.7: Colors and Clothing Vocabulary Sheet ............................................................................................. 114
Appendix 9.8: House Vocabulary Worksheet .......................................................................................................... 116
CHAPTER TEN ............................................................................................................................................... 119
DEMONSTRATIVES, DESCRIPTIONS AND DEGREES OF COMPARISON ............................................................................... 119
Objectives ................................................................................................................................................... 119
Material ..................................................................................................................................................... 119
Demonstratives ....................................................................................................................................................... 119
Giving Descriptions .................................................................................................................................................. 119
Degrees of Comparison ........................................................................................................................................... 120
Formation of Comparative and Superlative Adjectives ........................................................................................... 121
Teaching Degrees of Comparison ............................................................................................................................ 121
Activities ..................................................................................................................................................... 122
Appendix 10.1: Demonstrative Pronouns – Describe That Clothing Worksheet ..................................................... 123
Appendix 10.2: Adjective Pairs and Degrees of Comparison Worksheet ................................................................ 124
Appendix 10.3: Adjectives and Comparative Degrees Quiz..................................................................................... 126
Appendix 10.4: Demonstratives and Introduction to Possessive Adjectives and Pronouns .................................... 127
Appendix 10.5: Scenario Description Flashcards – Present Progressive Tense ....................................................... 128
CHAPTER ELEVEN ......................................................................................................................................... 132
POSSESSIVE NOUNS AND POSSESSIVE PRONOUNS ...................................................................................................... 132
Material ..................................................................................................................................................... 132
Possessive Nouns .................................................................................................................................................... 132
Pronouns ................................................................................................................................................................. 133
Possessive Adjectives .............................................................................................................................................. 135
Possessive Pronouns ............................................................................................................................................... 135
Activities ..................................................................................................................................................... 135
Appendix 11.1: Pronoun and Possessive Nouns Reference Sheet .......................................................................... 136
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Appendix 11.2: Possessive Nouns Worksheet ......................................................................................................... 138
Appendix 11.3: Possessive Adjectives and Pronouns Worksheet............................................................................ 139
Appendix 11.4: Subject and Object Pronouns Worksheet ...................................................................................... 140
Appendix 11.5: Pronouns Worksheet ...................................................................................................................... 142
Appendix 11.6: Family Vocabulary and Possessive Nouns Worksheet .................................................................... 143
Appendix 11.7: Possessive Adjective Practice Worksheet....................................................................................... 145
CHAPTER TWELVE ........................................................................................................................................ 147
PREPOSITIONS .................................................................................................................................................... 147
Objectives ................................................................................................................................................... 147
Materials .................................................................................................................................................... 147
What Are Prepositions?........................................................................................................................................... 147
In, At, On ................................................................................................................................................................. 147
Frequently Used Prepositions ................................................................................................................................. 149
Compound Prepositions .......................................................................................................................................... 149
Prepositions in the Sentence ................................................................................................................................... 149
Activities ..................................................................................................................................................... 150
Appendix 12.1: Prepositions of Location ................................................................................................................. 151
Appendix 12.2: Prepositions: At and In for Location ............................................................................................... 152
Appendix 12.3: Around the Town and Directions Worksheet ................................................................................. 153
Appendix 12.4: Review Vocabulary Exercise ........................................................................................................... 157
SECTION TWO: INDONESIAN CURRICULUM ................................................................................................. 158
CHAPTER ONE .............................................................................................................................................. 159
RECOUNT TEXT ................................................................................................................................................... 159
Objectives ................................................................................................................................................... 159
Material ..................................................................................................................................................... 159
Purpose of a Recount Text ...................................................................................................................................... 159
Listening & the Basic Structure of a Recount Text .................................................................................................. 159
Reading Recount Texts ............................................................................................................................................ 159
Writing a Recount Text ............................................................................................................................................ 159
Speaking Using Recount Texts ................................................................................................................................. 160
Activities ..................................................................................................................................................... 160
Appendix II.1.1: Listening to Recount Texts ............................................................................................................ 161
Appendix II.1.2: Recount Texts – At the Beach........................................................................................................ 162
Appendix II.1.3: Recount Texts – Mount Bromo ..................................................................................................... 163
CHAPTER TWO ............................................................................................................................................. 164
PROCEDURE TEXT ................................................................................................................................................ 164
Objectives ................................................................................................................................................... 164
Material ..................................................................................................................................................... 164
The Structure of a Procedure Text .......................................................................................................................... 164
Sequence Words ..................................................................................................................................................... 164
The Imperative Structure ........................................................................................................................................ 164
Activities .................................................................................................................................................................. 165
Appendix II.2.1: Procedure Texts – Sambal Ikan Bilis .............................................................................................. 166
Appendix II.2.2: Procedure Texts – How to Make ‘Es Buah’ .................................................................................... 167
CHAPTER THREE ........................................................................................................................................... 168
NARRATIVE TEXT ................................................................................................................................................. 168
Objectives ................................................................................................................................................... 168
Material ..................................................................................................................................................... 168
Types of Narrative Texts .......................................................................................................................................... 168
The Structure of a Story – Susunan Cerita ............................................................................................................... 168
Activities ..................................................................................................................................................... 170
Appendix II.3.1: Story Writing Grading Rubric ......................................................................................................... 172
Appendix II.3.2: Drama Performance Grading Rubric ............................................................................................. 173
Appendix II.3.3: Little Red Riding Hood – Narrative Text Worksheet ...................................................................... 174
Appendix II.3.4: The Crocodile and the Dentist – Narrative Text Worksheet .......................................................... 176
Appendix II.3.5: The Farmer and the Queen – Reading Comprehension Worksheet .............................................. 177
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Appendix II.3.6: Conjunctions and Adverbial Clauses in Narrative Text Worksheet ............................................... 179
Appendix II.3.7: 100 Common Regular and Irregular Verbs - Fill In ......................................................................... 181
Appendix II.3.8: Past Tense Verb Conjugation – The Legend of the Pattuddu Dance ............................................. 184
Appendix II.3.9: Narrative Text - Exam .................................................................................................................... 185
CHAPTER FOUR ............................................................................................................................................ 188
DESCRIPTIVE TEXT ............................................................................................................................................... 188
Objectives ................................................................................................................................................... 188
Material ..................................................................................................................................................... 188
The Structure of Descriptive Text ............................................................................................................................ 188
Activities ..................................................................................................................................................... 189
Appendix II.4.1: Structure of A Descriptive Text Worksheet ................................................................................... 190
Appendix II.4.2: Adjectives to Describe People and Animals .................................................................................. 193
Appendix II.4.3: Describing the Human Body .......................................................................................................... 195
Appendix II.4.4: Describing Jobs and Professions Worksheet ................................................................................. 197
Appendix II.4.5: Describing Places – ‘My House’ Worksheet .................................................................................. 198
Appendix II.4.6: Reading Script for ‘My House’ Worksheet .................................................................................... 199
Appendix II.4.7: Describing Places – Yosemite Falls ................................................................................................ 200
CHAPTER FIVE .............................................................................................................................................. 202
NEWS TEXT ........................................................................................................................................................ 202
Objectives ................................................................................................................................................... 202
Material ..................................................................................................................................................... 202
What Is a News Text? .............................................................................................................................................. 202
Generic Structure of a News Text ............................................................................................................................ 202
Direct and Indirect Speech ...................................................................................................................................... 202
Teaching News Text................................................................................................................................................. 202
Activities ..................................................................................................................................................... 203
Appendix II.5.1: All About News Items - Worksheet ............................................................................................... 204
Appendix II.5.2: Interviewing Celebrities................................................................................................................. 206
CHAPTER SIX ................................................................................................................................................ 207
REPORT TEXT ..................................................................................................................................................... 207
Objectives ................................................................................................................................................... 207
Material ..................................................................................................................................................... 207
General Structure of Report Text ............................................................................................................................ 207
Report Text vs. Descriptive Text .............................................................................................................................. 208
Activities ..................................................................................................................................................... 208
Appendix II.6.1: Descriptive Text - Elephants .......................................................................................................... 209
CHAPTER SEVEN ........................................................................................................................................... 210
ADVERTISEMENTS................................................................................................................................................ 210
Objectives ................................................................................................................................................... 210
Material ..................................................................................................................................................... 210
Advertisements ....................................................................................................................................................... 210
Slogans .................................................................................................................................................................... 210
Reading and Creating Advertisements .................................................................................................................... 211
Activities ..................................................................................................................................................... 211
Appendix II.7.1: Advertisements Worksheet ........................................................................................................... 212
CHAPTER EIGHT ........................................................................................................................................... 213
EXPRESSIONS OF HAPPINESS .................................................................................................................................. 213
Objectives ................................................................................................................................................... 213
Material ..................................................................................................................................................... 213
Teaching Expressions of Happiness Using the Four Skills ........................................................................................ 213
Activities ..................................................................................................................................................... 213
Appendix II.8.1: Expressions of Happiness Monologue ........................................................................................... 215
Appendix II.8.2: Student Speech Evaluation Rubric ................................................................................................ 216
Appendix II.8.3: Expressions of Happiness –Comic Strip ......................................................................................... 217
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CHAPTER NINE ............................................................................................................................................. 218
ACCEPTING AND DECLINING INVITATIONS................................................................................................................. 218
Objectives ................................................................................................................................................... 218
Material ..................................................................................................................................................... 218
Giving Invitations ..................................................................................................................................................... 218
Accepting and Declining Invitations ........................................................................................................................ 218
Common English Expressions for Giving, Accepting and Declining Invitations ....................................................... 218
Activities ..................................................................................................................................................... 218
Appendix II.9.1: Giving, Accepting and Declining Invitations Reference Sheet ....................................................... 220
Appendix II.9.2: Giving, Accepting and Declining Invitations Worksheet ................................................................ 221
CHAPTER TEN ............................................................................................................................................... 222
EXPRESSIONS OF CONGRATULATIONS, COMPLIMENTS AND GRATITUDE .......................................................................... 222
Objectives ................................................................................................................................................... 222
Material ..................................................................................................................................................... 222
Congratulations ....................................................................................................................................................... 222
Giving Compliments ................................................................................................................................................ 222
Expressing Gratitude ............................................................................................................................................... 223
Activities ..................................................................................................................................................... 223
CHAPTER ELEVEN ......................................................................................................................................... 224
EXPRESSIONS OF SURPRISE AND AMAZEMENT ........................................................................................................... 224
Objectives ................................................................................................................................................... 224
Material ..................................................................................................................................................... 224
Surprise vs. Amazement .......................................................................................................................................... 224
Synonyms for Surprise and Amazement ................................................................................................................. 224
Common Expressions of Surprise and Amazement ................................................................................................. 225
Activities ..................................................................................................................................................... 225
Appendix II.11.1: What Would You Say? Activity .................................................................................................... 226
CHAPTER TWELVE ........................................................................................................................................ 228
ANALYTICAL EXPOSITION ...................................................................................................................................... 228
Objectives ................................................................................................................................................... 228
Material ..................................................................................................................................................... 228
What is an Analytical Exposition? ............................................................................................................................ 228
Structure of An Analytical Exposition ...................................................................................................................... 228
Hortatory Exposition Vs. Analytical Exposition ....................................................................................................... 228
Activities ..................................................................................................................................................... 229
Appendix II.12.1: Analytical Exposition Example – Higher Education for Women .................................................. 230
Appendix II.12.2: Analytical Exposition Activity ...................................................................................................... 231
Appendix II.12.3: Analytical Exposition Scenarios ................................................................................................... 232
CHAPTER THIRTEEN ..................................................................................................................................... 234
SPOOF TEXT ....................................................................................................................................................... 234
Objectives ................................................................................................................................................... 234
Material ..................................................................................................................................................... 234
What is a Spoof?...................................................................................................................................................... 234
Generic Structure of Spoof Text .............................................................................................................................. 234
Activities ..................................................................................................................................................... 234
Appendix II.13.1: Spoof Text – A Dinner Party With Professor Jones ...................................................................... 235
Appendix II.13.2: Spoof Text – Communication Problems ...................................................................................... 236
Appendix II.13.3: Spoof Text – Dialogues for Performances ................................................................................... 237
Appendix II.13.4: Spoof Text Performances – Grading Rubric ................................................................................. 246
CLASSROOM MANAGEMENT TIPS AND OTHER RESOURCES ........................................................................ 247
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Using This Guide
W
e have created a guide covering the basics of English for you, dear teachers and
volunteers, based on our experiences teaching in an Indonesian classroom for two
years. We saw a need to create this guide upon experiencing the unique challenges a
teacher faces in a typical Indonesian classroom, while considering the typical abilities of the
average Indonesian English student and the topics they struggle with the most.
By providing this book, we want to make your teaching job easier by sharing the explanations,
methods and tactics we have developed with local teachers, along with the activities,
worksheets and other resources that have been successful in our classrooms. Though the book
follows a general structure, it’s not meant to be followed chapter to chapter, but rather to
supplement the topics in your own syllabus. We hope that this resource will be a good
foundation—especially for brand new volunteers and inexperienced teachers— that you can
build on, adapt and improve, over time, to the needs of your particular school and students.
Peace Corps volunteers have been working in Indonesian English classrooms since 2010. It’s
our hope that this guide will help you build on the experience of past volunteers—as we have
done in compiling this book—so that you can feel more adequately prepared to take on your
teaching assignment.
By using this book, you will:
 Gain a better understanding of the conditions of an Indonesian classroom
 Get an overview of the English skills the typical Indonesian student struggles with
 Gain insight on the teaching objectives and the competencies Indonesian students are
seeking to achieve
 Access methods that have been successfully developed for, and applied in, an Indonesian
classroom
 Review two sections of material, one based on TEFL teaching curriculum, and one based
on the Indonesian curriculum
 Access ready-made resources and worksheets for homework, class work, and tests
We hope you find this guide useful in your teaching, and that it inspires you to keep creating and
developing more resources and activities that will help our Indonesian students improve their
skills and abilities. This is the first guide of its kind, but with your help, we hope there will be
more editions to come.
Best Wishes & Good Luck!
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Section One: TEFL Curriculum
8
Chapter One
The English Alphabet
Objectives
1. Students should be able to recognize different pronunciation of letters and vowels from
Bahasa Indonesia to English.
2. Students should memorize the letters and vowels of the English language.
3. Students should be able to understand the majority of the vowel sounds.
4. Students should be able to recognize the sounds of various adjacent letters create.
Material
Note: A lot of students have asked me why it’s important to study English. While this answer is long, here’s
some background information on English that comes in handy.
English is a West Germanic language related to Dutch, Frisian and German with a lot of
vocabulary from French, Latin, Greek and many other languages.
English evolved from the Germanic languages brought to Britain by the Angles, Saxons, Jutes
and other Germanic tribes from about the 5th Century AD.
Why Is English Important?
English is used in many countries as the official language or is learned as a second language.
Approximately 341 million people speak English as a native language and another 267 million
speak it as a second language in more than 104 countries including the UK, Ireland, USA,
Canada, Australia, New Zealand, South Africa, American Samoa, Andorra, Anguilla, Antigua and
Barbuda, Aruba, Bahamas, Barbados, Belize, Bermuda, Botswana, British Indian Ocean
Territory, British Virgin Islands, Brunei, Cameroon, Canada, Cayman Islands, Cook Islands and
Denmark.
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English is important in international relations.
English is the official language of the United Nations.
English is important in business.
Most major companies are based in English speaking companies and some of the major
economies in the world use English.
English is predominant in technology.
Google, Facebook, Yahoo, Twitter and all major new media companies are based in
English speaking companies.
English is predominant language in the entertainment industry.
A large number of creative works such as music, books and films are produced in
English.
The Modern English Alphabet
9
Vowels and Diphthongs
Note: This isn’t really important to show the students, but it’s good to know.
This chart shows the vowels and diphthongs used in standard varieties of English spoken in the
USA, Australia, England, Canada, Ireland, New Zealand, South Africa, Scotland and Wales. There
is significant variation in the vowel sounds used within most of these countries, and in other
countries where English is spoken.
Key: AmE = American English (General American), AuE = Australian English, BrE = British English (RP), CaE
= Canadian English, IrE = Irish English, NZE = New Zealand English, SAE = South African English, ScE =
Scottish English, WeE = Welsh English
Accents
Students are exposed to a variety of accents in Indonesia. Because of the proximity of Australia,
many of the foreigners they encounter are Australian and Australians or British people often do
the oral portion of their exam. Indonesian English Teachers also have an accent and since that’s
all the students are exposed to, they can often only recognize some words when Indonesians
speak them.
Note: You will probably be asked to explain the differences between accents. There’s no easy way to make
students understand all words in all accents. I just stress that even American English native speakers have
problems understanding British or Australian accents. Most Indonesians understand this because people
have different dialects of Bahasa Indonesia/Javanese/Madurese in differing regions as well.
Important Sounds to Teach
The letter ‘a’ is pronounced “ey” and in Bahasa Indonesia it is pronounced “ah,” but in English, it
has both sounds.
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The ‘a’ in apple sounds like the same ‘a’ in apel in Bahasa Indonesia
The ‘a’ in state sounds like ‘ey,’ phonetically spelled as ‘steyte.’

‘C’ in Bahasa Indonesia sounds like ‘ch.’ In English, ‘c’ mostly sounds like ‘k,’ but also like ‘s’
in the Indonesian alphabet.
o Usually, when the vowels ‘a,’ ‘o’ and ‘u’ come after the letter ‘c’ it phonetically sounds
like the letter ‘k’ in Bahasa Indonesia, such as camel, castle, candle, became, recall,
cook, become, decorate, cute, cure, and cucumber.
 Phonetically, cat sounds like ‘kat’ in Bahasa Indonesia.
10
o
o
Usually, when the letter ‘e’ comes after ‘c’ the phonetic sound of ‘c’ is like ‘s,’ such as
cereal, ceiling, trace, ace, peace, spice, cemetery, century, and percent.
 Space sounds like ‘spase’ in Bahasa Indonesia.
Usually, when the letter ‘i’ comes after ‘c’ the phonetic sound of ‘c’ is also like ‘s,’ such
as in cinch, cinder, cider and glacier.

When ‘c’ and ‘h’ are adjacent, the sound like ‘c’ in Bahasa Indonesia. Sometimes, ‘ch’ can also
sound like ‘k,’ in Bahasa Indonesia.
o Children sounds like ‘cildren’ in Bahasa Indonesia.
o Much sounds like ‘muc.’
o Such sounds like ‘suc.’
o Choice sounds like ‘coise’ in Bahasa Indonesia.
o School sounds like ‘skool,’ since the ‘ch’ takes the phonetic sounds of ‘k’ in Bahasa
Indonesia.

When ‘c’ and ‘k’ are adjacent, the phonetic sound produced is like ‘k’ in Bahasa Indonesia.
o Pack phonetically sounds like ‘pak’ in Bahasa Indonesia.
o Neck phonetically sounds like ‘nek’ in Bahasa Indonesia.
o Sick phonetically sounds like ‘sik’ in Bahasa Indonesia.
o Tock phonetically sounds like ‘tok’ in Bahasa Indonesia.
o Duck phonetically sounds like ‘duk’ in Bahasa Indonesia.

When ‘e’ and ‘e’ are adjacent, it phonetically sounds like ‘i’ in Bahasa Indonesia.
o Eel phonetically sounds like ‘il’ in Bahasa Indonesia.
o Feel phonetically sounds like ‘fil’ in Bahasa Indonesia.
o Steel phonetically sounds like ‘stil’ in Bahasa Indonesia.

In English, the letter ‘g’ can sound like either ‘g’ or ‘j’ in Bahasa Indonesia.
o Go phonetically sounds like the same ‘g’ in Bahasa Indonesia with no difference.
o Giraffe phonetically sounds like ‘jiraffe’ in Bahasa Indonesia.

When ‘g’ and ‘h’ are adjacent, ‘gh’ phonetically sound like ‘f,’ but it can also be silent
sometimes.
o Laugh phonetically sounds like ‘lauf’ in Bahasa Indonesia.
o Tough phonetically sounds like ‘tuf’ in Bahasa Indonesia.
o Dough phonetically sounds like ‘dou’ in Bahasa Indonesia.
o Doughnut phonetically sounds like ‘donut’ in Bahasa Indonesia.

The letter ‘h’ in the English alphabet is pronounced ‘eytch.’ In Bahasa Indonesia, ‘h’ is
pronounced ‘ha’ but the phonetic sound made, when a word begins with this letter, is the
‘ha’ sound as in hati-hati in both English and Bahasa Indonesia.
o Have
o Help
o Hit
o House
o Hurt

The letter ‘i’ in the English alphabet is pronounced phonetically like ‘ay,’ but it can also have
the sound of an ‘i’ in Bahasa Indonesia.
o Igloo phonetically sounds like ‘iglu’ in Bahasa Indonesia.
o The pronoun I phonetically sounds like “ay” in Bahasa Indonesia.
o Time phonetically sounds like ‘tayme’ in Bahasa Indonesia.
11

The letter ‘j’ is pronounced jay in the English alphabet, but it has the same phonetic sounds
as in Bahasa Indonesia.
o The ‘j’ in jump phonetically sounds the same as the ‘j’ in jumpa in Bahasa Indonesia.

The letter ‘k’ is pronounced as ‘kay’ in the English alphabet, but it has the same phonetic
sounds as in Bahasa Indonesia.
o Key phonetically sounds like ‘ki’ in Bahasa Indonesia.
o Kite phonetically sounds like ‘kait’ in Bahasa Indonesia.
o Note that many English words that begin with the letter ‘c,’ phonetically have the ‘k’
sound, such as cat, court, cook, cucumber.

When ‘k’ and ‘n’ are adjacent, the letter ‘k’ is silent.
o Knife phonetically sounds like ‘nife’ in Bahasa Indonesia.
o Knit phonetically sounds like ‘nit’ in Bahasa Indonesia.
o Knock phonetically sounds like ‘nok’ in Bahasa Indonesia.

When ‘o’ and ‘o’ are adjacent, it phonetically sounds like ‘u’ in Bahasa Indonesia.
o Look phonetically sounds like ‘luk’ in Bahasa Indonesia.
o Book phonetically sounds like ‘buk’ in Bahasa Indonesia.
o Cook phonetically sounds like ‘kuk’ in Bahasa Indonesia.

When ‘p’ and ‘h’ are adjacent, it phonetically sounds like ‘f’ in Bahasa Indonesia.
o Phone phonetically sounds like ‘fone’ in Bahasa Indonesia.
o Elephant phonetically sounds like ‘elefant’ in Bahasa Indonesia.
o Philosophy phonetically sounds like ‘filosofi’ in Bahasa Indonesia.

When ‘p’ and ‘s’ are adjacent, it phonetically sounds like ‘s’ because the letter ‘p’ is silent.
o Psychology phonetically sounds like ‘saikoloji’ in Bahasa Indonesia.

When ‘q’ and ‘u’ are adjacent, it phonetically sounds like ‘k.’
o Quiz phonetically sounds like ‘kuis’ in Bahasa Indonesia.
o Mosque phonetically sounds like ‘mosk’ in Bahasa Indonesia.

When the ‘t’ and ‘h’ are adjacent, it sounds like the letter ‘tsa’ in Arabic. Most Islamic
students will understand this reference, and it’s the best way to pronounce the ‘th’ sound.
o
o
o
o

The
Three
Third
Month
The letter ‘u’ in the English alphabet is pronounced phonetically like ‘yu,’ but it can also have
the same phonetic sound of an Indonesian ‘u.’
o The ‘u’ in urn has the same phonetic sound as the ‘u’ in universitas in Bahasa
Indonesia.
o Use phonetically sounds like ‘yus’ in Bahasa Indonesia.
12

The letter ‘x’ in the English alphabet is pronounced phonetically like ‘eks,’ but it can also
have the same phonetic sound of a strong ‘s’ in Bahasa Indonesia.
o Exercise phonetically sounds like ‘eksersise’ in Bahasa Indonesia.
o Experience phonetically sounds like ‘ekspirianse’ in Bahasa Indonesia.
o Explain phonetically sounds like ‘eksplain’ in Bahasa Indonesia.
o Xylophone phonetically sounds like ‘sailofone’ in Bahasa Indonesia
13
Activities
1.
Most students already know the Alphabet Song, but it wouldn’t hurt to go over it again.
Perhaps, this activity would be a little childish for high school kids, but it helps engrain
the concept. (See Appendix – Alphabet Song Worksheet)
2.
Depending on the level of the class, you can introduce basic vocabulary. (See Appendix –
Basic Vocabulary Lists) Create flashcards and have students practice.
3.
Introduce tongue twisters. (See Appendix – Tongue Twisters).
4.
If the level of the class is higher, you can have them read passages out loud to practice
pronunciation and increase their confidence in speaking. Poetry is usually the most fun.
Great resource for accessing Shel Silverstein’s poetry and other teaching
resources:http://www.shelsilverstein.com/html/home.html Shel Silverstein’s poetry
can also be found as audio recordings for listening activities.
14
Appendix 1.1: The Alphabet Song
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
The English Alphabet
Directions: Write several English words that begin with each letter below. Write as many as
you can fit into the box.
Tulislah beberapa kata Bahasa Inggris yang di mulai dengan huruf-huruf di bawah ini. Tulislah sebanyak
munking yang cocok dengan kotak yang tersedia.
A
B
C
_____
_____
_____
D
E
F
G
H
_____
_____
_____
_____
_____
I
J
K
L
M
_____
_____
_____
_____
_____
N
O
P
Q
R
_____
_____
_____
_____
_____
S
T
U
V
W
_____
_____
_____
_____
_____
X
Y
Z
_____
_____
_____
THE ALPHABET SONG
15
Appendix 1.2: Basic Vocabulary Lists with Bahasa Indonesia Translations
Building and Places
Adjectives for People –
– Bangunan dan
Kata Sifat untuk Orang:
Tempat:
angry - marah
airport - bandara
beautiful – cantik / indah
apartment building –
gedung apartemen
brave - berani
careful - cermat
Basic Vocabulary Lists
with Bahasa Indonesia
Translations
bank - bank
barber shop – toko
barbir
careless - ceroboh
book store – toko
buku
clever - pintar
bowling alley - boling
crazy - gila
bus terminal –
terminal bis
cute - lucu
church - gereja
dangerous - berbahaya
convenience store –
toko serba ada
Months – Bulan:
exciting - menarik
department store –
toko serba ada
famous - terkenal
January - Januari
fire department –
pemadam kebakaran
friendly - ramah
February - Februari
gas station – pompa
bensin
happy - bahagia
March - Maret
hospital – rumah sakit
interesting - menarik
April - April
house - rumah
lucky - mujur
May - Mei
library - perpustakaan
old - tua
June - Juni
movie theater bioskop
poor - miskin
July - Juli
museum - musium
popular - popular
August - Agustus
office building –
gedung kantor
rich - kaya
September - September
post office – kantor
pos
sad - sedih
October - Oktober
restaurant - restoran
thin – kurus
November - November
school - sekolah
ugly - jelek
December - Desember
mall - mal
unlucky - beruntung
supermarket - pasar
Numbers 1–20 – Nomor 1–20:
young – muda
16
train station – stasiun
kereta api
Adverbs of Time – Kata
Keterangan Waktu:
one - satu
after – setelah / sesudah
three - tiga
accelerator akselerator
always - selalu
four - empat
battery - baterai
before – sebelumnya
five - lima
blinker – tanda
bahayanya
during – saat / selama
six - enam
brake - rem
lately - akhir ini
seven - tujuh
bumper - bemper
never – tidak pernah
eight - delapan
clutch - kopling
often - sering
nine - sembilan
dashboard - dasbor
rarely - jarang
ten - sepuluh
gear – roda gigi
recently - baru ini
eleven - sebelas
headlight - lampu
sometimes – kadangkadang
twelve – dua belas
horn - tanduk
soon - segera
thirteen – tiga belas
hubcap - dop
today – hari ini
fourteen – empat belas
license plate – plat
tomorrow - besok
fifteen – lima belas
rearview mirror –
spion cermin
usually - biasanya
sixteen – enam belas
seat - kursi
yesterday – kemarin
seventeen – tujuh belas
speedometer –
meteran kecepatan
eighteen – delapan belas
tail light – lampu
belakang
nineteen – sembilan belas
tire - roda
twenty – dua puluh
turn signal –
mengubah sinyal
Animals – Hewan:
alligator - buaya
Car Parts – Mobil
Suku Cadang:
two - dua
ant – smut / mesum
wheel - roda
bear - beruang
windshield – kaca
depan mobil
Restaurant – Restoran:
bee - tawon
windshield wiper –
kipas kaca mobil
bird - burung
bill – bon atau nota
camel - unta
breakfast – sarapan
cat - kuching
check - memeriksa
blackboard - papan
cheetah - chitah
cup - cangkir
blackboard eraser –
penghapus
chicken - ayam
dessert – makanan penutup
book - buku
17
Classroom – Ruang
Kelas:
chimpanzee - simpanse
dinner – makan malam
bookcase – rak buku
cow - sapi
dressing - ganti
bulletin board –
papan buletin
crocodile - buaya
drink - minuman
calendar - kalender
deer - rusa
fork - garpu
chair - kursi
dog - anjing
hamburger - hamberger
chalk - kapur
dolphin – lumba-lumba
knife - pisau
clock - jam
duck - bebek
lunch – makan siang
computer - komputer
eagle - elang
menu – daftar makan
desk - meja
elephant - gajah
napkin - serbet
dictionary - kamus
fish - ikan
order - pesan
eraser - penghapus
fly - terbang
salt - garam
map - peta
fox - rubah
spoon - sendok
notebook – buku
catatan
frog - katak
water - air
pen - bolpoin
giraffe - jerapah
coffee - kopi
pencil - pensil
tea – teh
pencil sharpener –
rautan pensil
goat - kambing
goldfish – ikan mas
textbook – buku teks
Weather – Cuaca:
hamster - hamster
white board – papan
tulis
hippopotamus – kuda nil
clear - jelas
horse - kuda
cloudy - berawan
kangaroo - kanguru
cold - dingin
belt - sabuk
kitten – kuncing kecil
cool - dingin
boots – sepatu bot
lion - singa
foggy - berkabut
cap - topi
lobster – udang karang
hot - panas
coat - mantel
monkey - moyet
humid - lembab
dress - gaun
octopus - gurita
rainy - hujan
gloves – sarung
tangan
owl - burung hantu
snowy - bersalju
hat - topi
panda - panda
stormy - badai
jacket - jaket
pig - babi
sunny - cerah
jeans - jins
puppy – anjing kecil
warm - hangat
pajamas - piyama
rabbit - kelinci
windy - berangin
pants - celana
rat - tikus
Clothes – Pakaian:
Body Parts – Tubuh Bagian:
18
raincoat – jas hujan
scorpion - kalajengking
scarf - syal
seal – anjing laut
back – punggung
shirt - kemeja
shark - aiu
cheeks - pipi
shoes - sepatu
sheep - domba
chest - dada
skirt - rok
snail - bekicot
chin - dagu
slacks – celana
panjang
snake - ular
ear - telinga
slippers - sandal
spider – laba-laba
eyebrows -alis
socks – kaus kaki
squirrel - tupai
eyes - mata
stockings - stoking
tiger - harimau
feet –kaki-kaki
suit – jas
turtle – kura-kura
finger - jari
sweater - switer
wolf - serigala
foot - kaki
sweatshirt - kaus
zebra – kuda zebra
forehead - dahi
t-shirt – kaus oblong
hair - rambut
tie - dasi
hand - tangan
trousers - celana
head - kepala
underclothes pakaian
store - toko
hips - pinggul
underpants – celana
di dalam
post office – kantor pos
knees - lutut
undershirt - kaos
bank - bank
legs - kaki
street - jalan
lips - bibir
road - jalan
mouth - mulut
attic - loteng
parking meter – meteran
parkir
neck - leher
basement - trotoar
pedestrian crossing –
penyeberangan pejalan
kaki
nose - hidung
bath tub – bat mandi
bus terminal – terminal
bis
shoulder - bahu
bathroom - mandi
train station – stasiun
kereta api
stomach - perut
bed – tempat tidur
fire station – pos
kebakaran
teeth – gigi-gigi
bedroom - kamar
police station – kantor
polisi
throat - tenggorokan
blanket - selimut
toes – jari kaki
bookcase – rak buku
tongue - lindah
carpet - karpet
City – Kota:
park - taman
Transportation –
Transportasi:
House – Rumah:
19
airplane - pesawat
tooth - gigi
ceiling – langit-langit
bicycle - sepeda
waist – pinggang
chair - kursi
boat - perahu
bus - bis
Family Members – Anggota Keluarga:
closet - lemari
couch - sofa
car - mobil
aunt - bibi
curtain - tirai
helicopter - helikopter
brother – adik atau kakak laki-laki
desk - meja
horse - kuda
cousin - sepupu
dining room – ruang
makan
motorcycle – sepeda
motor
daughter – anak perempuan
door - pintu
ship - kapal
father - ayah
fan - pagar
subway – bawah tanah
granddaughter – cucu perempuan
floor - lantai
taxi - taksi
grandmother - nenek
furniture – alat rumah
tangga / perabot
train – kereta
grandson – cucu laki-laki
garage - garasi
truck - truk
mother - ibu
hall - aula
nephew – keponakan laki laki
hallway - lorong
niece – keponakan perempuan
key - tombol
asparagus - asparagus
sister – adik atau kakak perempuan
kitchen - dapur
beans - kacang
son – anak laki-laki
lamp - lampu
broccoli - brokoli
stepdaughter – anak tiri
living room – kamar
keluarga
cabbage - kubis
stepmother – ibu tiri
lock - kunci
carrot - wortel
stepson – anak tiri
mirror - cermin
celery - seledri
uncle – paman
picture - gambar
Vegetables – Sayuran:
corn - jagung
Cooking – Memasak:
cucumber - timun
porch - teras
roof - atap
eggplant - terong
bake - panggang
room – ruang atau
kamar
green pepper – paprika
hijau
boil - mendidih
rug - karpet
lettuce - selada
broil - sate
shelf - rak
onion - bawang
can opener – kaleng pembuka
sink - tenggelam
peas – kacang polong
fry - goreng
sofa - sofa
potato - kentang
grill - panggangan
stairs - tangga
20
pumpkin - labu
measuring cup – gelas ukur
table - meja
radish - lobak
measuring spoon – pengukuran sendok
toilet - toilet
spinach - bayam
mixing bowl – pencampuran mangkuk
wall - dinding
sweet potato – ubi jalar
paper towels – kertas handuk
window – jendela
tomato - tomat
poach - merebus
turnip – lobak
potholder - lampin
Geography –
Geografi:
roast - panggang
beach - pantai
rolling pin – bergulir pin
desert - gurun
drill - ngebor
scramble - berebut
forest - hutan
hammer - palu
simmer - didihkan
hill - bukit
knife - pisau
knife - pisau
mountain - gunung
pliers - tumbukan
spoon - sendok
ocean - laut
saw - gergaji
spatula - spatula
pond - kolam
scissors - gunting
steam - mengukus
river - sungai
screwdriver – obeng
strainer - saringan
lake - danau
wrench – kunci pas
timer - waktu
sea - laut
fork – garpu
stream - aliran
Tools – Alat:
Fruit – Buah:
Bank – Bank:
apple - apel
valley - lembah
waterfall - terjun
banana - pisang
account - akun
woods – hutan
dragon fruit – buah naga
bills - tagihan
grapefruit - jeruk
borrow - meminjam
Desserts – Makanan
Ringan:
grapes - anggur
alarm - alarm
chips - keripik
lemon – limun / jeruk
nipis
cash - kas
cake - kue
lime - kapur
cashier - kasir
candy – manisan /
permen
melon - melon
check - memriksa
chocolate - cokalat
mango - mangga
coins - koin
cookie - biskuit
orange - jeruk
credit - kredit
donut - donat
pear - pir
credit card – kartu kredit
doughnut - donat
persimmon - kesemek
currency – mata uang
fruit - buah
papaya - papaya
customer - pelanggan
ice cream – es krim
pineapple - nanas
deposit - deposit
muffin – kue serabi
21
strawberry - stroberi
interest - keuntungan
pudding -puding
star fruit - belimbing
lend - meminjamkan
sweet roll – manis
gulungar
watermelon - semangka
loan - pinjaman
The Basic Colors –
Dasar Warna:
Kitchen Table – Meja
Dapur:
manager - manajer
money - uang
bowl - mangkuk
black - hitam
mortgage - hipotek
cup - cangkir
blue - biru
pay - membayar
dish - hidangan
brown - cokalat
save - menyimpan
fork - garpu
gray – abu-abu
savings - penghematan
glass - glas
green - hijau
guard - penjaga
knife - pisau
orange - oranye
teller - kasir
mug - mug
pink – merah muda
vault – ruang besi
napkin - serbet
purple - ungu
withdraw – mempertarikkan
pepper - merica
red - merah
pitcher - morong
white - putih
plate - piring
yellow – kuning
salad - selada
salt - garam
saucer - piring
spoon - sendok
sugar – gula
22
Appendix 1.3: How to Spell…? Reference Sheet
How to Spell…?
Directions: Study the sentences below that explain how to ask for the spelling of a word or
name.
Pelajarilah kalimat-kalimat di bawah ini yang menerangkan bagaimana mengucapkan sebuah kata atau
nama.
1. HOW DO YOU SPELL _______________?
A: Hello. What is your name?
B: My name is Novianti.
A: I’m sorry, how do you spell your name?
B: It is spelled N-O-V-I-A-N-T-I.
A: N-O-V-I-A-N-T-I?
B: Yes, that’s correct.
A: Thank you!
B: You’re welcome.
2. WHAT IS _______________ IN ENGLISH?
1. Q: Bu Binti, what is buku in English?
A: In English, buku is “book.”
2. Q: How do you spell it?
A: It is spelled “B-O-O-K.”
3. HOW DO YOU SAY ________________ IN ENGLISH?
1. Q: Bu Binti, how do you say papan tulis in English?
A: In English, papan tulis is “white board.”
2. Q: How do you spell it?
A: It is spelled “W-H-I-T-E, space, B-O-A-R-D.”
23
Appendix 1.4: Tongue Twisters
Tongue Twisters
A tongue twister is a sequence of words that is difficult to pronounce quickly and correctly. Even native English
speakers find the tongue twisters on this page difficult to say quickly. Try them yourself. Try to say them as fast
as possible, but correctly!
A proper copper coffee pot.
Around the rugged rocks the ragged rascals ran.
Long legged ladies last longer.
Mixed biscuits, mixed biscuits.
A box of biscuits, a box of mixed biscuits and a biscuit
mixer!
How much wood could Chuck Woods' woodchuck
chuck, if Chuck Woods' woodchuck could and would
chuck wood? If Chuck Woods' woodchuck could and
would chuck wood, how much wood could and would
Chuck Woods' woodchuck chuck? Chuck Woods'
woodchuck would chuck, he would, as much as he
could, and chuck as much wood as any woodchuck
would, if a woodchuck could and would chuck wood.
Fuzzy Wuzzy was a bear,
Fuzzy Wuzzy had no hair,
Fuzzy Wuzzy wasn't very fuzzy,
was he?
Yellow butter, purple jelly, red jam, black bread.
Spread it thick, say it quick!
Yellow butter, purple jelly, red jam, black bread.
Spread it thicker, say it quicker!
Yellow butter, purple jelly, red jam, black bread.
Don't eat with your mouth full!
Toy boat, toy boat, toy boat,..
Red leather, yellow leather, red leather, yellow leather.
Peter Piper picked a peck of pickled pepper.
Did Peter Piper pick a peck of pickled pepper?
She sells seashells on the seashore.
If Peter Piper picked a peck of pickled pepper,
Where's the peck of pickled pepper Peter Piper picked?
I saw Susie sitting in a shoeshine shop.
Where she sits she shines, and where she shines she
sits.
How many boards
could the Mongols hoard
If the Mongol hordes got bored?
How can a clam cram in a clean cream can?
I scream, you scream, we all scream for ice-cream!
Denise sees the fleece,
Denise sees the fleas.
At least Denise could sneeze
and feed and freeze the fleas.
The thirty-three thieves thought that they thrilled the
throne throughout Thursday.
How many cookies could a good cook cook If a good
cook could cook cookies? A good cook could cook as
much cookies as a good cook who could cook cookies.
The sixth sick Sheik's sixth sheep is sick.
(Sometimes described as the hardest tongue-twister in
the English language.)
Swan swam over the pond,
Swim swan swim!
Swan swam back again Well swum swan!
Three grey geese in green fields grazing.
We surely shall see the sun shine soon.
Chester Cheetah chews a chunk of cheep cheddar
cheese.
Two tiny tigers take two taxis to town.
A sad story about Nobody
This is a story about four people named Everybody,
Somebody, Anybody and Nobody. There was an
important job to be done and Everybody was sure that
Somebody would do it. Anybody could have done it, but
Nobody did it. Somebody got angry about that, because
it was Everybody's job. Everybody thought Anybody
could do it, but Nobody realized that Everybody
wouldn't do it. It ended up that Everybody blamed
Somebody, when Nobody did, what Anybody could
have done.
Do you know why this question is special?
Apakah kamu tahu kenapa kalimat tanya ini istimewa?
DID THE QUICK BROWN FOX JUMP OVER THE LAZY LOGS?
(The phrase contains all the letters in the alphabet.)
24
Chapter Two
Greetings, Introductions & Asking Questions
Objectives
1. Students should be able to introduce themselves using the correct greeting for the time of
day.
a. Good morning, good afternoon, good evening, good night
2. Students should be able to address people using the correct title.
a. Mr., Ms. or Miss, Mrs., or Dr.
3. Students should be able to introduce themselves with the correct sentence structure and be
able to continue the greeting conversation.
4. Students should be able to answer basic questions relating greetings and introductions and
provide the appropriate response including:
a. How are you?
b. What’s your name? – What is your name?
c. How old are you?
d. Where do you live?
e. What do you like to do?
5. Students should know the basic question words: who, what, when, where, how.
Material
Basic Greetings for Certain Times of Day
1. Good morning – Selamat Pagi – used from when the sun rises until 12:00 noon.
2. Good afternoon – Selamat Siang/Selamat Sore –used from 12:00 noon until about 5:00pm.
3. Good evening – Selamat Sore – used from 5:00pm – 7:00pm when the sun is setting.
4. Good night – Selamat Malam – used during the night time from when the sun sets until it
rises again.
Titles for People
1. Mr. or Mister – Pak – is for men (ex: Mr. Imam or Mr. Gita)
2. Mrs. or Missus – Bu – is for married women (ex: Mrs. Mut or Mrs. Endang)
3. Ms. or Miss – Nona or Mbak – is for unmarried women (ex: Ms. Melanie or Ms. Indah)
4. Dr. – is the abbreviation for doctor – and it is usually only used for men or women who have
completed doctorate degrees in universities.
General Greetings and Responses
General Partings
25
Basic Question Words
1. Who? – Siapa
2. What? – Apa
3. When? – Kapan
4. Where? – Di mana
5. How? – Bagaimana
Introducing Yourself
When students introduce others using pronouns they may need to be reminded that he is for
males and she is for females.
Activities
1. Speaking: Ask students to stand up and introduce themselves. Students must answer the
following with the appropriate replies.
a. What is your name?
b. Where do you live?
c. How old are you?
d. What do you like to do?
2. Speaking: Ask students to introduce someone else—a friend, schoolmate or family member.
3. Speaking: Use flashcards or images of famous people. Ask students to stand up and
introduce the famous person.
4. Writing: Ask students to write a paragraph about themselves. They should write down
everything they would want a new friend to know about them.
26
Appendix 2.1: Good Morning, Indonesia! Worksheet
My name is _____________________. I am in Class ____________. Today’s date is _____________.
Good Morning, Indonesia!
Objectives:




Greet according to time of day
Learn basic professions
Use numbers 1-99
Introduce yourself
Vocabulary: Greetings
Good Morning
Good Afternoon
Good Evening
Selamat Pagi/Siang
Selamat Sore
Selamat Sore
Hello (Hi)
Good Night
Goodbye (Bye)
Halo/ Salam/ Hai
Selamat Malam
Sampai Jumpa /Mari
Exercise
How do you greet at…?
Bagaimana kamu menyapa pada jam...?
1. 7:00 AM ____________________
5. 8:00 PM ____________________
2. 4:00 PM ____________________
6. 12:15 PM ___________________
3. 11:00 AM ___________________
7. 6:30 PM ____________________
4. 2:00 AM ____________________
8. 12:00 AM ___________________
27
Conversation: Introductions
Hello! My name is David. Who are you?
Hello! Nama saya David. Siapa kamu?
Hi, David. I am Sofi. Where are you from?
Hi, David. Aku Sofi. Kamu dari mana?
I’m from California. I am a teacher.What do you do?
Aku dari California. Saya guru. Apa yang kamu lakukan?
Vocabulary: Professions
Student
Farmer
Driver
Mechanic
Police Officer
Doctor
Construction
Worker
Teacher
Homemaker
Salesperson
Exercise
Read the text below and answer the following questions.
Bacalah teks di bawah ini dan jawablah pertanyaan-pertanyaan berikut.
Hi! My name is Sam and I am an actor. My wife is a movie director.
Her name is Karisma. She is from Indonesia and I am from Australia.
1. What does Sam do? _________________
5. What does she do? __________________
2. Where is he from? ___________________
3. Who is his wife? ____________________
4. Where is she from? __________________
28
Exercise
Interview your friend. In pairs, ask and answer the following questions.
Wawancarailah teman anda dengan berpasangan. Bertanya dan menjawab pertanyaan-pertanyaan
berikut.
1. What is your name? ________________________________________________________
2. Where are you from? _______________________________________________________
3. What do you do? ___________________________________________________________
Basics: Numbers
0
zero
10
ten
20
twenty
30
thirty
1
one
11
eleven
21
twenty-one
40
forty
2
two
12
twelve
22
twenty-two
50
fifty
3
three
13
thirteen
23
twenty-three
60
sixty
4
four
14
fourteen
24
twenty-four
70
seventy
5
five
15
fifteen
25
twenty-five
80
eighty
6
six
16
sixteen
26
twenty-six
90
ninety
7
seven
17
seventeen
27
twenty-seven
100
one hundred
8
eight
18
eighteen
28
twenty-eight
1000
one thousand
9
nine
19
nineteen
29
twenty-nine
1000000
one million
TAKE NOTE!
In Indonesian, when we talk about age,
we use the words “how many,” or
berapa. In English, we use the verb “to
be” and use the words “how old.”
Conversation: Questions
Hello! How old are you?
Halo! Umur kamu berapa?
Di dalam bahasa Indonesia, ketika kita
berbicara tentang usia, kita
menggunakan kata-kata “berapa.” Dalam
bahasa Inggris, kita menggunakan kata
kerja "to be" dan memakai kata "how
old."
I am 26 years old!
Umur aku 26 tahun!
Exercise
Match the phrases in the columns:
Cocokkanlah frasa pada kolom:
29

Three
19

Fifteen
32

Nineteen
15

Thirty-two
11

Sixty
60

Twenty-eight
3

Eleven
28
Conversation: Questions
I’m good!
Hello! How are you?
Halo! Bagaimana kabarnya?
I’m great!
I’m fine.
I’m sad.
I’m bad.
Review Exercise
In the sentences below, write the number in English. Note the use of is and are.
Tulislah nomor dengan bahasa Inggris dalam kalimat di bawah ini. Gunakanglah “is” dan “are.”
1. I am (33) _______________ years old.
2. Michael Jordan is (42) _______________ years old.
3. They are (13) _______________ years old.
4. It is (99) _______________ years old.
5. The teacher is (62) _______________ years old.
6. Maya and Kris are (11) _______________ years old.
7. The school is (29) _______________ years old.
8. You are (21) _______________ years old.
9. My brother is (16) _______________ years old.
10. We are (22 and 56) ____________ and ____________ years old.
Group Exercise
Interview each person in your group. Introduce one of your friends to the whole group.
Wawancarailah setiap orang dalam kelompokmu. Perkenalkanlah salah satu temanmu kepada seluruh
kelompok.
Name
City
Occupation
30
Age
Appendix 2.2: Greetings, Introduction, and Asking Questions Worksheet
My name is ______________________________. I am in Class ____________. Today’s date is _________________.
Directions: Study the structure of general greetings below. Read it aloud with a classmate.
Pelajarilah tata bahasa sapaan di bawah ini. Bacalah dengan keras bersama temanmu.
Person 1: Hello!
Person 2: Hi!
Person 1: How are you?
Person 2: I’m good.
I’m fine.
I’m okay.
Just so-so
Not so great.
Person 1: What is your name?
Person 2: My name is __________.
Person 1: Nice to meet you.
Person 2: Nice to meet you, too!
Pleased to meet you.
Pleased to meet you, too!
Person 1: Good-bye!
Bye!
See you later!
Have a good day!
Directions: Read the introduction paragraphs below.
Bacalah pengantar paragraf di bawah ini.
1. Hello! I would like to introduce myself to you. My name is Pak Jay. I am originally from the
United States of America. Now, I live in Genteng, Banyuwangi. I am an English teacher at
MAN Genteng. My hobbies are playing basketball, reading, and studying volcanoes. My
phone number is 082140706159. Nice to meet you!
2. Hello! I would like to introduce myself to you. My name is Mrs. Binti Mudakiroh. I live in
Tampak Lembu RT06/RW01. I am an English teacher at MAN Genteng. My phone number
is 081250786253.
3. Hello! I would like to introduce myself to you. My name is Vira. I live in Sragi, Banyuwangi.
I am a student at MAN Genteng. My hobbies are reading and watching movies. Nice to meet
you!
31
Introduce Yourself
Directions: Write your own introduction paragraph. Include as many details as you can.
Tulislah pengantar paragraf sejelas mungkin yang kamu dapat.
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Directions: Study the structure of a general introduction below. Read it aloud with a classmate.
Pelajarilah tata bahasa tentang pengantar secara umum di bawah ini. Bacalah dengan bersama temanmu.
Q: What is your name?
What is his name?
A: My name is Lia.
His name is Rifky.
Q: Who is he?
Who is she?
Who are they?
A: He is the teacher.
She is my friend.
They are students.
Q: Where are you from?
Where is he from?
Where are they from?
A: I am from Indonesia.
He is from the United States.
They are from MAN Genteng.
Q: Where do you live?
Where does she live?
Where do they live?
32
A: I live in Genteng, Banyuwangi.
She lives in Surabaya.
They live in Malang.
Q: Where do you go to school?
Where do you study?
A: I go to (school at) MAN Genteng.
I study at MAN Genteng.
Q: What is your profession?
A: I am a student at MAN Genteng.
I am an English teacher at MAN Genteng.
Q: What class are you in?
A: I am in (class) X5.
Q: What are your hobbies?
A: My hobbies are reading and writing.
My hobby is playing football.
Introduction Exercise
Directions: Complete the conversation below with your own words.
Lenkaplah percakapan di bawah ini dengan kata-katamu sendiri.
1. A: Hi! What is your name?
B: _______________________________.
2. B: ______________________________________?
A: My name is Alison.
3. B: _______________________________?
A: I am from the United States of America. Where are you from?
B: I am from Indonesia.
4. A: In Indonesia, where do you live?
B: _______________________________________.
B: ________________________________________?
A: In the United States, I live in New York City.
5. A: Do you go to school?
B: Yes, I go to school.
A: Where do you go to school?
B: __________________________________________.
B: Do you go to school?
33
A: No, I am a teacher at MAN Genteng!
6. A: What class are you in?
B: ______________________________________________.
Grammar Exercise
Directions: Choose the word that best completes the sentence.
Pililah kata yang paling benar di dalam kalimat.
1. My hobby ( is / are ) reading.
2. I am ( a / an ) student.
3. Her hobbies ( is / are ) singing and dancing.
4. She is ( a / an ) English teacher.
5. What ( is / are ) your hobbies?
6. Muhim is ( a / an ) excellent student.
7. What ( is / are ) your hobby?
8. Bu Binti is ( a / an ) good teacher.
Directions: Practice speaking and pronunciation skills by saying the below dialogues with a
friend.
Praktek berbicara dan keterampilan pengucapan dengan mengucapkan percakapan di bawah ini dengan
seorang teman.
Dialogue: (2 People)
I:
Hello. How are you?
A:
I:
I’m good, how are you?
I’m good. What is your name?
A:
I:
My name is Arif. And yours?
My name is Ila.
A:
I:
Nice to meet you Ila!
Nice to meet you too, Arif!
Dialogue: (3 People)
B:
Hello Joko, how are you?
J:
B:
I’m good Mrs. Binti. How are you?
I’m good too. Thanks. Joko, let me introduce you to my friend. This is Pak Amin.
A:
Hello. My name is Mr. Amin. Nice to meet you.
J:
A:
I’m Joko. Nice to meet you too.
See you.
J:
See you.
34
Appendix 2.3: Asking Questions Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Directions: Complete the conversation below using the main question words: who, what, when,
where, why. Use the proper replies. You may use the some of the phrases from the bank below
to build your dialogue.
Lengkapilah percakapan di bawah ini dengan menggunakan kata-kata tanya: who, what, when , where,
why. Gunakanlah jawaban yang cocok. Kamu boleh menggunaka beberapa dari prase di bawah ini untuk
membuat percakapan.
Bank of Phrases
What is your name?
What is your address?
Where are you from?
Who is your friend?
How old are you?
Who are your parents?
When were you born?
What is your favorite color?
What are your hobbies?
What is your phone number?
Where do you go to school?
35
Directions: Make a conversation, and write it in the boxes below! Use your own words.
Buatlah percakapan, dan tulislah pada kotak di bawah ini. Gunakanlah kata-katamu sendiri.
Exercise
What is the difference between “What is her name?” and “Who is she?” How are the questions
different? Ask your teacher.
Directions: Answer the questions below by writing a short description of the people below.
Jawablah pertanyaan-pertanyaan berikut dengan menulis penjelasan singkat dari orang di bawah ini.
Who is she?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Who are they?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
36
Chapter Three
Numbers, Ordinals and Basic Quantities
Objectives
1. Students should be able to count from 1 – 100 accurately.
2. Students should be able to identify ordinals from 1-100, and tens. They should be able to
write them as well.
3. Students should be able to speak, write and comprehend sentences with basic quantities
(ex: Most students are going to the mosque.)
Material
Teaching Basic Numbers
Teacher writes number from 1 (one) to 20 (twenty) on the board. Write the word and the
number.



Teacher: Repeat after me. (Point to the numbers and say each one slowly.)
Teacher: (Write a list of random numbers on the board and point to the numbers.)
Teacher: Ask random students the number in English.
Continue this exercise around the class.
The “Tens”
Teacher writes number from 10 (ten) to 100 (one hundred) on the board. Write the word and
the number.



Teacher: repeat after me. (Point to the numbers and say each one slowly.)
Teacher: (Write a list of random numbers on the board and point to the numbers.)
Teacher: Ask random students the number in English
Continue this exercise around the class.
Combined “Tens” and Single Digits
Teacher writes down several various numbers on the board. Write the number only.

Teacher: Ask random students the number in English.
Continue this exercise around the class.
“Teens” vs. “Tens”
Teacher writes the following list of numbers and point to the numbers.
12 - 20
13 - 30
14 - 40
15 - 50
16 - 60
17 - 70
18 - 80
19 – 90
Be careful to pronounce slowly, pointing out the difference in pronunciation between 14, 15, 16,
etc. and 40, 50, 60, etc.

Teacher: repeat after me. (Point to the numbers and say each one slowly.)
37
Ordinal Numbers
Use a warm up activity to get students thinking about cardinal numbers especially if it has been
a long time since you last practiced them.
Since ordinal numbers have nothing to do with amount but rather with position, do not start off
by using numbers but instead use images of other vocabulary words to simulate a race on the
board. You can talk with your students about the positions of each item by saying for example
“The cat is first and the dog is second.” Introduce the word ‘last’ as well since this is a position
related vocabulary word. Teach 1st-12th first.
Practice using the same number cards as in the warm up activity, students can play games to
practice these new words. Memory would be great for pronunciation practice as long as every
student says the correct ordinal number aloud when he turns over a card. If students cannot be
encouraged to actually say the words aloud, you may as well move on to another activity.
Students can also be prompted to write sentences about themselves such as “I am the first child
in my family.”
After completing from 1st-12th teach 13th-19th, then the tens.
Countable vs. Uncountable Nouns
Countable Nouns may be preceded by a/an or one in the singular; use a final –s/-es in the plural.
Countable nouns are usually physical objects that can be seen and therefore, counted.
Example: chair, boys, girls
Countable Noun
Singular
A chair
One chair
Plural
Two chairs
Some chairs
A lot of chairs
Many chairs
Uncountable Noun is not immediately preceded by a/an or one; has no plural form, so does not
add a final –s/-es. This applies to nouns that are too numerous to count, or whose quantity is
measured in a different way, such as water.
Uncountable
Noun
Singular
Some water
A lot of water
Plural
X
Much water
Activities
1. Basic Numbers: Once students understand the meaning of the words, you can use number
flashcards and choral repetition for pronunciation practice. (Appendix)
a. Write a number word on the board, using a ball, throw it to a student, if they get it correct,
write another number on the board, and the student throws it to another student. If the
student gets it incorrect, they throw it back to the teacher, and the teacher throws it to
another student.
2. Ordinals: Make flashcards with pictures of objects or animals. Make 3-4 sets depending on
the size of the class. Break up class into 3-4 groups, and write in words the order the
students should arrange the cards. The first team to correctly arrange the cards wins a prize.
3. Expressions of Quantity: Create a “shopping game” by making cards with different objects
the students can shop for. Make half of the students’ sellers and half of the students buyers.
Have a price tag on each object, and the buyers have to go and ask for the objects using
expressions of quantity. Money and Grocery items attached in the appendix.
38
Appendix 3.1: Number Flashcards
39
Appendix 3.2: Basic Numbers and Ordinals Reference Sheet
40
Appendix 3.3: Numbers Practice Worksheet
My name is _________________________________. I am in Class ____________. Today’s date is ______________.
41
Appendix 3.4: Expressions of Quantity
Pass out to class to use as reference.
A couple of
Both
Two
Every
Each
Expressions of
Quantity
One
Several apples
A few apples
A couple of apples
Both apples
Two apples
Every Apple
Each apple
Used with
Countable Nouns
One apple
Do you have a number of books?
How many people are in the house?
How did both boys get in trouble?
Which two apples are bad?
May I have one apple?
How much is each apple?
Why is every bicycle in this store broken?
Did you want a couple of grapes?
Why are there several phones in the house?
What will you do with the few cookies you have left?
May I have a little rice?
X
Question Structure
A few
Many apples
Used with NonCountable Nouns
Several
A number of apples
X
Many
A little rice
How much rice can you eat in one meal?
No rice
Plenty o f apples
Most rice
Plenty of rice
Have you had any of these grapes yet?
Have you had any rice yet?
Why are there a lot of people outside?
Why is there lots of wind outside?
When will there be plenty of sales at the store?
When will there be plenty of rain?
Why do most people run from tigers?
Why does most hair need brushing?
What did you do with all the apples?
What did you do with all the rice?
Where did some of the students go this morning?
Where did some water from the pool go this morning?
Why are there no more apples left in the bowl?
Why is there no more rice left in the bowl?
How come there are hardly any apples left?
How come there is hardly any rice left?
Did she have a great deal of garbage in her room?
No apples
Hardly any rice
Much rice
No
Hardly any apples
Some rice
A great deal of rice
Hardly any
Some apples
Any rice
X
A number of
A little
Much
Some
Any apples
A great deal of
Any
Plenty of
Most apples
All rice
A lot of/lots of apples A lot of/lots of rice
Most
All apples
A lot of/lots of
All
Notes
An expression of quantity may
precede a noun.
Some expressions of quantity
are used only with countable
nouns
Some are used only with
noncountable nouns
Some are used with countable
and non-countable nouns
42
Appendix 3.5: Shopping Game Cards
43
44
45
Appendix 3.6: Ordinal Numbers Worksheet
My name is _________________________________. I am in Class ____________. Today’s date is ______________.
Basics: Ordinal Numbers
I am FIRST!
I am
SECOND.
I am THIRD.
I am
FOURTH.
I am SIXTH
and LAST!
I am FIFTH.
Group Exercise
Stand up and get in line with your classmates. Which place do you have in line?
Berdirilah lurus dengan temanya. Di mana kamu berdiri?



By height.
By age.
By gender.
Exercise
Write complete sentences as shown below.
Tulislah kalimat dengan lengkap seperti yang ditunjukkan di bawah ini.
1.
1st/book: The book is first.
2.
2nd/cat: __________________________________________________________________________________________.
3.
3rd/watch: _______________________________________________________________________________________.
4.
4th/frog: __________________________________________________________________________________________.
5.
5th/friends: ______________________________________________________________________________________.
6.
6th/cook: _________________________________________________________________________________________.
7.
7th/plant: ________________________________________________________________________________________.
8.
8th/oven: _________________________________________________________________________________________.
9.
9th/bird: __________________________________________________________________________________________.
10. 10th/man: ________________________________________________________________________________________.
11. 11th/woman: ____________________________________________________________________________________.
12. 12th/student: ____________________________________________________________________________________.
13. 13th/house: ______________________________________________________________________________________.
46
Chapter Four
Times, Dates and Seasons
Objectives
1. Students should be able to read time in English and know how to use AM/PM.
2. Students should be able to tell time in English.
3. Students should know the names of the days of the week, months, and years.
4. Student should know how to read/write/speak dates.
5. Students should be able to distinguish different seasons
Material
Telling Time
Teacher draws a large clock on the board. Ask the students what it is in Bahasa Indonesia (jam).
Tell them what it is in English. Write down the word.




Teacher: Review the numbers in English from 1-12. Write them in the clock as you
review them.
Teach each minute hand by drawing in different minutes past 12:00 or 1:00.
After review the numbers on the minute hand, engage students in an activity where they
have to actively participate in a time-centered activity.
When students have the hang of telling time, teach them the difference between AM and
PM.
Make a sun on the board, next to it, draw the clock again, and on the other side of the clock,
draw the moon. Show the students that when it is 12:00 during the day, and the sun is out, it
goes from AM to PM, and when the moon is out, it goes from PM to AM at 12:00. Have them
engage in an activity which they must differentiate between AM and PM. (APPENDIX)
Dates: Day, Week, Month, Year
Write the days of the week in Bahasa Indonesia, and write their corresponding English names:
Write common phrases that
students should know:
47
Months: Write the names of the months in Bahasa Indonesia, and write their corresponding
English names:
 Teach and practice the common phrase: What’s the month? Bulan ini bulan apa?
Day/Year: Review both cardinal and ordinal numbers with students to explain usage of cardinal
numbers in dates like April 25th, 2014.



Engage students in an activity where they creatively learn activities. See “Activities” for
some examples.
Use worksheet “When, What time, and Where?” for practicing dates and times
Practice the phrase: What year is it? Tahun ini tahun berapa?
Seasons: Write the four seasons in Bahasa Indonesia, and their corresponding English names:

Engage students in talking about sports in America that are played in each season; ask them
what is played in each season in Indonesia.

Ask them what activities they think people engage in during these seasons; make a list on
the board, and add your own when they run out.
Use worksheet in Appendix for practicing and reviewing seasons.

Activities
1.
Time: Students create their own clocks, using a piece of paper, a paper clip, and two small pieces of
cardboard to create the hands. After creating the clocks, the Teacher will write a list of times in words
on the board, and the students must write the numbers in their notebooks using their clocks as
resources.
a. Students will write the below times in their notebooks, and go around the classroom and ask 10
other students to make appointments at various times. They will practice phrases like, “Are you
free at eight o’clock?” or “Would you like to meet at 3:30?”
2. Dates: Students create a small calendar for a few months, and then go around making appointments
with 10 other students; practicing phrases like, “Would you like to meet at eight o’clock on March
seventeenth?”
a. The class together makes a calendar and inputs each person in the class’ birthdays, by the
birthday-boy/girl saying, “My birthday is on (Month) (Day), (Year).
3. Seasons: Teacher creates index cards with pictures of the four seasons (APPENDIX). Cut out two sets
and place in a bag or hat. Go around the room, and each student picks one card, holds it secretly, and
says, “In this season, I ____________.” The other students must guess what season the student is
referring to. The student replaces the card and the teacher moves on to the next student.
48
Appendix 4.1: Telling Time Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Morning, Afternoon or Evening? AM or PM?
Directions: Based on the activity described below, write the time and circle AM or PM.
Berdasarkan aktivitas di bawah ini, tulislah waktu dan lingkarilah yang menunjukkan AM atau PM.
1. Dedi wants to eat eggs for breakfast.
It is ____:_________ AM/PM
2. Sam is walking home from school with his friends.
It is ____:_________ AM/PM
3. Novi is eating lunch with her best friend.
It is ____:_________ AM/PM
4.
Serly helps her mom make dinner.
It is ____:_________ AM/PM
5. Bagus cannot sleep even though it is midnight.
It is ____:_________ AM/PM
49
Appendix 4.2: Day and Time Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
When, What Time, and Where?
Directions: Based on the activity described, write the date, time, and place.
Berdasarkan aktivitas yang digambarkan di bawah ini, tulislah waktu, tanggal dan tempat.
1. Dofi has an appointment with the doctor next year on the sixteenth
of October.
Dofi’s appointment is on October ______, 20__ __
at __:_____.
2. Amelia will meet her friends on March 2, 2015.
Please write in words, the date that Amelia will meet her friends
on the______________ (Date) of March, __________________________(Year),
at _____:__________.
3. Tommy will perform at school this year on the tenth of
November.
Tommy’s performance is on November _______, 20____
at _____:__________
4. Lilis is going on vacation on June 17, 2016.
Please write in words, the date that Lilis will go on vacation is the
______________ (Date) of June, __________________________(Year),
at _____:__________.
5. Fajar will buy a new TV on the ninth of December in the year two
thousand and fourteen.
Fajar will buy his new TV on December ______, 20______
at ____:_________.
50
Appendix 4.3: Seasons Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Weather or Not, Here are the Seasons!
Directions: Write the correct season in the space after the description.
Tulislah musim yang benar di dalam titik-titik yang kosong setelah dideskripsi.
A: ______________
C: ______________
B: ______________
D: ______________
1. In this season, leaves fall from trees.
This season is __________________.
6. This season is in December in the
United States.
This season is __________________.
2. In this season people go to the
beach.
This season is __________________.
7. This season is very hot.
This season is __________________.
3. In this season there is often snow.
This season is __________________.
8. This season is very cold.
This season is __________________.
4. Flowers bloom in this season,
This season is __________________.
9. This season is starting to get warm.
This season is __________________.
5. In this season, people harvest crops.
This season is __________________.
10. This season is starting to get cool.
This season is __________________.
51
Appendix 4.4: Basics of Telling Time Reference Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Conversation: Asking for the Time
Excuse me, miss. What time is it?
It is quarter to three in the afternoon.
Thank you. Have a nice day.
Other Ways to ask for the Time:



Do you have the time?
Can you please tell me the time?
Do you know what time it is? Vocabulary
TAKE NOTE!
at night
di waktu malam
half
tengah
in the afternoon
di waktu sore
in the evening
di waktu sore
in the morning di waktu pagi/siang
midnight
tengah malam
noon
tengah hari
o’clock
quarter
seperempat
In America, a 12-hour clock is used. Usually,
in Indonesia a 24-hour clock is used. So,
Americans will say 4:00PM or 4:00 in the
afternoon rather than 16:00.
Di Amerika, menggunakan pola 12-jam dan
biasanya, di Indonesia menggunakan pola
24-jam. Jadi, orang Amerika akan berkata
jam 4:00PM atau 4:00 sore bukan jam 16:00.
o’clock
Basics of Telling Time
a quarter to
a quarter after
half past
30 minutes to
52
0:00 Midnight; 12:00AM
2:03 Two-o-three AM; 3 past 2 in the morning
4:45 Four forty-five in the morning; Quarter to 5
8:15 Eight fifteen AM; Quarter past 8 in the morning
12:00 Noon; 12:00PM
14:30 2:30PM; Half past 2 in the afternoon
17:00 5:00PM; Five o’clock in the evening
22:40 10:40PM; Twenty to 11 at night
TAKE NOTE!
If the time is 2:04, in English we say, “it’s TWO-O-FOUR.” For single digit
minutes (1—9), we say HOUR–O-MINUTE. The letter ‘o’ is replaced for
zero, although the word ‘zero’ can also be used.
Jika jam menjukkan jam 2:04, dalam Bahasa Inggris kita mengatakan
‘TWO-O-FOUR.” Untuk angkat tunggal dari 1 sampai 9 menit, kita
megatakan HOUR-ANGKA ‘O’- MINUTE. Angka ‘o’ digantikan untuk zero,
walaupun kata ‘zero’ dapat juga digunakan.
Practice
Write a complete sentence with the correct time.
Tulislah kalimat lengkap dengan waktu yang tepat.
1. What time is it?
_________________________________________
2. What time is it?
_________________________________________
3. What time is it?
_________________________________________
4. What time is it?
_________________________________________
5. What time is it?
_________________________________________
6. What time is it?
_________________________________________
53
Appendix 4.5: Days, Dates and Time Reference Sheet
54
Chapter Five
Parts of Speech: Articles, Personal Pronouns, Nouns, Verbs, Adjectives
Objectives
1. Students should be able to recognize and give examples of the following main parts of
speech:
a. Noun
b. Proper Nouns and Improper Nouns
c. Concrete and Abstract Nouns
d. Plural and Singular Nouns
e. Pronouns
f. Verb
g. Adjective
h. Articles
A. Definite
B. Indefinite
2. Students should be able to recognize the parts of speech in simple sentences or passages.
3. Students should be able to use a dictionary and recognize that some words can be used as a
noun, verb or adjective.
4. Students should be able to form a simple sentence using a noun, verb or adjective.
Material
Nouns
Noun – Kata Benda: a person, place or thing
 Example: boy, school, apple
Plural nouns indicate that there is more than one (singular) object, usually by adding “s” or “es.”
o Example: boys, schools, apples, buses, skies, fries, glasses
 Formula: Add s, es or “ies”, usually for words that end in y, ch, x, o and sh
o Example: bus -> buses; boss -> bosses; story -> stories
Concrete nouns are things that can be perceived with the physical senses: touch, sight, taste,
hearing, or smell.
 Example: trees, music, blanket, food
Abstract nouns are usually things that cannot be seen or felt with the touch.
 Example: love, happiness, sadness, wish, hope, thought, idea
Verbs
Verb – Kata Kerja: an action or activity
 Example: swim, pays, running, walked
Adjectives
Adjective – Kata Sifat: describes the appearance of a noun
 Example: big, small, fat, skinny, dark, light
Note that in Indonesian the placement of an adjective is before a noun.
 Example: big house is rumah besar, small ball is bola kecil
55
Pronouns
Pronoun – Kata Ganti: a word that replaces the proper noun
 I, he, she, we, you, it, they
 Example: Amy is sleeping. She is tired.
Articles – Definite and Indefinite
Article – Kata Sandang: are placed before nouns to indicate definiteness

an, a – are used in front of singular nouns to identify a non-specific (or indefinite) noun.
o Note that plural nouns do not use a or an because it’s equal to saying ‘one.’

an vs. a
“an” is used in front of singular nouns that start with a vowel
o Example: an apple, an elephant, an igloo, an orange, an umbrella
“a” is used in front of singular nouns that start with a consonant
o Example: a mosque, a park, a friend

the - is used in front of singular or plural nouns to indicate specific, or definite, objects
o Example:
She read a book. – She read any book.
She read the book she likes. – She read one specific book she likes.

this, that – used in front of specific (or definite) singular nouns.
o Example:
I go to this school. – Saya pergi ke sekolah ini.
I live in that house. – Saya tinggal di rumah itu.

these, those – used in front of specific (or definite) plural nouns mentioned.
o Example:
She read books. - Indicates multiple nonspecific books that were read.
She read these books. - Indicates specific books that were read.
Activities
1. Write the following terms across the board: Noun, Verb, and Adjective. Divide each section
of the board and have students give examples of each part of speech. You can have students
come up one by one to write the example they know. This is a good way to gauge vocabulary
knowledge.
2. Create or use flashcards with verbs, nouns, adjectives, pronouns and articles. Give each
student a card and ask them to:
a. Name the part of speech
b. Translate to native language
c. Form a sentence with the word emphasizing the use of correct articles
3. Matching indefinite and definite articles. (Appendix)
4. Go over with students how to appropriately use a dictionary using the How to Use a
Dictionary – Reference and Activity Worksheet.
5. Write the following paragraph on the board. Ask students to circle the nouns and pronouns,
underline the verbs and highlight the adjectives.
The cat is sitting outside. Every day, it looks for food.
Sometimes, the nice woman gives it cold milk. She likes the old cat.
At night, the tired cat sleeps in the small house.
6. Ask students to write 5 sentences using a noun, a verb and an adjective.
56
Appendix 5.1: How to Use A Dictionary Reference Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
How to Use a Dictionary – Reference Sheet
How To Look Up A Word:
1) When you see a word you don’t know, take note of it.
Bila anda melihat kata yang anda tidak tahu, catatlah itu.
2) Dictionaries are organized in alphabetical order.
Kamus diatur dalam urutan abjad-abjad.
3) When looking for a word you don’t know, open your dictionary to the letter the word begins
with.
Ketika mencari kata yang anda tidak tahu, bukalah kamus anda pada huruf awal kata
tersebut.
 For example, “morning” begins with the letter “m.”
Contohnya, "morning" dimulai dengan huruf "m."
4) Then use the second letter of the word to continue to find the word you are looking for.
Kemudian gunakan huruf kedua dari kata tersebut untuk menemukan kata yang anda cari.
 For example, “m” then “o” and so on.
Contohnya, "m" kemudian "o" dan seterusnya.
5) The words in the upper corners of the page are called guide words. Use these to help you
reach the letters you want faster.
Kata-kata di sudut atas halaman disebut kata-kata panduan. Gunakanlah kata tersebut
untuk membantu anda menemukan huruf yang anda inginkan lebih cepat.
6) Depending on your dictionary, when you find the word you are looking for you may also
find:
Tergantung pada kamus anda, ketika anda menemukan kata yang anda cari anda juga dapat
menemukan:
 The part of speech – n. means noun, v. means verb, adj. adjective, adv. means adverb,
abbr. means abbreviation, obj. means object, etc.
Bagian Kata - n. berarti kata benda, v. kata kerja, adj. kata sifat, adv. berarti adverbia,
abbr. berarti singkatan, obj. berarti objek, dll
 A definition of the word
Definisi kata
 The pronunciation – a pronunciation key in the beginning of the dictionary can help you
interpret the written pronunciation.
Pengucapan - kunci pengucapan ada di bagian depan kamus dapat membantu anda
menginterpretasikan pengucapan tertulis.
 Capitalization, where relevant in a sentence
Huruf besar, yang sesuai dengan kaidah kalimat
 Prepositions, such as "in", "on", etc. and their use with the word you’re looking for
Kata depan, seperti "in", "on", dll dan penggunaannya dalam kalimat yang anda cari
 Irregular endings for verbs
Perubahan kata kerja tidak beraturan
 Synonyms and antonyms
Sinonim dan antonim
 A history of the word, called etymology or derivation, which can help you to remember
or understand the word.
Sejarah kata, disebut etimologi atau derivasi, yang dapat membantu anda untuk
mengingat atau memahami kata.
 Examples or citations of how the word is used. Use these to add context to the meaning
of the word.
Contoh atau kutipan tentang bagaimana kata itu digunakan. Gunakan kata tersebut
untuk menambahkan konteks ke arti kata.
57



Phrases or idioms associated with the word, and slang usage. In addition, the dictionary
may explain whether a word is formal or informal.
Frase atau idiom yang berhubungan dengan kata, dan penggunaan dalam bahasa gaul.
Selain itu, kamus dapat menjelaskan apakah sebuah kata formal atau informal.
The plural form of nouns
Bentuk jamak dari kata benda
Other English spellings (US English, British English, Australian English, etc.)
Macam-macam ejaan Bahasa Inggris (Inggris Amerika, British Inggris, Inggris Australia,
dll.)
7) If there are multiple definitions, decide which one matches your source or context for the
word and notice how the different definitions are related to one another.
Jika ada beberapa definisi, putuskan mana yang cocok dengan konteks kata tersebut dan
perhatikan bagaimana definisinya berhubungan satu dengan yang lainnya.
 In an English dictionary, the most common meaning is usually placed first, if there
are multiple meanings.
Dalam kamus bahasa Inggris, makna yang paling umum biasanya ditempatkan
pertama, jika ada beberapa makna.
8) If you cannot find the word you are looking for, check the spelling. Also be careful when
listening to new words in English. The words may be spelled differently than they sound.
Jika anda tidak menemukan kata yang anda cari, memeriksa ejaan. Juga berhati-hati ketika
mendengarkan kata-kata baru dalam bahasa Inggris. Kata-kata mungkin diejak berbeda dari
kata yang kita dengar.
 For example, if you hear "not", it might also be "knot" but the "k" is silent.
Contohnya, jika anda mendengar "not", itu juga bisa menjadi "knot/simpul" tapi "k"
tidak di ucapkan.
9) Using an online dictionary (such as dictionary.com) will usually have the same type of
information as a traditional dictionary.
Menggunakan kamus online (seperti dictionary.com) biasanya akan memiliki jenis informasi
yang sama.
 An online dictionary will often have an audio sample to help you hear the
pronunciation of the word.
Kamus online memiliki contoh audio untuk membantu anda mendengar pengucapan
kata itu.
10) Try using your new word in a sentence. If it's difficult to spell, write it a few times to help
yourself remember it.
Coba gunakan kata baru anda dalam sebuah kalimat. Jika sulit mengeja, tulislah beberapa
kali untuk membantu anda mengingatnya.
It’s important to buy a good dictionary if you’re interested in learning English. It may be a little
expensive, but it is a good investment. Many dictionaries in Indonesia are not well made and
have mistakes, which will just add to your confusion if you use them. Get a good dictionary and
bring it to class every time, note the words you don’t know and write them down in your own
personal dictionary so you can increase your vocabulary knowledge.
Sangat penting untuk membeli sebuah kamus yang baik jika anda tertarik untuk belajar bahasa
Inggris. Mungkin agak mahal, tapi itu adalah sebuah investasi. Banyak kamus di Indonesia tidak
dibuat dengan baik dan memiliki kesalahan, yang hanya akan menambah kebingungan anda
ketika menggunakanya. Dapatkan kamus yang baik dan bawalah ke kelas setiap kali. Catat katakata yang anda tidak tahu dan tulislah dalam kamus pribadi anda sehingga anda dapat
meningkatkan kosa kata anda.
58
Appendix 5.2: How to Use A Dictionary Activity
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
How to Use a Dictionary - Activity Worksheet
Directions: Use your dictionary to look up the following words. Write the part of speech and
the Bahasa Indonesia translation.
Gunakan kamus anda untuk mencari kata-kata berikut. Tulislah jenis kata dan arti dalam Bahasa
Indonesia.
Word
Part of Speech
rules
noun
rule
verb
ruler
noun
king
noun
kingdom
noun
frame
noun
frame
verb
blood
noun
bleed
verb
psychologist
noun
Translation
Directions: Use your dictionary to look up any words you don’t know yet. Write the part of
speech and the Bahasa Indonesia translation.
Gunakan kamus anda untuk mencari kata-kata yang anda belum tahu. Tulislah jenis kata dan terjemahan
Bahasa Indonesia.
Word
Part of Speech
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
59
Translation
Appendix 5.3: Nouns and Definite/Indefinite Articles – Classroom Objects
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: Classroom Objects
pen
desk
pencil
chair
paper
book
board
calculator
dictionary
eraser
marker
Grammar: Countable Nouns & Uncountable Nouns
 A countable noun is a person, place, or thing that can be counted.
Examples: 5 books, 1 person, 12 students, 2 cups of tea, 14 schools, etc.
Kata benda yang bisa dihitung adalah orang, tempat, atau sesuatu yang dapat dihitung.
Contoh: 5 buku, 1 orang, 12 siswa, 2 cangkir teh, 14 sekolah, dll
For a singular countable noun you must use an article (a, an, the), a number, or a possessive
adjective (my, your, his, her, its, our, their).
Untuk kata benda tunggal yang bisa dihitung harus menggunakan kata sandang (a, an, the), angka,atau
kata sifat kepunyaan (my, you, his, her,its, our, their).
Bad: “Please give me pen.”
Good: “Please give me a pen,” “Please give me the pen,” or “Please give me your pen.”
 An uncountable noun is usually a concept or a substance. It cannot be counted.
Examples: water, happiness, sand, advice, tea, air, etc.
Kata benda yang tidak bisa dihitung biasanya konsep atau substansi.
Contoh: air, kebahagiaan, pasir, saran, teh, udara, dll
For an uncountable noun you may not use “a” or “an.”
Untuk kata benda yang tidak bisa dihitung anda tidak boleh menggunakan"a" atau"an."
Bad: “He gave me an advice.”
Good: “He gave me advice,” “He gave me some advice,” or “He gave me a piece of advice.”
60
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Grammar: Definite and Indefinite Articles
 Definite Articles make general things specific. “The” is a definite article that can be used for
both countable and uncountable nouns.
Kata sandang tertentu membuat hal-hal umum menjadi khusus. "The" adalah kata sandang tertentu yang
dapat digunakan untuk kata benda baik yang bisa dihitung dan yang tidak bisa dihitung.
 Indefinite Articles are used for general things that can be counted, but are not specific.
Kata sandang umum digunakan untuk hal-hal umum yang dapat dihitung.
Examples:
Please give me a pen. (Any kind of pen) Tolong berikan saya sebuah bolpoin. (Tidak penting
bolpoin yang mana.)
Please give me the pen. (A specific kind of pen) Tolong berikan saya bolpoin itu. (Kita tahu
bolpoin yang diminta.)
Nasi pecel is delicious. (Semua nasi pecel enak.)
The nasi pecel I ate yesterday was delicious. (Nasi pecel itu, yang saya makan kemarin, enak).
This is a cat. (Ini kucing.)
This is the cat that belongs to my neighbors. (Ini kucing yang dimilik oleh tetangaku.)
Some proper nouns (name of places, people or specific things)—like oceans, rivers, mountain
ranges (but not single mountains), and regions of the world—use “the.”
Beberapa kata benda(nama tempat, nama orang, atau benda spesifik)-seperti lautan, sungai, pegunungan
(gunung tapi tidak tunggal), dan daerah di-dunia menggunakan "the."
Examples:
The Indian Ocean is very big.
The Solo River is in East Java.
The Alps are in Europe.
The Middle East has a lot of oil.
TAKE NOTE!
For the indefinite articles “a” and “an”, if a
singular noun begins with a vowel, we must
use “AN.” Singular nouns that begin with
consonants use “A.”
Untuk kata sandang umum "a" dan "an", jika
kata benda tunggal dimulai dengan huruf
vokal, kita harus menggunakan"AN." Kata
benda tunggal yang dimulai dengan
konsonan menggunakan "A."
Example: an elephant or an apple
NOT
BAD: The Mount Bromo is tall.
GOOD: Mount Bromo is tall.
BAD: The Java Island has many people.
OK: The island of Java has many people.
OK: Java Island has many people.
Exercise
Match the phrases in the columns:
Cocokkanlah frasa dalam kolom:
desk
chair
pen
pencil
marker
board
calculator
book
paper
dictionary
eraser
pensil
buku
papan tulis
kamus
kalkulator
kursi
bolpoin
kertas
penghapus
meja tulis
spidol
Fill in the blanks below with articles:
Isilah bagian yang kosong di bawah ini
dengan kata sandang:
Indefinite Article
a desk
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
61
Definite Article
the desk
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Appendix 5.4: Plural/Singular Nouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Grammar: Rules for Making Plural Nouns
GENERAL RULE: To make a noun plural, an -s is usually added to the singular form.
Untuk membuat kata benda jamak, -s biasanya ditambahkan ke bentuk tunggal.
banana —> ________________________
egg —> ___________________________
sausage —> ________________________
apple —> __________________________
Exception 1:
If a noun ends in -ch, -s, -sh, -x, or -z, form the plural by adding –es.
Jika kata benda berakhir di -ch,-s,-sh,-x, atau-z, bentuk jamaknya ditambah -es.
match —> _________________________
box —> ___________________________
dish —> ___________________________
bus —> ___________________________
Exception 2:
If a noun ends in -y which are preceded by a consonant, form the plural by
changing the -y to i and then adding -es.
Jika kata benda berakhir dengan -y yang didahului oleh konsonan, bentuk jamaknya -y luluh menjadi i dan
ditambahkan -es.
strawberry _____________________
candy __________________________
cherry  _________________________
raspberry ______________________
Exception 3:
If a noun ends in -y which are preceded by a vowel, form the plural by adding –s.
Jika kata benda berakhir -y yang didahului oleh vokal, bentuk jamaknya ditambahkan -s.
turkey  _________________________
day  ___________________________
toy  ____________________________
guy ___________________________
Exception 4:
If a noun ends with –f, form the plural by changing the –f to –v and adding –es.
Jika kata benda berakhir dengan -f, bentuk jamaknya diubah menjadi -v dan ditambahkan -es.
half  ___________________________
loaf ___________________________
leaf  ___________________________
wolf ___________________________
Exception 5:
If a noun ends with –fe, form the plural by changing the –f to –v and adding –s.
Jika kata benda berakhir dengan -fe, bentuk jamaknya -f menjadi -v dan ditambahkan -s.
wife  ___________________________
life  ____________________________
midwife  ________________________
knife  __________________________
Grammar: Irregular Plural Nouns
There are a lot of exceptions for how to turn singular nouns into plural nouns because English
comes from so many different languages.
Ada banyak pengecualian bagaimana mengubah kata benda tunggal menjadi kata benda jamak karena
bahasa Inggris berasal dari berbagai bahasa yang berbeda.
man  men
woman  women
child children
foot  feet
tooth  teeth
goose  geese
sheep  sheep
deer  deer
fish  fish
person people
mouse  mice
ox  oxen
62
A few words that end in –o, get –es added in their plural form.
Beberapa kata yang berakhir dengan -o, ditambahkan -es dalam bentuk jamak.
potato potatoes
torpedo  torpedoes
tomato tomatoes
buffalo buffaloes
Exercise
Change the singular noun to the plural form.
Ubalah kata benda tunggal ke bentuk jamak.
1. I buy five (egg) _____________ everyday.
2. The (teacher) _____________ talk with the (student) _____________.
3. The (man) _____________ are inside and the (woman) _____________ are outside.
4. I want (candy) _____________ and (banana) _____________ for lunch.
5. Two (shop) _____________ in Bondowoso sell (box) _____________.
6. The (boy) _____________ ask for two (bottle) _____________ of juice.
Change the singular noun to the plural form.
Ubalah kata benda tunggal ke bentuk jamak.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
boss  ________________________
box  _________________________
boy  _________________________
city  _________________________
zoo  _________________________
fax  __________________________
bear _________________________
tool  _________________________
key __________________________
dish  ________________________
loaf  ________________________
radio  _______________________
flower  ______________________
thief  _______________________
smile  _______________________
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
63
show  _______________________
show  _______________________
foot  _______________________
tooth  _______________________
doctor  _______________________
friend  _______________________
police  _______________________
beach  _______________________
car  _______________________
mother  _______________________
lady  _______________________
star  _______________________
tomato  _______________________
cake  _______________________
shoe _______________________
Appendix 5.5: Three Parts of Speech Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Grammar: Three Parts of Speech
Example: The old woman wears blue dresses.
To find:
Verbs, ask:
Which word shows action or existence? —-> WEARS
Nouns, ask:
Who or what wears? —>WOMAN wears
and ask:
What does the woman wear? —>She wears DRESSES.
Adjectives, ask: What kind of dresses? —> BLUE dresses.
What kind of woman? —> OLD woman
Directions: Read the text below. Underline each noun, circle each adjective, and draw a box
around each verb.
Bacalah teks di bawah ini. Garis bawahi setiap kata benda, lingkarilah kata sifat masing-masing, dan
gambarlah kotak disekitar kata kerja.
My parents have a small shop in town. They sell many things. They make hot sandwiches with
chicken and white cheese. The cheese comes from their big brown cow, Betsy. She makes good
milk. Every day, my mother and her sister work at the store. My aunt has pretty black hair and
green eyes. She is not young but she is not old. She has a tall husband with a fast car. My old
grandfather comes to the store everyday and talks for three hours. He has no teeth. He eats only
soft foods.
64
Appendix 5.6: Verbs for Daily Life Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Verbs for Daily Life - Worksheet
to WAKE
UP
to
EAT
to
DRINK
to
WASH
to
BRUSH
to
LEAVE
to
TEACH
I
wake up
eat
drink
wash
brush
leave
teach
YOU
wake up
eat
drink
wash
brush
leave
teach
HE/SHE/IT
wakes up
eats
drinks
washes
brushes
leaves
teaches
WE
wake up
eat
drink
wash
brush
leave
teach
YOU
wake up
eat
drink
wash
brush
leave
teach
THEY
wake up
eat
drink
wash
brush
leave
teach
Exercise
Read the text. Underline each verb and circle each noun.
Bacalah teks. Menggarisbawahi setiap kata kerja dan lingkari setiap kata benda.
Each day, I always wake up at 5:00AM. I have breakfast. Sometimes, I drink coffee or juice, but I
never eat bread. After breakfast, I wash my face and brush my teeth. I leave at 6:00AM for my
school in town. Every Monday and Thursday morning, I have English class. On Wednesdays at
2:00PM, I go to English club. After school, I go home and help my mother cook dinner. On
Saturday nights, I relax and watch television with my family. I usually go to bed at 9:30PM.
Using the text above, answer the following questions in sentences.
Menggunakan teks di atas, jawablah pertanyaan-pertanyaan berikutdalam kalimat.
1. What time do I wake up? _______________________________________________________________________________
2. What do I eat for breakfast? ___________________________________________________________________________
3. When do I brush my teeth? ____________________________________________________________________________
4. When do I have English class? _________________________________________________________________________
5. What time do I go to English club? ____________________________________________________________________
6. What do I do after school? _____________________________________________________________________________
7. What do I do on Saturday night? ______________________________________________________________________
8. What time do I go to bed? ______________________________________________________________________________
Match the vocabulary.
Jodohkan kosa kata berikut.
Friday Wednesday
Senin
Selasa
Sunday
Kamis
Thursday
Rabu
65
Saturday
Tuesday Monday
Jumat
Sabtu
Minggu
Review Exercise
1. Complete the table with your daily activities.
Lengkapilah tabel dengan kegiatan sehari-hari anda.
Activity
Wake up
Time
4:45AM I wake up at a quarter to five in the
morning.
Wake up
Eat breakfast
Leave for school
Finish school
Arrive at home
Have dinner
Relax with family
Watch television
Go to bed
2. Interview a classmate and complete the table with his or her daily activities.
Lakukan wawanca dengan teman sekelas dan lengkapilah tabel dengan kegiatan sehari-harinya.
Activity
Wake up
Time
5:45AM He wakes up at a quarter to six in the
morning.
Wake up
Eat breakfast
Leave for school
Finish school
Arrive at home
Have dinner
Relax with family
Watch television
Go to bed
Grammar: Adverbs of Frequency
Answer the following questions.
Jawablah pertanyaan-pertanyaan berikut.
1.
How often do you eat breakfast?
___________________________________________
How Often?
2. How often do you walk to school?
___________________________________________
Always
100%
Usually
Often
Sometimes
50% Occasionally
Seldom
0%
Never
3. How often does it snow in Indonesia?
___________________________________________
4. How often do you have English class?
___________________________________________
5. How often do you brush your teeth?
___________________________________________
6. How often do you ride a bus?
___________________________________________
66
Appendix 5.7: Definite and Indefinite Articles Practice Worksheet
My name is ____________________________. I am in Class ____________. Today’s date is ____________________.
Articles - Practice Worksheet
Directions: Complete the story below using the correct article - the, a, an, this, that, these, or those.
Lengkapilah cerita di bawah ini dengan kata sandang yang betul.
The Legend of the Pattuddu Dance
Folk Tale from West Sulawesi
Once there was a kingdom in Mandar, West Sulawesi. 1)_______ king and 2)_______ queen
had 3)_______ son. 4)_______ prince was very handsome and loved spending time in gardens and
taking care of plants. His garden in 5)_______ palace was very beautiful. 6)_______ garden had
7)_______ pond and 8)_______ waterfall.
One afternoon, it rained heavily. After 9)_______ rain stopped, 10)_______ prince went to
11)_______ garden. There, he saw seven doves flying through 12)_______ beautiful rainbow that
ended above 13)_______ pond. Then, magically 14)_______ seven doves turned into angels. They
put their shawls on 15)_______ ground and they all swam in 16)_______ pond.
17)_______ prince watched 18)_______ angels swim. He was amazed by their beauty and
wanted to marry 19)_______ angel, so 20)_______ prince stole one shawl and hid it. After all the
angels finished swimming, they each put on their shawls, wiggled them and changed back into
doves. But 21)_______ youngest angel could not find her shawl. She cried and then made
22)_______ promise.
“If 23)_______ man finds my shawl, I will marry him. And if 24)_______ woman finds my
shawl, I will treat her as my own sister,” said 25)_______ youngest angel.
26)_______ prince heard 27)_______ promise. He then pretended to help her, but they couldn’t
find her shawl. 28)_______ prince asked 29)_______ angel to stay with him at 30)_______ palace.
She agreed because without her shawl she could not fly back to heaven.
Sometime later, 31)_______ prince and 32)_______ angel got married. Later they had
33)_______ baby boy. They loved their son very much.
One morning, 34)_______ angel found 35)_______ room in 36)_______ palace, but 37)_______ room
was locked and 38)_______ prince forbade her to open it. But 39)_______ angel really wanted to
use it for their son, so she ignored her husband’s warning.
When she opened 40)_______ room, she found her shawl. The angel knew her husband
had lied and hidden it from her. She immediately put on her shawl and went to her husband.
“My dear husband I have found my shawl and I want to go back to heaven. Please take care of
our son and if you miss me, just look at 41)_______ rainbow.”
42)_______ angel then wiggled her shawl, turned into 43)_______ dove and flew into
44)_______ sky. 45)_______ prince was very sad and always looked at 46)_______ rainbow.
Today, 47)_______ people of Mandar, West Sulawesi imitate 48)_______ angel wiggling her shawl
in 49)_______ dance known as Pattuddu.
50)_______ End.
Answers: 1. The, 2. the, 3. a, 4. The 5. the, 6. The, 7.a, 8. a, 9. the, 10. the, 11. the, 12. the, 13. the, 14. the, 15. the, 16.
the, 17. The, 18.the, 19. an, 20. the, 21. the, 22. a, 23. a, 24. a, 25. the, 26, The, 27. the, 28. The, 29.the, 30. the, 31.
the, 32. the, 33. a, 34. the, 35. a, 36. the, 37. the, 38. the, 39. the, 40. the, 41. the, 42. the, 43. a, 44. the, 45. The,
46.the, 47. the, 48. the, 49. a/the, 50. The
67
Chapter Six
The Verb to Be
Objectives
1. Students should be able to use the verb to be correctly in a sentence.
2. Students should be able to identify at least one of the functions of the verb to be.
3. Students should memorize and be able to conjugate the verb to be.
4. Students should be able to use contractions of the verb to be when speaking or writing and
recognize them when listening or reading.
5. Students should be able to convert words into contractions and vice versa.
Material
About the Verb “to be”
The verb to be is very important in English. The verb to be indicates:
1. the condition or existence of the subject
Example: She is twenty years old. She is beautiful.
2. Role or position
Example: He is a father.
3. Location
Example: He is outside.
4. Used in comparison
Example: He is taller than her.
The Forms of “to be”
Fundamentally, “to be” is a verb, so it is an action word. Therefore, this verb has many forms
and must be conjugated appropriately so that it is used correctly with the corresponding subject
and tense.




infinitive: be
present form: being
past form: been
future form: will be
Conjugation of “to be”
Person/Number
Present
Participle
Subject
Past Participle
Future Participle
1st, Singular
I
am
was
will be
2nd, Singular
You
are
were
will be
3rd, Singular
He / She / It
is
was
will be
1st, Plural
We
are
were
will be
2nd, Plural
You
are
were
will be
3rd, Plural
They
are
were
Will be
*Note that these conjugations are important to know for progressive/continuous tenses.
68
Contractions of “to be”
The verb “to be” is used so often in English that contractions are used often in daily speech and
writing. It is important for students to memorize these forms.
Phrase
Contraction
I am
I’m
You are
You’re
He is
He’s
She is
She’s
It is
It’s
We are
We’re
They are
They’re
Negative Form
Is not
Isn’t
Are not
Aren’t
Was not
Wasn’t
Were not Weren’t
Activities
1. The Verb To Be - Practice Worksheets included in the appendix.
69
Appendix 6.1: Personal Pronouns and the Verb to Be Reference Sheet
My name is ____________________________. I am in Class ____________. Today’s date is ____________________.
Conversation: Introductions
Good morning! My name is David. What is your name?
Selamat pagi! Namaku David. Nama kamu siapa?
Hi, David. My name is Sofi. It’s nice to meet you.
Hi, David. Nama saya Sofi. Senang bertemu denganmu.
It’s nice to meet you too, Sofi!
Senang bertemu kamu juga, Sofi!
Grammar: Personal Pronouns & the Verb “to be”
Singular
Plural
First Person
I
Saya/Aku
We
Kami
Second
You
Anda/Kamu You Kalian
Person
Third Person
He/
Dia/Ini
They Mereka
She/It
Fill in the blanks with the correct personal pronoun.
Isilah bagian yang kosong dengan kata ganti orang yang tepat.
1. My sister is smart. _______ is from Yogyakarta.
TAKE NOTE!
In English, “he” is used for males and
“she” is used for females. “It” is only
used for objects or animals if you are
uncertain of its gender.
Dalam bahasa Inggris, "he" digunakan
untuk dia laki-laki dan"she"
digunakan untuk dia perempuan. "It"
hanya digunakan untuk benda atau
hewan jika anda tidak yakin jenis
kelaminnya.
2. Mr. Yogi works hard. _______ is an engineer.
3. Mr. Warai and Mr. Gita teach English. _______ are my teachers.
4. Sofi and I go to high school. _______ are students.
5. That is not a pencil. _______ is a pen.
6. My family is big. _______ am the youngest child.
The verb “to be” is very important in English. The verb “to be” indicates:
Kata kerja"to be" tidak ada dalam bahasa Indonesia, namun sangat penting dalam bahasa Inggris. Kata
kerja"to be" menunjukkan:

the condition or existence of the subject - kondisi atau keberadaan subjek
Example: She is twenty years old. She is beautiful.

role or position - peran atau posisi
Example: He is a father.

location - lokasi
Example: He is outside.

used in comparison – digunakan untuk perbandingan
Example: He is taller than her.
70
Conjugation of the verb to be:
Subject
Present Participle Past Participle Future Participle
I
am
was
will be
You
are
were
will be
He / She / It
is
was
will be
We
are
were
will be
You
are
were
will be
They
are
were
will be
Contractions of “to be” – To be is used so often that contractions are
used in daily speech and writing. It is important for students to
memorize these forms.
Phrase
Contraction
I am
I’m
Singkatan dari"to be" –“To be” sering digunakan dalam bentuk singkatkan,
singkatan tersebut digunakan pada pidato dan tulisan. Sangat penting bagi siswa
untuk menghafal bentuk-bentuk tersebut.
You are
You’re
He is
He’s
She is
She’s
Exercise
It is
It’s
We are
We’re
Isilah bagian yang kosong dengan bentuk "to be" yang benar
They are
They’re
Fill in the blanks with the correct form of “to be.”
1. I ________fifteen years old. (Present Participle)
2. We ________ best friends. (Past Participle)
3. You ________ beautiful. (Present Participle)
Negative Form
Is not
Isn’t
Are not
Aren’t
Was not
Wasn’t
Were not
Weren’t
4. He ________ a good student. (Past Participle)
5. She ________ in the kitchen. (Present Participle)
6. They ________ in the park. (Past Participle)
Vocabulary
7. We ________ engineers. (Present Participle)
8. I ________ in the kitchen. (Past Participle)
9. That man ________ a father. (Present Participle)
10. The girl ________ working hard. (Past Participle)
11. The pens ________ blue. (Present Participle)
12. They ________ smart. (Present Participle)
13. I ________ busier than you. (Past Participle)
14. The family ________ sleeping. (Future Participle)
15. The baby ________ crying. (Future Participle)
71
beautiful
best
big
busy/ busier
cry
engineer
family
father
friends
hard
in
kitchen
outside
park
pen
pencil
sleep
smart / smarter
teach
than
work
cantik
terbaik
besar
sibuk / lebih sibuk
menangis
insinyur
keluarga
ayah
teman-teman
keras
di
dapur
sebelah luar
taman
bolpoin
pensil
tidur
pintar / lebih pintar
mengajar
daripada
bekerja
Appendix 6.2: The Verb “to be” Practice Worksheet
My name is ____________________________. I am in Class ____________. Today’s date is ____________________
The Verb “To Be” - Practice Worksheet
Directions: Use the correct form of the verb to be to complete the sentences in the correct tense.
Gunakan kata kerja yang benar untuk melengkapi kalimat di bahwa ini dengan tenses yang benar.
1. I (be) ______________ fifteen years old. (Present Tense)
2. We (be) ______________ best friends. (Past Tense)
3. You (be) ______________ beautiful. (Present Tense)
4. He (be) ______________ a good student. (Past Tense)
5. She (be) ______________ in the kitchen. (Present Tense)
6. They (be) _____________ in the park. (Past Tense)
7. They (be) ______________ smarter than them. (Present Tense)
8. I (be) ______________ busier than you. (Past Tense)
9. The family (be) ______________ sleeping. (Present Progressive)
10. The baby (be) ______________ crying. (Present Progressive)
Directions: Complete the chart with the missing phrase or contraction.
Lengkapilah tabel berikut dengan frase atau singkatan yang benar.
Phrase
Contraction
I am
You’re
He is
She is
It’s
We’re
They are
Negative Form
Is not
Aren’t
Was not
Were not
72
Chapter Seven
Conjugation of Verbs & the Simple Tenses
Objectives
1. Students should be able to understand the concept of tenses, which does not exist in Bahasa
Indonesia.
2. Students should memorize and be able to implement the formula for converting the
infinitive form of a verb into simple past, simple present, simple future and present
progressive.
3. Students should also be able to use the verb in the positive, negative and interrogative form.
4. Students should be able to recognize that irregular verbs do not follow the same pattern.
5. Students should memorize the conjugation of common irregular verbs.
Material
Conjugation of Verbs
Note that this lesson is long and a key foundation of English language. Students will need this to be
explained slowly and have a lot of time to practice these skills.
Conjugation, or the change of the verb form that correlates to subject and tense, does not exist
in Bahasa Indonesia.
 A change of the verb form indicates when the activity or event happened. This is the most
important aspect of the tenses.
 Regular verbs follow a pattern in conjugation.
 Irregular verbs do not follow this pattern in conjugation for the past form only.
 Verb forms sometimes change depending on the subject and whether it is singular or plural.
Note: I am including this chart as reference for the teacher, but I did not discuss this with students in great detail.
Teaching English Tenses
Because the fundamental purpose o f the tenses are to indicate when an event happened,
teaching tenses is primarily a lesson about time. Therefore:
1. Write timeline on the board and indicate the differences between the simple past, simple
present, present progressive and simple future tense.
2. Explain when each tense is used, indicating the changes in the verb form and running
through several examples underneath the right heading in the timeline.
3. Use formulas, as sentence construction and tenses follow patterns the students can recreate,
and which they are often taught in an Indonesian classroom. Also, teach key time phrases
that will help the students associate the sentence with a time of occurrence.
4. Use regular verbs as it will be simpler to establish a pattern. When that has been grasped
introduce irregular verbs and their irregular past tense form.
73
The Simple Present Tense
Simple Present indicates activities that usually happen on a daily basis. These are activities that
have happened yesterday, that usually happen in the present and that likely will happen in the
future.
A. Formulas
a. Positive Form: Subject + Infinitive Verb (V1) + Object
Example: I walk to school every day.
b. Negative Form: Subject + do not OR does not + Infinitive Verb (V1) + Object
Example: I do not walk to school every day.
Example: She does not walk to school every day.
c. Interrogative Form: Do OR Does + Subject + Infinitive Verb (V1) + Object?
Example: Do you walk to school every day?
Example: Does she walk to school every day?
*Note that the verb will require an “s” and “does” if the subject is 3 rd person singular (i.e.: He, She, It)
B. Key Time Phrases in Simple Present Tense
a. Every day – setiap hari
b. Every morning/month/year/etc. – setiap pagi/ setiap bulan/ setiap tahun
c. Usually – biasanya
The Present Progressive/Continuous Tense
Present Progressive/Continuous tense indicates activities that are happening in the current
moment.
A. Formulas
a. Positive Form: Subject + Verb to Be (am/is/are) + Infinitive Verb (V1) + ing +
Object
Example: I am walking to school.
b. Negative Form: Subject + Verb to Be (am/is/are) + not + Infinitive Verb (V1) + ing +
Object
Example: I am not walking to school.
c. Interrogative Form: Verb to Be (am/is/are) + Subject + Infinitive Verb (V1) +
Object?
Example: Are you walking to school?
B. Key Time Phrases in Present Progressive Tense
a. Right now – Sekarang
b. At the moment – Saat ini
c. Currently – Akhir-akhir ini
The Simple Past Tense
Simple Past tense indicates activities that happened at any moment before the current moment.
A. Formulas
a. Positive Form: Subject + Infinitive Verb (V1) + ed + Object
Example: I walked to school yesterday.
*Note that irregular verbs will not follow this formula. The past participle of irregular verbs must be memorized by
students.
b. Negative Form: Subject + did not + Infinitive Verb (V1) + Object
Example: I did not walk to school yesterday.
c. Interrogative Form: Did + Subject + Infinitive Verb (V1) + Object?
Example: Did you walk to school yesterday?
*Note that “did” is the past tense of “do,” which is why the verb does not change to use “ed” in the negative and interrogative forms.
74
B. Key Time Phrases in the Past Tense
a. Yesterday – kemarin
b. This morning/afternoon – tadi pagi/tadi siang/ tadi sore
c. Last night – tadi malam
d. Last week/ last month/ last year - minggu lalu / bulan lalu / tahun lalu
e. X minutes/hours/days ago – X menit yang lalu/ X jam yang lalu, X hari yang lalu
The Simple Future Tense
Simple Future tense indicates an action that will happen at any moment after the current
moment.
A. Formulas
a. Positive Form: Subject + will + Infinitive Verb (V1) + Object
Example: I will walk to school tomorrow.
b. Negative Form: Subject + will not + Infinitive Verb (V1) + Object
Example: I will not walk to school tomorrow.
c. Interrogative Form: Will + Subject + Infinitive Verb (V1) + Object?
Example: Will you walk to school tomorrow?
B. Key Time Phrases in the Simple Future Tense
a. Later – Nanti
b. Tomorrow – Besok
c. Next week/month/year – Minggu/bulan/tahun depan
d. In X minutes/days/weeks/months - dalam X menit/hari/minggu/bulan
Irregular Verbs
Irregular verbs do not end in the -ed conjugation pattern. In the past form, irregular verbs use a
different conjugation that will need to be memorized.
Note: Students will need to memorize these verbs as there is no simple way to remember most of them.
Common Irregular Verbs
Simple Past Form
Infinitive/Present Form
Progressive Form
Future Form
ate
eat
eating
will eat
became
become
becoming
will become
began
begin
beginning
will begin
bought
buy
buying
will buy
brought
bring
bringing
will bring
did
do
doing
will do
drank
drink
drinking
will drink
fell
fall
falling
will fall
felt
feel
feeling
will feel
gave
give
giving
will give
got
get
getting
will get
had
have
having
will have
heard
hear
hearing
will hear
knew
know
knowing
will know
made
make
making
will make
meant
mean
meaning
will mean
75
met
meet
meeting
will meet
paid
pay
paying
will pay
read
read
reading
will read
said
say
saying
will say
sat
sit
sitting
will sit
saw
see
seeing
will see
slept
sleep
sleeping
will sleep
taught
teach
teaching
will teach
thought
think
thinking
will think
told
tell
telling
will tell
took
take
taking
will take
understood
understand
understanding
will understand
went
go
going
will go
wrote
write
writing
will write
Note that many students in Indonesia study the past participle of verbs in addition to the simple past form.
This past participle verb form is usually used in the perfect tenses (i.e.: I have eaten), which is much more
advanced. For the purposes of this lesson, I am not including this form as to not confuse the students, but they
may bring it up.
Activities
1. After explaining the above formulas, draw the following on the board. Select on regular verb
and have several students come up and complete one row of the chart. Call students using
the attendance sheet. For more advanced students, use an irregular verb. As a quiz following
this lesson, I gave my students this chart, which can be found in the appendix. Each student
was given a different verb to complete. My advanced students were not allowed to use their
notes and were given either a regular or an irregular verb. My beginner classes were
allowed to use their notes on the formulas and were only given regular verbs. Most students
did really well on this quiz, following the lesson.
76
2. Make enough examples of sentences in the simple past, simple present, present
progressive/continuous, and simple future for each student in the class. Make sure the cards
are big and laminated. (See the appendix for a list of sentences that include examples in the
positive, negative and interrogative forms.) Make a timeline on the board. Have each student
come up to the board and tape their sentence in the correct place in time.
3. Appendix – Daily Activities – Simple Present Worksheet
4. Appendix – Daily Activities and Time Worksheet
5. Appendix – General Truths – Simple Present Worksheet
6. Use Simple Tenses worksheet (found in the appendix) as extra practice for your students.
77
Appendix 7.1: Verb Conjugation and Simple Sentences Reference Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Grammar: Verb Conjugation
A verb is a word used to describe an action, state or occurrence and forming the main part of a
sentence’s predicate.
Kata kerja adalah kata yang digunakan untuk menggambarkansuatu tindakan, pernyataan atau kejadian
dan membentuk bagian utama dari predikat sebuah kalimat.
A predicate is a part of a sentence that contains a verb that states something about the subject.
Predikat adalah bagian kalimat yang berisi kata kerja yang menyatakan sesuatu tentang subjek.
Conjugation means a change in the verb that indicates when an activity or event happened. This
is the most important aspect of the tenses, which do not exist in Bahasa Indonesia.
Konjugasi berarti perubahan kata kerja yang menunjukkan kapan suatu kegiatan atau peristiwa terjadi.
Ini adalah aspek yang paling penting dari tenses, yang tidak ada di dalam bahasa Indonesia.
Verb forms change depending on a sentence’s tense and whether its subject is singular or plural.
An infinitive is the basic form a verb without change for tenses or subject.
Bentuk kata kerja berubah tergantung pada tenses kalimat dan apakah subjeknya tunggal atau jamak.
Infinitive adalah bentuk dasar kata kerja tanpa perubahan tenses atau subjek.
In English, there are two kinds of verbs.
Dalam bahasa Inggris, ada dua jenis kata kerja.

Regular verbs follow a pattern in conjugation, and always use -ed for the past form or
participle.
Kata kerja beraturan mengikuti pola konjugasi, dan selalu menggunakan –ed untuk bentuk masa lalu
atau participle.

Irregular verbs do not follow this pattern in conjugation for the past participle only.
Kata kerja tidak beraturan mengikuti pola ini dalam konjugasi untuk past participle saja.
Infinitive Verb Past Participle Present Participle
Regular Verbs
ask
asked
ask / asks*
cook
cooked
cook / cooks*
dance
danced
dance / dances*
listen
listened
listen / listens
look
looked
look / looks*
paint
painted
paint / paints*
push
pushed
push / pushes*
stop
stopped
stop / stops*
walk
walked
walk / walks*
Irregular Verbs
buy
bought
buy / buys*
draw
drew
draw / draws*
drive
drove
drive / drives*
pay
paid
pay / pays*
read
read
read / reads*
run
ran
run / runs*
send
sent
send / sends*
sing
sang
sing / sings*
write
wrote
write / writes*
Future Participle
will ask
will cook
will dance
will listen
will look
will paint
will shop
will stop
will walk
will buy
will draw
will drive
will pay
will read
will run
will send
will sing
will write
*Note: Verbs in the present participle must use ‘s’ or ‘es’ when using the subject he, she or it.
*Catatan: Kata kerja dalam present participle harus menggunakan 's' atau 'es' ketika menggunakan subjek
he, she atau it.
78
Grammar: Sentence Construction
In language, there exists five main sentence constructions.
Dalam bahasa, terdapat lima konstruksi kalimat utama.
1. Positive or Declarative Sentence: states an idea that may be true or false, objective or
subjective on the part of a speaker that gives information and ends with a period.
Kalimat Positif atau Deklaratif: menyatakan ide yang mungkin benar atau salah, obyektif atau
subyektif pada pembicara yang memberikan informasi dan diakhiri dengan titik.
Formula: Subject + Verb/Predicate
Example: The cat is sleeping.
2. Negative Sentence: negates an idea on the part of a speaker that may be true or false,
objective or subjective that gives information and ends with a period.
Kalimat Negatif: meniadakan ide dari pembicara yang mungkin benar atau salah, obyektif atau
subyektif yang memberikan informasi dan diakhiri dengan titik.
Formula: Subject + not + Verb/Predicate
Example: The cat is not sleeping.
3. Interrogative Sentence: asks a question and ends in a question mark.
Kalimat Interogatif: mengajukan pertanyaan dan berakhir dengan tanda tanya.
Formula: Auxialiary Verb “to do” or “to be” + Subject + Verb/Predicate + ?
Example Does the cat sleep?
Is the cat sleeping?
4. Imperative Sentence: gives a command or order, and often ends in an exclamation point.
Kalimat Imperatif: memberikan perintah atau larangan, dan sering berakhir dengan tanda seru.
Formula: Verb + Object
Example: Do not smoke, here!
Brush your teeth, please.
5. Exclamatory Sentence: expresses a strong emotionor emphasizes statements that end with
an exclamation point.
Kalimat Seruan: engekspresikan emosi yang kuat atau menekankan pernyataan yang diakhiri dengan
tanda seru.
Example: Ouch!
I am so tired!
Exercise
Identify the sentence construction.
Mengidentifikasi konstruksi kalimat.
1. This is so difficult!
Answer: Exclamatory Sentence
2. The boy is happy.
Answer:__________________________________________________
3. The girl is not listening.
Answer:_________________________________________________
4. Stop writing on the desk!
Answer:_________________________________________________
5. Is he ten years old?
Answer:_________________________________________________
79
Conjugation of the Verb “to do”
The auxiliary verb “to do” helps construct interrogative and negative sentences.
 to do = melakukan
Subject
I
You
He / She/ It
We
You
They
Past Participle
did
did
did
did
did
did
Present Participle
do
do
does*
do
do
do
Future Participle
will do
will do
will do
will do
will do
will do
Interrogative Sentence:
Do you like school?  No, I do not like school. – Negative Sentence
Does he like school? No, he does not like school. – Negative Sentence
Contractions
Phrase Contraction
did not
didn’t
do not
don’t
does not
doesn’t
Note: You must use the appropriate participle of the auxiliary verb “to do” to indicate the sentence tense.
Grammar: The Simple Tenses
Tenses are a set of verb forms that indicate the time of the action (and at times the duration of
the action) in relation to the time of speaking.
Tenses adalah bentuk kata kerja yang menunjukkan waktu tindakan (dan kadang-kadang durasi tindakan)
yang berubungan dengan waktu berbicara.
There are 16 tenses in the English language, and only 8 are commonly used. Four of these are:
the simple past tense, the simple present tense, the present progressive/continuous tense, and
the simple future.
Ada 16 bentuk tenses dalam bahasa Inggris, dan hanya 8 yang umum digunakan. Empat di antaranya
adalah: simple past tense, simple present tense, present progressive/continuous tense, and simple future.
Present
Past
Current Moment
Future
Now
Time
Simple Present: indicates activities that usually happen on a daily basis. These are activities
that have happened yesterday, that usually happen in the present and that will usually happen
in the future.
Formulas:
Positive Form: Subject + Infinitive Verb (V1) + Object
Example: I walk to school every day.
Negative Form: Subject + do not OR does not + Infinitive Verb (V1) + Object
Example: I do not walk to school every day.
Example: She does not walk to school every day.
Interrogative Form: Do OR Does + Subject + Infinitive Verb (V1) + Object?
Example: Do you walk to school every day?
Example: Does she walk to school every day?
*Note that the verb will require an “s” and “does” if the subject is He, She, It.
80
Key Time Phrases in Simple Present Tense:
 everyday – setiap hari
 every morning/month/year/etc. – setiap pagi/ setiap bulan/ setiap tahun
 Usually - biasanya
Present Progressive/Continuous: indicate activities that are happening in the current
moment
Formulas:
Positive Form: Subject + Verb to Be (am/is/are) + Infinitive Verb (V1) + ing + Object
Example: I am walking to school.
Negative Form: Subject + Verb to Be (am/is/are) + not + Infinitive Verb (V1) + ing + Object
Example: I am not walking to school.
Interrogative Form: Verb to Be (am/is/are) + Subject + Infinitive Verb (V1) + Object?
Example: Are you walking to school?
Key Time Phrases in Present Progressive Tense:
 Right now – Sekarang
 At the moment – Saat ini
 Currently – Saat ini
Simple Past: indicates activities that happened at any moment before the current moment
Formulas:
Positive Form: Subject + Infinitive Verb (V1) + ed + Object
Example: I walked to school yesterday.
*Note that irregular verbs will not follow this formula. Students must memorize the past participle of
irregular verbs.
Negative Form: Subject + did not + Infinitive Verb (V1) + Object
Example: I did not walk to school yesterday.
Interrogative Form: Did+ Subject + Infinitive Verb (V1) + Object?
Example: Did you walk to school yesterday?
*Note that “did” is the past tense of “do,” which is why the verb does not change to use “ed” in the negative
and interrogative forms.
Key Time Phrases in the Past Tense:
 Yesterday - kemarin
 This morning/afternoon – tadi pagi/tadi siang/ tadi sore
 Last night – tadi malam
 Last week/ last month/ last year - minggu lalu / bulan lalu / tahun lalu
 X minutes/hours/days ago – X menit/jam/hari yang lalu
Simple Future: indicates an action that will happen at any moment after the current moment.
Formulas:
Positive Form: Subject + will + Infinitive Verb (V1) + Object
Example: I will walk to school tomorrow.
Negative Form: Subject + will not + Infinitive Verb (V1) + Object
Example: I will not walk to school tomorrow.
Interrogative Form: Will + Subject + Infinitive Verb (V1) + Object?
Example: Will you walk to school tomorrow?
Key Time Phrases in the Simple Future Tense:
 Later – Nanti
 Tomorrow – Besok
 Next week/month/year – Minggu/bulan/tahun depan
 In X minutes/days/weeks/months –X menit/hari/minggu/bulan lagi
81
Appendix 7.2: Present Tense Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Grammar: Present Tense Verbs
Subject
to GO
to COME
to TALK
to STAY
to WORK
Negative Form
stay
stay
stays
stay
stay
stay
work
work
works
work
work
work
do not go
do not go
does not go
do not go
do not go
do not go
I
go
come
talk
You
go
come
talk
He / She / It
goes
comes
talks
We
go
come
talk
You
go
come
talk
They
go
come
talk
Exercises
Complete the sentences with the correct verb form.
Lengkapilah kalimat dengan bentuk kata kerja yang benar.
1.
You (to work) _____________ at the
6.
library.
2.
3.
school.
We (to go) _____________ to the mosque
7.
It (to stay) _____________ at the pharmacy.
on Friday.
8.
They (to make) _____________ soup for
She (to talk) _____________ on the
dinner.
telephone.
4.
9.
They (to stay) _____________ in an
He (to work) _____________ at the Palm
Hotel.
apartment.
5.
You (to come) _____________ home after
10. She (to talk) _____________ with the
He (to make) _____________ a cake every
doctor.
year.
Arrange the words to make correct sentences. Then, change each sentence into the negative and
interrogative form.
Susunlah kata-kata di bawah ini dalam bentuk kalimat yang benar. Kemudian, ubalah setiap kalimat
menjadi bentuk negatif dan interogatif.
go / they/ university / to / in Malang.
1. Positive: _________________________________________________________________________________________________
2. Negative: ________________________________________________________________________________________________
3. Interrogative: __________________________________________________________________________________________
the pharmacy / works / at / he.
1. Positive: _________________________________________________________________________________________________
2. Negative: ________________________________________________________________________________________________
3. Interrogative: __________________________________________________________________________________________
Ani / make / coffee / for / you.
1. Positive: _________________________________________________________________________________________________
2. Negative: ________________________________________________________________________________________________
3. Interrogative: __________________________________________________________________________________________
the students / talks / the teacher / at school / with.
1. Positive: _________________________________________________________________________________________________
2. Negative: ________________________________________________________________________________________________
3. Interrogative: ___________________________________________________________________________________________
82
Appendix 7.3: Verb Conjugation Exercise
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Regular/Irregular Verb Conjugation Exercise
Directions: Complete the chart using the verb below. Use the correct positive, negative or interrogative
form. You do not need to write complete sentences, only write the correct verb form.
Lengkapilah bagan dengan kata kerja di bawah ini. Gunakan bentuk positif, negatif atau interogatif yang
benar. Anda tidak perlu menulis kalimat dengan lengkap, hanya tulislah kata kerja yang benar.
Infinitive Verb: [to be written or typed by the teacher]
Pronoun
Simple Past
Simple Present
Present
Progressive/
Continous
Simple Future
(+)
(+)
(+)
(+)
(-)
(-)
(-)
(-)
(?)
(?)
(?)
(?)
(+)
(+)
(+)
(+)
(-)
(-)
(-)
(-)
(?)
(?)
(?)
(?)
(+)
(+)
(+)
(+)
(-)
(-)
(-)
(-)
(?)
(?)
(?)
(?)
(+)
(+)
(+)
(+)
(-)
(-)
(-)
(-)
(?)
(?)
(?)
(?)
(+)
(+)
(+)
(+)
(-)
(-)
(-)
(-)
(?)
(?)
(?)
(?)
I
You
He/She/It
They
We
83
Appendix 7.4: Daily Activities – Simple Present Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Daily Activities (Simple Present)
Draw a picture of your favorite activity.
Gambarlah kegiatan kesukaanmu.
I like to
.
Structure:
1. Q: What do you do every day?
What do you do in the morning?
What do you do during holiday?
A: Every day, I go to school.
In the morning, I wake up.
During holiday, I visit my family.
2. Q: What do you like to do?
What do you like to do for fun?
A: I like to hang out with friends.
I like to swim for fun.
Everyday Activities (Kegiatan Sehari-hari):
I WAKE UP!
I GO TO SCHOOL.
I WATCH TV.
I BATHE.
I STUDY.
I HANG OUT WITH FRIENDS!
I EAT BREAKFAST.
I PRAY.
I GO TO BED.
I BRUSH MY TEETH.
I RETURN HOME.
I FALL ASLEEP.
84
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Directions: Draw a picture and write your daily activities and favorite hobbies. Then, add the
time that you do these things.
Gambar dan tulislah kegiatan sehari-hari dan hobby kesukaanmu dan tambahkan keterangan waktu.
I wake up
.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
85
Appendix 7.5: Daily Activities and Time Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Daily Activities and Time
Directions: Answer the following questions about your daily activities using complete
sentences. Note the different ways of asking question about time and activities.
Jawablah pertayaan berikut mengenai kegiatan sehari-harimu dengan kalimat lengkap. Perhatikan cara
bertanya terkait waktu dan kegiatan.
A. WHAT TIME?
1. What time do you wake up? _________________________________________________________________________.
2. What time do you go to school? _____________________________________________________________________.
3. What time do you eat lunch? ________________________________________________________________________.
4. What time do you bathe? ____________________________________________________________________________.
5. What time do you go to bed? ________________________________________________________________________.
B. WHEN?
1. When do you brush your teeth?_____________________________________________________________________.
2. When do you pray?___________________________________________________________________________________.
3. When do you do your homework?__________________________________________________________________.
4. When do you hang out with friends? _______________________________________________________________.
5. When do you go to bed?______________________________________________________________________________.
C. FROM WHAT TIME TO WHAT TIME?
1. From what time to what time do you sleep?_______________________________________________________.
2. From what time to what time do you go to school?________________________________________________.
3. From what time to what time do you hang out with friends?_____________________________________.
D. HOW LONG?
1. How long do you sleep?______________________________________________________________________________.
2. How long do you pray?_______________________________________________________________________________.
3. How long do you study?______________________________________________________________________________.
E. Directions: Write a question for each answer! Use “do” or “does.”
Tulislah pertanyaan untuk masing-masing jawaban! Gunakanlah “do” atau “does.”
1. When __________ you bathe?
5. When __________ you do your homework?
I bathe in the morning.
We do our homework before dinner.
2.
When __________ your mother wake up?
My mother wakes up at 4:00AM.
6.
When __________ they play soccer?
They play soccer at 3:00 PM.
3.
What time __________ she go to school?
She goes to school at 6:30 AM.
7.
4.
When _________ your parents return home?
My parents return home in the afternoon.
What time __________ you wake up on
Sunday?
On Sunday, I wake up at 6:00AM.
8.
When __________ Muslims break fast during
Ramadan?
Muslims break fast at maghrib during
Ramadan.
86
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Daily Activities and Time
Directions: What does Adip do every day? Use a line to connect each sentence with the correct
picture. Also, write the time indicated in the box, as shown in the example.
Apa yang dilakukan oleh Adip setiap hari? Gunakan garis untuk memhumbungkan kalimat dengan gambar
yang benar.
HE WATCHES T.V. AT ELEVEN O’CLOCK.
Ex.
11:00AM
.
HE PLAYS BASKETBALL AT TWO THIRTY.
1.
HE GOES TO THE MARKET AT EIGHT O’CLOCK.
2.
HE EATS BREAKFAST AT SEVEN FIFTEEN.
3.
ADIP WAKES UP AT SIX FORTY FIVE.
4.
HE EATS DINNER AT SEVEN O’CLOCK.
5.
HE GOES TO BED AT TEN THIRTY.
6.
87
Appendix 7.6: General Truths – Simple Present Tense Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
General Truths (Simple Present Tense)
Vocabulary:
To be (am/are/is)
To know To pray To want
To call
To like
To fast
To listen To set
To rise
To have (have/has) To live
To visit
archipelago
tourist destination
traditionally
Directions: Below is an example of “General Truths” and Simple Present. Complete the text
with vocabulary from the verbs in the box above. (‘To be’ is used three times and ‘to have’ is
used two times; all other words are used one time).
Di bawah adalah salah satu contoh kebenaran yang umum dalam bentuk Simple Present. Lengkaplah teks
dengan kata yang tersediah dalam kotak. (‘To be’ digunakan 3 kali, dan ‘to have’ digunakan 2 kali; semua
kata lain digunakan 1 kali).
Hello, my name _________ Siti Soendari. You can _________ me Ndari. I _________ no sisters and
one brother. My family _________ in Indonesia. Indonesia is an ___________________ with many
islands in South East Asia. I _________ to watch wayang and _________ to gamelan music. I
_________ to become a sinden singer.
Indonesia _________ many natural resources and beautiful
tourist destinations . Tourists
often _________ Bali, Jogjakarta, and Sulawesi. Do you _________ those destinations? Most people
in Indonesia _________ Muslim. I _________ also Muslim. We _________ five times per day. During
Ramadan, Muslims must _________ from sunrise to sunset. The sun _________ at Imak Prayer.
And the sun _________ at Maghrib Prayer.
88
Appendix 7.7: Simple Tenses Practice Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Simple Tenses - Practice Worksheet
Directions: Use the correct form of the verb form to complete the sentences in the tense
indicated.
Gunakan kata kerja yang benar untuk melengkapi kalimat dalam tenses yang benar.
Simple Past
1. My mother (walk)__________________ to work.
2. The girl (listen) __________________ to music.
3. The children (jump) ___________________the fence.
4. I (bake) __________________a cake.
5. We (dance) __________________ at the party.
6. She (run) __________________ for two hours.
7. They (go) __________________ to the park.
8. He (teach) __________________ science yesterday.
9. Your mother (drive) __________________ a motorcycle.
10. I (speak) __________________ to your brother last night.
Simple Present
1. She (talk) __________________ on the phone every night.
2. He (buy) __________________ lunch at the canteen every day.
3. The cat (eat) __________________ fish every morning.
4. The cow (give) __________________milk to the farmer every morning.
5. We (exercise) __________________ every week.
Present Progressive
1. She (be) _________ (go)_________ to the mosque.
2. They (be) _________ (plan) _________ a party.
3. We (be) _________ (eat) _________ cake.
4. You (be) _________ (run) _________ away.
5. I (be) _________ (dance) _________ at a party.
6. My friends (be) _________ (swim) _________.
7. His friends (be) _________ talk) _________.
8. My cat (be) _________ (drink) _________ water.
9. Your mother (be) _________ (teach) _________ my class.
10. Their neighbors (be) _________ (cook) _________.
Simple Future
1. We (sleep) __________________ outside tomorrow.
2. Our friends (practice) __________________soccer in the park later.
3. My mom (drive) __________________ me to school tomorrow morning.
4. I (see) __________________my brother tomorrow.
5. She (visit) __________________ her friend next week.
89
Appendix 7.8: Common Regular Verbs - Reference List
Simple Past Form
applied
baked
bathed
brushed
called
changed
checked
cleaned
closed
constructed
cooked
corrected
danced
discussed
exercised
filled
fixed
fried
guessed
hanged
hated
hugged
indicated
jumped
knocked
laughed
learned
lifted
listened
looked
loved
moved
needed
opened
ordered
owned
picked
planned
planted
poured
practiced
realized
replied
responded
screamed
searched
shopped
showed
smiled
studied
talked
trained
typed
used
visited
walked
wanted
washed
wrapped
yelled
Infinitive/Present Form
apply
bake
bathe
brush
call
change
check
clean
close
construct
cook
correct
dance
discuss
exercise
fill
fix
fry
guess
hang
hate
hug
indicate
jump
knock
laugh
learn
lift
listen
look
love
move
need
open
order
own
pick
plan
plant
pour
practice
realize
reply
respond
scream
search
shop
show
smile
study
talk
train
type
use
visit
walk
want
wash
wrap
yell
90
Progressive Form
applying
baking
bathing
brushing
calling
changing
checking
cleaning
closing
constructing
cooking
correcting
dancing
discussing
exercising
filling
fixing
frying
guessing
hanging
hating
hugging
indicating
jumping
knocking
laughing
learning
lifting
listening
looking
loving
moving
needing
opening
ordering
owning
picking
planning
planting
pouring
practicing
realizing
replying
responding
screaming
searching
shopping
showing
smiling
studying
talking
training
typing
using
visiting
walking
wanting
washing
wrapping
yelling
Future Form
will apply
will bake
will bathe
will brush
will wall
will change
will check
will clean
will close
will construct
will cook
will correct
will dance
will discuss
will exercise
will fill
will fix
will fry
will guess
will hang
will hate
will hug
will indicate
will jump
will knock
will laugh
will learn
will left
will listen
will look
will love
will move
will need
will open
will order
will own
will pick
will plan
will plant
will pour
will practice
will realize
will reply
will respond
will scream
will search
will shop
will show
will smile
will study
will talk
will train
will type
will use
will visit
will walk
will want
will wash
will wrap
will yell
Appendix 7.9: Common Irregular Verbs - Reference List
Simple Past Form Infinitive/Present Form Progressive Form Future Form
ate
became
began
bought
brought
built
caught
chose
did
died
drank
dreamt
drew
drove
fed
fell
felt
flew
fought
found
gave
got
grew
had
heard
held
kept
knew
laid
left
lost
made
meant
met
paid
read
rode
said
sang
sat
saw
slept
sold
spoke
stood
swam
swept
taught
thought
threw
told
took
understood
went
wept
wrote
eat
become
begin
buy
bring
build
catch
choose
do
die
drink
dream
draw
drive
feed
fall
feel
fly
fight
find
give
get
grow
have
hear
hold
keep
know
lay
leave
lose
make
mean
meet
pay
read
ride
say
sing
sit
see
sleep
sell
speak
stand
swim
sweep
teach
think
throw
tell
take
understand
go
weep
write
eating
becoming
beginning
buying
bringing
building
catching
choosing
doing
dying
drinking
dreaming
drawing
driving
feeding
falling
feeling
flying
fighting
finding
giving
getting
growing
having
hearing
holding
keeping
knowing
laying
leaving
losing
making
meaning
meeting
paying
reading
riding
saying
singing
sitting
seeing
sleeping
selling
speaking
standing
swimming
sweeping
teaching
thinking
throwing
telling
taking
understanding
going
weeping
writing
91
will eat
will become
will begin
will buy
will bring
will build
will catch
will choose
will do
will die
will drink
will dream
will draw
will drive
will feed
will fall
will feel
will fly
will fight
will find
will give
will get
will grow
will have
will hear
will hold
will keep
will know
will lay
will leave
will lose
will make
will mean
will meet
will pay
will read
will ride
will say
will teach
will sit
will see
will sleep
will sell
will speak
will stand
will swim
will sweep
will teach
will think
will throw
will tell
will take
will understand
will go
will weep
will write
Appendix 7.10: Simple Tenses Sentences – Activity Materials
Directions: Below you will find a numerous collection of sentences using the 4 simple tenses
and in varying forms (positive, negative, interrogative.)
Type or write these sentences in large font, print and then, laminate these. In class, give each
student one or two sentences and have them tape the sentence on the whiteboard under the
right heading –Simple Past, Simple Present, Present Progressive or Simple Future. Furthermore,
students can also indicate whether the sentence is the positive, negative or interrogative form.
Alternatively, students can also be given a copy of these sentences, so they can cut and organize
the sentences on their own. (i.e: all the past tense sentences together, all the negative form
sentences together, etc.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
My brother walks to school.
Every day, my mother goes to work.
The cat sits outside in the sun.
I listen to music on the radio.
Our friends cook dinner every Sunday.
Her sister studies in Jakarta.
I fly kites every week with my friend.
We work on projects together.
They eat breakfast before school.
All students pray when class ends.
He jumped over the fence yesterday.
She rode her bicycle to school today.
The professor spoke at the university.
Last month, I spent all my money.
I bought an airplane ticket to
Yogyakarta.
My mother went shopping at the
market.
My sister danced for her school’s club.
My best friend ate fish for dinner.
They painted the house blue.
We drew an elephant at school
yesterday.
I am going to the movie theater in
Jember.
Mr. Warai is talking to Mr. Ibrahim.
Mr. Jamal is driving his motorcycle.
Mr. Gita is helping the students in
English.
Ms. Melanie is teaching in Bondowoso.
They are watching television right now.
We are praying at the mosque.
The friends are playing instruments.
My brothers are sleeping in the house.
You are typing on your computer.
On Sunday, I will go to the beach.
My friend will become president one
day.
I will study hard and become a doctor.
I will buy a new motorcycle next year.
Tomorrow, Mr. Rudi will move to
Jember.
Our friends will bring food to the party.
My cat will search for mice tonight.
Next year, my brother will graduate.
My favorite movie will be on television.
The goats will stand in the park.
I did not play football yesterday.
42. Did you make fried rice for dinner?
43. He did not go to the mosque this
morning.
44. Did she drive her bike to school?
45. She did not arrive to school on time.
46. Did he ask you for help on his
homework?
47. They did not come to English club.
48. Did we have English club yesterday?
49. We didn’t talk on the phone last night.
50. Did they run around the stadium?
51. We do not eat pork in Islam.
52. They don’t learn Arabic in the U.S.
53. Do they use school uniforms in the U.S.?
54. Do you speak Arabic?
55. She doesn’t drive a motorcycle.
56. Does he play the guitar?
57. Does Ms. Melanie miss her family?
58. She doesn’t wash clothes in a machine.
59. Pak Tomi doesn’t drink coffee.
60. Does Pak Imam live in Bondowoso?
61. I am not going to Surabaya this month.
62. Are you planning a party for Idul Fitri?
63. We are not singing in the classroom.
64. Are they cutting paper for our activity?
65. She isn’t writing a letter to her friend.
66. Is he reading a book on Islamic studies?
67. Are we inviting the neighbors for lunch?
68. The groups are not exercising outside.
69. Are the students practicing at home?
70. The boys are drinking guava juice.
71. Will the boy look for the missing cat?
72. The girls will write a poem for Pak
Imam.
73. Will you celebrate your birthday later?
74. My grandparents will visit in December.
75. Will the city council build a new park?
76. You will not participate in the contest.
77. Will the band give a concert in Jakarta?
78. Ms. Melanie will not sing in class.
79. Will she submit the assignment?
80. Sofi and Dian will not attend class today.
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Chapter Eight
Composition of a Simple Sentence
Objectives
1. Students should be able to recognize that a sentence has a subject, a predicate or verb, direct
object and sometimes, an indirect object.
2. Students should be able to dissect a sentence a name the parts.
3. Students should be able to recreate a sentence using a subject, predicate or verb and an
object.
Material
Note: This lesson is intended to reinforce skills students should already have in their own language.
I found that Indonesian English teachers use the following vocabulary (subject, predicate, direct
object, indirect object) as they teach and many students do not understand these without an initial
explanation.
Subject and Predicate
Explain to students that all sentences are composed of a subject and a predicate or verb that
indicates what the subject is or what it is doing.
The simplest complete sentences in the English language must have at least a subject and a
predicate or verb.
a. Example: I run.
b. Example: She runs.
Write Subject + Predicate or Verb on the board. Write an example sentence:
Example: The cat jumps.
a. Explain that subject is what the sentence is about. (i.e.: the cat)
b. Explain that the predicate is what the subject is or does. (i.e.: jumps)
Direct Objects
Most sentences have a subject, predicate or verb and a direct object.
Write Subject + Predicate or Verb + Direct Object on the board. Write an example sentence:
Example: The cat jumps the fence.
a. Subjects: the cat - which is what the sentence is about
b. Verb/predicate: jumps - this is what the subject is doing
c. Direct object: these are nouns that give more details on what the subject is doing. In
the example, the direct object (the fence) answers the question: “The cat jumps
what?”
d. Direct objects usually answer one of the following: who, what, when, where, why,
how.
Indirect Objects
Sentences with indirect objects provide even more details. Write Subject + Predicate or Verb +
Direct Object + Indirect Object on the board. Write an example sentence:
Example: The mother cooks dinner for friends.
a. Subject: The mother
b. Predicate/Verb: cooks
c. Direct Object: (cooks what?) dinner
d. Indirect object: these are secondary nouns found in sentences that give even more
details on what the subject is doing. In the example, the indirect object (friends)
answers the question “The mother cooks dinner for whom?”
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Activities
1. Write example sentences on the board and have students circle the subject, underline the
verb/predicate and draw a box around the direct object. (See appendix for additional
worksheet.)
Examples:
A cat sits on the porch.
The woman feeds the cat every day.
The cat chases a mouse.
The child pets the cat.
The cat licks its fur.
2. Have students come up and write their own sentences. Have them identify the subject, verb
or predicate, direct object and indirect object (if used).
3. Composition of A Simple Sentence Worksheet
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Appendix 8.1: Composition of a Simple Sentence Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Composition of a Simple Sentence - Worksheet
Directions: Identify the correct subject, verb/predicate and object for the following sentences.
Identifikasi subjekt yang betul, kata kerja/predikat dan objekt dari kalimat berikut.
1. The cat jumped the fence.
a. Subject:
b. Verb/Predicate:
c. Object:
2. I walked to school for class.
a. Subject:
b. Verb/Predicate:
c. Object:
d. Indirect Object:
3. My mother drives a motorcycle to school.
a. Subject:
b. Verb/Predicate:
c. Object:
d. Indirect Object:
4. I am eating mangoes from the tree.
a. Subject:
b. Verb/Predicate:
c. Object:
d. Indirect Object:
5. The family runs to the park.
a. Subject:
b. Verb/Predicate:
c. Object:
6. The family runs to the park.
a. Subject:
b. Verb/Predicate:
c. Object:
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Appendix 8.2: Sentence Construction Practice Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Sentence Construction - Practice Worksheet
Directions: Make a circle around the subject of the sentence, underline the verb or predicate, make a
square around the object, a squiggly line under the indirect object (if any) and put brackets around the
prepositional phrase.
Buatlah lingkaran di sekitar subyek kalimat, garisbawahi kata kerja atau predikat, membuat persegi di
sekitar objek, garis berlekuk-lekuk di bawah objek tidak langsung (jika ada) dan tanda kurung di sekitar
frase preposisional.
1. Yesterday, my friend ate cereal for breakfast in my house.
2. I played football with my friends in the park.
3. I like watching television and sleeping on the couch.
4. You buy groceries for my mother in the market.
5. At night, we brush our teeth using toothpaste, in the bathroom.
6. My mother cooks breakfast for my family every day.
7. I listen to music from the radio every morning before school.
8. The cats find fish bones around the park.
9. A bird sings happy songs in the tree by my house.
10. The students drink Sprite from the canteen during lunch.
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Sentence Construction - Practice Worksheet
Directions: Make a circle around the subject of the sentence, underline the verb or predicate, make a
square around the object, a squiggly line under the indirect object (if any) and put brackets around the
prepositional phrase.
Buatlah lingkaran di sekitar subyek kalimat, garisbawahi kata kerja atau predikat, membuat persegi di
sekitar objek, garis berlekuk-lekuk di bawah objek tidak langsung (jika ada) dan tanda kurung di sekitar
frase preposisional.
1. Yesterday, my friend ate cereal for breakfast in my house.
2. I played football with my friends in the park.
3. I like watching television and sleeping on the couch.
4. You buy groceries for my mother in the market.
5. At night, we brush our teeth using toothpaste, in the bathroom.
6. My mother cooks breakfast for my family every day.
7. I listen to music from the radio every morning before school.
8. The cats find fish bones around the park.
9. A bird sings happy songs in the tree by my house.
10. The students drink Sprite from the canteen during lunch.
96
Chapter Nine
Adjectives, Conjunctions and Synonyms/Antonyms
Objectives
1. Students should be able to define and give examples of an adjective.
2. Students should be able to recognize adjectives, or noun modifiers, in a simple sentence or
passage.
3. Students should be able to recognize conjunctions in a simple sentence or passage.
4. Students should be able to use conjunctions appropriately to make complex sentences.
5. Students should be able to differentiate and use synonyms and antonyms.
Material
Noun Modifiers
Adjectives, or kata sifat, are description words that depict what an object or situation is like. In
Indonesia, students are often taught to recognize adjectives under the grammatical term, noun
modifiers.
A noun modifier is any word that comes before the English noun and modifies its meaning. This
includes words other than adjectives, such as “the,” “an,” “one.” Adjectives are common noun
modifiers.
Example: an apple
a red apple
In Indonesia, students are sometimes taught about the hierarchy of noun modifiers and asked to
put a long string of noun modifiers in the correct order. This is a difficult topic for students that
can be very confusing. A more simplified hierarchy of noun modifiers goes as follows:
1. Quantity – the quantity of the noun always goes first
Example: an apple or one apple
a man or one man
2. Physical Description – the visible description words follow the quantity
a. Size
b. Age
c. Color
Example: a small red apple
a young black man
3. Quality – the internal characteristics of a noun that are not easily follow the physical
description
a. taste
b. personal characteristics
c. nationality
Example: a small red sour apple
a young black American man
Many students are not at the level where it would make much sense to go into details about this
hierarchy, but it helps to know a simplified method of explaining this grammatical point that is
often covered in their textbooks.
Teaching Adjectives: Physical Descriptions
To teach adjective vocabulary words using physical descriptions, first review the auxiliary verbs
“to be” (see Section I, Chapter 6) and “to have.”
Write two sentences on the board, such as “I have brown hair.” and “I am short.” Ask students to
translate the phrases and ask what the difference is. Explain that we use the same kind of
97
describing sentences that they do in Bahasa Indonesia. When they are describing one part of
their body, they say, “I have (adjective) (noun)…” But when they are describing themselves, they
should use “I am (adjective).”
In order to practice, go around the room, and each student should say a sentence, 1 sentence
using “I am…” and the next using “I have…”
The teacher tells the student about herself, stressing the structure:
“I have brown hair. I am tall. I have 2 legs. I have brown eyes. Students go around and make one
sentence describing the teacher.”
Now students will take turns describing each other. One student will come to the front of the
room, and the teacher will describe him or her. Do this several times and then let students come
up and describe each other. For extra practice, use the worksheet in the appendix.
For more advanced students, you may prepare flashcards of people (famous or non-famous)
and ask them to write a paragraph describing everything about the person. Each student should
receive a different person to describe. Students can also be asked to say their descriptions to
practice speaking.
Teaching Adjectives: Food Vocabulary
Introduce common adjectives used to describe food such as: sweet, sour, tasty, not tasty, fresh,
hot, cold, salty, bitter, etc.
Practice with students by naming a food, while students should think of an adjective to describe
it. Example: Teacher says apple, student says “sour apple”, or “sweet apple.” Students may use
colors to describe the words as well.
Teach the questions:
 What is it? – Apa itu?
 Is it…? – Apakah itu?
Practice these questions by playing the “Yes or No” Question Game with the students. In this
activity, the students must guess what the teacher is thinking by asking questions that the
teacher can only answer with, “yes” or “no.” No more words can be spoken. Most of the
questions begin with “Is it…?” and a category must be given. In this example the category is
“Food Items.”
For example, the teacher should think of a food (an apple) and keep it a secret for students. In
order for the students to discover what the object is, they must ask: “Is it…sweet?,” “Is it…red?”
The teacher must answer the questions truthfully, but only by saying “yes” or “no.” Students
must keep asking questions until they discover what the object is. After playing the game for
some time, students should draw their favorite food, and make a sentence describing it.
Students may show these to the class and read their sentences out loud.
Teaching Adjectives: Shopping Vocabulary
Review days of the week, colors, and numbers. Teach students vocabulary words that would be
helpful in telling a salesperson what they want to buy. First, ask students what words they
might need to know.
Examples: Fresh, sweet, sour, new, old, big, small, thick, thin, heavy, light, hot, cold, good and bad.
Write the words on the board, and have the students find the translation in Bahasa Indonesia.
To practice, show students different objects they may find at a market or grocery store. Look at
them together and describe them. Each student should be given a food word to describe.
Example: It is a big, fresh watermelon.
It is an old, sour apple.
It is a new, small potato, etc.
98
Teaching Adjectives: Clothing Vocabulary
Review adjectives already learned. Ask which adjectives would work well to describe clothing,
such as warm, cool, big, small, colors, long, short, beautiful or ugly. Remind students that in
English, adjectives should come before the noun. Practice several on the board, and students
should write them in their notebooks with translation.
For practice, play the Ball Toss Translation game. A teacher tosses a ball to a student, and says a
phrase (adjective and piece of clothing) that the student must translate into either English or
their native language.
Teaching Adjectives: Household Vocabulary
For this prepare images of a house or room. Point out to the furniture and ask the students to
describe it in their native language.
Introduce the words like comfortable, uncomfortable, dark, light, narrow, wide, soft, and hard.
Review other descriptive words like beautiful, ugly, tall, short, fat, thin, big, small, and the colors.
For practice, a teacher may use flashcards or simply give nouns and students should offer
appropriate descriptive words. For example, the teacher gives the noun “chair” and the student
must respond “an uncomfortable chair,” “a red chair,” “a soft chair” or whatever they can come
up with. Try this with several different nouns.
Using flashcards or pictures of houses and/or rooms, compare the two similar images. Ask the
students to describe and point out differences. For example, student says “This is a red couch,
and that is a green couch.”
More advanced students can be paired into groups and asked to play the “Draw My Room”
Game. One student must speak and describe their room (or house) out loud while the other
student draws it to the best of his ability. This is best done using paper and color pencils or
markers. Alternatively, students may use the whiteboard and draw in front of the class.
Laminating white sheets of buffalo paper and then giving each group a personal “whiteboard”
helps keep every student engaged and active in the activity. After one student completes their
description and the other, their drawing, the students should switch roles.
Teaching Adjectives: Directions
Make a list of cities in Indonesia. Review the direction words: north, south east, and west. Review
other related adjectives such as beautiful, modern, old, big, small, busy, and traditional.
Match each major city with the appropriate direction. For example, Borneo is in the north, Bali is
in the east, Blitar is in the south, Jakarta is in the west. Use a map if necessary. Students should
then make sentences using a city name, the ‘to be’ verb, an adjective and/or location. Example:
Surabaya is in East Java. It is a busy city. Make a sentence for each city. Students should copy
these sentences.
For more advanced students, you may give them the journal prompt: What is your favorite thing
about Indonesia? This may prompt students to write descriptions about locations, or traditional
aspects about Indonesia. Students should then be divided into groups of 4-5 people, where they
will discuss their ideas and decide which one is the “best.” These groups must then present their
group idea to the class. Compile their ideas into a list, and write it (or have students write it) on
a poster board under the title “The Best Things About Indonesia.”
Note: Students really enjoyed this activity as they got to share why they love their country.
Conjunctions: “Kata Sambung” or “Kata Penghubung”
1. Coordinating Conjunctions: FANBOYS
 For, And, Nor, But, Or, Yet, So
99
a. For – untuk, buat, bagi
 Introduces the reason for the preceding clause; can be used in replacement of ‘because.’
Example: John thought he would get the job, for his father worked in the company.
b. And - dan
 Adds additional information or details to an idea:
Example: Zulfikar sent a card and flowers.
 Indicates a chronological sequence of events:
Example: Tiwi sent in her applications and waited by the phone for a response.
 Indicates the result of something else, sometimes replaced by ‘so’ in this usage:
Example: Fajar heard the weather report and promptly boarded up his house.
 Helps to contrast ideas, frequently replaced by ‘but’ or ‘yet’ in this usage:
Example: Surabaya is a rich city and suffers from many symptoms of urban poverty.
 Dependent conditional clause (usually the first clause is an imperative):
Example: Use your credit cards frequently and you'll soon find yourself in debt.
 Gives a comment on the first clause:
Example: Charlie became addicted to smoking — and nobody was surprised.
c. Nor - kecuali
 Used with other negative expressions:
Example: That is not what I said, nor should you believe everything you hear.
 Most commonly used with “neither”:
Example: He is neither good-looking nor brilliant.
d. But – tetapi, tapi
 Replaces the word “except":
Example: Everybody but Edy is playing soccer today.
 Unexpected contrast due to first clause:
Example: Didik lost a fortune in bad business, but he still seems able to live comfortably.
 Replaces “on the contrary”:
Example: Bob likes dogs, but hates cats.
e. Or - atau
 Indicates only one possibility:
Example: You can study hard for this exam or you can fail.
 Used in negative conditions where one event must occur, so that another will not:
Example: I need food right now or I’ll die of hunger.
 Affirms the first clause:
Example: Yogya has the best colleges in the country, or so it seems to most Indonesians.
 Restatement or "correction" of first clause:
Example: There are no snakes in this river, or so our guide says.
f. Yet – belum, kecuali
 Sometimes replaces "nevertheless" or "but":
 Example: John plays basketball well, yet his favorite sport is badminton.
 Sometimes combined with “but” or “and”:
 Example: I hate exercise, and yet I run every morning at 5am.
g. So - jadi
 Replaces “therefore":
Example: Mei hates speaking in front of people, so she was nervous during her
presentation.
 Connects two independent clauses:
Example: Dedy is not the only athlete in his family, so are his brother and sister.
 Indicates the summation of a situation (replaces “in conclusion”) or is used as a
transition at the beginning of a new sentence:
Example: So, the policeman temporarily put the man in jail.
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2. Subordinating Conjunctions
Subordinating Conjunctions comes at the beginning of the subordinate (or dependent) clause,
which turns the clause into something that depends on the rest of the sentence for its meaning.
Examples:
 Because he loved acting, he refused to give up his dream of being in the movies.
 Unless we act now, all is lost.
Common Subordinating Conjunctions
after
although
as
as if
as long as
as though
because
before
even if
even though
if
if only
in order that
now that
once
rather than
since
so that
than
that
though
till
unless
until
when
whenever
where
whereas
wherever
while
3. Correlative Conjunctions
Correlative Conjunctions are always present in pairs, and join various sentence elements that
should be treated as grammatically equal.
Example:
 Whether you win or lose, the most important thing is that you try your best.
Common Correlative Conjunctions
both . . . and
not only . . . but also
not . . . but
either . . . or
neither . . . nor
whether . . . or
as . . . as
4. Conjunctive Adverbs
Conjunctive Adverbs are used to create complex relationships between ideas. This is best for
advanced English learners.
Common Conjunctive Adverbs
however, moreover, nevertheless, consequently, as a result
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Synonyms: Sinonim
Teaching synonyms is important so that students can increase their vocabulary. However, it will
be difficult for students to remember words with similar meanings. This is an especially difficult
task because Bahasa Indonesia doesn’t have as many words as English. Students will often use
the same translation for two related for different words (Example: sakit for both pain and sick).
When opening the topic, show the students synonyms in Bahasa Indonesia:


Nice: Baik, Enak, Bagus, Apik, etc.
Nice: Kind, Sweet, Good, Great, etc.
Not directly related to synonyms, but it’s important to teach students about context clues.
Context clues means using the other words in the sentence to understand the meaning of a word
since many words often have various meanings.
Example:
 The girl used a bat to play baseball.
 The bat ate the mangoes on my tree.
There is no differentiation in the spelling or pronunciation of these words, therefore you must
use the context of the sentence to determine what the word refers to.
Have the students work to first write the synonyms for the words below in Bahasa Indonesia:
 Bad
 Cold
 Strong
 Long
 Short
When they have written the synonyms in Bahasa Indonesia, tell them to use their dictionaries to
find the English meanings. Review to make sure they are correct. Then have the students list out
as many synonyms they can in English. They can use their dictionaries to help. Ask for a few
volunteers to share their words and synonyms.
For advanced students, it will be helpful to teach and review prefixes and suffixes that may help
students deduce meanings from more advanced words.
Antonyms: Kata Lawan
The most important part of teaching antonyms is understanding that students have to increase
their vocabulary in order to fully understand words with opposite meanings.
When opening the topic, tell the students in Bahasa Indonesia:
 Nice: Baik, Enak, Bagus, Apik, etc.
Antonyms of ‘nice’: tidak baik, kurang baik, tidak bagus, kurang bagus, etc.
 Nice: Kind, Sweet, Good, Great, etc.
Antonyms of ‘nice’: unkind, nasty, bad, awful, etc.
Have the students work to first write the antonyms for the words below in Bahasa Indonesia:
 Bad
 Cold
 Strong
 Long
 Short
When they have written the antonyms in Bahasa Indonesia, tell them to use their dictionaries to
find the English meanings. Review to make sure they are correct. Then ask the students list out
as many antonyms they can in English. They can use their dictionaries to help. Ask for a few
volunteers to share their words and antonyms.
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Activities
For Adjectives
Using Physical Descriptions:
1. Students should trace their hands onto a piece of paper. In each finger they should write a
sentence about themselves. Some students may read their sentences.
2. Sing the hokey pokey, and then each student has to write one sentence describing them.
The Hokey Pokey Song
You put your (left foot) in,
You put your (left foot) out,
You put your (left foot) in,
And you shake it all about
You do the Hokey Pokey
And you turn yourself around,
That’s what it’s all about.
3. Write 5-8 mixed up sentences on the board. They may work in pairs to write the sentences
in proper word order. Example: He /tall /and /is /has /hair /brown. = He is tall and has
brown hair.
4. Have students go through a magazine, cut out a picture, and describe the person in 5
sentences.
Using Food Adjectives:
1. Students should pick their favorite food and describe it with as many adjectives as they can.
Using Shopping Adjectives:
1. Group the students into teams. Give each team an object to be purchased. They should
describe it with as many adjectives as they can.
Using Clothing Adjectives:
1. Everyone stands in a circle, and the teacher starts by pointing to her shirt, the person next in
the circle must say [color] shirt. Then that student points to another article of clothing on
them, and the student after must respond with [size] pants, etc.
2. Students should write 5 phrases such as: a beautiful dress, a blue shirt. Remind them that for
words like pants (trousers), jeans and gloves, we do not use the article ‘a’ (jeans is plural).
Also remind them that the article ‘an’ goes before a word starting with a, e, i, o, or u.
Using House Vocabulary:
1. Give students 2-3 adjectives, and let them list what furniture can be called by those
descriptions.
2. Write about 3 things in your house, using adjectives. “I have a…” or “There is a… in my
house.”
Using Directions:
1. Draw the shape of Indonesia on the board. Students should write in the names of the cities
where they belong—don’t look at a map! Write one or two adjectives with the city name.
Students should copy this map into their notebooks.
2. Write 5 sentences about cities in Indonesia. Use an adjective in each sentence.
For Conjunctions:
1. Easy: Create pieces of paper with the letters FANBOYS (one letter on one piece of paper).
Make about 21 pieces/3 sets, and put into a hat/bag/sock/etc. and have the students pull
out one at a time and say what the letter stands for and use the term in a sentence. If they
are unable to make complete sentences, work on fragmented phrases with the term.
2. Medium: Crossword Puzzle found in appendix.
3. Medium: Sentence worksheet found in appendix.
4. Hard: Bali Conjunction Story found in appendix.
For Synonyms and Antonyms:
1. Create flash cards with pictures of adjectives. Ask students to pair the synonyms and then,
the antonyms.
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Appendix 9.1: Conjunctions Crossword Puzzle
104
Appendix 9.2 : Conjunctions Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Conjunctions - Worksheet
Directions: Write complete sentences using the types of conjunctions below.
Tulislah kalimat yang lengkap dengan konjugasi di bawah ini.
Example Sentence:
1.
________________________________________________
________________________________________________
2.
________________________________________________
________________________________________________
Example Sentence:
1.
_________________________________
_________________________________
2.
_________________________________
_________________________________
Example Sentence:
Example Sentence:
1.
_________________________________
_________________________________
2.
_________________________________
_________________________________
105
1.
________________________________________________
________________________________________________
2.
________________________________________________
________________________________________________
Appendix 9.3: Antonyms and Synonyms Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Synonyms and Antonyms Worksheet
Directions: Match the below words with their synonyms.
Jodohkan kata-kata dengan sinonim yang betul.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Good
Bad
Cold
Hot
Sleepy
Smart
Happy
Tasty
Small
Big
Huge
Terrible
Delicious
Freezing
Glad
Tiny
Nice
Warm
Tired
Clever
Directions: Match the words below with their antonyms.
Jodohkan kata-kata dengan antonim yang betul.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Good
Bad
Cold
Hot
Sleepy
Smart
Happy
Tasty
Small
Big
Small
Bad
Cold
Hot
Flavorless
Big
Awake
Unhappy
Dumb
Good
106
Appendix 9.4: Synonyms/Antonyms Flashcards
107
108
109
Appendix 9.5: Shopping Vocabulary Reference Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Shopping Vocabulary Reference Sheet
Directions: Study the verbs below and their conjugations.
Pelajarilah kata kerja dan perubahanya berikut ini.
 to BUY = BELI
Subject
I
You
He / She/ It
We
You
They
Present Participle
buy
buy
buys
buy
buy
buy
Past Participle
bought
bought
bought
bought
bought
bought
Future Participle
will buy
will buy
will buy
will buy
will buy
will buy
Present Participle
need
need
needs
need
need
need
Past Participle
needed
needed
needed
needed
needed
needed
Future Participle
will need
will need
will need
will need
will need
will need
Present Participle
want
want
wants
want
want
want
Past Participle
wanted
wanted
wanted
wanted
wanted
wanted
Future Participle
will want
will want
will want
will want
will want
will want
Present Participle
ask
ask
asks
ask
ask
ask
Past Participle
asked
asked
asked
asked
asked
asked
Future Participle
will ask
will ask
will ask
will ask
will ask
will ask
Present Participle
sell
sell
sells
sell
sell
sell
Past Participle
sold
sold
sold
sold
sold
sold
Future Participle
will sell
will sell
will sell
will sell
will sell
will sell
 to NEED= PERLU
Subject
I
You
He / She/ It
We
You
They
 to WANT= MAU
Subject
I
You
He / She/ It
We
You
They
 to ASK= BERTANYA
Subject
I
You
He / She/ It
We
You
They
 to SELL = JUAL
Subject
I
You
He / She/ It
We
You
They
110
 to PAY= BAYAR
Subject
I
You
He / She/ It
We
You
They
Present Participle
pay
pay
pays
pay
pay
pay
Past Participle
paid
paid
paid
paid
paid
paid
Future Participle
will pay
will pay
will pay
will pay
will pay
will pay
Conversation: Shopping
Welcome to Vogue Clothing. Can I help you?
Yes, please. I would
like a new tie.
What color tie
would you like?
I’d like a blue, plaid
tie for my suit.
Do you like this tie?
Yes, I like it. How
much does it
cost?
It costs 50,000
rupiah. How would
you like to pay?
I will pay with
cash. Here it is!
Thank you! Come again!
Questions from a SALESPERSON
SALESPERSON
CUSTOMER
Yes, please. I would like . . .
No, thank you.
Hello! Can I help you?
I am just looking.
What size would you like?
I would like a size . . .
What color would you like?
I would like . . .
Yes, I would like. . .
Do you need anything else?
No, thank you, that is all.
With cash.
How would you like to pay?
With a credit card.
Questions from a CUSTOMER
CUSTOMER
SALESPERSON
Yes, we do.
Do you have any. . .?
I’m sorry, but we do not.
Where are the . . .?
The __________ are . . .
Where is the dressing room?
The dressing room is . . .
How much does this cost?
It costs . . .
Yes we do. Let me get it for you.
Do you have it in. . . ?
No, we do not.
111
Appendix 9.6: Food Items Vocabulary Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: Food Items
apple
bread
juice
fruit
potato
rice
candy
matches
tea / sugar
corn
egg
milk
onion/garlic
salt
vegetables
a bottle of…
a box of…
a bag of…
a jar of…
a can of…
a piece of…
112
Practice
Match the vocabulary in the columns.
Match the item with its container.
Cocokkanlah kosa kata dalam kolom.
Cocokkanlah item dengan wadahnya.
1. candy
2. milk
3. egg
4. salt
5. sugar
6. tea
7. juice
8. bread
9. onion
10. matches
11. rice
apel
bawang
beras
buah
garam
gula
jagung
jus
korek api
1. matches
2. pizza
3. juice
4. soda
5. water
6. honey
7.
8.
9.
10.
bottle
box
bag
can
jar
piece
chips
milk
cake
sugar
permen
roti
Directions: Read the text sayur-sayuran
below. The underlined nouns are plural nouns. Match the plural
12. apple
nouns with their singular forms.
susu
Bacalah teks di bawah ini. Kata
benda yang digarisbawahi adalah bentuk jamak. Cocokkanlah kata benda
13. fruit
jamak dengan bentuk tunggal.
teh
14. corn
Every day, I go to the stores near my house. At the first store, I talk with the salespeople and buy
telur
15. vegetables
potatoes, matches, and eggs. They do not have rice. I need rice, so I go to a second store. There, I
ask, “Do you have rice?” The salesperson says, “Yes, we do.” I buy rice, strawberries, and two
bags of candies. I pay 25,000 rupiah
1.
2.
3.
4.
Candy: ____________________________
Strawberry: ________________________
Bag: ______________________________
Egg: ______________________________
5.
6.
7.
8.
Store: _____________________________
Potato: ____________________________
Match: ____________________________
Salesperson: _____________________
Change the singular noun and the verb to the plural form.
Ubalah kata benda tunggal dan kata kerja dalam bentuk jamak.
1. The cake is in the oven. __________________________________________
2. The boy buys an orange every day. _________________________________
3. The match is in the box. __________________________________________
4. The woman works at the office. ____________________________________
5. The tomato looks delicious. _______________________________________
113
Appendix 9.7: Colors and Clothing Vocabulary Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: Colors
1. The ________________ are RED.
2.
The ________________ are
ORANGE.
3.
The ________________ are YELLOW.
The ________________ are
GREEN.
5.
4.
The ________________ are
PURPLE.
The ________________ are BLUE.
6.
7.
The ________________ is BLACK.
The ________________ are
GRAY.
9.
8.
The ________________ is BROWN.
The ________________ are WHITE.
10.
114
Exercises
Put the words in the correct order to form
sentences.
Match the vocabulary in the columns.
Cocokkanlah kosa kata dalam kolom berikut.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Red
Orange
Yellow
Green
Blue
Purple
Brown
Gray
Black
White
Urutkanlah kata dalam kalimat yang benar.
Abu-abu
Hijau
Putih
Biru
Merah
Hitam
Oranye
Kuning
Coklat
Unggu
1. Want/red/I/apples
_________________________________________
2. For / he / candies/ yellow / asks
_________________________________________
3. Store / bread / sells / the
_________________________________________
4. Tomatoes / need / pasta / we / for
_________________________________________
Vocabulary: Clothing Items
sweater
coat/jacket
dress
tie
shirt
skirt
pants
belt
hat
blouse
socks
veil
solid
polka dotted
print
stripped
plaid
checked
115
t-shirt
shoes
watch
Appendix 9.8: House Vocabulary Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: Types of Homes
City
House
Countryside
Village
Town
Apartment
116
Farm
Vocabulary: Household Items
bed
window/curtains
carpet/rug
couch/sofa
bathtub
toilet
closet/armoire
television (TV)
lamp
mirror
stove/oven
refrigerator/fridge
washing machine
sink
door
Exercise
Cross the odd word out and name the room.
Buanglah kata yang tidak sesuai dengan kelompoknya dan nama ruangan.
1.
2.
3.
4.
toilet, sofa, bathtub, sink
bed, dresser, rug, toilet
mirror, sink, refrigerator, stove
sofa, television, rug, sink
What room? ___________________
What room? ___________________
What room? ___________________
What room? ___________________
Answer the questions in complete sentences.
Jawablah pertanyaan dalam kalimat yang lengkap.
1.
2.
3.
4.
5.
6.
7.
8.
Where is the bed?
_________________________________________________
Where is the sink?
_________________________________________________
What is in the bathroom? _________________________________________________
What is in the living room? _________________________________________________
What is in the kitchen?
_________________________________________________
Where is the sofa?
_________________________________________________
What is in the bedroom? _________________________________________________
Where is the television? _________________________________________________
Grammar: The Verb “to have”
to have = punya
Subject
I
You
He / She / It
We
You
They
Present Participle
have
have
has
have
have
have
Past Participle
had
had
had
had
had
had
117
Future Participle
will have
will have
will have
will have
will have
will have
Exercise
Complete the sentences with the correct form of the verb “to have” in the present form.
Lengkapi kalimat yang benar dengan kata kerja "to have" dalam bentuk present form.
1.
I ________ a rug in my bedroom.
2.
They ________ a sofa in their living room.
3.
He ________ a bathtub in his bathroom.
4.
My kitchen ________ a refrigerator and a stove.
5.
I ________ a house. It ________four rooms.
6.
Do you ________a sink in your kitchen?
Grammar: Closed Questions
Closed questions are questions in which the answers are YES or NO.
Pertanyaan tertutup adalah pertanyaan yang jawabanya YA atau TIDAK.
To make a closed question, use the conjugated form
of the auxiliary verbs (“to do” or “to have” or “to
be”) and use the infinitive form of the main verb.
Untuk membuat pertanyaan tertutup, gunakan
berubahan kata kerja bantu,("to do,” “to have” dan “to
be”) dan gunakan bentuk infinitif dari kata kerja dasar.
Example:
She has an apartment with three rooms.
Does she have an apartment with three rooms?
TAKE NOTE!
In the progressive tenses, you can simply
invert the subject and verb to ask a
question.
He is a teacher. Is he a teacher?
We are young.  Are we young?
Dalam tenses progresif, letakkan “to be:
atau kata kerja di depan subjekt untuk
membuat pertanyaan.
How to respond:
Yes, she does OR No, she doesn't.
Exercise
Complete the questions and answers with the correct verbs.
Lengkapilah pertanyaan-pertanyaandan jawabandengan kata kerja yang benar.
1.
________ you ________ a big house? Yes, I _____.
2.
________ he ________ a table in his kitchen? No, he _______ _____.
3.
________ they ________ a window in their classroom? Yes, they _______.
4.
________ Bondowoso ________ many schools? Yes, it _______.
5.
________ his house ________ two bedrooms? No, it _______ _____.
118
Chapter Ten
Demonstratives, Descriptions and Degrees of Comparison
Objectives
1. Students should be able to describe a person or object using positive degree.
2. Students should be able to describe a person or object by saying what it is not. (Ex: The box
is not big.)
3. Students should be able to compare two or more people or objects using comparative and
superlative adjectives.
4. Students should be able to form sentences comparing two or more objects using
comparative and superlative adjectives.
Material
Demonstratives
 This (ini)—Teach students the simple phrase “What is this?” (Ini apa?/Apakah ini?)
Demonstrate this by placing a marker close to you and an eraser further away. Point to the
marker and ask “what is this?”

That (itu)—Teach students the simple phrase “What is that?” (Itu apa?/Apakah itu?)
Demonstrate this by placing a marker close to you and an eraser further away. Point to the
eraser and ask “what is that?”

These (ini)— Teach students the simple phrase “What are these?” Apa ini? Apakah ini?
(jamak)
Demonstrate this by placing a few pieces of chalk or a few markers close to you, and a few
pieces of paper further away. Point to the chalk and ask “what are these?”

Those (itu)— Teach students the simple phrase “What are those?” Apa itu? Apakah itu?
(jamak)
Demonstrate this by placing a few pieces of chalk or a few markers close to you, and a few
pieces of paper further away. Point to the paper and ask “what are those?”
Giving Descriptions
For a further breakdown of descriptive adjectives and teaching methods, please see the section
Adjectives, Conjunctions and Synonyms/Antonyms (Section I, Chapter 9).
Review colors, numbers, and descriptive adjectives.
Begin by giving the students simple question phrases:
Begin to teach them how other questions are formed, and how they can build on simple
questions to make more descriptive ones:
119
Point to different things in the room and have the students describe them in as much detail as
possible. Start with phrases, and start to make sentences:
Teach students the structure of describing what an object is not:
Degrees of Comparison
Degrees of Comparison are the changes in the adjective word that are used to indicate the state
of a noun or verb in relation to another. There are three types taught to students in Indonesia:
1. The Positive Degree – gives or adds a quality or characteristic to a noun
Example: This house is big. – Rumah ini besar.
2. The Comparative Degree – compares two nouns or ideas by using the comparative
adjective with the suffix –er or more (lebih) and than (daripada).
Example: This house is bigger than the elephant.—Rumah ini lebih besar daripada gajah.
3. The Superlative Degree—indicates that a noun or idea is of the highest kind, quality or
order surpassing all others by using the suffix –est or the most (paling).
Example: This house is the biggest in the neighborhood.
Rumah ini paling besar di lingkungan ini.
My foot is big.
Cola is sweet.
English is difficult.
Meat is good.
My foot is bigger
than your foot.
Cola is sweeter
than Fanta.
English is more difficult
than French.
Meat is better than
vegetables.
My foot is the biggest
foot.
Cola is the
sweetest soda.
English is the most
difficult language.
Meat is the best food.
Other Words to Teach:






Di antara: between
Di antara dua: between two
Di antara banyak: amongst/ among
Serupa: similar
Berbeda: different
Sama: same
120
Formation of Comparative and Superlative Adjectives
# of Syllables
Word Ends In...
Comparative
1 syllable
consonants
Example: fast
1 syllable
Superlative
+er
+est
faster
fastest
vowel+ consonant consonant x2 +er consonant x2 + est
Example: big
bigger
biggest
sad
sadder
saddest
+r
+st
Larger
largest
y
y i +er
y  i +est
Example: happy
happier
happiest
more
the most
more stupid
the most stupid
1 syllable
e
Example: large
2 syllables
2+ syllables
Example: stupid
Note that there are exceptions to the above chart. Noteable irregular forms include:





Good, better, the best
Bad, worse, the worst
Little, less or lesser or littler, the least
Much or many, more, the most
Far, farther or futher, the farthest
Teaching Degrees of Comparison
On the board, draw a circle and a triangle, as shown below, and tell the students:
These circles are the same:
On the board draw an equilateral triangle and a right triangle, as shown below, and tell the
students:
The two triangles are similar:
On the board, draw a circle and a square as shown below, and tell the students:
The circle and the square are different:
121
On the board, draw two stars, a different kind of star, and a triangle. Ask the students which
ones are the same, similar and different:
To teach the comparative form (–er and more—)and the Superlative form (–est or the most—)
draw several people on the board. Give them names and different qualities that the students can
compare. Ask them to form several sentences using the degrees of comparative using the people
drawn on the board. You may also use pictures.
Example: Mary is tall. Mark is taller than Mary. Bob is the tallest of all.
Give the students the following chart as a reference to use:
Activities
For Demonstratives:
1. Place items around the room closer and farther away from you, the teacher. Then ask
random students, “What are these?” and point towards a plural object. Have the students
practice the sentence form: “That is…” “This is…” “Those are…” “These are…”
2. ‘Describe That Clothing’ Appendix Worksheet
For Descriptions:
1. Appendix Worksheet
2. Have the students work in pairs to ask each other, “What is this?” the other student must
reply with “This is…” with descriptive details on the object. They can do this with “Who is
this..?” as well.
For Degrees of Comparison:
1. Use flashcards or photos of many different objects. Hold up one picture and have the
students write a few sentences describing the picture. Hold up two pictures and ask the
students to compare the pictures using adjectives. Begin by using the positive degree for
only one item (i.e.: The apple is red.) Then progressively have students compare the 2 items.
(i.e.: This apple is smaller than the cat.) Hold up many pictures and ask the students to
compare all the objects shown. (i.e.: The elephant is the biggest of all. The apple is the smallest
of all.) Students may write their sentences, but should also be able to speak them on the
spot.
2. For more advanced students: Ask them to write a journal entry or paragraph describing and
comparing their family.
122
Appendix 10.1: Demonstrative Pronouns – Describe That Clothing Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Describe That Clothing
Directions: Label ‘this’ or ‘these’ next to the pictures, and write a sentence describing the
objects with the demonstrative pronoun. See example.
Tulislah ‘this’ atau ‘these’ di sebelah gambarnya dan deskripsikan objek dengan kata gantinya.
1. Example: These red shoes are my favorite._________________________________________
2. _________________________________________________________________________________________________
3. _________________________________________________________________________________________________
4. _________________________________________________________________________________________________
5. _________________________________________________________________________________________________
6. _________________________________________________________________________________________________
7. _________________________________________________________________________________________________
8. _________________________________________________________________________________________________
9. _________________________________________________________________________________________________
10. _________________________________________________________________________________________________
11. _________________________________________________________________________________________________
12. _________________________________________________________________________________________________
13. _________________________________________________________________________________________________
14. _________________________________________________________________________________________________
15. _________________________________________________________________________________________________
16. _________________________________________________________________________________________________
123
Appendix 10.2: Adjective Pairs and Degrees of Comparison Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Adjective Pairs and Degrees of Comparison Worksheet
Directions: Write the translations for the following adjective pairs.
Tulislah terjemahan kata sifat berikut ini.
_____________
big <—> small
_____________
tall <—> short
_____________ fat <—> skinny/thin
_____________
wet <—> dry
_____________
pretty <—> ugly
_____________
old <—> young
_____________
fast <—> slow
_____________
old <—> new
_____________
hard <—> soft
_____________
hot <—> cold
_____________ easy <—> difficult
_____________
heavy <—> light
_____________
light <—> dark
_____________
sweet <—> sour
_____________ funny <—> serious
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
tall
short
Exercise
Write adjectives to describe the nouns.
Tulislah kata sifat untuk menggambarkan
kata benda yang tersediah.
Write a noun matching the adjective.
Tulislah kata benda yang sesuai dengan kata
sifat.
1. ____________________ sugar
1. easy _______________________
2. ____________________ tomato
2. sour _______________________
3. ____________________ banana
3. soft _______________________
4. ____________________ cat
4. old ________________________
5. ____________________ woman
5. beautiful ___________________
6. ____________________ car
6. expensive __________________
7. ____________________ sister
7. cheap _____________________
8. ____________________ mosque
8. cold _______________________
9. ____________________ sweater
9. yellow _____________________
10. ____________________ skirt
10. young _____________________
11. ____________________ man
11. slow ______________________
12. ____________________ bag
12. friendly ____________________
TAKE NOTE!
In English, we put adjectives before the nouns.
For example: “blue house” becomes “rumah biru” / “big tree” becomes “pohon besar”
Dalam bahasa Inggris, kita menempatkan kata sifat sebelum kata benda.
Sebagai contoh: “blue house” menjadi "rumah biru" / “big tree” menjadi “pohon besar”
124
Grammar: Positive, Comparative and Superlative Degrees
Positive Degree
Comparative
Degree
Superlative
Degree
Formation
My foot is big.
Cola is sweet.
English is difficult.
Meat is good.
My foot is bigger
than your foot.
Cola is
sweeter than
Fanta.
English is more
difficult than
French.
Meat is better
than vegetables.
My foot is the
biggest foot.
Cola is the
sweetest soda.
English is the most
difficult language.
Meat is the best
food.
# of Syllables
Word Ends In..
Comparative
Superlative
1 syllable
consonants
+er
+est
faster
fastest
consonant x2 +er
consonant x2 + est
Example: big
bigger
biggest
sad
sadder
saddest
+r
+st
Larger
largest
y i +er
y  i +est
happier
happiest
more
the most
more stupid
the most stupid
Example: fast
1 syllable
vowel+ consonant
1 syllable
e
Example: large
2 syllables
y
Example: happy
2+ syllables
Example: stupid
Exercise
Answer the following questions in complete sentences.
Jawablah pertanyaan-pertanyaan berikut dengan kalimat lengkap.
1. Which animal is faster - a turtle or a rabbit? _______________________________________________________
2. Which is more expensive – a motorcycle or a car? _________________________________________________
3. Which is more difficult – Arabic or Indonesian? ___________________________________________________
4. Which is easier – math or English? __________________________________________________________________
5. Who is prettier – Katie Perry or Luna Maya? _______________________________________________________
6. Which is bigger - Surabaya or Jakarta? _____________________________________________________________
7. What is the best food in the world? _________________________________________________________________
8. Who is the worst singer? _____________________________________________________________________________
9. Who is the oldest student in our class? _____________________________________________________________
10. What is the most populated island in the world? __________________________________________________
11. What is the biggest island in Indonesia? ____________________________________________________________
125
Appendix 10.3: Adjectives and Comparative Degrees Quiz
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Quiz – Adjectives and Comparative Degrees
Articles - Directions: Fill in the blanks below with nouns and the appropriate definite or indefinite
articles.
Lengkapilah tabel berikut dengan kata benda dan kata sandang tertentu atau kata sandang tidak tentu.
Indefinite Article
Definite Article
a table
the table
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
Write adjectives to describe the nouns.
Tulislah kata sifat untuk menggambarkan kata
benda.
1. ____________________ homework
Write a noun matching the adjective.
Tulislah kata benda sesuai dengan kata sifat yang
ada.
13. sweet _____________________
2.
____________________ candy
14. round _____________________
3.
____________________ sweater
15. long _______________________
4.
____________________ woman
16. fast _______________________
5.
____________________ mountain
17. thin _______________________
6.
____________________ motorcycle
18. difficult ____________________
7.
____________________ water
19. heavy ______________________
8.
____________________ house
20. dark _______________________
9.
____________________ music
21. hot ________________________
10. ____________________ snail
22. pretty _____________________
11. ____________________ cat
23. new _______________________
12. ____________________ teacher
24. serious _____________________
Comparative - Directions: Answer the following questions in complete sentences using the
correct degree of comparison.
Jawablah pertanyaan-pertanyaan berikut dengan kalimat yang lengkap menggunakan tingkat
perbandingan yang benar.
1.
Which is cheaper – a computer or a cellphone?_______________________________________________________________
2.
Which is sweeter – a cookie or a banana? _____________________________________________________________________
3.
Which is bigger – a tree or a flower? ___________________________________________________________________________
4.
Which is thinner – a bear or a snake? __________________________________________________________________________
5.
Which is longer – traveling by bus or traveling by car? ______________________________________________________
6.
Which day is better – Sunday or Monday? ____________________________________________________________________
7.
What is the best fruit in the world? ____________________________________________________________________________
8.
What is the worst drink in the world?_________________________________________________________________________
9.
What is the most popular island of Indonesia? _______________________________________________________________
10. Who is the oldest English teacher in our school? _____________________________________________________________
126
Appendix 10.4: Demonstratives and Introduction to Possessive Adjectives and Pronouns
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Demonstratives and Introduction to Possessive Adjectives and Pronouns
THAT is his newspaper.
Itu koran dia (laki laki).
THIS is my newspaper.
Ini adalah koran saya.
Exercises
Write the correct possessive adjective or possessive pronoun matching the object shown. See
example.
Tulislah kata sifat posesif yang benar atau kata ganti posesif dan pasangkan dengan objek yang
ditampilkan seperti contoh.
1. This is (you) your chair. The dictionary is (I) mine.
2. That is (we) ___________________________. The paper is (she) __________________.
3. This is (they) ___________________. The markers are not (they) __________________.
4. That is (I) ______________________________. The book is (she) __________________.
5. This is (he) ____________________________. The eraser is (we) __________________.
6. That is (article + object) ___________________________. The fruit is (she) __________.
7. This is (article + object) ____________________________.The pen is (he) __________.
8. That is (article +object) ____________________________. The hat is (she) __________.
9. This is (article + object) ______________________. The books inside are (I) __________.
10. That is (article + object) ______________________. The motorcycle is (he) __________.
1
3
5
4
2
9
6
8
7
10
127
Appendix 10.5: Scenario Description Flashcards – Present Progressive Tense
In the morning, the girl goes to the bathroom.
She brushes her teeth.
Her hair is long and messy from sleeping.
She has toothpaste on her mouth.
The boy wakes up in the morning.
His bed is messy, but comfortable.
He wears pajamas and slippers.
His hair is curly.
The boy is taking a shower in the bathroom.
He uses shampoo for his hair.
There is much soap on his body.
The girl eats breakfast at the table.
The table has a tablecloth.
She uses a spoon and is eating bread.
The girl wears bows in her hair.
The father is helping his daughter.
She has English homework to complete.
The father wears glasses and is reading.
The window behind them has curtains.
The boy is playing the guitar.
The guitar is large.
His hair is black.
He wears a shirt with long sleeves.
128
The man is cooking in the kitchen.
He is wearing a hat and an apron.
He is holding a spoon and a bowl.
There is a stove next to him with a pot and
pan.
There is a girl wearing a veil.
She has big eyes and a beautiful long skirt.
She is holding a flag with a peace symbol.
There is a cute snail next to her.
The boy is taking a test at school.
He is wearing glasses.
His pencil is next to his paper.
The boy looks very confused.
There are two people sitting at a table.
The woman is using a cell phone.
The man is using a computer.
They are looking at each other.
The woman is wearing triangle earrings.
There are four boys walking to school.
Three boys have backpacks on their backs.
One boy is wearing glasses.
All the boys are wearing uniforms.
A cat is sleeping on the floor.
The cat has stripes.
There is a ball of yarn next to the cat.
On the wall, there is a dark hole.
129
The boy is in a classroom.
He is sleeping in his chair.
He is wearing black pants and a t-shirt.
He is holding a pencil in his hand.
The handsome boy is listening to music.
He has black hair and headphones over his
ears.
He is wearing sunglasses.
A boy is sitting on the floor.
He is watching cartoons on television.
He is eating a snack.
The sun is shining in the window.
A boy is driving a motorcycle.
He is wearing a helmet and white boots.
The motorcycle is used for motocross.
The family is reading together.
There are three women and two boys.
They are sitting on the floor happily.
The woman is buying fruits and vegetables at
the market.
The seller is a man.
He has a scale in his shop.
The woman is carrying a large bag.
130
A girl is playing volleyball.
She will hit the ball with her arms.
She is wearing shorts and a t-shirt.
Her hair is tied behind her head.
An old man is using a computer.
He has almost no hair.
His hand is over his mouth.
He is wearing glasses.
The woman is a farmer.
She is harvesting rice in the field.
She is wearing pants and black boots.
She is wearing a big hat.
The boy is praying in a mosque.
He is wearing a white kopiah and Islamic
clothes.
He is kneeling on the ground.
His head and hands touch the floor in prayer.
The man is cleaning his house.
He is dusting the lamp and table.
He is using a vacuum cleaner.
A girl is using an umbrella.
She is wearing a veil with bows.
She has big beautiful eyes.
131
Chapter Eleven
Possessive Nouns and Possessive Pronouns
Objectives
1. Students should be able to form possessive nouns in a simple sentence or passage.
2. Students should be able to convert sentences into the possessive form using apostrophe “s.”
3. Students should be able to use basic possessive pronouns in a simple sentence or passage.
Material
Possessive Nouns
The possessive form of a noun is used to show ownership. A noun is possessive if a phrase can
be changed to say that an item or idea belongs to someone or something.
Example:
 This new car belongs to Putri. – Mobil yang baru ini milik/kepunyaan Putri.
 Putri’s car is new. – Mobil Putri itu baru.
The possessive noun always comes before what it owns or has. Note that this is different from
Bahasa Indonesia.
Example:
 Putri’s car – mobilnya Putri
 Melanie’s computer – komputernya Melanie
 Ahmad’s cat – kucingnya Ahmad
 Indonesia’s citizens – penduduknya Indonesia
The possessive form of most singular nouns is formed by adding an apostrophe (‘) and then an s.
In Bahasa Indonesia it’s often, but not always, formed by adding the -nya suffix. This is true even
if the singular noun ends in s.
Example:
 The house of Putri is the same as Putri’s house
 The fur of the cat is the same as the cat’s fur
 The motorcycle of Gus is the same as Gus’s motorcycle
The possessive of most plural nouns is formed by adding just an apostrophe (‘). In other words,
if the plural form of a noun ends in an s, you need to add only an apostrophe to make it
possessive.
Example:



The club belonging to the girls is the same as the girls’ club
The taste of the cookies is the same as the cookies’ taste
The cages of the animals is the same as the animals’ cages
Be careful not to confuse plural nouns with possessive nouns.
Example:


The boys asked us to watch their cat. – boys is a plural noun.
The boys’ cat disappeared. – boys’ is a possessive noun.
The possessive form of irregular plural nouns that do not end in s must use an apostrophe s.
Example:
 the children’s toy
 the men’s meeting
132
Possessive Noun Rules Summary:
1) Add an apostrophe and an s to a singular noun to show possession – even if the
singular noun ends in s.
a. girl’s house
b. Gus’s house
2) Add only an apostrophe to plural nouns ending in an s.
a. dogs’ kennel
b. citizens’ group
3) Add an apostrophe and an s to irregular plural nouns that do not end in s.
a. women’s movement
b. men’s meeting
Pronouns
English has more pronouns than Bahasa Indonesia. This can get very confusing for students and
teaching them the following Pronoun Chart may or may not be effective.
Personal
Pronouns
Possessive Pronouns
Reflexive
Pronouns
Subject Object Possessive Possessive
Form
Form
Adjective
Pronoun
Singular
Plural
I
Me
My
Mine
Myself
You
You
Your
Yours
Yourself
He
Him
His
His
Himself
She
Her
Her
Hers
Herself
It
It
Its
Its
Itself
We
Us
Our
Ours
Ourselves
You
You
Your
Yours
Yourselves
They
Them
Their
Theirs
Themselves
The best way to instill this concept is just to go through several examples.
Examples:

Melanie is a teacher. She teaches at MAN Bondowoso.
o Melanie is the antecedent.
o She is the pronoun.
SUBJECT
OBJECT
POSSESSIVE
POSSESSIVE
PRONOUN
PRONOUN
ADJETIVE
PRONOUN
Saya
I
ME
MY
MINE
Kamu/Anda/Kalian
YOU
YOU
YOUR
YOURS
Dia/Dia/Itu
HE/SHE/IT HIM/HER/IT HIS/HER/ITS HIS/HERS/ITS
Kami/Kita
WE
US
OUR
OURS
Mereka
THEY
THEM
THEIR
THEIRS
INDONESIAN
133
Follow these examples for help. Perhatikan contoh ini untuk bantuan.
SUBJECT PRONOUNS
__(aku)_ am a student.
_(kamu)_ are a student.
Rio is a teacher.
Megawati is the president.
The animal is a cat.
My friends and I are students.
Bu Binti and Bu Titin are
teachers.
OBJECT PRONOUNS
Wayu cooks for __(aku)_.
Bu Titin teaches _(kamu)_.
Nia reads with Rio.
Bu Eka teaches Isna.
Vira holds the pen.
Nia plays with Lia and me.
Dwi studies with Lia, Ana, and
Rio.
I am a student.
You are a student.
He is a teacher.
She is the president.
It is a cat.
We are students.
Indonesian
Aku adalah siswa/siswi.
Kamu adalah siswa/siswi.
Dia adalah guru.
Dia adalah Presiden.
Dia/Itu adalah kucing.
Kita/Kami adalah siswa/siswi.
They are teachers.
Mereka adalah guru.
Wayu cooks for me.
Bu Titin teaches you.
Nia reads with him.
Bu Eka teaches her.
Vira holds it.
Nia plays with us.
Indonesian
Wayu memesak untuk aku.
Bu Titin mengajar kamu.
Nia membaca dengan dia. (LK)
Bu Eka mengajar dia. (PR)
Vira memegang itu. (benda)
Nia main dengan kita.
Dwi studies with them.
Dwi belajar dengan mereka.
In Indonesian, there is no difference between possessive adjectives and possessive pronouns
because the pronoun does not depend on the word order. However, in English, possessive
adjectives and pronouns depend on the word order of the sentence. (Ex: This is my book. vs.
This book is mine.)
Examples:
POSSESSIVE ADJECTIVES
This is ____ book.
That is____ book.
Indonesian
That is Dian’s pencil.
This is Suci’s chair.
This is my book.
That is your book.
That is his pencil.
This is her chair.
This is the cat’s food.
This is its food.
This is ____ classroom.
That is Vira and Eka’s
classroom.
This is our classroom.
That is their classroom.
POSSESSIVE PRONOUNS
This book is _____.
That book is _____.
This pencil is Dian’s.
This chair is Suci’s.
This book is mine.
That book is yours.
This pencil is his.
This chair is hers.
This food is the cat’s.
This food is its.
This classroom is _____.
That classroom is Vira and
Eka’s.
This classroom is ours.
That classroom is
theirs.
Ini adalah buku saya.
Itu adalah buku anda.
Itu adalah pensil dia. (LK)
Ini adalah kursi dia. (PR)
Ini adalah makanannya.
(kucing)
Ini adalah ruang kelas kita.
Itu adalah ruang kelas
mereka.
Indonesian
134
Buku ini milik saya.
Buku itu milik anda.
Pensil ini milik dia. (LK)
Kursi ini milik dia. (PR)
Makanan ini milik dia.
(kucing)
Ruang kelas ini milik kita.
Ruang kelas itu milik mereka.
Notes:
1)
· ALWAYS CAPITALIZE “I”. Never capitalize “you” (unless it is at the beginning of a
sentence).
· Selalu mengunakkan huruf besar untuk “I.” Tidak untuk “you” (kecuali di awal kalimat.)
If I study, I will know English.
Jika saya belajar, saya akan mengetahui B. Inggris.
If you study, you will know English.
2)
Jika anda belajar, anda akan mengetahui B. Inggris.
· If you talk about yourself and another person, always say yourself last.
· Jika anda berbicara tentang anda sendiri dan orang lain, selalu katakan kamu yang terakhir.
My mother and I go to the store.
Rifki and I play soccer.
You and I study English.
Rifki, Lia, and I eat bakso.
Ibu saya dan saya pergi ke toko.
Rifki dan saya main sepak bola.
Anda dan saya belajar B. Inggris.
Rifki, Lia, dan saya makan bakso.
Possessive Adjectives
Direct translation helps the students recognize the differences and pattern, which help instill
this concept.




My name is Ms. Melanie. – Nama saya adalah Ms. Melanie.
Your name is Mr. Jamal. – Nama anda adalah Mr. Jamal. OR Namamu Mr. Jamal.
His name is Ahmad. – Nama dia adalah Ahmad.
Her name is Putri. – Nama dia adalah Putri.
*Note: Differentiating between female and male pronouns is important.

Its name is Buddy. - Nama dia adalah Buddy.
*Note: Used for animals or things with no gender (i.e.: house, cars)



Our names are Ms. Melanie, Mr. Jamal and Mr. Warai. – Nama kami adalah Ms. Melanie,
Mr. Jamal dan Mr. Warai.
Your names are Ahmad and Putri. – Nama kalian adalah Ahmad dan Putri.
Their names are Sofi and Indah. – Nama mereka adalah Sofi dan Indah.
Possessive Pronouns
 That red book is mine. – Buku merah itu milik/kepunyaan saya.
 This blue book is yours. - Buku biru ini milik/kepunyaan anda.
 The green book is his. – Buku yang hijau milik/kepunyaan dia.
 The pink book is hers. – Buku yang merah muda milik/kepunyaan dia.
*Note: Differentiating between female and male pronouns is important.

This is my book. Its color is blue. – Ini buku saya. Warnanya biru.
*Note: Used for animals or things with no gender (i.e.: house, cars)



These books are ours. – Buku-buku ini milik/kepunyaan kita.
Those pencils are yours. – Pensil-pensil itu milik/kepunyaan kalian.
The black books are theirs. – Buku-buku yang hitam milik/kepunyaan mereka.
Activities
1. Possessive Noun Worksheets found in appendix
2. Pronouns Worksheets found in appendix
135
Appendix 11.1: Pronoun and Possessive Nouns Reference Sheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Pronoun and Possessive Nouns Reference Sheet
Personal
Pronouns
Possessive Pronouns
Reflexive
Pronouns
Subject Object Possessive Possessive
Form
Form
Adjective
Pronoun
Singular
Plural
I
Me
My
Mine
Myself
You
You
Your
Yours
Yourself
He
Him
His
His
Himself
She
Her
Her
Hers
Herself
It
It
Its
Its
Itself
We
Us
Our
Ours
Ourselves
You
You
Your
Yours
Yourselves
They
Them
Their
Theirs
Themselves
SUBJECT
OBJECT
POSSESSIVE
POSSESSIVE
PRONOUN
PRONOUN
ADJETIVE
PRONOUN
Saya
I
ME
MY
MINE
Kamu/Anda/Kalian
YOU
YOU
YOUR
YOURS
Dia/Dia/Itu
HE/SHE/IT HIM/HER/IT HIS/HER/ITS HIS/HERS/ITS
Kami/Kita
WE
US
OUR
OURS
Mereka
THEY
THEM
THEIR
THEIRS
INDONESIAN
Follow these examples for help.
Perhatikan contoh ini untuk bantuan.
SUBJECT PRONOUNS
__(aku)_ am a student.
_(kamu)_ are a student.
Rio is a teacher.
Megawati is the president.
The animal is a cat.
My friends and I are students.
Bu Binti and Bu Titin are
teachers.
OBJECT PRONOUNS
Wayu cooks for __(aku)_.
Bu Titin teaches _(kamu)_.
Nia reads with Rio.
Bu Eka teaches Isna.
Vira holds the pen.
Nia plays with Lia and me.
Dwi studies with Lia, Ana, and
Rio.
I am a student.
You are a student.
He is a teacher.
She is the president.
It is a cat.
We are students.
Indonesian
Aku adalah siswa/siswi.
Kamu adalah siswa/siswi.
Dia adalah guru.
Dia adalah Presiden.
Dia/Itu adalah kucing.
Kita/Kami adalah siswa/siswi.
They are teachers.
Mereka adalah guru.
Wayu cooks for me.
Bu Titin teaches you.
Nia reads with him.
Bu Eka teaches her.
Vira holds it.
Nia plays with us.
Indonesian
Wayu memesak untuk aku.
Bu Titin mengajar kamu.
Nia membaca dengan dia. (LK)
Bu Eka mengajar dia. (PR)
Vira memegang itu. (benda)
Nia main dengan kita.
Dwi studies with them.
Dwi belajar dengan mereka.
136
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
In Indonesian, there is no difference between possessive adjectives and possessive pronouns
because the pronoun does not depend on the word order. However, in English, possessive
adjectives and pronouns are determined on the word order of the sentence. (i.e.: This is my
book. vs. This book is mine.)
Dalam Bahasa Indonesia tidak ada perbedaan antara possessive adjectives dan possessive pronouns karena
kata ganti tidak tergantung pada susunan kalimat. Namun dimikian dalam Bahasa Inggris possessive
adjectives dan pronouns tergantung pada susunan kata dalam kalimat. (Contoh: This is my book. Vs. This
book is mine.
Examples:
POSSESSIVE ADJECTIVES
This is ____ book.
That is____ book.
That is Dian’s pencil.
This is Suci’s chair.
This is the cat’s food.
This is ____ classroom.
That is Vira and Eka’s classroom.
POSSESSIVE PRONOUNS
This book is _____.
That book is _____.
This pencil is Dian’s.
This chair is Suci’s.
This food is the cat’s.
This classroom is _____.
That classroom is Vira and Eka’s.
Indonesian
This is my book.
That is your book.
That is his pencil.
This is her chair.
This is its food.
This is our classroom.
That is their classroom.
Ini adalah buku saya.
Itu adalah buku anda.
Itu adalah pensil dia. (LK)
Ini adalah kursi dia. (PR)
Ini adalah makanannya. (kucing)
Ini adalah ruang kelas kita.
Itu adalah ruang kelas mereka.
Indonesian
This book is mine.
That book is yours.
This pencil is his.
This chair is hers.
This food is its.
This classroom is ours.
That classroom is theirs.
Buku ini milik saya.
Buku itu milik anda.
Pensil ini milik dia. (LK)
Kursi ini milik dia. (PR)
Makanan ini milik dia. (kucing)
Ruang kelas ini milik kita.
Ruang kelas itu milik mereka.
Possessive Noun Rules Summary:
4) Add an apostrophe and an s to a singular noun to show possession – even if the
singular noun ends in s.
a. girl’s house
b. Gus’s house
5) Add only an apostrophe to plural nouns ending in an s.
a. dogs’ kennel
b. citizens’ group
6) Add an apostrophe and an s to irregular plural nouns that do not end in s.
a. women’s movement
b. men’s meeting
137
Appendix 11.2: Possessive Nouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Possessive Nouns Worksheet
Singular Nouns - Directions: Change the following phrases to use the possessive noun form. Place the
apostrophe and the s in the correct place.
Ubalah frase berikut dengan mengunakan kata benda milik/kepunyaan. Letakkan apostrofi dan s dalam
posisi yang betul.
Example: The house belongs to Putri - Putri’s house
1. The hat of the boy 6. The product of the store _______________________
_______________________
2. The fur of the rabbit -
7. The car belonging to Ahmad -
_______________________
_______________________
3. The chicken of the family -
8. The sound of the motorcycle -
_______________________
_______________________
4. The drawer belonging to the desk -
9. The book belonging to Gus -
_______________________
_______________________
5. The ring belonging to Alfina -
10. The driver of the bus -
_______________________
_______________________
Plural Nouns - Directions: Change the following phrases to the possessive noun form OR write the
phrase without using the apostrophe.
Ubalah frase berikut dalam kata benda milik/kepunyaan atau tuliskan frase tanpa mengunakkan apostrofi.
Example: The girl’s club - The club belonging to the girls
1. The citizens’ environmental group 6. The food of the cats _______________________
_______________________
2. The horses’ mane –
7. The engines of the cars _______________________
_______________________
3. The students’ desks 8. The dresses belonging to the girls _______________________
_______________________
4. The boys’ music –
9. The heroes of the stories _______________________
_______________________
5. The shirts’ fabric –
10. The cell phones of the teachers _______________________
_______________________
Irregular Plural Nouns:
1. The hats of the women _______________________
2. The jobs of the men _______________________
3. The toys belonging to the children _______________________
4. The geese’s feathers _______________________
5. The mice’s cheese –
_______________________
6. The teeth’s enamel _______________________
Directions: Correct these sentences by placing the apostrophe in the correct place.
Betulkan kalimat berikut dengan meletapkan apostrofi yang betul.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Did Ahmads father pick him up? (Singular Noun)
The teachers rules are very strict. (Plural Noun)
The kites colors are blue and red. (Singular Noun)
Our friends vacation is in Bali. (Plural Noun)
Putris mother is a nurse. (Singular Noun)
All of the patients files were lost. (Plural Noun)
The mouses hole is by the wall. (Singular Noun)
The childrens toys are dirty. (Plural Noun)
The houses doors are wooden. (Plural Noun)
The mans clothes need to be ironed. (Singular Noun)
138
Appendix 11.3: Possessive Adjectives and Pronouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Possessive Adjectives and Pronouns Worksheet
Replace the underlined word with the correct English possessive adjective.
Gantilah kata yang digarisbawah dengan “possessive adjective” dalam bahasa Inggris yang benar.
Ex. Saya mengajar bahasa Inggris. I
1.
2.
3.
4.
5.
6.
teach English.
Sepedaku sangat cepat. _____ motorcycle is very fast.
Apakah ini adalah bukumu?  Is this _____ book?
Rumahnya adalah rumah yang biru. (perempuan)  _____ house is the blue house.
Apakah saya bisa membantu Anda?Can I help _____?
Bu Binti adalah guru saya.  Bu Binti is _____ teacher.
Di mana bukunya? (laki-laki)  Where is _____ book?
Rearrange the following sentence and choose the correct pronoun.
Susunlah ulang kalimat berikut dan pilihlah kata ganti yang benar.
1. is / team / Barcelona / favorite / (their/they/theirs/them).
_________________________________________________________________________________________________________.
2. classroom / is / (Us/Our/We/Ours) / right now / very dirty.
_________________________________________________________________________________________________________.
3. pen / that / Is / (you/yours) / ?
_________________________________________________________________________________________________________.
4. (We/Us/Ours/Our) / culture / very special / is/ !
_________________________________________________________________________________________________________.
5. is / Where / (yours/your) / teacher?
_________________________________________________________________________________________________________.
Exercise: Possessive Pronouns
Replace the underlined word with the correct English possessive pronoun.
Gantilah kata digarisbawah dengan “possessive pronoun” dalam bahasa Inggris yang benar.
Ex. Saya mengajar bahasa Inggris. I
teach English.
1. Sepeda motor itu miliknya. (perempuan)  This motorcycle is _______.
2. Penggarisku rusak. Apakah aku bisa pinjam milikmu?  My pencil is broken. Can I borrow
_______?
3. Ujian yang dapat nilai paling bagus adalah ujian milikmu.  The exam with the best score
is _______.
4. Apakah buku ini milikku?  Is this book _______?
5. Apakah ruang kelas ini milik mereka?  Is this classroom _______?
6. Apakah penghapus ini miliknya? (laki-laki)  Is this eraser _______?
Rearrange the following sentence and choose the correct pronoun.
Susunlah ulang kalimat berikut dan pilihlah kata ganti yang benar.
1. desk / This / is / (our/us/we/ours).  __________________________________________________________.
2. This / (mine/me/I/my) / is / chair / ? __________________________________________________________.
3. pen / That / is / (yours/you).  __________________________________________________________________.
4. classroom / That / is / (we/ours/us/our).  ____________________________________________________.
5. If that is your book, / (my/mine/I/me) / where / is / ? __________________________________________.
6. Shirt / That/ (he/him/his) / shirt.  _____________________________________________________________.
139
Appendix 11.4: Subject and Object Pronouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Subject and Object Pronouns
Directions: Replace the subject with the correct English pronoun.
Gantilah subjek bahasa Indonesia dengan “pronoun” dalam bahasa Inggris yang benar.
1.
2.
3.
4.
5.
6.
Ex. Saya mengajar bahasa Inggris. I teach English.
Saya makan bakso.  _____ eat bakso.
Apakah Anda suka matematika?  Do _____ like mathematics?
Mereka belajar di mana?  Where do ____ study?
Dia tinggal di mana? (perempuan)  Where does _____ live?
Aku main sepak bola.  _____ play football.
Nasi tempong enak sekali.  _____ is very delicious.
Rearrange the following sentence and choose the correct pronoun.
Susunlah ulang kalimat berikut dan pilihlah kata ganti yang benar.
1. Dhalan / (He/Him/His) / is.  ____________________________________________________________________.
2. (You/Your/Yours) / chicken / cook.  ___________________________________________________________.
3. fish / eats / (It/Its).  ______________________________________________________________________________.
4. like / Does / (he/him/his) / football ?  _________________________________________________________.
5. buy / (You/Your/Yours) / a pen.  _______________________________________________________________.
6. How / can / (I/me/my/mine) / English / study ? _____________________________________________.
Exercise: Object Pronouns
Directions: Replace the object with the correct English object pronoun.
Gantilah objek bahasa Indonesia dengan “object pronoun” dalam bahasa Inggris yang benar.
Ex. Saya mengajar bahasa Inggris. I
teach English.
1. Aku akan memanggil Anda besok.  I will call _____ tomorrow.
2. Apakah kamu coba hubung aku kemarin?  Did you try to contact _____ yesterday?
3. Silahkan, memberitahunya aku akan pergi ke Jogka. (perempuan)  Please tell _____ I will
go to Jogja.
4. Apakah Bu Binti mengajar kamu?  Does Bu Binti teach _____?
5. Tolong saya!  Please help _____!
6. Di mana kamu meletekan ituWhere did you put _____?
Directions: Rearrange the following sentence and choose the correct pronoun.
Susunlah ulang kalimat berikut dan pilihlah kata ganti yang benar.
1. Barcelona / in the European cup / plays / (they/them/their/theirs).
____________________________________________________.
2. to (your/yours/your) / already send / Did / my letter / she / ?
____________________________________________________.
3. a present / gave / Lia / to (him/his/he).
____________________________________________________.
4. (mine/me/I/my) / Bu Binti / teaches.
____________________________________________________.
5. you / Can / (he/his/him) / find / ?
____________________________________________________.
6. help / Please / (I/mine/my/me).
____________________________________________________.
140
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Exercise: Subject/Object Pronouns
Directions: Change the underlined subject to the correct pronoun.
Gantilah subjek yang digarisbawah dengan kata ganti yang benar.
Ex: Mawan and Putri live in Surabaya.
1. Ana is a beautiful girl.
2. Where do the children play football?
3. Meatballs are my favorite food.
4. My mother and I are happy!
5. Where is Abe from?
6. Lia, Nia, and Ria cook fried rice.

They live in Surabaya
.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
Exercise: Object Pronouns
Directions: Change the underlined object to the correct pronoun.
Gantilah objek yang digarisbawah dengan kata ganti yang benar.
Ex: Pak Aris gives a test to the students.
1. My mother cooks Vira fried rice.
2. Pak Yudan does not teach us; he teaches the
students in grade three.
3. Did you call Adip last night?
4. Did Isna invite Farid to the party?
5. Bu Binti teaches my friends and me.
6. Did you give the cat food?
*to Inivite = mengundang

Pak Aris gives a test to them.
_______________________________________________.

_______________________________________________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
Exercise: Possessive Adjectives
Directions: Change the underlined words to the correct pronoun.
Gantilah kata-kata yang digarisbawah dengan kata ganti yang benar.
Ex: This is Suci’s motorcycle.
1. Can Putra’s mother cook chicken?
2. Vira’s and Nia’s English is very good.
3. My family’s house is in Jalen.
4. Is this Farid’s book?
5. The tiger’s eyes are black.
6. This is Class XI IPS-1’s classroom.

This is her motorcycle
____.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
 _______________________________________________.
Exercise: Possessive Pronouns
Directions: Change the underlined words to the correct pronoun.
Gantilah kata-kata yang digarisbawah dengan kata ganti yang benar.
Ex: Is this book Pak Kholik’s?
1. Do you know if this book is mine and yours?
2. The blue house is Vira’s.
3. The desk is Muchtar and Farid’s.
4. That food is the cat’s.
5. Which motorcycle is Anwar’s?
6. My pen is broken, so I used Ayu’s?
141

Is this book his? _______________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
_______________________________________________.
Appendix 11.5: Pronouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Pronouns Worksheet
Complete the sentences with the correct pronoun. (it, his, your, her, I, he, my, you, she, he)
Lengkapilah kalimat dengan kata ganti yang benar.
1. Nur: How are ____________?
2. Pak Jay: ____________’m good, thanks.
3. Nur: What’s ____________ name?
4. Pak Jay: ____________ name is Pak Jay.
5. Nur: How old are ____________?
6. Pak Jay: ____________’m 25.
7.
8. Pak Jay: What is ____________ name?
9. Nur: _________ name is Febia.
10. Pak Jay: How old is ____________?
11. Nur: ____________’s 16.
12. Pak Jay: Is it ____________ birthday
today?
13. Nur: No, ____________ isn’t.
14.
15. Pak Jay: What’s ____________ name?
16. Nur: __________ is Isna.
17. Pak Jay: How old is ____________?
18. Nur: ____________’s 15.
Exercise:
Complete the questions with the correct question word (what, where or how). Then, match it
with the answer to the right.
Lengkapilah kalimat tanya berikut dengan kata tanya yang benar. Kemudian, jodohkan dengan jawaban di
sebelah kanan.
1. ____________ is his name?
2. ____________ are you?
3. ____________ old is Mbak Vira?
4. ____________ is Borobudur Temple?
5. ____________ is Lake Toba?
6. ____________ is she from?
7. ____________ country is it?
8. ____________ is Mecca.
9. ____________ old is Ananda?
10. ____________ is the name of the American girl?
(
(
(
(
(
(
(
(
(
(
) It is in Jogjakarta.
) He is eighteen.
) His name is Daren.
) She is eleven.
) Her name is Margaret.
) She’s from Kalimantan.
) I’m good, thanks.
) It is in Sumatra.
) It is the United States of America.
) It is in Saudi Arabia.
Exercise:
Complete the following conversation between Dewi and Ika about Ahmad. Use the verb “to BE”
and the correct pronoun.
Lengkapilah percakapan berikut ini antara Dewi dan Ika tentang Ahmad. Gunakanlah kata kerja “to be”
dan kata ganti yang benar.
1. Ika: This is my friend.
2. Dewi: What is ____________ name?
3. Ika: ____________ name is Ahmad.
4. Dewi: How old is ____________?
5. Ika: He is _________ fifteen.
6. Dewi: What is __________ hobby.
7. Ika: _________ hobby ________ swimming.
142
Appendix 11.6: Family Vocabulary and Possessive Nouns Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: The Family
GRANDPARENTS
grandmother
grandfather
husband
wife
PARENTS
father
mother
uncle
aunt
cousins
daughter
CHILDREN
son
baby
siblings
sister
brother
Complete the table with your family relationships.
Lengkapilah tabel dengan hubungan keluargamu.
Grandfather
Grandmother
_________________
_________________
Mother
Father
Aunt
Uncle
____________
_____
____________
_____
____________
_____
____________
_____
You
Siblings
Cousins
____________
_____
_______________
__________________________
_______________
__________________________
143
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Directions: Complete the sentences using your family names.
Lengkapilah kalimat menggunakan nama keluargamu.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
My grandfather is ________________.
________________ is my grandmother.
________________ is my father.
My mother is ________________.
________________ is my aunt.
My uncle is ________________.
My siblings are ________________.
My cousins are ________________.
My cousin ________________ is the ________________ of my ________________.
My mother is the ________________ of my grandmother ________________.
Grammar: Possessive Case



Possessive case show ownership like Melanie’s cat is the same as kucingnya Melanie.
To form possessive singular nouns: add ‘s —> Melanie’s house (rumahnya Melanie)
To form possessive plural nouns: s + ‘ —> Students’ classroom (kelasnya murid-murid)
Directions: Complete the sentences using your family names.
Lengkapilah kalimat menggunakan nama keluargamu.
1.
2.
3.
4.
5.
My father’s name is ____________________________________.
My ___________________’s name is ________________________.
My cousins’ house is in ________________________________.
My grandparents’ names are _______________________ and _________________________.
My ___________________’s house is in _____________________.
Directions: Write several sentences that describe a member of your family.
Tulislah beberapa kalimat yang menggambarkan anggota keluargamu.
Example:
My mother’s name is Mary. She is 60 years old and is a teacher at high school.
She is taller than me and has long gray hair. She is smart, sweet, and beautiful.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
144
Appendix 11.7: Possessive Adjective Practice Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Conversation: Requests
Please give me the book.
What book?
Tolong beri saya buku.
Buku apa?
The book on the table is my book.
Buku di atas meja adalah buku saya.
Here!
Ini!
Thank you!
Terima kasih!
You’re welcome!
Sama-sama!
Grammar: Possessive Adjectives
We can use possessive adjectives with both countable and uncountable nouns.
Kita bisa menggunakan kata sifat posesif dengan kata benda baik dihitung dan tak terhitung.
Example using possessive adjectives:
 This is my youngest sister.
 Their friends are very kind.
 Her advice was helpful.
Examples using possessive pronouns:
 That sister is mine.
 Those friends are theirs.
 The advice is hers.
Subject
Possessive
Adjective
book
chair
I
MY
My book
You
YOUR
Your book
He
HIS
His book
She
It
HER
ITS
Her book
Its book
We
OUR
Our book
You
YOUR
Your book
They
THEIR
Their book
My chair
Your
chair
His
chair
Her
chair
Its chair
Our
chair
Your
chair
Their
chair
145
teacher
My
teacher
Your
teacher
His
teacher
Her
teacher
Its teacher
Our
teacher
Your
teacher
Their
teacher
Possessive
Pronoun
MINE
YOURS
HIS
HERS
ITS
OURS
YOURS
THEIRS
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Exercise
Fill in the blanks with the correct possessive adjective and the object shown.
Isilah bagian yang kosong dengan kata sifat posesif yang benar dan obyek ditampilkan.
1. It is (you) ______________________________________________.
2
2. It is (she) _______________________________________________.
3
1
3. It is (he) ________________________________________________.
5
4. It is (I) __________________________________________________.
5. She is (they)____________________________________________.
4
6
6. She is (we) _____________________________________________.
Please fill in the blanks with “my,” “the,” “a,” or “an.” Sometimes more than one answer might be
acceptable.
Silakan mengisi kekosongan dengan"my", "the", "a", atau "an." Jawabaan lebih dari satudapat diterima.
I want to tell you about 1._______ classroom. It has 2._______ white board, 3.________ table, students’
desks, 4.________ eraser and markers. Outside the classroom, there is 5._______ bathroom. 6._______
bathroom is near 7.________ classroom. In 8._______ classroom, 9._______ student must sit on
10.________ chair. 11.________ student must take notes with 12.________ pen and paper, and use
13.________ dictionary.
146
Chapter Twelve
Prepositions
Objectives
1. Students should be able to use and give basic directions.
2. Students should be memorize basic positions and be able to use them in a sentence.
3. Students should be able to understand a simple sentence or passage with prepositional
phrases.
Materials
What Are Prepositions?
Prepositions are a part of speech generally used to give directions or state where something is
in relation to other objects. A prepositional phrase can also be used to tell when something is
happening.
A prepositional phrase starts with a preposition word and ends with a noun.
Example:


We went to the store.
The book was beneath the table.
In, At, On
In, At, and On can be used to describe a location.
In general, we use:



at for a POINT
in for an ENCLOSED SPACE
on for a SURFACE
147
Examples:











Desi is waiting for you at the bus stop.
The shop is at the end of the street.
When will you arrive at the office?
Do you work in an office?
I have a meeting in Surabaya.
Do you live in Malang?
Bali is in Indonesia.
The author's name is on the cover of the book.
There are no prices on this menu.
You are standing on my foot.
I live in Sumberoto at RW 02 RT01 Kec. Donomulyo Kab. Malang.
In, At, and On can also be when talking about time.
We use:



at for a PRECISE TIME
in for MONTHS, YEARS, CENTURIES and LONG PERIODS
on for DAYS and DATES
Use ‘on’ for one day holidays. Otherwise use ‘during,’ or selama, for events that occur over a
longer period of time
Example: During Ramadan, we fast.
Examples:



I have a meeting at 9am.
The shop closes at midnight.
Muhammad went home at lunchtime.
148






In Indonesia, it often rains in November.
Do you think we will go to Bali in the future?
In the dry season, the wells go dry.
Do you work on Mondays?
Her birthday is on 20 November.
Where will you be on New Year's Day?
Frequently Used Prepositions
about
behind
down
off
till
above
below
during
on
to
across
beneath
except
onto
toward
after
beside
for
opposite
under
against
besides
from
out
underneath
along
between
in
outside
until
amid
beyond
inside
over
up
among
but
into
past
upon
around
by
like
since
with
at
concerning
near
through
within
before
despite
of
throughout
without
Compound Prepositions
according to
because of
in place of
next to
ahead of
by means of
in regard to
on account of
apart from
in addition to
in spite of
out of
aside from
in back of
instead of
owing to
as of
in front of
in view of
prior to
Prepositions in the Sentence
The words in the lists above can be used as prepositions. In order for one of these words to be
considered a preposition, it must be part of a prepositional phrase. Here are some examples of a
prepositional phrase:






over the hill
behind the door
at Mary's house
without your coat
during lunch
atop Mount Everest
149
Notice that the prepositional phrase contains no verbs. Generally, they contain an adjective, a
noun or pronoun and they can also contain a gerund. Gerund is a word usually used as a verb
that functions as a noun.
Example: I like running around the park.
The noun or pronoun (the park) is the object of the preposition (around). Prepositional phrases
can also contain conjunctions to join two nouns or pronouns as in this example: underneath
sand and rock.
The advantage of being able to recognize prepositional phrases in sentences is that neither the
subject nor the verb will ever be a part of the prepositional phrase. By eliminating the
prepositional phrases, you can access and simpler sentence, which helps English students
decipher meaning in complex sentences.
Consider this sentence: "The coat on the chair is mine." If we eliminate the prepositional
phrase, "on the chair" then we can easily see that coat is the subject and is is the verb.
"The coat on the chair is mine."
Thus, the sentence is more simple and easier to comprehend.
Example:
1. The ancient Chinese built stone towers to have a closer look at the stars.
Subject: The ancient Chinese Verb: built Direct Object: stone towers
The prepositional phrases in this sentence add further details on the purpose of building stone
towers (to have a closer look at the stars.) Note: Prepositions do not change form, as verbs do.
Activities
1. Have the students draw a map from their house to the school. They should trade with their
classmates, and have the students write the directions based on the map.
2. Teacher stands and gives directions and students follow.
3. Have students place one hand on top of the other. Tell them that this is, “on.” Then have
students make a cup shape with one hand, and put their other hand inside of it. Tell them
that this is ‘in,’ then have students place on pointer finger on the edge of the other pointer
finger and tell them that this is ‘at.’ PRACTICE!!! Switch around what is first. Then the next
few times at the beginning of class, tell your students “show me in”, “show me at”, “show me
on.” You can also help demonstrate prepositions using books!! (Show over, under, etc.)
4. Preposition worksheet: Picture positions
5. Preposition Overview: At/In
6.
Preposition worksheet: In, On, At
150
Appendix 12.1: Prepositions of Location
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Prepositions of Location Worksheet
Grammar: Prepositions of Location
in/inside
beside/next to
beneath/below
above/on
close to/ near
in between
in front of
behind
across / opposite from
Exercise
Look at the picture and complete the sentences.
Lihatlah gambar dan lengkapi dengan kalimat.
1.
2.
3.
4.
5.
6.
7.
The book is ________ the table.
The paper is ________ the table.
The pen is ________ the watch.
The table is ________ the book.
The book is ________ the pen.
The pencil is ________ the book.
The watch is __________ the pen and the calculator.
Directions: Fill in the below blanks with the correct
preposition. You can use more than one preposition.
Lengkapilah kalimat yang kosong dengan kata depan. Anda bisa mengunakkan lebih dari satu kata depan.
1. The cat is _____________________________________________ the bed.
2. The shoe is _____________________________________________ the dog.
3. The cat is _____________________________________________ the bed.
4. The shoe is _____________________________________________ the dog.
5.
The cat is _____________________________________________ the bed.
151
Appendix 12.2: Prepositions: At and In for Location
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Prepositions: At and In
Directions: Fill in the blanks with: at, in, or on.
Isilah tempat yang kosong dengan kata betul: at, in, atau on.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
We stayed _________________the beach.
We were _________________the Ocean.
She sat _________________the chair.
There was a holiday
_________________November.
They agreed to meet
_________________8:00PM.
I live _________________Indonesia.
She went to a wedding
_________________Sunday.
Her books were _________________ her bag.
She stood _________________her student’s
desk.
Where do you live? ______ Bondowoso.
11. _________________the 8th of December, I
am supposed to go to a wedding.
12. The pencil was _________________the desk.
13. The students were _________________class.
14. I stayed _________________the hotel.
15. He stood _________________the mountain.
16. They started school _________________July.
17. My birthday was _________________Sunday.
18. _________________the evening people eat
dinner.
19. _________________dawn the call to prayer
sounds.
20. _________________lunchtime I had work to
finish.
152
Appendix 12.3: Around the Town and Directions Worksheet
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Vocabulary: Places Around Town
Post Office
Pharmacy
Police Station
Hospital
Market
Mosque
Park
Grocery Store
Office
Library
Government Building
Movie Theater
Pet Shop
School
Bank
153
Restaurant
Church
Internet Cafe
Bus Station/Terminal
Dentist Office
Exercise
Talk with a friend and ask questions about your town. Follow the example.
Bicaralah dengan teman dan bertanya mengenai kotamu. Ikuti contoh.
Q: Does Bondowoso have a market?
A: Yes, it does. OR Yes, Bondowoso has a market.






Pet Store
Bank
Hospital
Movie Theater
Library
Post Office



Park
Police Station
Pizza Hut
Conversation: Asking for Directions
Excuse me. I’m a little lost. Can you help me?
Permisi. Aku sedikit tersesat. Dapatkah anda membantu saya?
Of course I can help.
Tentu saja aku bisa membantu.
Does this town have a post office?
Apakah kota ini memiliki kantor pos?
Yes, it does.
Iya, ada.
Where is the post office?
Di mana kantor pos?
It’s straight ahead, on the
right, across the park.
Lurus ke depan, di sebelah
kanan, di seberang taman.
Thank you very much!
Terimakasih banyak!
Grammar: Prepositions of Location
The park is on the left.
The post office is on the right.
The park is
across from the
post office.
 The church is on the corner.
 The pet store is after the bus terminal.
 The bus terminal is at the intersection
of…
154
Vocabulary: Directions
1. turn – belok
To arrive at my house, you must turn left
after the post office.
7. intersection - perempatan
Yesterday there was an accident at the
intersection in Tamanan.
2. go straight – (pergi) lurus
I can’t go straight because an accident is
blocking the road.
8. three-way intersection – pertigaan
Let’s meet at the three-way intersection at
Situbondo and go to Surabaya!
3. turn around – berputar, membalik
If I saw a tiger in the jungle, I would turn
around and run!
9. traffic circle- bundaran
Be careful at the traffic circle, because many
people don’t pay attention.
4. continue – terus, meneruskan
Should I continue going straight, or should I
turn?
10. traffic light – lampu lalu lintas
When the traffic light is yellow, you should
slow down!
5. left – kiri
Please don’t give me food with your left
hand.
11. destination – tujuan
Don’t ask me where I’m going—my
destination is a secret.
6. right- kanan
Is it wrong to write with your right hand?
12. (go) through – melalui
If you drive from Bali to Bondowoso, you
must go through Situbondo.
How to Ask for Directions
1. How do I get to _______________ (location)?
2. How do I get to _______________ (location 1) to _______________ (location 2)?
3. Can you tell me how to get to _______________ (location)?
4. Can you give me directions to_______________ (location)?
Exercise
Fill in the blanks of the compass.
Isilah kota yang kosong dengan kompas.
1. _______________
8. _______________
2. _______________
7. _______________
3. _______________
6. _______________
4. _______________
5. _______________
155
Exercises
N
Using the map and the directions below, what do you find?
Gunakan peta dan petunjuk di bawah ini, apa yang anda temukan?
1. Start at the Elementary School. Go north on Lombok Street, straight to the end of the street.
What is on the right? _________________________________________________
2. Begin at the bus terminal. Go south on Lombok Street and turn right on Yogya Street. What
is the first building on the left? __________________________________________
3. Start at the high school. Go west on Kartini Street, past Lombok Street, and turn left on Main
Street. What is the first house on the on the right? _________________________
4. Begin at the mosque. Go south on Bandung Street and turn right on Flores Street. Turn left
on Lombok Street and take the second left. What road is this? ________________
5. Start at the City Park. Go west on Flores Street, through the traffic circle and turn right on
Jakarta Street. What is at the end of Jakarta Street? ___________________________
With a partner, take turns looking at the map and asking and giving directions.
Dengan pasangan, bergantian melihat peta dan bertanya dan memberikan informasi arah.
Start
Coffee Shop
Hospital
Public Library
Destination 1
Movie Theater
Mosque
Indomaret
Destination 2
Bus Terminal
Book Store
Bank
Destination 3
High School
Pharmacy
Ms. Sofi’s House
Determine your own starting point and destinations and give your friend directions.
Tentukkan tempat di mana kamu berada dan tujuan dan berikan informasi arah pada temanmu.
Start
Destination 1
156
Destination 2
Destination 3
Appendix 12.4: Review Vocabulary Exercise
My name is _______________________________. I am in Class ____________. Today’s date is _________________.
Review Vocabulary Exercise
Directions: Match the vocabulary.
Cocokkan kosa kata dengan artinya.
apple
bag
bathroom
bathtub
bedroom
belt
black
blouse
blue
book
bookstore
box
bread
bread
brown
bus station
can
candy
chair
cheese
toko buku
terminal bis
tas
sekaleng
sabuk
roti
roti
permen
kursi
kotak
keju
kamar tidur
kamar mandi
hitam
coklat
buku
blus
biru
bak mandi
apel
pen
pencil
pharmacy
piece
police officer
post office
potato
purple
red
refrigerator
rice
rug
salesperson
salt
school
shirt
shoe
shower
skirt
socks
church
coat
corn
couch
countryside
door
dress
dresser
driver
egg
farm
farmer
fruit
grapes
gray
green
hat
hospital
house
jar
topi
telur
sopir
sofa
rumah sakit
rumah
rok panjang
pintu
petani
perkebuan
pedesaan
mantel
lemari rias
jagung
hijau
guci
gereja
buah
anggur
abu-abu
ungu
sepotong
sepatu
sekolah
rok
pramuniaga
polisi
permadani
pensil
merah
mandi
kulkas
kentang
kemeja
kaus kaki
kantor pos
garam
bolpoin
beras
apotek
store
stove
student
sugar
sweater
table
tea
teacher
tie
tomato
town
vegetables
veil
village
watch
white
white board
window
worker
yellow
157
juice
kitchen
lamp
library
market
match
matches
mechanic
milk
mirror
mosque
movie theater
office
onion
on
orange
oven
pants
paper
park
tomat
toko
teh
switer
sayur-sayuran
putih
pekerja
papan tulis
murid
meja
kuning
kota
kompor
kerudung
jendela
jam
guru
gula
desa
dasi
taman
susu
perpustakaan
pasar
oven
montir
masjid
lampu
korek api
kertas
kantor
jus
jeruk
dapur
cocok
cinema
cermin
celana
di atas
bawang
Section Two: Indonesian Curriculum
158
Chapter One
Recount Text
Objectives
1. Students are able to respond and identify to recount texts.
2. Students are able to retell the story and understand main idea.
3. Students are able to identify the patterns of grammar used in recount texts.
4. Students are able to tell their past experiences (recount) based on pictures.
Material
Purpose of a Recount Text
The communicative purpose of a recount text is to tell the readers what happened in the past
through a sequence of events.
Listening & the Basic Structure of a Recount Text
To teach listening of recount text, use the story in the appendix (“At the Beach”). Read out loud
to the students once and have them listen to you. Write the listening comprehension questions
on the board and have the students copy them into their notebooks.
Read out loud to the students again, and this time, ask them to answer the questions as you
speak. If this is the first time you are doing this exercise, read them the story again, or else, have
them work on the questions alone for 5 minutes. As a class, go over the main idea of each
paragraph, and the rhetoric steps of recount text:
1.
2.
3.
4.
Orientation (tells who was involved in the story, when, and where)
Events (tells what happened in chronological order)
Evaluation (adds the comments of the writer/speaker about the experience)
Re-orientation (the conclusion of the experience)
As most recount texts primarily use the simple past tense, review it with the students. (See the
Simple Tense in Chapter 7 of Section I.)
Reading Recount Texts
Use the story in the appendix (“Mount Bromo”) and make photocopies for each student.
Alternatively, write the story on the board and have the students copy it into their notebooks.
Have students take turns reading a paragraph out loud, and lightly correcting their
pronunciation. As a class, go over the main idea of each paragraph, and the rhetoric steps of
recount text:
1.
2.
3.
4.
Orientation (tells who was involved in the story, when, and where)
Events (tells what happened in chronological order)
Evaluation (adds the comments of the writer/speaker about the experience)
Re-orientation (the conclusion of the experience)
Have the students work in pairs to answer the questions and then go over each question as a
class. Review simple past tense if needed. (See the Simple Tense in Chapter 7 of Section I.)
Writing a Recount Text
Have the students write their own recount stories based off experiences they have had, or give
them each a picture they must tell a story based off. (See Appendix for pictures)
Make sure the students understand the rhetoric steps of a recount text, and include in their
story:
1. Orientation (tells who was involved in the story, when, and where)
159
2. Events (tells what happened in chronological order)
3. Evaluation (adds the comments of the writer/speaker about the experience)
4. Re-orientation (the conclusion of the experience)
Ask the students to switch with the person next to them and have each students answer the
following question about their partners’ stories:
a. Who is the speaker in the story?
b. Does the speaker go somewhere? If yes, where do they go?
c. What happens in the story?
d. Does the speaker enjoy himself/herself?
e. What is the conclusion of the story?
Speaking Using Recount Texts
The recount stories that the students wrote based off their own experiences, should be said out
loud, to practice speaking.
The teacher can take note of different improper or incorrect speech intonation, and speak to
students on an individual basis or focus on pronunciation during class.
Each student should be taking notes of the main idea of each speaker, and the teacher should
ask random students about random speakers’ stories to ensure everyone is engaged and paying
attention.
Activities
1. Listening: Have the students put their heads down on their desks. Tell them that you will
say different statements and if it is true for them they should put their hands up. They
should leave their hands up until the end of the game, even if not all the statements are true.
After all the students hands are up, you can stop asking questions:
2. Reading: Ask the students go home and cut out an article from a newspaper or magazine
that is recounting a past event that occurred. Have them read at home and answer the below
questions. They must bring to school and present the story to the class.
a. Who is the speaker in the story?
b. Does the speaker go somewhere? If yes, where do they go?
c. What happens in the story?
d. Does the speaker enjoy himself/herself?
e. What is the conclusion of the story?
3.
Writing/Speaking: Write sentences on several strips of paper, and break your class into
groups of 4-6 students. Tell the students that in each round there will be one Reader and
one Writer. The Reader will be given the strip of paper from the Teacher, and they must
read the sentence and whisper it to the Writer. The Writer must then run to the board and
write the sentence completely and with correct grammar/spelling. The team with the most
correct sentence wins a point.
160
Appendix II.1.1: Listening to Recount Texts
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Bali Vacation
Directions: Fill in the blanks with the words below inside the box.
Lengkapilah tempat yang kosong dengan kata-kata di dalam kotak.
____________ I went to Bali on vacation, I was on the plane for one hour. When I got to the airport
in Deposer, I was tired, ____________ very excited. In Bali, I went to the beach, shopping, ____________
ate at a lot of restaurants. First I couldn’t decide on the restaurant in which I wanted to eat. I
could eat in an Indonesian restaurant ____________ an American one. I decided on the Indonesian
restaurant.
Everything looked good on the menu. I couldn’t decide between fried rice and fried chicken.
After a long time, I decided to get ____________ fried rice ____________ fried chicken. After eating both
I was very full! ____________ of my large lunch, I couldn’t have dinner that night. ____________, the
next morning I was so hungry, I had a big breakfast. After 3 days of eating, going to tourist
places, ____________ shopping, I came back home. I was tired, ____________ very full. It was a great
trip.
161
Appendix II.1.2: Recount Texts – At the Beach
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
At the Beach
Last month, my family and I went to the beach. We wanted to refresh our minds and enjoy the
fresh air. We went there early in the morning by car.
After parking our car, we walked along the beach barefoot. We felt the smoothness of the sand
and the cold sea water touched our feet.
Then, we looked for a place to rest. We rolled out a mat on the ground and ate together. While
eating, we saw many things. Many children built sand castles. Some of them played with their
beach balls. We also saw some people sunbathe.
After eating, I was interested in doing the same thing. I made sand castles with my sister.
Meanwhile, my brother collected some seashells.
I was very happy and really enjoyed that day.
Directions: Answer the questions based on the text above.
Jawablah pertanyaan berdasarkan teks.
1. With whom did the writer go to the beach? ________________________________________________________
2. When did they go to the beach? _____________________________________________________________________
3. How did they get there? ______________________________________________________________________________
4. Where did they have their meals? ___________________________________________________________________
5. What did they see at the beach? _____________________________________________________________________
6. What did the writer’s brother collect? ______________________________________________________________
7. What did the writer feel that day? ___________________________________________________________________
8. What are the rhetoric steps from the story? ________________________________________________________
162
Appendix II.1.3: Recount Texts – Mount Bromo
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Mount Bromo
Good morning, students. I believe all of you have been on a trip before. Now, I will tell
you what I did on my holiday. Last month we had a long holiday, so my family and I went to
Mount Bromo. Have you ever been there? It’s so beautiful and we had an unforgettable
experience.
We went there by car. We reached Cemoro Lawang in the evening. Then, we rested in an
inn. We decided to see the sun rise the next morning. Seeing the sunrise from the peak of a
mountain is an amazing event. It was really wonderful.
Early the next morning, we rode horses to climb up the mountain. The weather was very
cold, and the fog was very thick too. We crossed a very vast black sandy desert. The desert is
about ten kilometers wide. It was amazing.
After riding a long distance, we reached the peak. It was about 05:00 a.m. We stopped
there and saw the sun rise. It was really spectacular. It was a wonderful sigh! The sunrise over
the mountain was fantastic!
Then, we had breakfast in the open air. We prepared ourselves for our next trip.
There were so many other things we wanted to see.
Directions: Answer the below questions.
Jawablah pertanyaan di bawah ini.
1. When did the speaker and his family go to Mount Bromo? _______________________________________
2. Where did they rest? _________________________________________________________________________________
3. How did they cross the desert? ______________________________________________________________________
4. How was the weather in the morning? _____________________________________________________________
5. Where did they see the sunrise from? ______________________________________________________________
6. Do you think they were happy with the trip? How do you know? ________________________________
7. What tense does the speaker use in retelling the story, past or present tense? _________________
8. You’ve studied about simple past tense in the previous lessons.
Describe the usage of such tense and give an example.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
9. What genre is used by the text? _____________________________________________________________________
163
Chapter Two
Procedure Text
Objectives
1. Students will be able to speak a basic procedure text.
2. Students will be able to listen to, and follow instructions in, a basic procedure text.
3. Students will be able to read a basic procedure text and answer basic comprehension
questions.
4. Students will be able to write basic sentences using present tense and present continuous
tense.
5. Students will be able to write a basic procedure text.
Material
The Structure of a Procedure Text
The function of a procedure text is to tell/explain how something is done, made, or used.
Generic Structure:
1. Goals: explains what the procedure’s objective is
2. Materials: explains what ingredients, tools or items are needed to complete the objective
3. Steps: gives detailed instructions for every step in making or conducting an activity so
that another person can recreate it
Sequence Words
Sequence words are used in procedure texts because they outline when a task should be
conducted. Order is important in a procedure text because some steps cannot be completed
without the step before it. Teach students the following vocabulary words that they should
memorize:
1. First: Pertama
2. Second: Kedua
3. Third: Ketiga
4. Before: Sebelum
5. After that: Setelah/Sesudah
6. Afterwards: Setelah/Sesudah
7. Next: Berikut
8. Finally: Akhirnya
9. While: Selama
10. When: Ketika
The Imperative Structure
Procedure texts use the imperative structure, because it commands (or suggests) that the
reader completes an action. Imperative sentences give instruction or directions, and they follow
a special structure. In English, imperative sentences always use the present tense, which uses
infinitive verbs at the beginning of a sentence before the subject. It’s also important to note that
using the word, “Please” at the beginning of an imperative sentence is much more polite and the
expression becomes more a suggestion than a direct instruction.
Example: Write your name inside the book.
Please, sit down.
In Bahasa Indonesia, imperative sentences use the suffix –lah and are also placed at the
beginning of a sentence. However, as in English, using the word, “Silakan” before the verb
(without –lah) is much more polite and makes the expression more of a suggestion rather than a
direct instruction.
Example: Tulislah nama anda di dalam buku.
Silakan, duduk.
164
When using and writing imperative sentences, the subject is “you” (which applies to one or
many individuals) because directions are being given to another person by the speaker or
writer. Therefore, the possessive pronoun “your” is also used.
Example: Open your books to page 10.
While teaching procedure texts, the Simple Present Tense and Present Progressive/Continuous
Tense may also need to be reviewed (See Section I, Chapter 7).
Activities
1. Listening/Speaking: Teach the students to dance “The Hokey Pokey.”
Lyrics:
The Hokey Pokey
Put your right hand in
Put your right hand in
Put your right hand in
And you shake it all around
You do the hokey pokey and you turn yourself around
That’s what it’s all about!
During the second verses you must change the body part. For example:
Second time: Left hand (NOT right hand)
Third time: Right foot
Fourth time: Left foot
Fifth time: Whole body
Review the meaning of the song and vocabulary words that may not be know. Sing! Dance!
2. Reading: Write the following on the board and ask the students to change the sentences
into imperative sentences.
a. The water must be boiled. (Answer: Boil the water.)
b. The oven must be heated. (Answer: Heat the oven.)
c. Helmets must be worn when riding motorcycles. (Answer: Wear helmets when
riding motorcycles.)
d. An elephant must be drawn on the paper. (Answer: Draw an elephant on the paper.)
e. Water must be drunk every day. (Answer: Drink water every day.)
3. Classroom Activity: Divide the students into groups of four students. Give the students a
scrambled procedure text. Ask them to discuss what order the steps should be in, and then,
they must run to the front and tape them to the board. The fastest group wins. Use the
procedure text, which should now be in the correct order, to answer the following
questions:
a. What materials do you need?
b. After you stir the bicarbonate of soda into the water, what do you do next?
c. What is the purpose of procedure texts?
d. What is the goal of this procedure text?
4. Writing/Speaking: Make a list of simple topics for procedure texts. For example, “How to
Make Fried Rice,” “How to Ride A Motorcycle,” “How to Buy Pulsa,” “How to Peel A Mango,”
“How to Brush Your Teeth,” “How to Wash Your Hair,” “How to Wash Dishes,” etc. Divide
your class into small groups of 4-5 students each. Assign each group a different topic and
ask them to write a short procedure text outlining how to do the activity given to them.
Make sure they know to include the basic parts of a procedure text: Goal, Material, Steps.
This assignment can be given to the students for homework, which must be presented in
front of the whole class as a group.
5. Worksheet - Procedure Text
165
Appendix II.2.1: Procedure Texts – Sambal Ikan Bilis
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Procedure Text – Sambal Ikan Bilis
Directions: Read the following text, and then answer the questions.
Bacalah teks berikut, dan kemudian jawablah pertanyaan.
1. What is the goal of this text?
______________________________________________________________________________________
2. What ingredients do you need to make Sambal Ikan Bilis?
__________________________________________________________________________________________________________
3. After it thickens, what do you do?
__________________________________________________________________________________________________________
4. What do you do before you heat two tablespoons of oil in a pan?
__________________________________________________________________________________________________________
5. How many chilies do you use?
__________________________________________________________________________________________________________
6. How much tamarind juice do you use?
__________________________________________________________________________________________________________
7. Are there any vegetables used in this recipe?
__________________________________________________________________________________________________________
8. What sequence words are used in this text?
__________________________________________________________________________________________________________
9. What sequence words are used in this text?
__________________________________________________________________________________________________________
10. What kinds of verbs are used in this text?
__________________________________________________________________________________________________________
166
Appendix II.2.2: Procedure Texts – How to Make ‘Es Buah’
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Procedure Text – How To Make ‘Es Buah’
Es Buah Recipe
Materials/Ingredients:
 Melon
 Papaya
 Strawberry
 Sugar
 Cocoa powder
 Water
 Water of coconut
 Powdered milk
 Ice
 Glass
Directions:
1. Cut the fruit (melon, papaya, and strawberry) into small pieces in different shapes.
2. Mix water, water of coconut, powdered milk, sugar, and cocoa powder together
3. After that, add all these ingredients to a glass.
4. Add ice cubes
5. Finally, serve the Es Buah
Directions: Read and answer the following questions based on the recipe above.
Bacalah teks berikut, dan kemudian jawablah pertanyaan.
1.
2.
3.
4.
5.
What do you do after you add the
ingredients to the glass?
a. Mix water, water of coconut,
powdered milk, sugar, and cocoa
powder together
b. Add ice cubes
c. Cut the fruit
Which of these is not an ingredient used
to make es buah?
a. Fruit
b. Peanuts
c. A glass
d. Ice
The goal of this procedure text is to
a. Make rujak
b. Cool people down
c. Make Es Buah
d. Cook food
Why do you add ice in Es Buah?
a. Make the Es Buah sweeter
b. Make the Es Buah bitterer
c. Make the Es Buah cold
d. Make the Es Buah more
concentrated
What is the purpose of a procedure
text?
a. To explain how something is
done
b. To retell or inform about past
events
c. To describe something
d. To entertain or amuse the
reader
167
6. What is the generic structure of a
procedure text?
a. Orientation, Complication,
Resolution, Reorientation
b. Orientation, Complication,
Resolution
c. Orientation, Events,
Reorientation
d. Goal, Materials, Steps
7. Why do you cut the fruit into different
shapes?
a. To make it more delicious
b. To make it prettier
8. What is the final step of this procedure?
a. Serve the Es Buah
b. Add ice
c. Mix water, water of coconut,
powdered milk, sugar, and cocoa
powder together
d. Cut the fruit (melon, papaya,
and strawberry) into small
pieces.
9. In this text, serve most closely means?
a. Stir
b. Mix
c. Add
d. Drink
10. What is a synonym of mix?
a. Stir
b. Dump
c. Add
d. Drink
Chapter Three
Narrative Text
Objectives
1. Students should be able to identify the major aspects of a narrative: opening, main event,
problem, solution and ending or conclusion.
2. Students should be able to identify the setting, the main characters and other characters of a
story.
3. Students should be able to write a simple narrative using the past tense.
Material
Most high school students will have studied this in middle school. You may not have to explain in
much detail.
Types of Narrative Texts
Narrative text is essentially a story. Many times these stories are:



folktales – a traditional tale or legend
o fables –usually feature animals, mythical creatures and/or other natural forces
or objects that give a moral lesson
o fairy tales- a type of short story that usually features fantastical creatures like
witches, goblins, fairies, etc.
myths – a story told in an ancient culture to explain a practice, belief, or natural
occurrence
legends – a story typically believed to be historical of human characters and actions
These types of stories usually are told in the past tense.
Other types of stories:




Novels
graphic novels
movies
TV shows
All stories follow a structure.
The Structure of a Story – Susunan Cerita
III. Problem
IV. Solution
II. Main Event
V. Ending
I. Opening
1. Opening – Pembukaan: this is the introduction or orientation of the story. It usually
introduces the main characters and tells the setting of the story.
Key Opening Phrases:
 Once upon a time – Pada suatu hari
 In the beginning - Awalnya
 A long time ago – Beberapa waktu yang lalu
168
2. Main Event—Cerita Utama: this is the main goal or task the main character must accomplish
in the story.
Note: Be sure to explain that longer stories, such as novels, usually have many events that
occur throughout the story.
3. Problem – Masalah: this is the big challenge the main character faces in the story.
Note: Be sure to explain that longer stories, such as novels, usually have many problems come
up throughout the story.
4. Solution – Solusi: This is how the main character resolves the problem, usually with the help
of other characters.
5. Ending – Penutupan: This is the final event in the story, which usually tells what the
characters did or how they felt after solving the problem.
Key Ending Phrases:
 Finally - Akhirnya
 In the end – Di akhir
 In conclusion - Kesimpulan
 At last - Akhirnya
In Indonesia, many times narrative texts have a moral value and students are asked what the
moral of the story is. Many of the stories in the LKS or other texts are usually bad examples and
the moral value is either really complex or just inappropriate. When writing your own stories,
it’s best to include some sort of moral value that’s easy to decipher and that is applicable to
students’ lives such as teamwork, leadership, resliance, etc.
6. Main Character(s) – Karakter Utama/ Pemain Utama: This is the principal personality—
person, animal or animated object—which the story is centered around.
Examples:
 Harry Potter
 Batman
 SpongeBob Squarepants
7. Other Characters – Karakter-Karakter / Pemain-Pemain: These are secondary
personalities—people, animals or animated objects—that interact with the main character.
Examples:
 Ron and Hermione
 Robin and Catwoman
 Patrick the Starfish and Sandy the Squirrel
8. Setting –Rangkai this is the place or places in which the story happens.
Examples:
 Hogwarts
 Gotham City
 Under the sea
169
Activities
1. Write Structure of the A Story on the board and list and explain each part.
a. Opening
b. Main Event
c. Problem
d. Solution
e. Ending
f. Setting
g. Main Character
h. Other Characters
Provide an example of a story to read as a class—either print a copy for everyone, project it
using a computer or write it on a large piece of paper. Read the story with good inflections. Have
students read it again, correcting pronunciation. After reading the story a couple of times, ask a
few comprehension questions orally.
*Note: It would be best to provide a story written in the simple past tense.
Example:
Teguh’s Mountain Adventure
Once upon a time, there was a boy. His name was Teguh. He
lived with his family in a village in Bondowoso.
One day, Teguh decided to climb the biggest mountain in
Bondowoso. He bought water, bread and other food and he packed his
backpack. His mother was worried and told Teguh to go with a friend,
but Teguh didn’t listen.
Early the next morning, Teguh climbed the mountain and he
saw many beautiful things. He saw the sunrise, flowers, many birds
and tall trees. After a long time, Teguh looked around and he didn’t
know where he was. Teguh didn’t have much food or water left. Teguh
searched and searched for the trail, but he couldn’t find the right way.
Teguh was very tired, so he sat down and began to cry. Teguh was
alone and lost.
Suddenly, Teguh heard his name. His friends screamed
“Teguh!” He saw his two friends. They were sent by Teguh’s mother to
help him.
In the end, Teguh was very happy to see his friends. They
climbed down the mountain and went home together safely. Teguh’s
mother was very happy to see them.
The End
Comprehension Questions:






Where does Teguh live?
What did Teguh buy before he climbed the mountain?
Why did Teguh get lost?
What did Teguh see in the mountain?
Who helped Teguh get home?
Additional Activity: Have students identify the verbs in the past tense.
170
2. Draw the structure of a story graphic on the board. Create cards based on the story with the
opening, main event, problem, solution and ending. Give one card to one student and have
him or her tape it on the board under the correct label. Do this for all the cards. Also have
cards for the setting, the main character and other characters and have students identify
these.
III. Problem
IV. Solution
II. Main Event
V. Ending
I. Opening
3. Story Board – Teach students about storyboards, which outline the basic parts of a story.
Ask students to choose a story and to create a storyboard. It would be better if the students
wrote their own story for this. In a blank sheet of paper students should create five or more
boxes and draw the opening, main event, problem, solution, ending of each story. A few
sentences should describe what is happening in each box.
Example:
I.
OPENING
II.
MAIN EVENT
IV.
SOLUTION
V.
ENDING
III.
PROBLEM
SETTING/CHARACTERS
4. For more advanced students, ask them to write their own narrative story in small groups of
4-5 people. The story should be original and different from the other groups. Students
should be given a good amount of time to complete this story and type it up. Once the story
has been checked, ask students to adapt it into a drama and present it to the class. Students
should be give an appropriate amount of time (a few weeks, generally) to complete this
project. See appendix for story writing and drama grading rubric.
5. Narrative text worksheet found in the appendix
171
Appendix II.3.1: Story Writing Grading Rubric
Story Writing Grading Rubric - Name: _________________________
Criteria
Low
Skill (1)
Below
Average (2)
Class:___________________
Average
(3)
Above
Average (4)
Notes:
Structure

Follows narrative structure

Character development
Grammar

Uses correct vocabulary

Uses correct tenses and
grammar
Originality

Story is original

Characters and situation are
original and not copied
TOTAL:
Story Writing Grading Rubric - Name: _________________________
Criteria
Low
Skill (1)
Below
Average (2)
Class:___________________
Average
(3)
Above
Average (4)
Notes:
Structure

Follows narrative structure

Character development
Grammar

Uses correct vocabulary

Uses correct tenses and
grammar
Originality

Story is original

Characters and situation are
original and not copied
TOTAL:
Story Writing Grading Rubric - Name: _________________________
Criteria
Low
Skill (1)
Below
Average (2)
Class:___________________
Average
(3)
Above
Average (4)
Notes:
Structure

Follows narrative structure

Character development
Grammar

Uses correct vocabulary

Uses correct tenses and
grammar
Originality

Story is original

Characters and situation are
original and not copied
TOTAL:
Story Writing Grading Rubric - Name: _________________________
Criteria
Low
Skill (1)
Below
Average (2)
Class:___________________
Average
(3)
Above
Average (4)
Structure

Follows narrative structure

Character development
Grammar

Uses correct vocabulary

Uses correct tenses and
grammar
Originality

Story is original

Characters and situation are
original and not copied
TOTAL:
172
Notes:
Appendix II.3.2: Drama Performance Grading Rubric
Drama Performance Grading Rubric - Name: _________________________
Class:___________________
Criteria
Low
Below
Average
Above
Skill (1)
Average (2)
(3)
Average (4)
Notes:
Pronunciation

Speaks clearly

Pronunciations are accurate
Expression

Shows emotion in dialogue

Shows correct gesture
Presentation

Prepared to present

Props
Drama Performance Grading Rubric - Name: _________________________
Criteria
Low
Skill (1)
Below
Average (2)
TOTAL:
Class:___________________
Average
(3)
Above
Average (4)
Notes:
Pronunciation

Speaks clearly

Pronunciations are accurate
Expression

Shows emotion in dialogue

Shows correct gesture
Presentation

Prepared to present

Props
TOTAL:
Drama Performance Grading Rubric - Name: _________________________
Class:___________________
Criteria
Low
Below
Average
Above
Skill (1)
Average (2)
(3)
Average (4)
Notes:
Pronunciation

Speaks clearly

Pronunciations are accurate
Expression

Shows emotion in dialogue

Shows correct gesture
Presentation

Prepared to present

Props
TOTAL:
Drama Performance Grading Rubric - Name: _________________________
Class:___________________
Criteria
Low
Below
Average
Above
Skill (1)
Average (2)
(3)
Average (4)
Notes:
Pronunciation

Speaks clearly

Pronunciations are accurate
Expression

Shows emotion in dialogue

Shows correct gesture
Presentation

Prepared to present

Props
TOTAL:
Drama Performance Grading Rubric - Name: _________________________
Class:___________________
Criteria
Low
Below
Average
Above
Skill (1)
Average (2)
(3)
Average (4)
Pronunciation

Speaks clearly

Pronunciations are accurate
Expression

Shows emotion in dialogue

Shows correct gesture
Presentation

Prepared to present

Props
TOTAL:
173
Notes:
Appendix II.3.3: Little Red Riding Hood – Narrative Text Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Little Red Riding Hood – Worksheet
Part I. - Directions: Listen carefully to the story and fill in the spaces with the words you hear.
Dengarkanlah cerita dan isilah tempat yang kosong dengan kata-kata yang kalian dengar.
Once upon a time, there was a 1) _________ called Little Red Riding Hood. Together with her
2)_________, they lived in a big 3) _________.
One fine 4) _________, Little Red Riding Hood’s mother said, “ 5) _________grandma is ill. Please go
and take this 6) _________ and medicine to her. Grandma’s house is not too far from our 7) _________, but
always keep to the path and don’t 8) _________!”
So, Little Red Riding Hood made her way to her 9) _________ house, but in the forest, she met the
10)_________bad wolf. Little 11) _________Riding Hood greeted him and the wolf asked:
“Where are 12) _________going, Little Red Riding Hood?”
“To 13) _________ grandma’s house,” answered Little Red Riding Hood.
“Can you tell 14)_________where 15) _________grandma lives?”
“She lives in a 16) _________cottage at the edge of the forest.”
“Why don’t you pick some nice 17) _________for her?” asked the wolf.
“That’s a good idea,” said Little Red Riding Hood and began to 18) _________ for flowers. Meanwhile, the 19)
_________ was on his way to grandma’s house. The house was quite small, but nice and its 20) _________was
made out of straw. The wolf went inside and swallowed poor old Grandma. After that, he put
Grandma’s 21) _________on and fell asleep on her 22) _________.
Sometime later, Little Red Riding Hood came to the little cottage. 23) _________ went inside and
was shocked by the 24) _________ of her grandma.
“Oh grandma, what big eyes, hands and 25) _________you have got!” Little Red Riding Hood said.
Then, the wolf jumped 26) _________ of bed and swallowed her, too. Then 27) _________ fell asleep again.
After a while, a hunter passed by Grandma’s house. He heard 28) _________snoring, so he went
inside. In the bedroom, he 29) _________ the wolf. At first, the hunter wanted to shoot him, 30)
_________then he saw the wolf’s big stomach. So, the hunter took out his 31) _________and cut the stomach
open. Out came Little Red Riding Hood and her grandma.
“Thank you for saving 32)_________!“ whispered Little Red Riding Hood. Then, all of 33)_________went to
fetch some 34) _________to put in the wolf’s stomach.
Soon the wolf woke up. He was 35) _________thirsty and went to the well in the garden to drink some
water. When the wolf leaned over to drink, the stones in his 36) _________were too heavy and pulled him
37) _________ the well.
38) _________ , Grandma, the 39) _________and Little Red Riding Hood were safe. They ate their cake
together and lived happily ever 40) _________! The End
Answers: 1. girl 2. mother, 3. forest, 4. day, 5. Your 6. food, 7.house, 8. delay, 9. grandma’s 10. big, 11. Red, 12.
you, 13. my, 14.me, 15. your, 16. the, 17. flowers, 18.look, 19. wolf, 20. roof, 21. pajamas, 22. bed, 23. She, 24.
appearance, 25. ears, 26, out, 27. he, 28. loud, 29.saw, 30. but, 31. knife, 32. us, 33. them, 34. stones, 35. very, 36.
stomach, 37. into, 38. Finally, 39. hunter, 40. after
174
Part II. - Directions: Work with a class mate to organize the following scenes from “Little Red
Riding Hood.” Then label which scene is the opening, the main event, the problem, the solution
and ending.
Kerjakanlah dengan berpasangan untuk mengatur adegan berikut dari "Little Red Riding Hood." Kemudian
atur adegan pembukaan, cerita utama, masalah, solusi dan penutup.
1._________________________
2. _________________________
4. _________________________
3. _________________________
5. _________________________
Setting(s):
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Main Character:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Other Characters:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Answers: 3. Opening (Little Red Riding Hood at her house), 1. Main Event (Little Red Riding Hood takes food to her
grandmother and meets the wolf), 2. Problem (Little Red Riding Hood finds her grandmother the wolf ate her
grandmother), 5. Solution (Hunters come kill the wolf) 6. Ending (Little Red Riding Hood is reunited with her
grandmother)
175
Appendix II.3.4: The Crocodile and the Dentist – Narrative Text Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Part I. - Directions: Listen carefully to the story and fill in the spaces with the words you hear.
Dengarkan cerita dan isilah tempat yang kosong dengan kata-kata yang kalian dengar.
The Crocodile and the Dentist
Once upon a time, there was a 1) ________________. This crocodile was very big and 2) ________________ and lived
happily with his 3) ________________ in a swamp, deep in the forest.
One day, the crocodile woke up with terrible pain in his 4) ________________.The crocodile could not eat or
5)________________ because of the pain. The crocodile’s friends told him he 6) ________________ see the dentist, but the
crocodile was very scared and didn’t want to go. “I’ve never been to the dentist before,” thought the crocodile. But
after some time, the pain was too great and the crocodile 7) ________________ to go.
The 8) ________________ to the dentist’s office was very 9) ________________.The crocodile walked for
10)________________ before he reached the city. On the way, he saw other animals, a blue 11) ________________ and a long
river. In the 12) ________________, he found the dentist’s office and sat down in the waiting room. No one else was there.
After some time, the dentist asked him to come into his 13) ________________ and asked, “Why does it hurt and
where?” The crocodile didn’t know why it hurt, but he opened his mouth wide so the
dentist could see inside.
The crocodile’s mouth was so big, the dentist 14) ________________ inside it. He
looked very closely at every 15)________________. Then, the dentist started pulling out each
one.“Wah!”16) ________________the crocodile in pain, but the dentist only 17) ________________
and said, “Oops! I made a mistake and pulled the wrong tooth. It’s a good thing you have so
many teeth!”Suddenly, the crocodile’s jaw snapped down and he 18) ________________ the
terrible dentist.
In the end, the crocodile went to a new dentist. This dentist was very good and fixed the crocodile’s teeth
and he didn’t have any more pain. The crocodile returned home to the 19) ________________ and lived happily ever
after—and nobody missed the 20) ________________ dentist. The End.
Vocabulary:
1.
crocodile – noun:
7.
before – preposition:
2.
swamp – noun:
8.
journey – noun:
3.
deep – adjective:
9.
office – noun:
4.
forest – noun:
10. mistake – noun:
5.
should – modal verb:
11. pain – noun:
6.
dentist – noun:
12. terrible – adjective:
Part II. - Directions: Based on the story above, identify each part of the story.
Setting(s):
Opening
Main Event
Main Character:
Problem
Solution
Other Characters:
Ending
Answers: 1. crocodile 2. strong, 3. friends, 4. mouth, 5. sleep 6. should, 7. decided, 8. journey, 9. long, 10. days, 11. sky, 12. city, 13. laboratory, 14. climbed, 15. tooth, 16.
cried, 17. laughed, 18. ate, 19. swamp, 20. terrible
176
Appendix II.3.5: The Farmer and the Queen – Reading Comprehension Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Reading Comprehension Worksheet
Directions: Read the story and answer the questions.
Bacalah cerita dan jawab pertanyaan.
The Farmer and the Queen
A long time ago, there was a kingdom ruled by a Queen. In this kingdom,
there was a very kind farmer who lived in a farm with all of his animals.
One day, the farmer heard that the Queen was coming to visit. The farmer
was worried. He didn’t know how to greet the Queen, so he decided to ask
his animals.
“What should I do?” the farmer asked the horse, but the horse didn’t speak.
“Should I buy her a gift?” the farmer asked his chicken. The chicken said,
“You are a poor man. You cannot buy a gift.” So the farmer went to his dog and asked, “How will
I greet the Queen?” The dog answered, “You should bow.” The farmer decided this was the best
idea.
The next day, the Queen came in her carriage. She had beautiful horses and a blue
dress. Her golden crown shined in the sun. The farmer was dressed in brown
pants, his best shirt and a straw hat. When the Queen saw the farmer, he bowed.
The Queen saw that the farmer was a very kind man. She smiled and invited the
farmer to her castle.
In the castle, the farmer and the Queen talked, ate cake and drank tea. In the end,
they became very good friends and they met every week for the rest of their lives.
The End.
1. What is “should” in Bahasa Indonesia?
a. sebelum
b. sesudah
c. seharusnya
d. bisa
2. What is one of the settings of this story?
a. the castle
b. the forest
c. the road
d. the field
3. Who did the farmer ask for advice?
a. his friends
b. his wife
c. his dog
d. the Queen
4. What did the farmer wear to meet the Queen?
a. a straw hat
b. a sarong
c. a blue dress
d. a crown
5. What did the farmer do when he met the Queen?
a. The farmer gave the Queen a gift.
b. The farmer bowed.
c. The farmer didn’t speak.
d. The farmer talked to his dog.
177
6. What did the chicken tell the farmer to do?
a. The chicken said the farmer couldn’t buy a gift because he is a poor man.
b. The chicken told the farmer to buy a gift.
c. The chicken told the farmer to do nothing.
d. The chicken didn’t speak.
7. What did the Queen and the farmer do in the castle?
a. The Queen and the farmer ate pie.
b. The Queen and the farmer drank juice.
c. The Queen and the farmer talked to animals.
d. The Queen and the farmer talked.
8. Why did the Queen like the farmer?
a. The Queen liked the farmer because he was very intelligent.
b. The Queen liked the farmer because he was a very kind man.
c. The Queen liked the farmer because he was a hard worker.
d. The Queen didn’t like the farmer.
9. Which of the following is a character in the story?
a. a pig
b. a cat
c. a king
d. a horse
10. What is the problem of the story?
a. The farmer didn’t have any money.
b. The farmer wanted to buy a gift.
c. The farmer didn’t know how to greet the Queen.
d. The Queen was evil.
11. What is the ending of the story?
a. The Queen and the farmer became good friends.
b. The Queen went home.
c. The farmer never met the Queen.
d. The farmer was very poor.
12. What is the main event of the story?
a. The farmer talked to his animals.
b. The farmer wanted to buy a gift.
c. The Queen and the farmer became friends.
d. The Queen was going to visit the farmer.
Answers: 1. C, 2. A , 3. C, 4. A, 5. B, 6. A, 7. D, 8. B, 9. D, 10. C, 11. A, 12. D
178
Appendix II.3.6: Conjunctions and Adverbial Clauses in Narrative Text Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Conjunctions / Adverbial Clauses in Narrative Text
Definition: Conjunctions and adverbial clauses are used to connect ideas in sentences.
Definisi: Kata hubung dan adverbial clause yang digunakan untuk menghubukan ide dalam kalimat.
Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
after - setela
although - meskipun
and – dan
as – sebab / seperti
as if – seakanakan
as soon as – segera
as though –
seakanakan
because – karena
/sebab
before – sebelum
but – tapi / tetapi
even though – namun
for – untuk / selama
however –
bagaimanapun
14. if – jika /kalau
15. in order to – agar
supaya
16. in spite of – meskipun
17. just as –seperti
18. like – seperti
19. now that – sekarang
20. once – sesuatu ketika
21. or – atau
22. rather than – lebih
dari / agak lebih
23. since – sejak / karena
24. so – jadi / sekali
25. so that – sehingga
26. such – seperti
27. than – daripada
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
that – bahwa
though – meskipun
unless – jika tidak
until – sampai
when – ketika
whenever – kapanpun
where – dimana
wherever – dimanpun
which – yang mana
while – selagi/
semantara
38. who - siapa
39. with – dengan
40. yet – namun / tetapi
/ masih
Narrative Text
Directions: Read the following story and underline the conjunctions / adverbial clauses you
recognize.
Bacalah cerita berikut dan garis bawahhi kata penghubung ini atau adverbial clause yang anda ketahui.
Once upon a time, there was a farmer. The farmer lived in a farm close to the forest. In
his farm, he planted many kinds of fruit. The farmer grew oranges, apples, bananas and
strawberries. His strawberries were as big as ping pong balls. In order to make money, the
farmer had an idea to make strawberry jam to sell in the village. Although, he had much fruit in
his farm, he did not have firewood for cooking.
One day, the farmer went into the forest to look for firewood. He planned to cut down
some trees. However, a wild lion lived in the forest. The farmer did not know this. The lion
protected the forest fiercely, and did not like people to cut down any trees in his home.
Whenever any person entered the forest, the lion would chase them out immediately, unless he
killed them first.
The farmer walked into the forest
loudly. He behaved as if he wanted to attract
the lion’s attention. As soon as the lion heard
all the noise, he crept quietly towards the
farmer. While the farmer searched for good
trees to cut down, the lion appeared and
captured him. Even though the farmer was
frightened, he did not fight the lion. The farmer allowed the lion to take him wherever he
wanted.
179
Finally, the lion released the farmer in his cave. The cave was dark, but warm. The
farmer sat down and stared at the lion until the lion spoke. “Farmer, you cannot come into my
forest and cut down trees,” the lion said. “I will let you live if you promise to leave my forest and
never return.” The farmer was surprised. In spite of the lion’s fierce appearance, he was actually
very reasonable. The farmer replied, “Lion, I wanted to find firewood so that I can cook jam from
my strawberries. This will bring me much money, but I understand your concerns. I do not want
to destroy your home. With your permission, I will come into the forest and only use dry sticks
and leaves that have fallen on the forest floor as firewood.” The lion liked this idea, and since the
farmer was very kind and reasonable too, the lion agreed to his request.
In the end, the lion and the farmer became friends. The farmer collected dry sticks and
leaves every morning with the lion’s help. The lion and the farmer worked together, and the
farmer created a successful business selling strawberry jam in the village. As a gesture of
friendship, the farmer devoted much of his time and money to conserve the lion’s forest.
The end.
Directions: Choose the best answer based on the reading.
Pililah jawaban yang paling benar menurut bacaan di atas.
1. What does the farmer want to do?
a. The farmer wants to kill the lion.
b. The farmer wants to cut down trees in the forest.
c. The farmer wants to find firewood in forest to make strawberry jam.
d. The farmer wants to conserve the forest.
2. What does the lion do?
a. The lion chases away the farmer.
b. The lion sleeps in his cave.
c. The lion kills the farmer.
d. The lion has a reasonable conversation with the farmer.
3. What do the lion and the farmer agree on?
a. The lion and the farmer agree that the farmer must leave the forest.
b. The lion and the farmer agree to only use dry sticks and leaves from the forest as
firewood, and not to cut down any trees.
c. The lion and the farmer agree never to see each other again.
d. The lion and farmer agree to sell strawberry jam together.
4. In this story, what does the word “conserve” mean?
a. to protect
b. to destroy
c. to develop
d. to use
5. How did the lion and the farmer help each other?
a. The farmer left the forest, and the lion allowed the farmer to live.
b. The farmer makes strawberry jam for the lion, and the lion allows the farmer to
cut down trees in his forest.
c. The lion helps the farmer collect dry sticks and leaves every morning, and the
farmer donates time and money to conserve the lion’s forest.
d. The lion and the farmer do not help each other.
180
Appendix II.3.7: 100 Common Regular and Irregular Verbs - Fill In
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
100 Common Regular and Irregular Verbs
Directions: Study the chart below with 100 common regular and irregular verbs. Note the
differences in the verb form of the simple past, simple present, present progressive and simple
future tenses. Mark which verbs are regular and which are irregular. Read the words out loud
and translate into Bahasa Indonesia.
Pelajarilah grafik di bawah ini dengan 100 kata kerja beraturan dan tidak beraturan. Perhatikan
perbedaan dalam bentuk kata kerja pada simple past, simple present, progressive dan simple future tenses.
Tandailah kata kerja beraturan dan tidak beraturan. Bacalah kata-kata dengan keras dan diterjemahkan
ke dalam Bahasa Indonesia.
Indonesian
Translation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Simple Past
Form
asked
ate
became
began
bought
brought
called
caught
changed
chose
cleaned
closed
cooked
danced
did
died
discussed
drank
dreamt
drew
drove
exercised
fed
fell
felt
filled
fixed
flew
fought
found
gave
got
grew
Infinitive/Present
Form
ask
eat
become
begin
buy
bring
call
catch
change
choose
clean
close
cook
dance
do
die
discuss
drink
dream
draw
drive
exercise
feed
fall
feel
fill
fix
fly
fight
find
give
get
grow
181
Progressive
Form
asking
eating
becoming
beginning
buying
bringing
calling
catching
changing
choosing
cleaning
closing
cooking
dancing
doing
dying
discussing
drinking
dreaming
drawing
driving
exercising
feeding
falling
feeling
filling
fixing
flying
fighting
finding
giving
getting
growing
Simple Future
Form
will ask
will eat
will become
will begin
will buy
will bring
will wall
will catch
will change
will choose
will clean
will close
will cook
will dance
will do
will die
will discuss
will drink
will dream
will draw
will drive
will exercise
will feed
will fall
will feel
will fill
will fix
will fly
will fight
will find
will give
will get
will grow
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
guessed
had
heard
held
jumped
kept
knew
knocked
laid
laughed
learned
left
lifted
listened
looked
lost
loved
made
meant
met
moved
needed
opened
ordered
owned
paid
picked
planned
practiced
read
realized
replied
responded
rode
said
sang
sat
saw
screamed
searched
shopped
showed
slept
smiled
sold
spoke
stood
studied
swam
swept
talked
guess
have
hear
hold
jump
keep
know
knock
lay
laugh
learn
leave
lift
listen
look
lose
love
make
mean
meet
move
need
open
order
own
pay
pick
plan
practice
read
realize
reply
respond
ride
say
sing
sit
see
scream
search
shop
show
sleep
smile
sell
speak
stand
study
swim
sweep
talk
guessing
having
hearing
holding
jumping
keeping
knowing
knocking
laying
laughing
learning
leaving
lifting
listening
looking
losing
loving
making
meaning
meeting
moving
needing
opening
ordering
owning
paying
picking
planning
practicing
reading
realizing
replying
responding
riding
saying
singing
sitting
seeing
screaming
searching
shopping
showing
sleeping
smiling
selling
speaking
standing
studying
swimming
sweeping
talking
182
will guess
will have
will hear
will hold
will jump
will keep
will know
will knock
will lay
will laugh
will learn
will leave
will left
will listen
will look
will lose
will love
will make
will mean
will meet
will move
will need
will open
will order
will own
will pay
will pick
will plan
will practice
will read
will realize
will reply
will respond
will ride
will say
will teach
will sit
will see
will scream
will search
will shop
will show
will sleep
will smile
will sell
will speak
will stand
will study
will swim
will sweep
will talk
85.
86.
87.
88.
89.
90.
taught
thought
threw
told
took
trained
teach
think
throw
tell
take
train
teaching
thinking
throwing
telling
taking
training
91.
understood
understand
understanding
92.
93.
94.
95.
96.
97.
98.
99.
100.
used
visited
walked
wanted
washed
went
wept
wrote
yelled
use
visit
walk
want
wash
go
weep
write
yell
using
visiting
walking
wanting
washing
going
weeping
writing
yelling
183
will teach
will think
will throw
will tell
will take
will train
will
understand
will use
will visit
will walk
will want
will wash
will go
will weep
will write
will yell
Appendix II.3.8: Past Tense Verb Conjugation – The Legend of the Pattuddu Dance
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Directions: Change the verbs to the past tense in this paragraph.
Rubalah kata kerja ke dalam bentuk lampau di dalam paragraf ini.
The Legend of the Pattuddu Dance
Folk Tale from West Sulawesi
Once there was a kingdom in Mandar, West Sulawesi. The king and the queen
(have)__________ (1) a son. The prince was very handsome and (love) __________ (2) spending time
in gardens and taking care of plants. His garden in the palace was very beautiful. The garden had
a pond and a waterfall.
One afternoon, it (rain) __________ (3) heavily. After the rain (stop) __________ (4), the
prince (go) __________ (5) to the garden. There, he (see) __________ (6) seven doves flying through a
beautiful rainbow that ended above the pond. Then, magically the seven doves
(become)__________ (7) angels. The angels put their shawls on the ground and they all
(swim)__________ (8) in the pond.
The prince (watch) __________ (9) the angels swim. He was amazed by their beauty and
(want) __________ (10) to marry an angel, so the prince (steal) __________ (11) one shawl and
(hide)__________ (12) it. After all the angels (finish) __________ (13) swimming,
they each put on their shawls, wiggled them, and (change) __________ (14)
back into doves. But the youngest angel could not find her shawl. She (cry)
__________ (15) and then (make) __________ (16) a promise. “If a man finds my
shawl, I will marry him. And if a woman finds my shawl, I will treat her as my
own sister,” (say) __________ (17) the youngest angel.
The prince (hear) __________ (18) the promise. Then, he (pretend) __________ (19) to help
her, but they couldn’t find her shawl. The prince (ask) __________ (20) the angel to stay with him
at the palace. She (agree) __________ (21) because without her shawl she could not fly back to
heaven. Sometime later, the prince and the angel were (marry) __________ (22). Later, a baby boy
was born. They loved their son very much.
One morning, the angel (find)__________(23) a room in the palace, but the room was
(lock)__________(24) and the prince (forbid)__________(25) her to open it. But the angel really
(want) __________ (26) to use it for their son, so she (ignore) __________ (27) her husband’s
warning.
When she (open) __________ (28) the room, she found her shawl. The angel
(know)__________ (29) her husband had (lie)__________(30) and hidden it from her. She
immediately put on her shawl and (go) __________ (31) to her husband.
“My dear husband I have found my shawl and I want to go back to heaven. Please take
care of our son and if you miss me, just look at the rainbow.” The angel wiggled her shawl,
(become) __________ (32) a dove and flew into the sky. The prince was very sad and always
(look)__________ (33) at the rainbow.
Today, the people of Mandar, West Sulawesi imitate the angel wiggling her shawl in a
dance known as Pattuddu. The End.
184
Appendix II.3.9: Narrative Text - Exam
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Narrative Text – Exam
Grammar Skills
Choose the word that makes the sentence incorrect.
Pililah kata-kata yang memyebapkan kalimat itu salah.
1. Under the beautiful night sky, the boys is sleeping under a tree.
a. beautiful
b. is
c. sleeping
d. a tree
2. The palace was attacked by the ghost and scare the princess.
a. The
b. was attacked
c. scare
d. princess
3. The White Rabbit say to Alice, “I am late! I must be going!”
a. White Rabbit
b. say
c. I am
d. be going
4. The painter drawing a beautiful picture of an angel with colorful wings.
a. drawing
b. beautiful picture
c. an angel
d. wings
5. The cat slept quietly on the chair, while the girls playing their game.
a. slept
b. on the chair
c. while
d. playing
Fill in the blank with the best word choice.
Isilah titik-titik dengan pilihan yang paling benar.
6. A long time ago, the Queen and King ________ their kingdom with integrity.
a. rule
b. rules
c. ruled
d. is ruling
7. Yesterday, the mother ________ breakfast for her son.
a. is cooking
b. cook
c. cooks
d. cooked
185
8. Samosir ________ bored and hungry, when he ate his father’s lunch.
a. is
b. was
c. were
d. am
9. The ________killed the dragon and the princess was safe.
a. nights
b. knights
c. nite
d. knite
10. The father was ________ tired, so he read for awhile.
a. knot
b. note
c. not
d. no
Change the verbs to the past tense in this paragraph.
Rubalah kata kerja ke dalam bentuk lampau di dalam paragraf ini.
A long time ago in the island of Sumatra, there (live)__________ (1) a
poor farmer (call)__________(2) Toba. He was a very hard worker.
One day, after working in the fields, he (go)__________ (3) fishing. He
was very (surprise)__________ (4) when he (catch)__________ (5) a big
fish. He (take)__________ (6) the fish home and (prepare)__________ (7)
to cook it. Before Toba (cook)__________ (8) the fish, he
(bathe)__________ (9) in the river. When he (return)__________ (10) he
(find)__________ (11) a beautiful woman standing in his kitchen.
Reading Comprehension
Carefully read the story below and answer the following questions.
Bacalah dengan hati-hati dan jawablah pertanyaan-pertanyaan berikut.
Malala’s Story
In Pakistan, there was a young Muslim girl. Her name was
Malala. Malala was very intelligent and loved to read. Every
day, she would go to school with her father, who was the
principal of her madrasah. Malala was very happy to learn
new things. She was the best student in her school.
One day, conflict and war erupted in her country. Malala and
her friends could not go to school because of all the fighting
in the streets. The Taliban, an organization in Pakistan,
believed that education for girls was unnecessary and bad for
society. Still, Malala wanted to go to school. Malala and her friends went to school in secret. They
hid their books under their clothes. With the support of her father, Malala protested against the
Taliban. Malala said that in Islam, education for all people, including women, is important.
Malala’s protests gained attention from the Pakistani media. The Taliban did not like this. One
morning, Malala was on the bus to go to school. Suddenly, a man from the Taliban walked in and
asked, “Who is Malala?” When Malala looked up, the man shot Malala in the head. Malala’s
friends were also shot in the arm and in the hand. The bus driver was frightened, but intelligent.
He immediately drove Malala and her friends to the hospital. He became a hero.
186
In the end, Malala was very lucky. Doctors in Pakistan saved her life. Today, she lives safely in
the United Kingdom with all her family, and Malala continues to campaign for children’s
education all over the world.
Choose the best answer based on the reading.
Pililah jawaban yang paling benar menurut bacaan di atas.
8. What does Malala’s father do?
e. He is a member of the Taliban.
f. He works for the Pakistan government.
g. He is the principal of a madrasah.
h. He drives a bus.
9. What is the Taliban?
a. A young Muslim girl from Pakistan
b. An organization who believes education for women is bad.
c. A madrasah in Pakistan
d. A hospital in the United Kingdom
10. Why did Malala get shot?
a. Malala gets shot because she protests against the Taliban.
b. Malala gets shot because she goes to school in secret.
c. Malala gets shot because she is not Muslim.
d. Malala gets shot because there is a war in Pakistan.
11. In this story, what does the word “hero” mean?
a. A gun man
b. A government official
c. A person who protests
d. A brave person who does an good action
12. What is the resolution of the story?
a. Doctors save Malala’s life.
b. Malala survived and now, she lives in the United Kingdom with her family and
continues to campaign for children’s education all over the world.
c. Malala lives in the United Kingdom.
d. Malala lives in Pakistan and continues to campaign against the Taliban.
Answers: Grammar Skills: 1. b, 2. c, 3. b, 4. a, 5. d, 6. c, 7. d, 8. b, 9. b, 10. c Past Tense Verbs: 1. lived, 2. called, 3.
went, 4.surprised, 5. caught, 6.took, 7. prepared, 8. cooked, 9. bathed, 10, returned, 11. found, Reading
Comprehension: .1. C, 2. B, 3. A, 4. D, 5. B
187
Chapter Four
Descriptive Text
Objectives
1. Students should be able to identify descriptive texts.
2. Students should be able to identify the parts of a descriptive text: identification and
description.
3. Students should be able to identify the qualities and characteristics of what’s being described
in a descriptive text.
4. Students should be able to use the simple present tense and produce a short descriptive text.
Material
The Structure of Descriptive Text
Descriptive texts provide a general explanation of a person, place or thing. It often includes
many details on the topic such as its parts, qualities and characteristics.
Descriptive texts have two parts:
1. Identification: this is found at the beginning of the text, which introduces to the reader
what topic will be described.
2. Description: this is the main part of the text, which provides an in-depth explanation of
the topic, including details on its qualities and characteristics.
Depending on whether a person, place or object is being described, descriptive texts include
many details about the topic such as:








location (for places)
age (for people)
appearance (for places, people and objects)
texture (for objects)
place of birth (for people)
education (for people)
profession (for people)
significance of the person, place or object
The descriptive text usually uses the simple present tense.
Example:
The Temple of Borobudur
Borobudur is a massive Buddhist monument in central Java,
Indonesia, northwest of Yogyakarta. The temple is built with about
2,000,000 cubic feet of gray volcanic stone. Borobudur encloses a
small hill and is shaped like a stepped pyramid with three major
levels—a square base, a middle level of five square terraces, and an
upper level of three circular terraces.
Borobudur was constructed between about 778 and 850 CE under
the Shailendra dynasty. The style of Borobudur was influenced by
Indian Gupta art. It was buried under volcanic ash from about 1000
CE and overgrown with vegetation until discovered by the English
lieutenant governor Thomas Stamford Raffles in 1814. A team of
Dutch archaeologists restored the site in 1907–11. A second
restoration was completed by 1983.
188
Each of the monument’s three main levels represents a stage on the
way to the Buddhist ideal of enlightenment. Symbolizing this
spiritual journey, a pilgrim begins at the eastern stairway and walks
clockwise around each of the monument’s nine levels before
reaching the top, a distance of more than 3 miles. During the Waicak
ceremony, which occurs once a year during a full moon, thousands of
saffron-robed Buddhist monks walk in solemn procession to
Borobudur to commemorate the Buddha’s birth, death, and
enlightenment.
The monument was designated a UNESCO World Heritage site in
1991. Borobudur is the most visited touristic site of Indonesia.
Descriptive texts can be found in:






Encyclopedias
Textbooks
Reports
Newspapers
Magazines
Online sources (such as Wikipedia)
Descriptive texts use objective language. Usually, the writer is only communicating information
and details about a person, place or object based on research or sensory information (sight,
taste, touch, hearing, smell, etc.)
Other language features found in descriptive texts:


Adjectives and Compound Adjectives
Example: Borobudur is a massive Buddhist monument.
Degrees of Comparison
Example: Borobudur is the most visited tourism site of Indonesia.
Activities
1. Bring in old magazines or newspapers in English and have students search for descriptive
texts. Note: These resources may be available in your school’s library. Alternatively,
students can find an example of a report text from home or the internet and bring it to class.
2. Compile an assortment of descriptive texts. Print or cut out these examples from the
internet or from newspapers and/or magazines. Have students work in pairs or in small
groups to analyze the descriptive text and list the topic and its qualities and characteristics.
Have each pair or group read the text and present their ideas to the class.
3. Assign each student a topic. Each student may either choose their own topic or it can be
given to them at random. The topic may be a person, place or object that has relevance to
their life. (Examples: Lady Gaga, Borobudur or batik.) Students should report on their topic
by creating their own descriptive text for homework. Students should read/present their
descriptive paragraph to the class.
4. Worksheet – Descriptive Text found in the appendix.
189
Appendix II.4.1: Structure of A Descriptive Text Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Structure of a Descriptive Text
Structure of a Descriptive Text:
1) Title: The name of the text
2) Identification: Who/What is being described?
3) Description: General information
o Where is it?
o What does it have?
 More specific information
o What does it look like?
o What are its characteristics?
Remember!
A descriptive text usually uses simple present tense. It also uses adjectives.
Example:
Title: My School
Identification: My school is MAN Gresik 1.
Description: MAN Gresik 1 is a state Islamic senior high school. It is located in the sub-district
of Bungah, in the regency of Gresik, in East Java, Indonesia. MAN Gresik 1 is large. It has about
800 students, and many buildings. The buildings are green. It also has a wide courtyard. In the
court yard there is a flag pole and a flag. The flag pole is tall. The flag is red and white. There
are also many trees and plants. The school is clean and it is a nice place to study.
Identification:
What? MAN Gresik 1
Description:
Where is it? In the sub-district of Bungah, in Gresik regency, East Java, Indonesia.
What does it have? It has about 800 students and many buildings.
It also has a courtyard and a flag, and many trees and plants.
What does it look like? The buildings are green and the courtyard is wide.
The flag is red and white, and the flag pole is tall.
What are its characteristics? It is large and clean, and it is a nice place to study.
Let's Review!
Do you remember simple present tense?
In simple present tense the form of the verb changes. Most verbs add an “s” at the end of V1 to
make the simple present form for he/she/it.
Example:
To Be To Have To Like
I
am
have
like
You
are
have
like
is
has
likes
We
are
have
like
You
are
have
like
They
are
have
like
He/She/It
190
Let's Read! Read the text. Put the correct form of the verb in simple present tense into the
blank spaces.
Bacalah teks. Letakkan kata kerja simple present tense ke dalam tempat yang kosong.
Ms. Natasha's Family
I _________ (want) to tell you about my family. I __________ (have) a mother and a father, and
one younger sister. I also have three uncles, two aunts, and six cousins. My father's father, and
my mother's mother _________ (be) also still alive. My grandmother from my father and my
grandfather from my mother are already dead.
My mother's name _______ (be) Brigit. She is 52 years old. She __________ (work) as a
teacher at a school for students with disabilities (SLB). My mother is about 167 centimeters tall.
She __________ (have) blonde hair and brown eyes. Her hobbies _________ (be) reading novels and
jogging.
My father's name is Mike. He _______ (be) 55 years old. His job ________ (be) building
houses. He is a contractor. My father _________ (be) taller than my mother. He is about 175
centimeters tall. He ________ (have) brown hair and blue eyes. He _________ (like) running and
painting. My father __________ (join) many running competitions. Sometimes he _________ (run) 100
kilometers!
My sister's name ________ (be) Saskia. She _________ (be) younger than me. She is 21 years
old. My sister is a university student. She _________ (want) to become a nurse. She also _________
(work) at a hospital. My sister is taller than my mother, but shorter than my father. She _______
(be) about 170 centimeters tall. She __________ (have) blonde hair and brown eyes like my mother.
My sister is athletic. Her hobby is playing sports. She __________ (like) running, bicycling,
swimming, playing volleyball, and playing football.
My grandmother and my grandfather ________ (be) old. My grandmother's name is Helga.
She __________ (be) 68 years old. My grandfather's name is Barry and he is 75 years old. My
grandmother ___________ (live) in Germany and my grandfather __________ (live) in the USA. They
_________ (have) white hair and they __________ (wear) glasses. My grandfather's hobby ________ (be)
playing tennis. My grandmother's hobbies __________ (be) watching TV and cooking.
I __________ (have) six cousins. Five of my cousins __________ (be) boys. One of my cousins
________ (be) a girl. My cousins ___________ (be) all younger than me. Two of my cousins __________
(live) in Germany. Their names __________ (be) Lukas and Linda. My other cousins ___________ (live)
in the USA. Their names are Seth, Sam, Chris, and Cameron. They are all students. Seth, Sam,
Chris, and Lukas _________ (be) university students. Cameron is in elementary school and Linda is
in senior high school. They ________ (like) listening to music.
Fill in the chart:
Put the correct information about each person into the chart.
Lengkapilah tabel dengan informasi yang benar mengenai masing-masing orang.
Name:
Age
Physical Description
Ms. Natasha's Mother is
named:
Ms. Natasha's Father is named:
Ms. Natasha's Sister is named:
Ms. Natasha's grandfather is
named:
Ms. Natasha's grandmother is
named:
191
Job/Occupation Hobbies
Let's Practice with Vocabulary:
Find the meanings of these words.
Carilah arti dari kata berikut.
Parents =
Grandparents =
Grandchildren =
Mother =
Grandmother =
Aunt =
Father =
Grandfather =
Uncle =
Brother =
Husband =
Cousin =
Sister =
Wife =
Niece =
Daughter =
Granddaughter =
Nephew =
Son =
Grandson =
Child =
Let's Practice!
Please complete the sentences.
Lengkapilah kalimat berikut.
1. My mother's mother is my __________________________________________________________________________.
2. I am my parents' _____________________________________________________________________________________.
3. My mother's brother is my __________________________________________________________________________.
4. If I have a son, he will be my parents' ______________________________________________________________.
5. My father's sister is my ______________________________________________________________________________.
6. My father is my mother's ____________________________________________________________________________.
7. If I have a male child he will be my _________________________________________________________________.
8. If I have a female child she will be my ______________________________________________________________.
9. My uncle's wife is my ________________________________________________________________________________.
10. My aunt's and uncle's children are my _____________________________________________________________.
11. If I have a daughter, she will be my parents' _______________________________________________________.
192
Appendix II.4.2: Adjectives to Describe People and Animals
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Adjectives to Describe People and Animals Worksheet
Brainstorming: Adjectives to Describe People and Animals
Look at the pictures of people and write down as many descriptive words (adjectives) that you
can think of. You must write at least five words for each picture.
Lihatlah gambar berikut dan tulislah sebanyak mungkin kata-kata descriptif (kata sifat). Anda harus
menulis paling sedikit 5 kata untuk setiap gambar.
1.
2.
4.
3.
5.
6.
Organize the adjectives. Do they describe how the person or animal looks or their personality?
Compare your list with a classmate's. Do you have the same words? Do you agree whether the
adjectives describe physical or internal characteristics?
Kelompokkan kata sifat. Apakah mengambarkan bagaimana seseorang atau binatang atau kepribadiaan
mereka. Bandingkan catatanmu dengan teman sekelasmu. Apakah mempunyai kata-kata yang sama?
Apakah anda setuju bawah kata sifat mengambarkan fisik atau karakter internal?
193
Let's write descriptive sentences!
Write at least 10 sentences describing different members of your family. Choose from the
words above. Don't forget to use simple present tense.
Tulislah paling sedikit 10 kata untuk mengambarkan anggota keluargamu. Pilih kata-kata di atas. Jangan
lupa menggunakan present tense.
Example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
My nephew is short, cute, and happy.
My sister has a round face and chubby cheeks.
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Do you know clothing words?
Dress =
Hat =
Headscarf/Veil =
Pajamas =
Pants/Trousers =
Sandals =
Shirt =
Shoes =
Shorts =
Skirt =
T-Shirt =
Wrist Watch =
Now complete the sentences:
1. I wear a _______________ to protect my head from the sun.
2. Women at MAN Gresik 1 wear ____________________ to cover their hair because of their religion.
3. We wear _________________ at night when we sleep.
4. Mr. Totok wears a ________________________ so he always knows the time.
5. Students must wear black _____________________ to school. They are not allowed to wear
sandals.
6. A _____________________ is a skirt and a shirt together.
7. The Monday-Tuesday uniform at MAN Gresik 1 is blue __________________ for boys, long blue
___________________ for girls, and white ____________________ for both boys and girls.
8. After school I never wear shoes; I only wear ____________________.
9. Football players wear _____________________ because trousers are too hot.
10. Students must wear shirts to school. They are not allowed to wear _________________.
194
Appendix II.4.3: Describing the Human Body
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
The Human Body
Body Parts
Do you know the names of these body parts? Please label the pictures.
Apakah anda tahu nama bagian dari badan? Silakan berinama gambar tersebut.
Example: This is a head.
Please complete 4 sentences and write 4 sentences using body part words.
Silakan melengkapi 4 kalimat dan menulis 4 kalimat mengunakan kata-kata bagian dari badan.
Example: I have two eyes.
1. I have...
__________________________________________________________________________________________________
2. You have...
__________________________________________________________________________________________________
3. She has...
__________________________________________________________________________________________________
4. We have...
__________________________________________________________________________________________________
5. __________________________________________________________________________________________________
6. __________________________________________________________________________________________________
7. __________________________________________________________________________________________________
8. __________________________________________________________________________________________________
195
Please complete 4 sentences and write 4 sentences using body part words:
Silakan melengkapi 4 kalimat dan menulis 4 kalimat mengunakan kata-kata bagian dari badan.
Example: I have ten fingers.
1. I have...
__________________________________________________________________________________________________
2. You have...
__________________________________________________________________________________________________
3. She has...
__________________________________________________________________________________________________
4. We have...
__________________________________________________________________________________________________
5. __________________________________________________________________________________________________
6. __________________________________________________________________________________________________
7. __________________________________________________________________________________________________
8. __________________________________________________________________________________________________
196
Appendix II.4.4: Describing Jobs and Professions Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Jobs and Professions Worksheet
How many jobs and professions can you think of? Please write them in the space below:
Now compare your list with a friend. Do you have different words?
Let's discuss!
Work with a partner. Together, decide which jobs and professions are the best and which are
the worst. Rank the five best and five worst professions from your lists.
Bersama teman putuskan pekerjaan dan profesi yang terbaik dan mana yang terjelek. Urutkan 5 terbaik
dan 5 terjelek.
The Best Jobs and Professions
The Worst Jobs and Professions
1)
1)
2)
2)
3)
3)
4)
4)
5)
5)
Now explain why you believe that the best (#1) profession is the best and why the worst
profession is the worst. List at least three reasons for each.
Sekarang jelaskan mengapa profesi tersebut terbaik dan mengapa terjelek. Sebutkan paling sedikit 3 alasan.
The best profession is ______________________ because:
1.
2.
3.
The worst profession is _____________________ because:
1.
2.
3.
Let's Write! Describe a person you admire or respect. Tell about this person's physical and
personal characteristics, and about their family and their profession.
Gambarkan orang yang anda kagumi. Ceritakan orang tersebut menganai fisiknya, kepribadiaannya, dan
menganai keluarga dan profesinya.
Example: I admire my brother. My brother is a good man. He has a wife, and two children. His
children are my niece and nephew. My brother is tall and strong. He has black hair and brown
eyes. He works as a pilot. He flies planes for Air Asia. I admire my brother because he is successful
and because he cares about his family. He always supports us.
Now write your own description of someone you admire:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
197
Appendix II.4.5: Describing Places – ‘My House’ Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Describing Places – My House
Let's Listen! Listen to the description of the house and fill in the blanks with a number like
“one,” “seven,” “some,” “many,” “my,” “the,” “a,” or “an” according to the speaker.
Dengarkan deskripsi menganai rumah dan lengkapilah tempat yang kosong dengan angka (seperti “one,”
“seven,” “some,” “many,” “my,” “the,” “a,” or “an” sesuai dengan yang dikatakan.
I want to tell you about _______ house. It has _______ guest room, ________ living room, _________
bedrooms, _______ kitchen, ________ dining room, and _______ washroom. _______ guest room is the
first room in ________ house. In _______ guest room, there are _________ chairs and ______ sofa. There
is also ______ table. When guests come to ________ house they sit in ________ guest room and enjoy
food and drink.
________ second room in ________ house is _________ living room. In _______ living room there is ______
TV, _______ cabinet, _______ fan, and _________ pillows. ________ pillows are soft and comfortable.
_______ fan blows air to make _______ living room cool.
There are __________ bedrooms in ________ house. In each bedroom there is _______ bed, _______
closet, ________ table, and _______ chair. In my bedroom there are also _______ books and pictures of
my friends and family. I keep _______ books in _______ closet with _______ clothes. I keep ______
pictures on ______ table.
After ________ living room, there is _________ kitchen. _________ kitchen has ________ pots and pans. It
also has _______ stove, _______ sink, and _______ oven. In addition, there are ________ plates, bowls,
knives, forks and spoons. _________ plates and bowls are made of plastic. ________ knives, forks and
spoons are made of metal.
_______ house also has _________ dining room. In ________ dining room, there are four chairs and
_______ table. _______ table is large. ________ chairs and ________ table are all made of wood.
Finally, _______ house has _________ washroom. _________ washroom has _______ toilet and ________ big
wash basin. ________ wash basin contains clean water for taking a bath.
Let's Practice with Vocabulary!
Parts of a House:
Bedroom =
Living room =
Family room =
Kitchen =
Dining room =
Guest room =
Bathroom =
Stairs =
Floor =
Wall =
Roof =
Places:
School =
Library =
Classroom =
Office =
Yard =
Garden =
Beach =
Sea/Ocean =
Forest =
Mountains =
Building =
Things in a House:
Refrigerator =
Stove =
Pot/Pan =
Bowl =
Plate =
Fork =
Knife =
Spoon =
Sink =
Wash basin =
Toilet =
Things in a House:
Bed =
Desk =
Table =
Chair =
Rug/Carpet =
Pillow =
Blanket =
Cabinet =
Sofa/couch =
Poster =
Television =
198
Appendix II.4.6: Reading Script for ‘My House’ Worksheet
Reading Script for ‘My House’ Worksheet
I want to tell you about my house. It has a guest room, a living room, three bedrooms, a kitchen,
a dining room, and a washroom. The guest room is the first room in the house. In the guest
room, there are some chairs and a sofa. There is also a table. When guests come to my house
they sit in the guest room and enjoy food and drink.
The second room in my house is the living room. In the living room there is a TV, a cabinet, a fan,
and some pillows. The pillows are soft and comfortable. The fan blows air to make the living
room cool.
There are three bedrooms in my house. In each bedroom there is a bed, a closet, a table, and a
chair. In my bedroom there are also many books and pictures of my friends and family. I keep
the books in the closet with my clothes. I keep the pictures on the table.
After the living room, there is the kitchen. The kitchen has many pots and pans. It also has a
stove, a sink, and an oven. In addition, there are many plates, bowls, knives, forks and spoons.
The plates and bowls are made of plastic. The knives, forks and spoons are made of metal.
My house also has a dining room. In the dining room, there are four chairs and a table. The table
is large. The chairs and the table are all made of wood.
Finally, my house has a washroom. The washroom has a toilet and a big wash basin. The wash
basin contains clean water for taking a bath.
199
Appendix II.4.7: Describing Places – Yosemite Falls
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Describing Places - Yosemite Falls
Let's Read! Read the text and answer the questions.
Bacalah teks dan jawablah pertanyaan.
Yosemite Falls is located in California, USA. It is the highest waterfall in North America. It
is 739 meters tall. Yosemite Falls is high in the mountains. It is surrounded by forests and rocks.
In the winter it is very cold and there is a lot of snow. The best time to see Yosemite Falls is in
April and May because all the snow is melting. The melting snow makes the waterfall bigger
during those months.
Yosemite Falls is in Yosemite National Park. When people stay there, they usually camp
in a tent. Visitors to Yosemite can look at the waterfall from the bottom, or they walk to the top
of Yosemite Falls. The trail is long and very steep. It takes several hours to hike to the top of
Yosemite Falls. Most people feel very tired when they are finished. Even though the journey is
difficult, people feel happy when they arrive at the top of Yosemite Falls. The scenery is very
beautiful. At the top of Yosemite Falls, people can see very far, and the view is amazing. At the
top, visitors can eat a picnic, enjoy the scenery, and swim in the river.
At the bottom of Yosemite Falls there is a deep pool. The people who are native to
Yosemite believe that the spirits of some witches live in the pool. The Indians have a traditional
story that tells about a woman who wanted to get water from the pool. The witches used magic
to pull the woman into the pool, so that she would stay with them forever. But, don't be afraid! It
is only a story. Yosemite Falls is a wonderful place that everyone can enjoy.
1. Which picture shows the place described in the text?
A)
B)
C)
2. What are some activities people can do when they visit Yosemite Falls?
3. Where is Yosemite Falls?
4. When people visit Yosemite they usually sleep:
A) In a tent
B) In a hotel
C) At home
D) In the snow
5. How do most people feel when they arrive at the top of Yosemite Falls?
6. Would you like to visit Yosemite Falls? Why or why not?
200
Degrees of Comparison: Fill in the chart.
Lengkapilah tabel berikut.
Root Adjective
Comparative
Superlative
1.
Highest
3. Cold
5.
Root Adjective
Comparative
2. Tall
4.
Bigger
Superlative
Best
6. Beautiful
7. Long
8. Far
9. Steep
10. Deep
11. Difficult
12. Wonderful
Have you ever been to a beautiful or interesting place, like a waterfall or a tourist attraction?
Describe somewhere that you have been for a holiday:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Let's Listen! Listen to the description of the place and answer the questions. Remember to use
complete sentences and simple present tense.
I want to tell you about the beach in Delegan, Gresik. It is a beautiful place. The beach
has white sand. The ocean water is blue, cool, and refreshing. Many people like to swim there.
There are also lovely palm trees on the beach. Under the palm trees it is cool and shady.
At Delegan Beach there are many food vendors. They sell snacks and drinks for the
visitors. There is a vendor who sells fresh coconut water, called “es degan.” The coconut water is
sweet and delicious. There are also people who sell rice with meat or vegetables. All of the food
is very delicious.
Delegan Beach is a nice place to visit. There are many things to do there. In addition to
swimming and eating delicious food, people can play in the sand, look at the scenery, take
pictures with their friends, and take a walk on the beach. The people who visit Delegan Beach
are very happy and satisfied because it is beautiful, clean, and fun.
1. What is the speaker describing?
2. What district is the place in?
3. The ocean water is:
A) Wet and dark
B) Blue, cool, and refreshing
C) Ugly, cool and refreshing
D) Wet, dark, and refreshing
4. What activities can people do there?
5. The coconut water is:
A) Very nice
B) Refreshing
C) Sweet and refreshing
D) Sweet and delicious
6. People who visit the beach are:
A) Satisfied and happy
B) Excited
C) Happy and disappointed
D) Angry and dissatisfied
7. Describe the place:
201
Chapter Five
News Text
Objectives
1. Students will be able to correctly identify a news text in a magazine or newspaper.
2. Students will be able to critically read and analyze a news text.
3. Students will be able to appropriately create their own news text.
Material
What Is a News Text?
A news text is usually an article found in newspapers or magazines that outline basic
information on a current event or situation.
News items are almost always focused on current events. The language used in news media is
usually very simple and direct so that it’s easily accessible to large audiences. News articles are
also featured in newspapers and magazines (or the online versions of these) alongside many
other articles, competing for a reader’s attention. For this reason, an article usually gives all of
the vital information in the beginning paragraphs, while giving additional details in the
remaining paragraphs. A news reader can then access the most important information of the
news item and decide if the topic is important enough to continue reading the article.
Generic Structure of a News Text
A news text usually follows this structure:
a. Headline – gives the topic or current event to be discussed
b. Important Information – the first and second paragraphs of the article provide the
following in summarized form
 What the article is about
 Where the event or situation is occurring
 Who is involved in the event or situation
 When this event / situation happened or will happen
 Why the topic/event or situation is important
c. Background Information – gives additional details and elaborate information on the
topic, event or situation, such as quotes from people interviewed
 Sources – information cited in the article including survey results, references to
other reports, comments and quotes from eyewitnesses or people expressing
their opinion on the topic
News texts are usually written in the active voice and use the present tense as these articles
discuss current events.
Direct and Indirect Speech
Teaching News Text
Reading
See appendix for News item worksheet. Hand this sheet out to students, have them take turns
reading aloud twice, and then work in pairs to answer the questions.
After completed in pairs, go over it as a class.
202
Writing
Ask the students the below questions:





Who are some of your favorite celebrities?
Do you like to learn about them?
Why do you think newspapers and magazines often have interviews with celebrities?
What is the difference between a celebrity and an expert?
Why would a journalist interview an expert?
Brainstorm the kind of questions interviewers ask celebrities:



Biography (Where were you born? Did you act/sing/dance/etc. when you were a child?)
Work (Tell us about your new movie/song/performance/etc.)
Opinions and advice (What do you think about Indonesia? What is your advice for young
people who want to be like you?)
Newspapers and magazines also interview experts to get information that most people do not
know. Brainstorm the kind of questions interviewers ask experts.




Background information and definitions (What is the problem? Tell us about the topic.)
Specific information (What's happening now? Why is this an important matter?)
Predictions and consequences (What will happen? What are the possible effects?)
Recommendations and solutions (How can we solve this problem? What should we do?)
Practice: In pairs, students role-play being celebrities and interviewers (information and most
of the questions provided).
First, assign students a celebrity, and partner them with a different “celebrity”. Then give the
student a chance to write questions they would like to ask their partner (as the celebrity).
Finally, give the students information about their celebrity and let them study it for a few
minutes. Then ask them to interview each other. If your students are confident speakers,
consider taking away their notes and let them improvise their answers. See appendix for
examples.
Activities
1. Reading: Ask students to find an interview in a magazine, newspaper or internet. They
should read it at home and be prepared to discuss in class.
2. Writing: Have the students research a celebrity of their choice and prepare to “become” that
person in an interview.
203
Appendix II.5.1: All About News Items - Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
All About News Items
A news item informs about an important event.
News item menginformasikan tentang kejadian penting.
The “headline” introduces the topic.
"Headline" memperkenalkan topic.
The “byline” tells the author and the publication.
"Byline" memberitahu penulis dan publikasi.
The “lead” introduces the event and gives a short summary.
"Lead" memperkenalkan acara tersebut dan memberikan ringkasan singkat.
The “body” explains the 5 W’s.
"Body" menjelaskan 5 pertanyaan:
 What happened? Apa yang terjadi?
 Where did it happen? Dimana hal itu bisa terjadi?
 When did it happen? Kapan itu terjadi?
 Who was involved? Siapa yang terlibat?
 Why/How did it happen? What was the cause of the event?
Mengapa / Bagaimana bisa terjadi? Apa penyebab dari kejadian tersebut?
A news article cites “sources”: experts, eye-witnesses and other people involved in the event.
Sources are included in the “body” of the text.
Sebuah artikel berita mengutip "sources": ahli, saksi mata dan orang-orang lain yang terlibat dalam acara
tersebut. “Sources” yang termasuk dalam "body" dari teks.
Directions: Label the parts of the article below.
______________ Fire Damages Store on Main Street
______________ By: Megan Brandt, Midland Daily News
April 26, 2011
______________ An electrical fire that began early Tuesday morning damaged three stores on Main
Street in downtown Midland, Michigan.
______________Firefighters responded to an alarm at Holly’s Candy Shop (342 Main St.) at 2:04am
Tuesday morning.
The fire was quickly contained by the firefighters. The damage was only to Holly’s Candy Shop.
Nearby stores were not damaged. No one was hurt.
Chief Fireman Randy Michaels said that the fire was caused by a spark from electrical wiring in
the candy shop’s kitchen. The fire spread from the kitchen to the front of the store, and then to
the other building.
“Luckily,” Michaels said, “The fire caused the most damage in the kitchen. Most of the
merchandise in the store was unaffected.”
Holly Padis, owner of Holly’s Candy Shop, said that the fire caused $5000 worth of damage. But,
Padis added, “The firefighters stopped the fire quickly. The damage was minimal. I am just
happy no one was hurt.”
Define these words.
Tentukan kata-kata:
Damage (n/v) _____________________
Contain (v)
_____________________
Cause (v)
_____________________
Spread (v)_____________________
Luckily (adv)_____________________
Merchandise (n)_____________________
204
Directions: Using the article from before, answer these questions.
Gunakan artikel sebelumnya, jawab pertanyaan.
1. What happened?
__________________________________________________________________________________________________________
2. Where did it happen?
__________________________________________________________________________________________________________
3. When did it happen?
__________________________________________________________________________________________________________
4. Who was involved?
_________________________________________________________________________________________________________
5. Why/How did it happen?
__________________________________________________________________________________________________________
Who are the two sources cited in the article?
Siapakah dua sumber yang dikutip dalam artikel?
1._________________________________________
2. ________________________________________
Circle () a direct quote. Box [] an indirect quote.
Berilah lingkaran ()kutipan langsung. Berilah kotak [] kutipan tidak langsung.
Underline _ an active sentence. Double underline _ a passive sentence.
Garis bawahi __kalimat aktif. Dua kali garisbawah_kalimat pasif.
205
Appendix II.5.2: Interviewing Celebrities
Directions: In pairs, students role-play being celebrities and interviewers. First, assign students
a celebrity, and partner them with a different “celebrity”. Then give the student a chance to
write questions they would like to ask their partner (as the celebrity). Finally, give the students
information about their celebrity and let them study it for a few minutes. Then ask them to
interview each other. If your students are confident speakers, consider taking away their notes
and let them improvise their answers.
Female Celebrity: Taylor Swift
Born: December 13, 1989 in Wyomissing, Pennsylvania, USA
Age: 22 years
Profession: Singer and songwriter
Plays: Guitar, piano, and ukulele
Had her first hit song in 2006, when she was 16 years old
Won “Breakthrough Music Video of the Year” in 2007
Won “Best New Female Vocalist” in 2008
In 2007 she helped start an organization which protects children from online predators.
She has also donated much money to social charities and schools.
In 2010 she acted in her first film: “Valentine's Day.”
Female Celebrity: Alicia Keys
Born: January 25, 1981 in New York City, New York, USA
Age: 31 years
Profession: Singer, songwriter, record producer, and actress
Plays: Guitar, piano, keyboard, cello, synthesizer, and bass guitar
She was raised by a single mother in a poor family.
Started playing piano when she was 7 years old
Attended the Professional Performing Arts School in New York City.
She has acted in many television shows and films.
In her career she has won many awards and sold over 30 million albums.
She is married and has one son.
Keys started a non-profit organization called “Keep a Child Alive” which gives medicine to
families with HIV and AIDS in Africa.
She has donated much money for scholarships for children from poor families.
Male Celebrity: Lionel Messi
Born: June 24, 1987 in Rosario, Argentina.
Age: 24 years
Height: 1.69 meters
Profession: Football player
Playing position: Striker
Plays for FC Barcelona (in Spain) and for the Argentine national football team
One of the best football players in the world
Received FIFA World Player of the Year
Began to play football at a young age
Moved with his family to Spain in 2000
First played professional football in the 2004-2005 season
Broke the team record for the youngest player to score a goal
In 2009-2010 Messi scored 47 goals in all games.
206
Chapter Six
Report Text
Objectives
1. Students should be able to identify the general structure of a report text.
2. Students should have a rough understanding of conditional sentences.
3. Students should understand the difference between a report text and a descriptive text.
Material
General Structure of Report Text
Report text provides information on a topic based on systematic observation, research and
analysis.
The general structure of a report text has:
a. General Identification or Classification: this is found at the beginning of the text, which
identifies or introduces the general classification of the person, place, animal or object
that will be reported on.
b. Description: this is the main part of the text, which provides an in-depth explanation of
the topic, based on observation and research.
c. Analysis: this is the crucial aspect of a report text, which evaluates the research and
concludes the significance of the topic as it relates to other things. It answers the
question: What is the value of this topic and/or knowledge?
The report text usually uses the simple present tense.
Example of Report Text
Elephants
An elephant is the largest and strongest of all animals. It is a strange
looking animal with thick legs, large hanging ears, a small tail, little eyes,
long white tusks and its characteristic long nose, called a trunk.
The elephant’s trunk is a peculiar feature. This trunk has various
usages. When an elephant drinks water, it draws water into its trunk and
squirts it into its mouth. An elephant can also squirt the water all over its
body like a shower. The elephant's trunk can also lift leaves and other food
and put it into its mouth. In fact, the elephant’s trunk is often used as a long
arm and hand.
The elephant is very intelligent animal. Its intelligence combined with
its great strength makes an elephant very unique. If an elephant is trained, it
can serve people in many ways. Elephants can carry heavy loads and can be
used in construction and development of rural areas, where there are no
roads accessible by cars or trucks.
Report texts use mostly objective language, but provide an analysis that could be controversial
and/or debatable.
Other language features found in report texts:

Conditional sentences
Example: When an elephant drinks water, it draws water into its trunk and squirts it into its
mouth.
Example: If an elephant is trained, it can serve people in many ways.
207
Report texts usually present research and are found in academic essays and scientific journals.
Report Text vs. Descriptive Text
These texts are very similar. However, the descriptive text gives general description about one
specific person, place or thing. Reports include descriptive text, but also provide an analysis of
the object as it relates to other things.
Activities
1. Assign each student a topic to report on. This may be a longer project in which students will
have to present research, provide a description and write an analysis. Each student may
either choose their own topic or it can be given to them at random. Have the students
present their report to the class.
208
Appendix II.6.1: Descriptive Text - Elephants
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Descriptive Text - Elephants
Directions: Read the text below and answer the questions.
Bacalah teks berikut dan jawabalah pertanyaan.
Elephants
An elephant is the largest and strongest of all land animals. It is a strange looking animal
with thick legs, large hanging ears, a small tail, little eyes, long white tusks and its characteristic
long nose, called a trunk.
The elephant’s trunk is a peculiar feature. This trunk has various uses. When an elephant
drinks water, it sucks water into its trunk and squirts it into its mouth. An elephant can also
squirt the water all over its body like a shower. The elephant's trunk can also lift leaves and
other food and put it into its mouth. In fact, the elephant’s trunk is often used as a long arm and
hand.
The elephant is very intelligent animal. Its intelligence combined with its great strength
makes an elephant very unique. If an elephant is trained, it can serve people in many ways.
Elephants can carry heavy loads and can be used in construction and development of rural
areas, where there are no roads accessible by cars or trucks.
Use your dictionary to translate the following vocabulary words.
1.
2.
3.
4.
5.
6.
7.
trunk – noun:
characteristic – noun:
trunk – noun:
peculiar – adjective:
suck – verb:
squirt – verb:
shower – verb/noun:
8.
9.
10.
11.
12.
13.
combined – verb:
strength – noun:
unique – adjective:
construction – noun:
development – noun:
rural – adjective:
Comprehension Questions
1. According to the text, what does the elephant use its trunk for?
a. drinking
b. picking up items
c. taking showers
d. all of the above
2. According to the text, how are elephants useful to people?
a. Elephants can be trained to carry heavy loads for construction and development of
rural areas.
b. Elephants can be trained to work in the circus.
c. Elephants can be trained for tourism.
d. Elephants are dangerous to people.
3. In this text, the word peculiar is synonymous with:
a. big
b. intelligent
c. strong
d. strange
4. In the text, an elephant’s trunk is compared to what part of the human body?
a. an arm
b. a hand
c. a and b only
d. a tongue
5. Which of the following is an example of a conditional sentence?
a. The elephant is a very intelligent animal.
b. The trunk has various uses.
c. An elephant is the largest and strongest of all the land animals.
d. If an elephant is trained, it can serve people in many ways.
209
Chapter Seven
Advertisements
Objectives
1. Students should be able to identify advertisements in different mediums: newspapers,
magazines, television, online/internet and radio.
2. Students should understand the persuasive language of advertisements.
3. Students should be able to decipher the message of an advertisement, identifying the who,
what, when, where, why and/or how (if applicable) of each advertisement.
Material
Advertisements
Advertisement - n. - a notice or announcement in a public medium, promoting a product,
service, or event or publicizing a job vacancy.
Advertisements can be found in:
 Newspapers
 Magazines
 Billboards
 Television
 Radio
 Online/Internet
Advertisements focus on:
 providing information about a product, service or event
 selling a product, service or event
 providing information about an opportunity (i.e.: job opportunity, school opportunity)
Advertising is a big industry. Advertisements are how the above media outlets make money and
the reason why public television and radio are “free” to the public.
Advertisements use persuasive language that tries to convince the public to buy a certain
product or service or that tries get participation for an event.
Audience is important in advertisements. Every advertisement is made with the audience in
mind. Advertisments selling children’s products will be much different that advertisements
selling medicine to adults. Each advertisement is specific and targeted to the audience that it’s
trying to reach.
Slogans
Slogan - n.: a short and striking or memorable phrase used in advertising.
Examples of Famous Slogans
Coca-Cola (slogans in Bahasa Indonesia):
 "Minumlah Coca-Cola" (1990) (Drink Coca-Cola)
 "Semangat Coca-Cola" (2000) (Spirit of Coca-Cola)
 "Segarnya Mantap" (2002) (Feel Refreshed)
 "Hidup ala Coca-Cola" (2007) (Life ala Coca-Cola)
 "Brrr... Hidup ala Coca-Cola" (2009) (Brr... Life ala Coca-Cola)
 "Buka Coca-Cola, Buka semangat baru" (2010) (Open Coca-Cola, Start a new spirit)
210
Other Slogans:
 Intel: Intel Inside
 L’Oreal: Because I’m Worth It
 McDonalds: I’m Loving It!
 Nestle: Good Food, Good Life.
 Nike: Just Do It!
 Nintendo: Born to Play
 Nokia: Connecting People
 Panasonic: Ideas for Life
 Samsung Electronics: Imagine
Call to Action – n.: an imperative statement used in advertisements meant to incite a viewer to
act.
Examples:
 Call now!
 Call today!
 Visit us!
 Check us out!
Reading and Creating Advertisements
To understand the message of an advertisement, it is important to know:
1. Who is the advertisement from?
2. What is the advertisement giving information about?
3. When will this product or service be available? / When is this event taking place?
4. Where is this product or service available? / Where is this event taking place?
5. Why is this product or service special? / Why is this event being held?
6. How do I get this product or service? / How do I participate in this event?
When creating advertisements it is important that it answers all the above questions by
providing:
1. Logo
2. Advertiser Name
3. Description of product, service or event
4. Address or location or where the product or service is available / Address or location of
where the event is taking place
5. Phone Number
6. Map or Driving Directions - Instructions for how to get this product or service /
Instructions for how to participate in the event
7. Web Site Address
8. Many times, advertisements will contain special offers or discounts.
Usually, advertisements will not contain all the information that is needed. Therefore, contact
information is important so that people can call or visit a website to get more information that
way.
Activities
1. Bring in old magazines or newspapers in English and have students search for
advertisements. Note: These resources may be available in your school’s library.
2. Compile an assortment of advertisements from newspapers, magazines, online ads,
television clips and/or radio clips and go over them in class with the students.
3. Have students create their own advertisement, see appendix.
211
Appendix II.7.1: Advertisements Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Advertisements
Directions: Make your own advertisement for one of the following scenarios. Be as creative as
you can! Think of your audience. Make sure you include the who, what, when, where, why and/or
how for each advertisement.
Buatlah iklan dari salah satu skenario. Lakukan sekreatif mungkin! Pikirkan penonton. Jangan lupa
memasukkan who, what, when, where, why dan how pada setiap iklan.
1. New hotel in Surabaya, Hotel Matahari, opening in June 2015, offering a discount of 25% to
the first 25 guests who book rooms in the hotel. Contact information: hotelmatahari.com,
+62 81336777411
2. New Year’s Eve Party at the Palm Hotel in Bondowoso on Monday, December 31, 2014 from
7 pm – 10pm. Food and drinks provided. Costume required. Tickets 20,000 IDR For more
information contact: Siti at +62 81336777411
212
Chapter Eight
Expressions of Happiness
Objectives
1. Students will be able to understand expressions of happiness in dialogues, stories, and
conversations.
2. Students will be able to appropriately use expressions of happiness in written and spoken
dialogue.
Material
Teaching Expressions of Happiness Using the Four Skills
Listening:
Either read the monologue given in the appendix, or use one of the school’s recorded tapes that
have dialogues to familiarize the students with listening to native speakers’ speech.
Have the students write down one phrase they think expresses “Happiness” and the main idea
of the story.
Hand out the monologue with the common expressions of happiness listed, OR write them on
the board for the students to copy into their notebook.
Reading:
Give the students a dialogue (found in the appendix). Ask the students to answer the questions
in pairs. Go over the questions and the dialogue with the students. Do another dialogue if the
students have trouble with the first. Give another dialogue for homework.
Writing:
Have the students work in pairs and create their own dialogues. They must have at least 8 lines,
and at least 3 expressions of happiness. Have the students work with a different partner and
create another dialogue, with the same parameters.
Speaking:
Have the students present their dialogues, and have the students answer questions that you
make up about each presentation. Each student has to pick which dialogue they want to present
in front of the class.
Activities
1. Listening: Write the following dialogue on the board but leave blanks for the words that are
underlined. After the students write down dialogue, they must listen to the teachers read
the dialogue and fill in the blanks.
Dialogue
Ayu: Hi, Bagus! I haven’t seen you for a long time. How is it going?
Bagus: Oh, hi. It’s great, thanks. How is everything with you?
Ayu: Well, I’m fantastic actually. I just finished first in the English Olympiad.
Bagus: Wow, that’s really wonderful. I’m glad to hear that. I’m sure you are so excited.
Ayu: Thank you. And how about you? I heard you are going to university.
Bagus: Yes, you’re right. It has always been my dream.
Ayu: That is good news. I’m so happy for you. Great seeing you again. I better go.
Bagus: I hope to see you soon. Bye.
213
2. Reading: Write these questions on the board and have the students respond to them before
reading dialogues on their own.
 What do you usually say when you are pleased or happy?
 Do you have different expressions when showing your happiness in front of your friends
and elderly people? If yes, what are the expressions?
3. Writing/Speaking: Comic Strip found in the appendix.
4. Write on the board: What would make you happy? I am happy when… Share some of your
own thoughts (ex: I am happy when my family calls me from another city), and ask for
examples from students. Ask students to write one sentence in their notebook about
something that makes them happy or a gift they would like to receive that would make them
happy. When finished, give each row a marker and have a board race with each member of
the team writing their sentence on the board. Give a prize to the team who is fastest or has
the most sentences correct.
214
Appendix II.8.1: Expressions of Happiness Monologue
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Expressions of Happiness Monologue
Directions: Read the speech below and practice reading it aloud. Note the expressions of
happiness in the text. Practice your pronounciation.
Last week I was walking down the street, singing to myself, when I almost fell over
something. I looked down and found a small box. I didn’t know what it was, and so I opened it,
and inside there was a lot of gold! I was so excited! It looked like it was very valuable, so I
decided to make signs that said “Lost Box” and wrote my number. I put these signs all over the
neighborhood. Someone called me this morning! Isn’t that wonderful! When the person came to
my house for the box, she told me it had fallen of her bicycle a week ago, and they were taking it
to the bank. She was so happy to hear the great news, and she was so thankful to me! So I gave
her the box, and she said because I was such a good person, she would give me Rp. 100.000! I
am so happy that I’m going to buy myself some ice cream and all my friends too! Then they will
be very happy too!
Expressions of Happiness in English














That’s great!
I’m delighted to hear that.
Wow...that sounds nice!
I’m really happy to hear that.
That’s good. You’ll be successful!
I’m very pleased.
I’m really delighted about it.
I can’t say how pleased I am to hear that.
Fantastic!
Super!
Hey, that’s terrific!
That’s wonderful/great/really awesome.
It sounds like fun.
It’s the best thing I’ve heard.
215
Appendix II.8.2: Student Speech Evaluation Rubric
Student Speech Evaluation Rubric
Evaluator's Name:
Speaker's Name:
Speech Title:
Contents
Style of Introduction
Organization of Materials
Style of Conclusion
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Subtotal
Delivery
Voice
Volume
Range of voice (Intonation)
Enunciation / Pronunciation
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Subtotal
Face
Eye Contact (Whole Group)
Eye Contact (Individual)
1
1
2
2
3
3
4
4
5
5
Subtotal
Body
Gestures
Posture
1
1
2
2
3
3
4
4
5
5
Subtotal
TOTAL
Remarks:
216
Appendix II.8.3: Expressions of Happiness –Comic Strip
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Expressions of Happiness Comic Strip
Directions: Please fill in the comic strip with:
Lengkapilah komik berikut dengan:




Greetings /Salam
2-3 expressions of happiness/ 2 sampai 3 ekspresi bahagia
Parting /Berpisah
Be as creative as possible! /Buatlah sekreatif mungkin!
217
Chapter Nine
Accepting and Declining Invitations
Objectives
1. Students are able to invite their classmates to a variety of events and activities, as well as
able to accept and decline invitations in a culturally appropriate way.
2. Students know what information needs to be provided when inviting someone, or asked for
when accepting an invitation, and what needs to be done to decline an invitation politely.
3. Students practice speaking in conversations about inviting, accepting and declining.
Material
Giving Invitations
When you invite someone to do something or go somewhere, you should make sure that they
know:
a.
b.
c.
d.
e.
f.
When the event or activity will take place
Where the event or activity will take place
How long the event or activity will be
Who will be attending the event
Special instructions on what to bring, how to get there, what to wear
Contact information for guests to request further information or to confirm or decline
their attendance
o RSVP, a French acronym that stand for répondez s'il vous plaît, which requests a
response from guests
These are key features of any invitation text that should be noted when reading and writing and
invitation.
Accepting and Declining Invitations
When accepting an invitation it’s important to follow the rules of the invitation given. Wear the
correct attire, be punctual, and bring the items needed or requested. It’s polite to confirm your
attendance with the host. If you’re unable to attend, it’s also polite to let the host know and
decline the invitation.
When declining invitations, it’s important to say no directly, but politely. Give a reason for why
you can’t attend. Express regret and gratitude for the invitation.
Common English Expressions for Giving, Accepting and Declining Invitations
Giving Invitations
Accepting Invitations
Declining Invitations
Would you like to join me in …?
Yes, I would love to join. I'm sorry, but I other plans.
Thank you for inviting
I would like to join, but I already
I'd like to invite you to…
me, I will come!
have plans.
I'm having a (party/event) on
I can't join you this time, but I
Thank you! I'll be there.
(date), will you come?
hope I can another time.
I'm going to (place), would you
Thank you for the invitation, but I
Yes, I will come!
like to come?
can't come this time.
Activities
1. Students will work in pairs, and the teacher will give each pair an invitation. One student
will be the host, and one student will be the attendee. They will write a dialogue about
accepting or declining the invitation, and then present to the class.
2. Use out the example invitations from the appendix, or create your own, and have the
students answer the below questions, while working in pairs:
218
a.
b.
c.
d.
e.
When the event or activity will take place
Where the event or activity will take place
How long the event or activity will be
Who will be attending the event
Whether the guest invited needs to do anything special if they decide to go
3. Based on the examples they have already been given, have the students create their own
invitations. They must include the below details, and the students can be as colorful and
creative as they wish:
a. When the event or activity will take place
b. Where the event or activity will take place
c. How long the event or activity will be
d. Who will be attending the event
e. Whether the guest invited needs to do anything special if they decide to go
4. Give students scenario cards (Invite you friend to your birthday party on Friday, to go to the
beach next week, to see a film in Surabaya on Sunday, etc.) and accept or decline cards. In
groups, students practice the expressions for inviting, accepting and declining based on the
cards.
5. Divide the students into 3 teams, and give each team a different colored marker. Write,
inviting, accepting, and declining on the board, making columns. Each team is competing to
write as many expressions on the board in each category as possible. The team which has
written the most expressions by the end is the winner.
6. Game—The School or the Mosque? Divide students into two groups. Designate one side of
the classroom as the school, and the other side as the mosque. One student from each team
goes to the center of the room, and invites their classmate to come back with them to the
school or the mosque. Teams take turns asking first. The other student may either accept or
decline the invitation, but if they decline they must offer an excuse. If they cannot come up
with an excuse that has not already been used, they must accept. If they successfully decline,
they may invite their classmate to join them. Their classmate now must accept or decline by
offering a new excuse.
Example:
Student A: Would you like to come to the school with me?
Student B (Accepting): Yes, that would be lovely
Student B comes to the school with student A.
OR
Student A: Would you like to come to the school with me?
Student B (Declining): I wish I could, but I'm going to the mosque right now to
pray. Would you like to come with me?
Student A (Accepting): Yes, that sounds nice. Thank you for the invitation.
Student A comes to the mosque with student B.
The team that gets at least half of the other team's students to come over to its side, wins.
219
Appendix II.9.1: Giving, Accepting and Declining Invitations Reference Sheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Giving, Accepting and Declining Invitations
Directions: Study the different ways to give, accept and decline invitations and the different
types of invitations below.
Giving Invitations
 Would you like to come to ______________________?
 Would you like to join me _______________________?
 I am planning __________________. Would you like to come?/Would you like to join me?
 Please, come to ______________________.
 I would like to invite you to _________________________.
Accepting Invitations
 Yes, I'd love to come (to _______________). Thank you for the invitation.
 Yes, that sounds like fun. I would like to join you. Thanks.
 Sure, that sounds great. Thanks for inviting me!
 I'd like that. Thank you!
 That would be lovely.
 I'll be there. Thanks for inviting me.
 Great. I'll see you there. Thanks for thinking of me.
Declining Invitations
 I'm sorry. I can't that day. Maybe another time.
 I wish I could, but I already have plans. Thank you for the invitation!
 Unfortunately I'm busy at that time. Sorry I can't make it.
 I would love to come, but I'm not allowed.
 I wish I could join you, but I have to _______.
Mary & Bob Get Married!
You are invited to Celebrate
Miss Pallavee’s Birthday
Date: March 2, 2013
Time: 3:00pm
Place: SMAN 1 Plaosan
RSVP: Miss Pallavee’s Desk
Date: November 12th, 2014
Time: 12:00 pm
Place: Sheraton Hotel Surabaya
RSVP: (516) 742-2399
Happy
Birthday!!!
Invitation: Come to Bali this April!
When: April 3 , 2013
Where: Kuta, Bali
rd
Who: All 10 grade students of SMAN 1
th
Plaosan
 What: Feri’s Birthday
 Where: RT 1/RW 1 Pacalan,
Magetan
 When: 3:00pm
** Dress nicely! **
Please speak to Bu Rita if you would like to come.
Call: (0361) 204576 for more information
or to RSVP
** Be ready for a lot of fun! **
220
Appendix II.9.2: Giving, Accepting and Declining Invitations Worksheet
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Giving, Accepting and Declining Invitations
Directions: Read the invitation below and answer the following questions.
Dear Ayu,
Our new house is ready! Please come to the house
warming on Sunday the 21st of January 2013 starting at
9:00 AM and continuing until 2:00 PM. The party will be
held at Jalan Tirto Rahayu 30 Malang! Please bring a dish
to share!
Hoping to see you there!
Please RSVP to Mikaela at 081336043138
1. When will this party be held?
a. At Jalan Tirto Rahayu 30 Malang
b. On the 20th of January
c. On the 21st of January 2013
d. On the 21st of January 2014
7. Who is this invitation from?
a. Mikaela
b. Ayu
c. Party
d. Housewarming
2. What time will this party start?
a. 2PM In the morning
b. 2PM In the afternoon
c. 9 AM In the morning
d. 9 AM At night
8. ‘RSVP to Michaela at 081336043138.”
Mikaela wants you to
a. Call her using a telephone
b. Shout at her using your voice
c. E-mail her using the computer
d. Write her using a pen
3. Why is there going to be a party?
a. To celebrate a birthday
b. To celebrate a new house
c. To celebrate a new baby
d. To celebrate a marriage
9. When you “‘RSVP to Mikaela at
081336043138.” You should tell her
a. How old you are
b. The party that you plan to have
at your house
c. If you are going to her party
d. That she is pretty
4. Where is this party going to be held?
a. At 9AM
b. At Jalan Tirto Rahayu 30 Malang
c. On Sunday
d. In January
5. ‘Please bring a dish to share’ means
a. to please bring food for
everyone
b. that the host needs dishes
c. that food will not be served
d. that all guest will bring one type
of food to share
6. Who is this invitation to?
a. Party
b. Housewarming
c. Mikaela
d. Ayu
221
Chapter Ten
Expressions of Congratulations, Compliments and Gratitude
Objectives
1. Students should be able to recognize situations when expressions of congratulations,
compliments and gratitude would be used.
2. Students should be able to use the words “congratulations” and other phrases of
compliments and gratitude.
3. Students should be able to use at least one of the common expressions of congratulations,
compliment, and gratitude in dialogue.
Material
Congratulations
Giving congratulations is usually used only when people achieve big things such as:







getting married
getting a job promotion
having a birthday
passing an exam
graduating from school
having a baby
winning a race or contest
Common expressions of congratulation include:








Congratulations! – Selamat!
Fantastic! – Fantastik!
Way to go! - Bagus!
Good job. – Bekerjaan yang bagus!
Well done. – Bagus!
That’s great! – Bagus!
Awesome! – Luar biasa!
Good! – Sip!
Giving Compliments
Compliments are spoken when the speaker admires a certain quality about a person or object,
including items other people own.
Examples: Your blouse is really beautiful!
I really like your dress!
This is a beautiful house!
You are so talented!
The general structure of compliments can be as follows:
1. Noun Phrase + is/look + (really) + Adjective
Your hair looks great!
2. I + (really) + like/love + Noun Phrase
I love your new apartment.
3. Pronoun + is + (really) + Adjective + Noun Phrase
That is a really nice rug.
You are a good singer!
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Expressing Gratitude
When a person is given a compliment, the most common response is gratitude, which indicates
that the comment is appreciated.
Common Expressions of Gratitude include:





Thank you! – Terimakasih!
I appreciate that! – Saya sangat menghargai!
Thank you for saying so! – Terimakasih suda mengatakan itu!
That’s very nice of you to say! – Terimakasih suda mengatakan itu!
That’s very kind, thank you! – Anda sangat baik! Terimakasih!
Activities
1. Write phrases on the board and together with class, identify which express compliments,
congratulations or gratitude.
Examples:
a. I love your pin.
b. You are a great singer/artist.
c. Great job!
d. You did so well!
e. Thanks a lot!
2. Board Race: Write various expressions of congratulations, compliments and gratitude on
the board. Split the class into two teams. The first five students from each team must stand
in a line at the front of the class. The teacher says a sentence like “Your friend has a new
motorcycle.” The two students have to run to the board to slap the correct expression of
compliment/congratulations/gratitude.
223
Chapter Eleven
Expressions of Surprise and Amazement
Objectives
1. Students should be able to recognize situations when expressions of surprise or amazement
would be used.
2. Students should be able to use the words “surprise” and “amazement” as nouns and as
verbs.
3. Students should be able to use at least one of the common expressions of surprise or
amazement in dialogue.
Material
Surprise vs. Amazement
Surprise and amazement are very similar emotions. Surprise can refer to an unexpected event,
fact or thing or it can be the emotion that comes from exposure to that event.
Surprise – noun: an unexpected or astonishing event, fact, or thing.
a feeling of mild astonishment or shock caused by something unexpected.
Surprise can also be used as a verb. It is a regular verb and its conjugation is as follows:
Subject
Past
Present
Present Progressive Future
I
surprised surprise
am surprising
He / She / It surprised surprises is surprising
will surprise
will surprise
Note: For the progressive tense, “I am surprising” could also be “I am surprised” depending on
whether you are experiencing the surprise or doing the surprising.
Amazement is a feeling of great astonishment usually as a response to a surprise or an incredible
event, fact or thing.
Amazement – noun: a feeling of great surprise or wonder
Amazement can also be used as a verb. It is a regular verb and its conjugation is as follows:
Subject
Past
Present Present Progressive Future
I
amazed amaze
He / She / It amazed amazes
am amazing
will amaze
is amazing
will amaze
Note: For the progressive tense, “I am amazing” could also be “I am amazed” depending on
whether you are experiencing the feeling or creating it. It is also strange to use this structure, but
it’s just to illustrate how the verb conjugates.
Synonyms for Surprise and Amazement
 wonder
 disbelief
 bewilderment
 astonishment
 shock
 awe
224
Common Expressions of Surprise and Amazement
Expressions






That's very surprising!
Really?
Seriously?
Is she getting married!?
Is he ….? / Are they….? / Are we …?
Good heavens!

Oh my goodness!

Oh my gosh!

OMG!



Responses




I know!
Really!
Yes, seriously!
Yes!
You're kidding!
I find that very surprising.
I must say that surprises me.


I’m not kidding!
Me too!


I can’t believe it!
I’m so surprised!

I can’t believe it either!

That’s amazing!

That’s incredible!
Note: The responses to the expressions can be different depending on the situation. This is just to
give an idea of the things that may be said as a response to some of these expressions.
Activities
1. Give students a prompt for writing a dialogue.
Ex: Sofi and Indah throw Karisma a surprise party.
Have students work either by themselves or in pairs to write a dialogue corresponding to
the given situation in which they must use expressions of surprise or amazement. Have
students present their dialogues to the class by reading out loud.
2. Play the “What Would You Say?” Expressions Activity – Appendix. Type up multiple short
situations. The situations can be sad, happy, surprising, etc. Print and cut each situation, fold
the paper and place it in a box or somewhere from where a situation can be pulled out at
random. Have students come up, choose a situation and respond with the appropriate
English expression.
225
Appendix II.11.1: What Would You Say? Activity
Directions: Create or use the following list of situations. Cut out each situation, fold the paper
and place it in a box, hat or bag where all the situations can be mixed together. During the
activity, ask students to come up to the front of the class and pull a situation from the box or hat.
The student must read the situation and give the appropriate English expression in response.
Generally, this is just a short, response like “Oh my goodness!,” not a detailed explanation of
what someone would do in this situation.
What would you say if your friend was about to fall off his bike?
What would you say if your teacher caught you cheating?
What would you say if President Obama came to your school today?
What would you say if you hit someone by accident?
What would you say if your friend got in trouble with the principal?
What would you say if your special someone cheated on you?
What would you say if your friend was mad at you?
What would you say if your friend was forgetting his wallet at a store?
What would you say if your mom was about to lose money on the street?
What would you do if your sister or brother was doing something that would make your parents
angry?
What would you say if there was a dangerous crocodile in a river?
What would you say if class was cancelled?
What would you say if it looked like it was about to rain and your friend was walking home?
What would you say if your friend lost his cell phone?
What would you say if there was a fire in your kitchen?
What would you say if your friend was fishing and caught a huge fish?
What would you say if after meeting someone for the first time?
What would you say if you saw a big cockroach in your room?
What would you say if your friend was smoking?
What would you say if your friend was about to be late to class?
What would you say if your friend forgot to pray?
What would you say if your mother made you your favorite food?
What would your say if someone was bothering you?
What would you say to your friends if you were all trying to cross a busy street?
What would you say to your friend if he/she were about to spill her drink?
What would you say if you saw a ghost?
226
What would you say if you saw someone with a big cut on their arm?
What would you say if you felt car sick while on the bus?
What would you say if your friend asked you to remind to do their homework?
What would you say if your favorite song came on the radio?
What would you say if your favorite soccer team won a big tournament?
What would you say if you got the best grade in the class?
What would you say if to your friend if he/she was sick?
What would you say if your friend liked the same person that you did?
What would you say if you friend lost his/her pet?
What would you say if you won a $100 dollars?
What would you say if your friend’s motorcycle was low on fuel?
What would you say if your day was bad?
What would you say if you got a present from your family?
What would you say if you saw a celebrity in your city?
What would you say if your friend accidently dropped money on the floor?
What would you say if your friend slammed the door of your car?
What would you say if your friend vandalizing school property?
What would you say if you told your friend a secret?
What would you say if your friend threw you a surprise party?
What would you say if your boyfriend/girlfriend gave you a gift?
What would you say if your family bought you a motorcycle?
What would you say if you saw your boyfriend/girlfriend cheating on you?
What would you say if you had a secret admirer?
227
Chapter Twelve
Analytical Exposition
Objectives
1. Students should be able to define an analytical exposition.
2. Students should be able to identify the title, position or thesis, arguments, supporting
statements or evidence and conclusion of a short, simple analytical exposition.
3. Students should be able to formulate and express agreement or disagreement.
4. Students should be able to formulate and express a position on an issue, formulate a thesis
statement, at least 3 arguments and a conclusion.
Material
What is an Analytical Exposition?
Analytical exposition: is a text that analyses a topic and gives a strong position or thesis
supported by arguments and supporting statements or evidence. In the end, analytical
expositions have a final conclusion that state the writer’s opinion, advice or call to action.
Structure of An Analytical Exposition
1. Title – Present the topic of the text and introduces what will be discussed
2. Introduction – gives short background information on the topic and includes the:
a. Position or Thesis – states the main point or argument that will be supported by the
body
3. Arguments – good analytical expositions should present at least 3 argument, with elaborate
details, supporting statements or evidence that strengthen the point
a. Argument 1
 Supporting Statement / Evidence
 Supporting Statement / Evidence
 Supporting Statement / Evidence
b. Argument 2
 Supporting Statement / Evidence
 Supporting Statement / Evidence
 Supporting Statement / Evidence
c. Argument 3
 Supporting Statement / Evidence
 Supporting Statement / Evidence
 Supporting Statement / Evidence
4. Conclusion – states the writer’s deduction or opinion with advice or call to action for the
reader.
Hortatory Exposition Vs. Analytical Exposition
Hortatory Expositions are almost identical to analytical expositions in structure. Both texts
present a thesis and provide arguments to defend or support it. Both texts use persuasive
language and the present tense.
The main difference between the two texts is that an analytical exposition tends to be more
official and presents its information in a more objective way. Most analytical expositions do not
use the word I, nor do they give strong personal opinions or recommendations. Only facts and
data are used as supporting evidence for arguments.
Meanwhile, hortatory expositions are more subjective and provide a recommendation to the
reader based on a personal point of view. Reasons that support the arguments are often
personal feeling or beliefs that are not based on facts or data. Good examples of hortatory
expositions include letters that seek to convince the reader of the writer’s position (i.e.: a letter
to a phone company with an aim to reduce the bill).
228
Activities
1. Using the “Higher Education for Women” (found in appendix) or any other example, dissect
the title, position or thesis, arguments, supporting evidence or evidence, and conclusion.
Students can do this on their own paper.
2. Alternatively, dissect the example for your students. Type up the sentences, print and cut
the sentences into strips. Makes sets and jumble the sentences. Separate the class into
groups of 4 – 5 people. Give the students about 20 – 25 minutes to arrange the sentences
into the above outline form. When time is up, go over the correct order as a class. Have
students raise their hand to give the answers to the title, thesis, and argument 1 and so on.
Time allotment: 60 minutes. Appendix: Activity - Analytical Exposition
3. Another activity: in groups of about 4-5 students, give students controversial scenarios in
which they must agree or disagree. Give students about 25 – 30 minutes to give their
position/thesis, arguments and a conclusion. Have each group present their ideas to the
class. Time allotment: 60 minutes. Appendix: Activity - Analytical Exposition Scenarios.
229
Appendix II.12.1: Analytical Exposition Example – Higher Education for Women
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Higher Education for Women
In this modern era, there are still some parents who are reluctant about sending their daughters
to college. The narrow attitude shown to women’s education is largely due to the traditional
role of women in society. A woman is expected to be a wife and a mother.
Most parents believe that if their daughter gets married and chooses to be a housewife, then the
higher education will be a waste. However, an educated woman is not only a better wife, but
also contributes something to the society.
Nowadays, more and more women are successfully combining their career and marriage.
Educated women are richer both emotionally and financially. They are able to find an outlet for
the monotonous labor of their housekeeping. They bring more satisfaction and contentment to
their lives.
Depriving girls of higher education is crass discrimination. Times have changed; modern society
needs the talents of its people regardless of gender. Today, women work alongside men. In fact,
in the last few decades, women have made outstanding contributions to society.
Women should be given the freedom to be educated whether or not they get married or go to
work after finishing their education, because it is only through education that a woman will find
herself useful and discover what she wants in life. A woman who works is not an insult to her
husband. Conversely, her husband should feel proud of her achievements since marriage is
actually an equal partnership.
Therefore, parents should not think that girls should receive less education just because they
will get married one day.
(National Examination 2008 -2009)
Directions: Read the analytical exposition above and indentify each part.
Bacalah teks analytical exposition di atas dan identifikasi setiap generic structure.
1. Title:
2. Introduction:
3. Position or Thesis:
4. Arguments:
5. Argument 1:
a. Supporting Statement / Evidence:
b. Supporting Statement / Evidence:
c. Supporting Statement / Evidence:
6. Argument 2:
a. Supporting Statement / Evidence:
b. Supporting Statement / Evidence:
c. Supporting Statement / Evidence:
7. Argument 3:
a. Supporting Statement / Evidence:
b. Supporting Statement / Evidence:
c. Supporting Statement / Evidence:
8. Conclusion:
230
Appendix II.12.2: Analytical Exposition Activity
Instructions for the Teacher: Print and cut the sentences into strips. Makes sets and jumble
the sentences. Separate the class into groups of 4 – 5 people. Give the students about 20 – 25
minutes to arrange the sentences into the above outline form. When time is up, go over the
correct order as a class. Have students raise their hand to give the answers to the title, thesis,
and argument 1 and so on. Time allotment: 60 minutes.
Higher Education for Women
An educated woman is not only a better wife but also contributes
something to the society.
Nowadays, more and more women are successfully combining their
career and marriage.
 Educated women are richer both emotionally and financially.
 They are able to find an outlet for their monotonous housekeeping.
 They bring more satisfaction and contentment to their lives.
Depriving girls of higher education is crass discrimination.
 Modern society needs the talents of its people regardless of
gender.
 Women work alongside men.
 Women have made outstanding contributions to society.
Women should be given the freedom to be educated whether or not they
get married or go to work after finishing their education.
 It is only through education that a woman will find herself useful
and discover what she wants in life.
 A woman who works is not an insult to their husband.
 Her husband should feel proud of her achievements since
marriage is actually an equal partnership.
Therefore, parents should not think that girls should receive less
education just because they will get married one day.
231
Appendix II.12.3: Analytical Exposition Scenarios
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Analytical Exposition Exercise - Scenario 1
Directions: Read the scenario below. Discuss with your group and decide if you agree or
disagree. Answer sections A – D accordingly.
Bacalah skenario di bawah ini. Diskusikan dengan kelompok dan putuskan apakah anda setujuh atau tidak.
Jawablah bagian A sampai D.
Scenario 1:
Our principal has decided to change the schedule of the school. Students will now go to school
from 6:30 am until 2:30pm from Monday to Friday. All students will be free on Saturday and
Sunday.
A. Do you agree or disagree with this decision?
B. What is your position or thesis?
C. List three arguments for your analysis:
Argument 1:
Argument 2:
Argument 3:
D. What is your conclusion?
232
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Analytical Exposition Exercise - Scenario 2
Directions: Read the scenario below. Discuss with your group and decide if you agree or
disagree. Answer sections A – D accordingly.
Bacalah skenario di bawah ini. Diskusikan dengan kelompok dan putuskan apakah anda setujuh atau tidak.
Jawablah bagian A sampai D.
Scenario 2:
The Indonesian government has changed the curriculum. English is no longer a required
subject. Students will now be able to study other languages, such as Korean, Chinese and other
languages their school offers.
A. Do you agree or disagree with this decision?
B. What is your position or thesis?
C. List three arguments for your analysis:
Argument 1:
Argument 2:
Argument 3:
D. What is your conclusion?
233
Chapter Thirteen
Spoof Text
Objectives
1. Students should be able to identify a spoof text.
2. Students should be able to identify the structure of a spoof text.
3. Students should be able to identify the twist of the story and understand why the story is
humorous.
Material
What is a Spoof?
A spoof is a humorous short story that aims to entertain the reader with an ending twist. This
twist is usually a comical turn-of-events usually noted by a play on words or joke. Because of
this, a student’s vocabulary must be very developed in order to understand the joke. Most
Indonesian students have a lot of difficulty identifying why the story should be funny. Some
English spoofs are also difficult to translate, because the wording is often what is funny in the
story, which gets lost in translation.
Generic Structure of Spoof Text
1. Orientation – sets up the setting, introduces characters and the situation they are in
2. Events – the character’s actions that make up the body of the story
3. Twist – the final and unexpected turn-of-events, or joke, that makes the story funny
Spoof texts is closely related to a narrative text, except that it tends to be shorter. However, it
primarily uses past tense.
Conjunctions, adverbial clauses and prepositional phrases are particularly important in a spoof
text as they indicate when events occur, which is particularly important in a spoof story.
Activities
1. Use the examples of spoof text included in the appendix to review vocabulary, reading
comprehension and the structure of the spoof text with the class.
2. Use the spoof dialogues included in the appendix and divide your class into small groups.
Assign each group a different dialogue and ask them to prepare a presentation for the class.
Use the rubric included for grading.
234
Appendix II.13.1: Spoof Text – A Dinner Party With Professor Jones
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
A Dinner Party With Professor Jones
One evening, Mr. and Mrs. Smith invited Professor Jones for a dinner party at their home. After a
long night of food, conversation and chess, Professor Jones was ready to go home. However,
Mrs. Smith looked out the window and saw a terrible rainstorm outside and said, “Professor
Jones, it’s been a real pleasure to have you in our home. It’s unfortunate that it’s raining. Please
stay here for the night, so that you don’t have to go out in this terrible weather.” Professor Jones
was happy to accept Mrs. Smith’s kind offer.
“We will go upstairs and prepare the room for you,” said Mr. Smith. So Mr. and Mrs. Smith went
upstairs together. After they finished preparing the room, Mr. and Mrs. Smith went downstairs
to bring Professor Jones upstairs. However, when they got to the living room, it was empty. Mr.
and Mrs. Smith looked all over the house for Professor Jones, but there was no sign of him.
“That’s so strange!” said Mrs. Smith. “I hope he’s alright!”
After some time, Mr. and Mrs. Smith were preparing to sleep. Suddenly, they heard a knock on
the door. Mr. Smith answered the door and found Professor Jones there. He was all wet.
“Professor Jones! What happened to you?” asked Mr. Smith. “We were so worried!” added Mrs.
Smith.
“I’m alright,” answered Professor Jones, “I just walked home to get my pajamas.”
Reading Comprehension -Directions: Read the text to answer the questions below.
Bacalah teks di atas untuk menjawab pertanyaan di bawah ini.
1. What did Mr. and Mrs. Smith do with
Professor Jones?
a. They invited him to dinner.
b. They played chess together.
c. They had a conversation.
d. All of the above
4. Which of the following is an event in the
story?
a. Mrs. Smith looked out the
window and saw a terrible
rainstorm outside.
b. Mr. Smith searched for
Professor Jones outside.
c. Professor Jones was angry with
Mr. Smith.
d. Professor Jones falls asleep in
the living room.
2. What did Mr. and Mrs. Smith do
upstairs?
a. They went to sleep.
b. They prepared a room for
Professor Jones.
c. They cleaned the house.
d. They went to the living room.
5. What is the twist of this story?
a. Professor Jones was lost.
b. Professor Jones went home
because he doesn’t like Mr. and
Mrs. Smith.
c. Professor Jones walked home to
get his pajamas.
d. Professor Jones was hiding.
3. Why was Mrs. Smith worried?
a. She was worried because it was
raining.
b. She was worried because she
though Professor Jones was
angry.
c. She was worried because
Professor Jones was missing.
d. She was worried because the
food was not good at her dinner
party.
235
Appendix II.13.2: Spoof Text – Communication Problems
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Communication Problems
Some time ago, a group of American people had been living in Indonesia for more than one year.
During this time, they learned to speak the Indonesian language. However, because they looked
like foreigners, Indonesian people assumed they were tourists. This was very confusing for
everyone and nobody could communicate well. Sometimes, Indonesians would try to speak in
bad English to the Americans, and the Americans had a hard time understanding. Sometimes,
when the Americans spoke in the Indonesian language, the Indonesian people could not
understand their accent.
One day, this group of Americans went to an Indonesian restaurant. They sat down to order
food. The waiter was very shy to serve the Americans because he could not speak English well.
The American said in Indonesian, “Tidak apa apa, kami bisa Bahasa Indonesia,” and everyone
ordered what they wanted to eat. When the food arrived, everyone was happy with their food,
except for one person. He called the waiter over and said in Indonesian, “Maaf, Mas, saya pesan
‘kentang goreng.’ Apa ini?” The waiter looked confused and said in English, “Yes, sir, that is ‘cow
tongue goreng.’”
Directions: Choose the best answer based on the reading.
Pililah jawaban yang paling benar menurut bacaan di atas.
1. What kind of text is written above?
a. News Text
b. Narrative Text
c. Hortatory Exposition
d. Spoof Text
2. What is the goal of the text above?
a. to entertain the reader with a funny story
b. to tell about the difficulties of communication
c. to give information about American people
d. to instruct tourists how to order food in Indonesia
3. What does the word ‘accent’ mean in this text?
a. the manner of speaking or saying certain words in a language
b. to stress something important
c. a mark above a letter
d. emphasis
4. Why is this story funny?
a. because Americans and Indonesians never communicate well
b. because the Indonesian waiter brings an American fried cow tongue when he
ordered something very different
c. because the Americans don’t like Indonesian food
d. because the Indonesian people don’t understand tourists
5. What is the proper English translation of kentang goreng?
a. potatoes
b. chips
c. french fries
d. fried cow tongue
236
Appendix II.13.3: Spoof Text – Dialogues for Performances
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text – Performance 1
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
The Man and the Penguin
Cast of Characters





Narrator
Man
Friend 1
Friend 2
Police Man
Dialogue
Narrator: It was a beautiful day, so a man took a walk in the park with his friends.
Man: Oh! What a great day for a walk.
Friend 1: What is that over there?
Friend 2: It looks like a penguin!
Friend 1: A penguin? Penguins live where it’s cold. Not here!
Man: What’s it doing here? Let’s get it!
Narrator: So the man and his friends took the penguin to the park’s policeman.
Man (to the Policeman): We found this penguin in the park, what should we do?
Policeman: Well, take the penguin to the zoo of course!
Narrator: The next day, the man and his friends came to the park again. The penguin was still
with them. The policeman saw them and talked to them.
Policeman: Hello! Didn’t I say to take that penguin to the zoo?
Friend 2: We did take the penguin to the zoo. It was such a good idea!
Man: We had such a great time, that today we are taking him to the movies!
- The End -
237
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 2
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
No School
Cast of Characters





Narrator
Boy
Sister
Brother
Mother
Dialogue
Narrator: One day, a little boy, his brother and sister were sleeping together. Suddenly, their
alarm rang announcing it was time for school.
Boy: Ah! I don’t want to go to school today.
Sister: I don’t want to go to school today, either!
Brother: I have an idea! Let’s tell mom we are sick.
Narrator: So the boy, the brother and the sister started to moan and groan.
Mother: Good morning, children! What is wrong?
Boy: I feel sick, mom! I think I have the flu.
Sister: Me too! I think I have a fever. Does this look like a rash to you?
Brother: My head hurts. My stomach hurts. I think this is malaria!
Narrator: The mother checked all her children and could see nothing wrong.
Mother: Well, that’s too bad. You will have to stay in bed today, and it’s such a beautiful Sunday!
-
The End –
238
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 3
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
The Perfect Husband
Characters
 Narrator
 Man 1
 Man 2
 Man 3
 Woman
Dialogue
Narrator: A group of men are in the locker room of a tennis club. They are laughing and talking.
Man 1: Did you see my tennis serve today?
Man 2: Yes, it was really great! You are improving your game.
Narrator: Suddenly, a cell phone rings in the locker room.
Man 3: Hello!
Woman (On the Phone): Hi honey, it’s me. Are you at the tennis club?
Man 3: Yes.
Woman (On the Phone): I’m at the mall right now and there’s a diamond necklace I love.
Man 3: How much is it?
Woman (On the Phone): Only ten thousand dollars. Can I buy it?
Man 3: Sure! Go ahead.
Woman (On the Phone): Thanks honey! You are the perfect husband!
Narrator: When the man hangs up the phone, his friends look at him. They had overheard the
conversation.
Man 1: Wow, you must be really rich, man!
Man 2: Your wife is a lucky woman!
Man 3: Does anyone know whose phone this is?
- The End -
239
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 4
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
Phone Problems
Characters





Narrator 1
Narrator 2
Mr. Edi
Secretary
Man
Dialogue
Narrator 1: One day, Mr. Edi opened a new business. He didn’t have any customers yet, only a
secretary.
Mr. Edi: This is great! My first business!
Secretary: Yes, Mr. Edi. This is so exciting. I can’t wait to get our first customers.
Narrator 2: On the first day, Mr. Edi and his secretary saw a man walk through the door.
Mr. Edi (whispering to the Secretary): I want people to think we have many customers! I’m
going to pretend to talk to an important client in New York.
Secretary (Whispering): Great idea, Mr. Edi! I’ll ask the man to wait.
Narrator 1:Mr. Edi picked up the phone and pretended to talk.
Man: Hello! I’m here to…
Secretary (Interrupting the Man): Hello, there sir. Please sit down. Mr. Edi is very busy with
an important client call from New York.
Narrator 2: The man tries to explain again why he’s there, but the secretary insists he should
wait. The man waits patiently. Fifteen minutes later, Mr. Edi appears.
Mr. Edi: Good afternoon, sir! How can I help you today?
Man: Hello, Mr. Edi. Actually, I am from the phone company. I’m here to connect your phone.
- The End -
240
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 5
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
A Deep Hole
Characters
 Narrator 1
 Narrator 2
 Man 1
 Man 2
 Farmer
Dialogue
Narrator 1: One day, a group of men were walking through the woods and came across a big
dark hole.
Man 1: Hey, look at this hole!
Man 2: I wonder how deep it is…
Man 1: Let’s throw in a small rock and see if it makes a sound when it hits the bottom.
Narrator 2: The men threw in a small rock and it made no sound.
Man 1: This hole must be really deep!
Man 2: Let’s throw something bigger. Let’s use this branch!
Narrator 1: The men threw in the branch and still there was no sound.
Man 1: We need something even bigger! Look at this boulder over here with a chain. Help me
move it!
Narrator 2: The men took off the chain and moved the large boulder together. They threw it in
the hole and there was still no sound.
Narrator 1: Suddenly, a goat appears running quickly and jumps into the hole. The men are
amazed. A little later, a farmer appears.
Farmer: Hello! I’m looking for my goat. Have you seen one come by?
Man 1: Actually, a goat just came through here and jumped into this hole!
Man 2: Yes, it was the craziest thing we ever saw!
Farmer: That is amazing. But that couldn’t have been my goat.
Man 1: Why not?
Farmer: Because my goat was chained to a boulder.
- The End 241
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 6
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
Cute Babies
Characters





Narrator
Nurse
Mother
Father
Doctor
Dialogue
Narrator: One day a mother and a father took their newborn baby to the doctor’s office.
Nurse: Good morning, Sir and Mam! Please take a seat in the waiting room.
Mother: Thank you, nurse! Will it be a long wait?
Nurse: No, mam! It shouldn’t take long!
Narrator: The mother and father wait in the waiting room for some time until the doctor is
ready to see them.
Doctor: Please step into my office. Let’s take a look at the little boy!
Father: Thanks, doctor! He’s already 6 months old!
Narrator: After some time, the doctor decides the baby is fine and the parents start to leave.
Doctor: Well, the baby seems to be doing really well. He’s a really good-looking baby!
Father (Smiling): Thank you, doctor!
Mother: I’m sure you say that to all of the parents!
Doctor: No, mam, only to the parents whose babies are really good-looking.
Father: So what do you say to the others?
Doctor: I say, “Your baby looks just like you!”
- The End -
242
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 7
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
Tree Gorilla
Characters





Narrator
Homeowner
Wife
Animal Control Expert
Assistant
Dialogue
Narrator: One day, a homeowner walked into his backyard and saw a huge gorilla in his tree.
Homeowner: What the…? How did that get there?
Wife: What is it, honey? Is that a GORILLA?
Homeowner: Yes! What should we do?
Wife: Let’s call animal control!
Narrator: After some time, an animal control expert came with his assistant. The animal control
expert had a big stick and a small dog on a chain. The assistant had a big gun and handcuffs.
Homeowner: I’m glad you’re here, Sir! What’s the plan?
Animal Control Expert: I’m going to climb the tree and poke the gorilla with this stick until he
falls to the ground.
Wife: And then what happens?
Animal Control Expert: Then, my assistant will release the dog and it will run and bite the
gorilla’s sensitive areas.
Assistant: When the gorilla crosses his arms to protect himself, I will handcuff him.
Homeowner: Sounds good! But what’s the gun for?
Animal Control Expert: If I fall out of the tree before the gorilla, my assistant will have to shoot
the dog!
-
The End –
243
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 8
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
The Troublemakers
Characters
 Narrator 1
 Narrator 2
 School Principle
 School Vice Principle
 Troublemaker
Dialogue
Narrator 1: One day in a school, the principle and vice principle were working hard.
Principle: How’s the work going?
Vice Principle: It’s going well, but the class next door is being so loud! It’s hard to concentrate.
Narrator 2: After some time, the principle and vice principle became very annoyed.
Principle: I’ve had enough! I can’t concentrate!
Vice Principle: I can’t concentrate either! Maybe there’s no teacher in the classroom.
Principle: I’m going over there to see what the problem is.
Narrator 1: The principle went to the classroom. He opened the door angrily. All the students
were talking.
Narrator 2: Suddenly, the principle grabbed a tall kid by his shirt collar and took him out of the
class. Everyone became quiet.
Principle: All right kid, we’ve had enough from you!
Principle (to the taller boy): You will stand in this corner and not say one word!
Vice Principle: Well done, sir! Now we can work in peace!
Narrator 2: After some time, the door to the principal’s office opened. A small boy entered the
room.
Vice President: Can we help you?
Troublemaker: Please, sir, can we have our teacher back?
- The End -
244
My name is ________________________. I am in Class ____________. Today’s date is ________________________.
Spoof Text - Performance 9
Directions: In your group, decide who will be each character. Everyone must have a part. Learn
the script. Practice pronunciation and perform the play in front of the class.
Di dalam kelompok, putuskan peran masing-masing. Setiap orang harus berperan. Pelajari naskah.
Praktekkan pronunciation dan tampilkan di depan kelas.
The Best Guide
Characters





Narrator
Guide
Hiker 1
Hiker 2
Hiker 3
Dialogue
Narrator: One day, a group of hikers were walking around East Java.
Hiker 1: Wow, hiking in East Java is so exciting!
Hiker 2: Do you think we should hire a guide?
Hiker 3: Yes, I read about one of the best guides in East Java. We should call him.
Narrator: After some time, the hikers meet the guide.
Guide: Hello there, hikers! How can I help you?
Hiker 1: We heard you are the best guide in East Java.
Hiker 2: Will you guide us on our hike?
Hiker 3: We want to hike East Java for three days.
Guide: Sure, I’ll be happy to help. I am the best guide in East Java!
Narrator: On the third day of hiking, the hikers realize they have been travelling in circles.
Hiker 1: We’re lost!
Hiker 2: I think we are lost, too!
Hiker 3 (to the guide): Hey, I thought you were the best guide in East Java!
Guide: I am! But I think we may have wondered into West Java now.
- The End -
245
Appendix II.13.4: Spoof Text Performances – Grading Rubric
Spoof Performance Grading Rubric
Name: _________________________
Criteria
Class:___________________
Low
Skill
(1)
Below
Average (2)
Average
(3)
Above
Average (4)
Notes:
Pronunciation
 Speaks clearly
 Pronunciations is
accurate
Expression
 Shows emotion in
dialogue
 Shows correct gesture
Presentation
 Prepared to present
 Props
TOTAL:
Spoof Performance Grading Rubric
Name: _________________________
Criteria
Class:___________________
Low
Skill
(1)
Below
Average (2)
Average
(3)
Above
Average (4)
Notes:
Pronunciation
 Speaks clearly
 Pronunciations is
accurate
Expression
 Shows emotion in
dialogue
 Shows correct gesture
Presentation
 Prepared to present
 Props
TOTAL:
Spoof Performance Grading Rubric
Name: _________________________
Criteria
Class:___________________
Low
Skill
(1)
Below
Average (2)
Average
(3)
Above
Average (4)
Pronunciation
 Speaks clearly
 Pronunciations is
accurate
Expression
 Shows emotion in
dialogue
 Shows correct gesture
Presentation
 Prepared to present
 Props
TOTAL:
246
Notes:
Classroom Management Tips and Other Resources
It’s often challenging to teach in an Indonesian school because of the large classroom sizes. Here
are some of the strategies that were most effective for managing our classes:
1. Name Plates: It’s important to remember students’ names. This is a challenge when a
teacher has multiple large classes. For this reason, ask students to make a name plate at the
beginning of the year. They should take a simple sheet of paper and fold it in half so that it
stands up at their desk. Ask the students to use it for as long as it’s necessary. Laminating it
is a good idea. This name plate will also help you engage the students in classroom activities.
2. Participation Charts: Use the attendance list to create a participation chart. This will help
you engage the less active students and reward the most active. It’s possible to make a large
chart that sits in the front of the classroom. Students that participate will receive a mark,
stamp or sticker on the chart. This gives participation an element of competition and it’s
effective in getting quieter students to volunteer answers and participate more actively.
(Participation points can also be marked on name plates!)
3. Classroom Rules and Contract: Make simple classroom rules that are important for all
English students to follow. For example, the rules can be “Speak English in class,” “Be on
time” or “Do your own work. No cheating!” Write the rules in a large poster board and
introduce it to the students at the beginning of the year or semester. Decorate the rules as a
contract and ask the students to sign their name on the poster if they agree to follow these
rules. Remind the students that they agreed to the rules, if and when they break them. This
poster should be visible in the class at all times.
4. English Corner: Designate one corner in the classroom as the “English Corner” so that
students’ outstanding work can be displayed.
5. Penalty Jar: In order to encourage being on time, speaking English in English class, etc.
consider giving a penalty to students who violate the class rules. Determine a fair amount to
be charged for certain violations (it probably should not exceed a few thousand rupiah) and
collect it in a jar for the semester or year. Use the money to reward good students.
6. “Play A Teacher”: Give students the opportunity to be the teacher during a particular
activity. This will encourage students to lead activities and practice their English at the same
time. This routine change is also a good way to get students to pay attention.
7. Journals: Outside of class, students will have a hard time practicing English. Ask students to
buy a notebook and designate it as their English Journal. Ask students to write in it for 10
minutes every time you have class, or assign them a journal entry for homework. You can
give students prompts (such as, Write about your best friend!) or they can free write.
Encourage students to write in it whenever they feel inspired. This is an effective strategy
for students to express their ideas and practice writing.
8. Personal Dictionaries: Ask students to bring a small notebook and designate it as their
“personal dictionary.” This can also be made using paper, string and creativity. In this
notebook students should write down the words they have difficulty remembering, or just
words that are new or interesting to them. This will help them enrich their vocabulary.
9. Personal Whiteboards: Laminate sheets of buffalo paper (or thick construction paper).
These can be used as “personal whiteboards” for students to write on with erasable markers
during various classroom activities.
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