appositive found in the short story“clochette” by guy de

i

APPOSITIVE FOUND IN THE SHORT STORY“CLOCHETTE”

BY GUY DE MAUPASSANT AND ITS CONTRIBUTION IN

ENGLISH LANGUAGE TEACHING

A THESIS

Submitted in Partial Fulfillment of the Requirements

to AcquireSarjana Pendidikan Degree in English Education Program

ofTeacher Training and Education Faculty

Muhammadiyah University of Purworejo

DIMAS SATRIAWAN

102120042

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

APPROVAL SHEET

APPOSITIYE FOUND IN TI{E SHORT STORY "CLOCHETTE"

BY GTry DE MAUPASSANT AND ITS CONTPJBUTIOH

IN EIYGLISH LANGUAGE TEACHING

DIMAS SATRIAWAN

It2120842

This thesis has been approved to be defended in front of the team of

Thesis Ex*misers

Approved by:

Consultant I

'ffirh

Ismawati Ike N.. S.S., M. Hum.

NrP. 1 9790 6102005012042

Consultant II

wZulia Chasanah, S.S., M. Pd.

NIDN.06l61274AL

,4lY,caC1

7-

11

RATU'ICATION SIIEET

APPOSITIVE TOTND IN TITE SIIORT STORY "CLOCHETTE"BY GIIY DE MATIPASSANT AND ITS CONTRIBUTIOI{

I1\ EI{GLISH LAI\GUAGE TEACHING

DIMAS SATRL{WAIY

102120042

The thesis has been defended in front of the team of Thesis ExaminersTeacher Training and Education FacultyMuhammadiyah University of Purworejo

On the date of 9'hAugust 2014

The Board of Examiners

First Examiner

Second Examiner

Third Examiner

: Zulia Chasanah, S.S, M. Pd.

: Dr. Sudar, M. Pd.

: Ismawati Ike N., M.IIum.

Purworejo, August 2014

The Dean of the Teacher Training and Educatior Faculty

III

,l"it:tlA.ll.rl^\

r;1ffi,43ngffi;:):IjKH*.rq\r'"ii;ri':#;

r) ';l'1,..trns#IFi'={';iw10s 198103 1 002

MOTTO

Be bold and be brave, even when the fate writes ‘Hard and Difficult’ in

your life. (anonym)

Yesterday is a history, tomorrow is a mystery and we live between. (Justin

Timberlake)

Say it in silences Bissmillah, Trust me it Works! (The Writer)

DEDICATION

This thesis is whole-hearted dedicated to:

♥ Allah SWT

♥ My Parents

♥ My Brother

♥ My 4 years B Class (Andreas, Aninditha, Arif, Dedy, Desny, Dwi Siwi,

Endang, Fairuz, Fajarina, Herwin, Ichwan, Isti, Indah, Iris, Johan, Kartika,

Katrina, Linggar, Lissa, Nindya, Nurohman, Nur Faizah, Qultu, Rachma,

Retni Diana, Risma, Rizky, Syarif, Teguh, Ulil, Vima, Wahid, Yora,

Yulia + Adam, Anang, Afrida Jingga)

♥ My Best Friends

♥ My PPL Group

♥ My KKN Group

♥ Fair lady, a bewitching girl in bold, over there.

I who sig:r below

Name

Study Program

Title of thesis

STATEMENTS

: Dimas Satriawan

: English Education Program, Facnlty of Teacher

Training andEducation Faculty

: Appositive Found in The Short Stary "Clochette" by

Gq, {s Maupassant and lts Contribution in English

Language Teaching.

States that this thesis is absolutely my own work and the contents of the

thesis are not rvritten by someone else, as the requirement in accornplishing the

study in this university except in f-ew parts which is draw as the reference

according to the written rules and the written ethics of the thesis. If it is proven

that this statement is incorrect, tltis is entirely becomes my responsibility.

Purworcjo, 1 August 2014

The Researcher&-l)imas Satriawan

ACKNOWLEDGMENTS

AlhamdulillahiRobbil’alamin, praise to Allah SWT, the lord of the life,

who gives guidance and blessing to the researcher so he can complete his research

paper with title APPOSITIVE FOUND IN THE SHORT STORY “CLOCHETTE”

BY GUY DE MAUPASSANT AND ITS CONTRIBUTION IN ENGLISH

LANGUAGE TEACHING. He realizes that he was not able to finish it without the

participation of all great persons who have supported, guided, helped, advised, and

suggested him. Therefore, in this opportunity he would like to dedicate his special

gratitude and appreciation to:

1. Drs. H. Supriyono, M.Pd., as a rector of Muhammadiyah university of

Purworejo

2. Drs. H. Hartono, M. M., the dean of the faculty of teacher training and

educational sciences of Muhammadiyah University of purworejo.

3. Semi Sukarni, M.Pd., the Head of the English departement of

Muhammadiyah University of Purworejo.

4. Ismawati Ike Nugraheni, S.S., M. Hum., as a consultant who gave her

valuable advice, guidance to help him Sin writing the thesis.

5. All of the lecturers in English Departement.

T5e researcher admits that this thesis is still far from being perfect, so tht:

researcher would welcome any commeats, criticism, and correcticn for the take of

significant improvement. Finally, the researcher hopes that this thesis will be

useful and helpful for everyone.

Purworejo, 2 August 20l zt

The Rese?tcher

TABLE OF CONTENTS

Title ...................................................................................................................... i

Approval Sheet .................................................................................................... ii

Ratification Sheet................................................................................................ iii

Statements ......................................................................................................... iv

Acknowledgements ............................................................................................. v

Motto ................................................................................................................ vii

Dedication ....................................................................................................... viii

Table of Contents ................................................................................................ ix

Abstract .............................................................................................................. xi

CHAPTER I INTRODUCTION

A. Background of The Study ................................................... 1

B. Problem Identification ......................................................... 3

C. Problem Limitation ............................................................. 4

D. Problem Statement .............................................................. 5

E. Objective of The Study ........................................................ 5

F. Significance of The Study ................................................... 5

G. Definition of The Key Term ............................................... 6

H. The organization of The Study ............................................. 7

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Study ................................................................... 9

B. Grammar ........................................................................... 10

1. Traditional Grammar .......................................... 11

2. Formal Grammar ................................................ 11

3. Functional Grammar .......................................... 11

C. Appositive ....................................................................... 12

1. Definition of Appositive .............................................. 12

2. Formal Features of Apposition ..................................... 14

a. Full vs. Partial Apposition ..................................... 15

b. Strict vs. Weak Apposition .................................... 16

c. Restrictive vs. Non-Restrictive Apposition ............. 17

D. Short Story ....................................................................... 18

E. Clochette .......................................................................... 18

F. Biography of Guy de Maupassant ..................................... 19

G. Teaching English Using Literature .................................... 21

H. Synopsis of Clochette ....................................................... 23

I. English Language Teaching .............................................. 26

CHAPTER III RESEARCH METHODOLOGY

A. Types of Research ............................................................. 28

B. Object of The Research ..................................................... 29

C. Data and Data Sources....................................................... 29

D. Technique of Data Collection ............................................ 30

E. Technique of Analyzing Data ............................................ 30

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding .............................................................. 31

B. The Discussion .................................................................. 33

C. Application in English Language Teaching ........................ 61

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ....................................................................... 88

B. Suggestion ........................................................................ 90

REFFERENCES

APPENDICES

ABSTRACT

Satriawan, Dimas. 2014. Appositives Found in The Short Story “Clochette” by

Guy de Maupassant and Its Contribution in English Language Teaching. A

Thesis. English Education Program, Teacher Training and Education Faculty,

Muhammadiyah University of Purworejo. Consultant: Ismawati Ike N., S.S.,

M.Hum.

Language is the media to convey our idea, our thought and our feeling.

Language is important in communication. Each nation has its own language. One

of them is English. English is very important because it is taught from primary up

to university. As every language, English also have same linguistic perception.

Grammar is included. Grammar is divided into spoken and written form. In the

written form, learners will find phrase or clause forming a grammatical unit which

has various functions where an apposition can occur.

The aim of the study is to analyze the appositive in the short story Clochette

by Guy de Maupassant and its contribution in English language teaching. The

researcher focuses on appositive found in the short story Clochette by Guy de

Maupassant and its contribution in English language teaching. The object of this

study was appositive found in the short story Clochette by Guy de Maupassant

and its contribution in English language teaching. Source of the data used in this

study was short story Clochette by Guy de Maupassant. The researcher used a

qualitative type of research to conduct this study and the researcher himself as the

key instrument. The researcher used descriptive qualitative research to explain

appositive found in the short story.

The result of this study showed that the researcher found 60

Englishappositives based on three major combinations in the sentence of the short

story Clochette by Guy de Maupassant. There are Full Apposition (15), Partial

Apposition (5), Strict Apposition (7), Weak Apposition (13), Nonrestrictive

Apposition (10), and Restrictive Apposition (10). Besides the result above, this

study also present the contribution of the use of short story in English language

teaching. The researcher puts the lesson plan in the chapter five in order to use the

short story as media in English language grammar teaching, especially appositive.

Finally, the researcher hopes that this thesis will support the learner in

learning English grammar and the teacher in teaching English grammar by using

written literature.

Key words: Appositive, Short Story, English language teaching

1

CHAPTER I

INTRODUCTION

This chapter provides eight subchapters. They are the background of the

study, problem identification, problem limitation, problem statement, objective of

the study, significant of the study, definition of the key term, and the organization

of the study.

A. Background of The Study

As a social creature, people cannot live alone. We need to interact with

our friends, our associates, our lovers, our teachers, our parents and the others.

Interaction itself consists of interaction through the behaviour and

communication. In communication, we need instrument as the media to

convey our ideas, our thought and our feeling. The media to convey our ideas,

our thought, and our feeling is called language. Pinker‟s The Language

Instinct in Brown state that:

Language is a complex, specialized skill, which develops in child

spontaneously, without conscious effect or formal construction, is

the same in every individual, and is distinct from more general

abilities to process information or behave intelligently (2007: 6)

As we know, language is very important in communication. Each

nation has its own language, which is different from others. English is one of

them. English is one of international languages, which is used throughout the

world. Therefore, English as a language in international communication is

clearly needed by many learners to deliver thought and interact in a variety of

2

situation. The national education has decided that English as a foreign

language taught in Indonesian schools. It learned started from primary schools

up to university. People realize that teaching English at this level becomes

very important and need much concern.

All languages, not only English have same linguistics perception. Each

language has also components of languages that are related one another, those

all are: grammar, phonology, morphology, syntax, and often complemented by

phonetics and pragmatics. Grammar itself exists both in written and spoken

forms as language users need grammar to organize kind of structure in both

forms of language. In written form, learners will find phrase or clause forming

a grammatical unit which has various functions where an apposition can

occur.

Appositive is a noun or noun phrase that immediately follows and

renames another noun or noun phrase. An appositive can occur when 2 word,

phrase, or clause in sentence have the same reference (Longman Dictionary,

2002: 29). Appositive also often appears in some written literature, such as:

short story, novel, poem. Appositive is used as extra information for the

reader.

Short story is one of written literary types which not too long and there

is unity inside. According to Esenwein, A short story is a brief, imaginative

narrative, unfolding a single predominating incident and a single chief

character; it contains a plot, the details of which are so compressed, and the

whole treatment so organized, as to produce a single impression (1990: 51).

3

Commonly, appositive is not learned as primarily phrase as other phrase, but

in short story learners will find the exact usage of appositive and its kind.

Clochette by Guy de Maupassant was an old short story which contains

of appositive. Even it is an English version, but it‟s still show the identity of

the original story. Clochette‟s story took place in a village which Maupassant

describes as a large village but not too large to be called a town. This village

was a few hundred off and nestled round a black bridge church. Bellflower

tells about a life of a man and his memories about his childhood with a woman

named Mother Bellflower, the man even considered Mother Bellflower as his

second mother. But one day Mother Bellflower died and the story goes into

flashback.

Maupassant was a good writer. He wrote 300 short stories, six novels,

three travel books, and one volume of verse. Clochette was one of his

masterpieces. In Clochette, Maupassant proved his skill in creating pattern of

some certain plot.

Based on the statement above, the researcher is interested to conduct

the research entitled “Appositive Found in The Short Story „Clochette‟ By

Guy de Maupassant and Its Contribution in English Language Teaching”.

B. Problem Identification

The writer chooses the topic about appositives because it is still become

a problem for English teaching and learning process in Indonesia, especially

for teacher and students in Senior High School. Appositive belongs to

4

grammar and skill which are not getting enough portions in the English class.

Learning appositives also limited on the same aid that is textbook that the

students usually have. Students only know how the appositives occur

theoretically but not in the real application.

Teaching English as foreign language in Indonesia is not easy. Teacher

needs to find effective way to deliver the material into the students‟

understanding level. Appropriate method will support the teaching process,

but suitable aid will make the students enjoy the lesson and easily understand

the material. The use of literature as an aid to raise the students‟ interest in

learning English and in this case is appositive.

Literature always becomes the source of any culture in the world. It

contains many models of language, everyone from various ages can learn by

read it, of course, after find the suitable stories. Teachers may forget and

discredit the literature as media in teaching language. The vocabulary and the

aspect inside the story sometimes are confusing the students. The researcher‟s

purpose is to make the teacher and students find new way in learning

appositive by another media that is by using literature.

C. Problem Limitation

The limitation, researcher will be focus on appositive found in the short

story Clochette by Guy de Maupassant and its contribution in English

language teaching.

5

D. Problem Statement

Based on Background of study the researcher formulates the problem

statement in question below:

1. Is there any appositive found in the short story Clochette by Guy de

Maupassant?

2. Is there any contribution of appositive found in the short story Clochette

by Guy de Maupassant in English language teaching?

E. Objective of The Study

1. To analyse appositive found in the short story Clochette by Guy de

Maupassant.

2. To find the appositive contribution found in the short story Clochette by

Guy de Maupassant in English Language Teaching.

F. Significant of The Study

The researcher hopes that this study will give great values for the

teachers and the students.

1. For The Teachers

The teachers can use various kind media in teaching English. In this thesis

researcher try to use short story as an alternative media in teaching writing

and sentence structure.

6

2. For The Students

The students will find new ways in understanding the sentence building of

writing comprehension in English language learning. Short story will also

help the students get the exact example of appositive.

3. For The Other Researchers

The results of this thesis may have significant contribution for further

research conducting by another researcher.

G. Definition of The Key Term

1. Analysis

According to Hornby, “Analysis is the study of something by examining

its parts and their relationship.” (1995: 38)

2. Short Story

A short story is a brief, imaginative narrative, unfolding a single

predominating incident and a single chief character; it contains a plot, the

details of which are so compressed, and the whole treatment so organized,

as to produce a single impression (Esenwein, 1990: 51)

3. Appositive

Appositive is agrammatical construction in which two elements, normally

noun phrases, are placed side by side, with one element serving to define

or modify the other.Appositives, which rename nouns or pronouns within

a sentence, can also be either restrictive or nonrestrictive.

(Available at http://en.wikipedia.org/wiki/Appositiion)

7

4. Clochette

Clochette also known as Bellflower is a story written by Henry René

Albert Guy de Maupassant, the greatest French short story writer. The

story tells us about a man who remembered his early childhood with a lady

named Mother Bellflower.

(Available at http://www2.hn.psu.edu/faculty/jmanis/maupassant)

H. The Organization of The Study

This research is divided into five chapters. There are introduction,

review of related literature, research method, research finding and discussion

and the last conclusion and suggestion.

Chapter I: INTRODUCTION

The first chapter includes the background of the study, problem identification,

problem limitation, the statement of the problem, the objective of the study,

the significant of the study, the definition of the key term, and the organization

of the study.

Chapter II: REVIEW OF RELATED LITERATURE

The second chapter includes previous study, grammar, appositive, short story,

Clochette, biography of Guy de Maupassant, teaching English using literature,

synopsis of Clochette, and English language teaching.

8

Chapter III: RESEARCH METHOD

In this chapter the researcher discusses the research method. It presents types

of research, object of the research, data and data sources, technique of the data

collection, and technique of analysing data.

Chapter IV: RESEARCH FINDINGS AND DISCUSSION

This chapter tries to explain the research findings and to discuss it as possible.

Chapter V: CONCLUSION AND SUGGESTION

This chapter consist of two main parts namely conclusion and suggestion.

9

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher explains theoretically the topics that

strengthen this research that can become a basic of the research. This chapter

provides ten subchapters. They are previous study, grammar, appositive, short

story, Clochette, biography of Guy de Maupassant, teaching English using

literature, synopsis of Clochette, English language teaching.

A. Previous Study

The analysis of appositive is done by some researchers. The researcher

took one of previous studies.The studies entitled “A Study of Appositive in

English in Comparison to Vietnamese” by Ninh Ti PuongLan (2006), a post

graduate student from Vietnam National University, Hanoi. This thesis

focused on the nature of appositive and finding the similarities and differences

between appositive phrase in both English and Vietnamese. The object of this

thesis is materials and document available to students in NhanChinh school

and the students errors those students may encounter in using English

appositive phrase in writing.

Based on the data analysis, this study concludes that there are

similarities of the usage the source and the structure, but not in forming noun.

Different with English, Vietnamese does not recognize gerund

form.Therefore, the result of errors analysis on students shows that the

10

students cannot apply the appositive phrase well enough because the length

they spend in learning appositive is really short.

B. Grammar

There are many different concepts of grammar. Many experts still

believe grammar only exist in written form and only partially contribute to

spoken form.George Yule (2010:81) state in his book about grammar

definition, “Grammar is the process of describing the structure of phrase and

sentences in such a way that we account for all the grammatical sequence in a

language and rule out the ungrammatical sequence”.

Almost the same definition state by Penny Ur (2009:75), “Grammar

sometimes defined as the way words put together to make some correct

sentences”. From those two definitions, simply there is a paradigm that

grammar contributing mostly in writing skill. Grammar takes part in whole

aspect in building phrase and sentence structure.

In modern grammar, grammar becomes the vital aspects in constructing

language and define a language to be a language which different one another.

Grammar is a complex system, the parts of which cannot be properly

explained in abstraction from the whole. (R. Quirk et, 1985:37)

Gerot (1995: 5) mention three grammars which have had a major

influence on shoots in this century. These are as follows:

11

1. Traditional Grammar

Traditional grammar aims to describes the grammar of standard

English by comparing it with Latin. As such, it is prespective. Students

learn the names of parts of speech (noun, verb, and adverb).

Traditional grammar focuses on rules for producing correc

sentences. It has two main weaknesses. Firstly, the rules it perscribes are

based on the language of a very small group if middle class. Secondly, the

rules deal only with the most superficial aspect of writing.

2. Formal Grammar

Formal grammars are concerned to describes the structure of

individual sentences. Such grammars view language as a sett of rules

which allow or disallow certain sentence structure.

3. Functional Grammar

Functional grammar view language as a resource for making

meaning. These grammars attempt to describe the language in actual use

and so focus on text and their context. They are concerned not only with

the structures but also with how those structures construct meaning.

Longman dictionary of teaching and linguistic defines grammar as

follows, “Grammar is a description of a structure of a language and the way in

which linguistic units such as words and phrases are combined to produce

sentences in the language. It usually takes into account the meanings and

functions these sentences have in overall system of language. It may or may

12

not include the description of the sound of a language (J. C. Richards et,

2010:251)”.

Based on the statement above, the researcher assumed that grammar is a

system of rules to arrangement of sentence, that related with word, phrases

and clause and also including other linguistic units as the object of

grammar.Grammar is important for the students so that they will produce

sentence well and correctly, both written and spoken form. The Appositive

clearly belongs to grammar field because its function is related to sentence

building.

C. Appositive

1. Definition of Appositive

Sentence has its constituents and apposition is one of them.

Appositions appear in written text as well as in a spoken language. The

function of the apposition can be to emphasize a phrase or to add extra

information. The apposition usually post-modifies the foregoing noun

phrase.

The apposition is used frequently unwittingly. When people

converse or write a text we add other information to objects, things,

people, ideas, themes, and etc. this addition of extra additional information

for the reader or listener can sometimes be assumed as apposition,

especially in case the noun or the noun phrase is employed as descriptor

or identificator.

13

There are many opinions about clear definition of apposition, every

author have their own term in defining apposition meaning. Each of them

explains the matter in various ways. Moreover, some of them call

apposition with different terms of their own. According to Wikipedia.com

an online encyclopedia, “apposition is a grammatical construction in

which two elements, normally noun phrases, are placed side by side, with

one element serving to define or modify the other”. The most appropriate

definition for apposition is stated by Randolph Quirk:

“Apposition is primarily, and typically, a relation of noun phrase

… For linguistic units to be appositives, i.e. in apposition, they

must normally be identical in reference … Alternatively, the

reference of one must be included in the reference of other”

(Quirk et al 1985:1300-1301).

From the definitions above, one is able to describe the apposition.

It is a structurein the sentence, usually consisting of two members

(typically noun phrase) that are called appositives. They normally have the

same syntactic function. The appositives carry unique relationship of

shared reference. This means they have the same reference of one

appositives contains the reference of the other appositive. Two appositives

express almost the same thought/fact/thing by various words. As a rule one

of appositives carries more specific, concrete or particular meaning and the

second one is more general in meaning.

Several examples of apposition:

Famous Indonesian singer Krisdayanti has two more daughters

from her new marriage.

Have you met Ted, the architect?

How long have you been playing football, my favorite sport?

14

2. Formal Features of Apposition

Several conditions must be met if a phrase or a part of a sentence is

allowed to be called an apposition. Grammarians vary widely in defining

and meeting the criteria. For example Eastwood writes in his book that one

appositive must follow the other (Eastwood, 1994:14). From the formal

point of view, the majority of grammarians agree that usually a noun or a

noun phrase stand in the apposition. However, a clause can also be in the

apposition to the noun. Such a clause is called content clause. The typical

example is: He told me of his fear that he might lose his job. These content

clauses resemble nominal clauses from the functional point of view.

Either nominal clause or content clause can behave similarly to

noun phrases in sentences if the head precedes them. However, the

nominal clauses are a type of subordinate clauses and can function as an

apposition whereas the apposition itself is closer to the coordination.

Secondly, from the functional point of view, the content clauses

have several features in common with relative clauses. Both of them can

post-modify a noun. Nevertheless, the relative clauses may have wider

scope of realization. In this thesis, researcher only analyze the noun and

the noun phrase as appositive found in Clochettea novel by Guy de

Maupassant and its contribution in teaching English.

3. Combinations of Appositional Types

According Quirk et al (1985:1305) there are three types of

distinction that made apply in combination, as illustrated bellow:

15

a. Full vs. Partial Apposition

Quirk explain the difference between a full and a partial

apposition. The apposition can be called “Full” only if it completely

follows three criteria.

a) Each of the appositives can be separately omitted without

affecting the acceptability of the sentence.

b) Each fulfils the same syntactic function in the resultant

sentences.

c) It can be assumed that there is no difference between the

original sentence and either of the resultant sentences in

extralinguistic reference.

Examples:

A neighbour, Fred Brick, is on the phone.

A neighbour is on the phone.

Fred Brick is on the phone.

If one of the conditions above does not come true, the particular

structure is called a “Partial” apposition (Quirk et al, 1985:1303).

Examples:

An Unusual present was given to him for his birthday, a book

on ethnics.

An unusual present was given to him for his birthday.

Was given to him for his birthday, a book on ethnics. (False)

A book on ethnics was given to him for his birthday.

When the second appositive is omitted, the sentence stays acceptable.

Deletion of the first appositive makes the sentence grammatically

16

incorrect. There arises a need of reposition of the second member to

initial position as in the fourth sentence.

b. Strict vs. Weak Apposition

To distinguish between the strict and the weak apposition it must be

focused on particular appositives, or better is to focus on the apposition

and its head, and their syntactic classes.

Quirk in his book gives clear system. Both member of the appositional

relationship must share the same general syntactic class (for example a

noun phrase). In this case the apposition can be called “strict”, if it is

of the same syntactic class as its head. Tourism, his passion, opened

him the whole world. Either word tourism or expression his passion

are nouns (1985:1303).

In weak apposition, the appositives come from different syntactic

classes. The optional indicator namelymay be used if the second

appositive is more specific, which is the case when the second

appositive is a clause (finite or nonfinite). The first appositive cannot

be omitted without producing an acceptable sentence. That is (to stay)

and namely are the (optional) indicators for this type of apposition. The

clause can be regarded as a reduced relative clause. In the following

example, the first appositive is a noun phrase while the appositive is an

–ing clause: His passion, that is to say going abroad, opened him the

whole world.

17

c. Restrictive vs. Non-Restrictive Apposition

Basically, these two types of apposition are acknowledged throughout

the literature and grammar books. The main difference between

restrictive and non-restrictive apposition is considered to be the

proximity of the members of the apposition relationship.

Appositive in the restrictive apposition are extremely close to each

other as in the example: “Famous actor Brad Pitt visited Bali”.

Quirk in his book believe that in spoken language, there is no interval;

between the two units. Additionally, he is said to be one tone unit. In

written language, no punctuation is provided (Quirk et al, 1985:1303-

04).

To compare the non-restrictive apposition, the two member of the

relationship are two separate units with different information value. In

spoken language, the hearable marker should be an interruption

between two unique tone units. In written language, the punctuation,

for example commas, denotes two separate units (Quirk et al,

1985:1303-04). The following sentence is the example: The husband

of Angelina Jolie, that is Brad Pitt, visited Bali.

Based on the definition and the classification of apposition above, the

researcher decide to analyze appositive found in Clochette a short story

by Guy de Maupassant. The research is aimed on teaching strategy of

using English literature to teach English grammar, in this thesis.

18

D. Short Story

Short story as the part of the prose fiction genres can be defined as the

prose works that may be read in a brief time. A short story is a brief,

imaginative narrative, unfolding a single predominating incident and a single

chief character; it contains a plot, the details of which are so compressed, and

the whole treatment so organized, as to produce a single impression

(Esenwein, 1990: 51).

The definition of short story based on the time of reading it, is still not

accurate enough to describe the short story. Edgar V. Robert in Literature:

Introduction to Reading and Writing defines short story,

“A compact, concentrated work of narrative fiction that may also

contain description, dialogue, and commentary. Poe used term

„brief prose tale‟ for the short story, and emphasized that is should

create a major, unified impact”. (1995: 1707)

Based on two definitions above the researcher concludes that short

story is a part from many kinds of written literary product. Short story has

similar element with novel, the only thing that differentiate both of them are

the length of the time when someone read them. Short story is rather brief than

novel. Short story usually uses 15.00 words or 50 pages but novel use

more,that is 30.00 words or about 1000 pages.

E. Clochette

Clochette or in English means‘bellflower‟ is one of Guy de

Maupassant masterpiece. Even Clochette was not Maupassant‟s only best

short story, but Clochette came with brilliant writing style that only

19

Maupassant could have done it perfectly. In Clochette Maupassant proved his

skill in creating a pattern of some certain plot. There are three stages of plot

found in Clochette; present, past, and the past of the past.

In Clochette, the reader can find exaggeration figure of speech. It is

one of Maupassant writing styles in writing his story. Sometimes, it seems

over which makes nobody would think it is true. However, Maupassant used

exaggeration figure of speech is his style to describe and emphasize the

emotion of the characters.

Clochette itself was clearly represented that its theme was the life of

Mother Clochette (or in English „Mother Bellflower‟). Maupassant told the

reader by using first person point of view about the main character closeness

with Mother Clochette and describes her, but at the end the main character

told us about the hidden side of Mother Clochette which was literally the

opposite of her visible side.

However, many things should be considered to read this short story

because the story is not purposed for children. The tragic side of bellflower is

not suitable for children. In the other side, Clochette shows the reader about

uniqueness of Maupassant short stories by its theme, plot, character, and

diction.

F. Biography of Guy de Maupassant

Henri René-Albert-Guy de Maupassant was born on August 5, 1850 in

France. He was the first son of Laure Le Poittevin and Gustave Maupassant,

20

both came from prosperous bourgeois families. In his 11, his mother risked

social disgrace to obtain a legal separation from her husband.

After the separation, Laure Le Poittevin kept her two sons. With the

father‟s absence, Maupassant‟s mother became the most influential figure in

his childhood life. His mother was an exceptionally well read woman and was

very fond of classical literature, especially Shakespeare.

The Franco-Prussian War broke out soon after his graduation from

college in 1870; he enlisted as volunteer. In 1871, he left Normandy and move

to Paris where he spent ten years as a clerk in the Navy Department.

Gustave Flaubert took Maupassant under his protection and acted as a

kind of literary guardian to him, guiding his debut in journalism and literature.

At Flaubert‟s home he met Emile Zola and the Russian novelist Ivan

Turgenev, as well as many of the proponents of the realist and naturalist

school.

In 1878, Maupassant was transferred to the Ministry of Public

Instruction and became a contributing editor to several leading newspapers

such as Le Figaro, Gil Blas, Le Gaulois, and l’Echo de Paris. He devoted his

spare time to writing novels and short stories.

In 1880 Maupassant published what is considered his first masterpiece,

Boule de Suil, which met with instant and tremendous success. Flaubert

characterized it as “a masterpiece that will endure”. This way Maupassant‟s

first fiction of short fiction set during the Franco-Prussian War, and was

followed by short stories such as Deux Amis, Mother Savage, and

21

Mademoiselle Fifi.The decade from 1880 to 1891 was the most fertile period

of Maupassant‟s life. Made famous by his first short story, he worked

methodically and produced two or sometimes four volumes annually. His

talent and practical business sense made him wealthy.

Maupassant‟s stories are characterized by economy of style and

efficient, effortless denouements (dramatic structure). Totally, he wrote some

300 short stories, six novels, three travel books, and one volume of verse.

(Available at en.wikipedia.org/wiki/Guy_de_Maupassant)

G. Teaching English Using Literature

Many critics put objections against using literature for language

teaching. But researchers have responded to those objections logically and

established the importance of using literary text in teaching English as foreign

language.

Literature is asolution from dealing with the need of the learners. A

literary piece is not an end in itself but the meaning of beginning a creative

process in the minds and emotions of the learners. Unlike the informational

text, the literary text provides fluid and dynamic reality. It introduces a

profound range of vocabulary, dialogues and prose that can be used to prepare

student-centered interesting activities in the language classroom.

Alam (2007: 381) said that literary text “stimulate the imagination,

offer learners specimens of real language use, allow for group discussions and

individual exploration, and are intrinsically more dialogic”. If learners learn

through the use of literature to control one moment of his thought processes,

22

they feel the power and possibility of contributing positively to a larger world

than just their own, just like Alam pointed out in his book. Canagarajah (1999:

176) emphasize that learners should learn “to use English not mechanically

and diffidently, but creatively and critically”.

Literature provides authentic material. The learners are exposed to

actual language sample from real life and literature acts as a beneficial

complement to such materials. Literature helps the learners develop

interpretative abilities. Literature enables learners to get familiar with

universal issues and thereby motivates them into reading.

The use of literary texts, from language teaching point of view, will be

useful, because these texts show how language works in contexts. Beside they

show how language should be used in which conditions and situation.

The use of literary text in language teaching can be summarized as

follows;

1. Literary text will help not only to improve reading but listening, speaking

and writing skills as well.

2. It is possible to understand and get the general information related with the

experiences and events in real life by using and analyzing literary texts.

3. Literary texts will help to realize the individual and societal developments.

They make the readers improve themselves and educationally in

accordance with their emotional features.

4. Literary texts make learners acquire analyzing and criticizing skills.

23

Needless to say using literary texts is very helpful for the learners

acquire, or learn, how language works in real contexts. But the following

criteria should be taken into consideration:

1. The texts should be chosen carefully, because it should not be forgotten

that in these texts there may be grammatical, linguistic, and literal

difficulties.

2. Literary texts should include the structures and vocabulary previously

learned. In that case, there should not be difficult and ambiguous

structures.

3. Teacher should deal with linguistic and grammatical sides as well and

avoid make the lesson as if the authors themselves taught.

To use literary texts in language teaching, especially English as foreign

language is noteasy. But it cannot be disregarded that to make use of easy and

understandable literary passage will make the teaching business easy,

effective, retainable, and beneficial.

H. Synopsis Of Clochette

Clochette took place in a village which Maupassant described as a

large village but not too large to be called a town. This village was a few

hundred off and nestled round a black bridge church. As what has been

mentioned in the previous paragraph, there were three stages of plot in this

story. This was what made it a bit complicated. The first stage was when the

mature writer described his feeling of being haunted by his own memory. The

second stage was when the writer retold his childhood memory about Mother

24

Bellflower. Then, the third stage was the when the writer retold the story he

heard from the medical man about the chronology of how Bellflower lost her

leg when she was young. Mostly, the setting of the story was in the writer‟s

house. Hearing the word house probably gives us the tone of warmness and

affection. When we are in our own house, we would get the happy feeling of

gathering with our family and friends. This was probably what Maupassant

tried to give which was the atmosphere of kinship. In the story, the closeness

of Mother Bellflower and the writer was stated clearly. The writer also

considered the lady as his second mother. This was the value of kinship. Then,

another tone was rigidity which Mother Bellflower showed throughout her

attitude. Sadness, astounding, and shocking tone appeared when the writer

found the lady dead in the linen room. It gives us the atmosphere of sorrow.

Beside the writer‟s house, Clohette also took place in a school building

where the young Bellflower worked. She worked as a sewing teacher which

signified that she was an educated girl. In this building, she had a drama with

her first love, Sigisbert, who caused her limped. There was romantic tone

when she and Sigisbert met up in the hayloft. This tone gave us the

atmosphere of happiness and passionate. But then, the romantic tone turned

into tragic and scary tone after Bellflower jumped out the window.

There are many conflicts in this story. The main conflict was between

the writer and his memory. In his memory, there are conflicts between the

writer and Mother Bellflower, the writer and the condition occurred at that

time, and Mother Bellflower and her past. These conflicts reached its rising

25

conflict when the writer retold the day he found the lady laid dead in the linen

room. It was such a shocking moment for him. Then, the climax was when the

writer retold what he heard from the medical man. He heard him tell about the

chronology of how Mother Bellflower lost her leg when she was young. It was

because the young lady wanted to save his first love‟s carrier. This story the

medical man retold made the writer more shocked than before. He was just a

child that he should not have heard this kind of thing. The resolution of these

conflicts was not obvious, actually. However, ordering from when the climax

occurred, the resolution was when the writer was remained alone in the

drawing room. He tried to calm down his childish heart, then, he heard the

noise of the people who were carrying Mother Bellflower‟s body.

The characters in this story are the writer, Mother Bellflower, the

medical man, the writer‟s parents, Sigisbert, and Old Grabu. The writer took a

role as the main character and as the narrator who drove the course of the

story. All of the interactions in this story occurred when the writer was just a

child. There are neither direct interactions between the writer and Sigisbert nor

the writer and Old Grabu. It was because Sigisbert and Old Grabu were in the

medical man‟s story. The writer only retold them without knowing them in the

real life.

By the way the writer described himself; we can tell that the writer was

known as one of Mother Bellflower‟s closest people. He was just an ordinary

child always looking for attentions from someone who could make him

comfortable; and Mother Bellflower was that someone. He usually came to the

26

linen room to see Mother Bellflower and to hear stories. He thought his

mother had none of the flavor and the fullness of the vigor of the peasant

woman's narratives. It was perhaps because he had already found someone

who could tell him stories in an enormous way, so he compared his mother

with her, then, decided that his mother was no better. From these, it was seen

clearly that the writer‟s characterization was just like the other children at his

age who had mood and feeling fluctuation inside him.

I. English Language Teaching

According to Harmer (2001:56) teaching is about transmission of

knowledge from teacher to student, or is it about creating condition in which,

somehow, students learn for themselves.

Hornby (2006:1518) said that teaching is derived from the word

“teach”. It means to show somebody how to do something. He also states that

teaching is an effort to present the knowledge which is done by somebody to

other persons.

Teaching is guiding and facilitating learning in enabling the learners to

learn, and sitting the conditions for learning. Teaching means showing or

helping someone to learn how to do something, providing with knowledge,

causing to know or understand (Brown, 2007: 7). It is relevant with Hornby

(2006:1518) stated that teaching means the work of teacher or the ideas of

particular persons or group that are taught to other people.

27

Hamalik (2011:44-52) stated that there are many interpretations about

term of teaching, there are as followed:

a. Teaching is transferring knowledge to the students in school

b. Teaching is developing culture to the young generation

through school institution

c. Teaching is an effort organization environment so that making

a good condition to student‟s learning

d. Teaching is giving study guidance to the students

e. Teaching is an activity to prepare the students to be good

citizens suitable with a public rules

f. Teaching is helping students to face a society in daily life.

Based on the definition above, English language teaching can be

conclude as transferring knowledge to the students or learner about English

language. English has become international language for decade. Transferring

knowledge about English as language means open the window of

communications across the nations. Teaching English not only limited on its

language but also all the culture contain in the language itself.

28

CHAPTER III

RESEARCH METHODS

This chapter will discuss about the research method. In conducting the

research, the research method is very important. By using appropriate research

methods, the subject matter being researched will be clear. Besides, it also helps

the researcher to solve the problem easier. In this chapter the researcher would

like to present the way how to carry out the research.

A. Types of Research

In conducting the research, the researcher uses a descriptive qualitative

method of research in analyzing the topic. Qualitative data is taken as much

detail possible from the short story entitled Clochette by Guy de Maupassant.

Bogdan and Biklen in Sugiyono (2011: 13) stated that qualitative

research has some characteristics, that is:

a. Qualitative research has the natural setting as the direct source of the data

and researcher is the key instrument,

b. Qualitative research is descriptive. The data collected is in form of words

of pictures rather than number,

c. Qualitative research are concerned with process rather than simply with

outcome or products,

d. Qualitative research tend to analyze their data inductively,

e. “Meaning” is essential to qualitative approaches.

29

The descriptive qualitative method is analyzing the data in the form of

words descriptively (Moelong, 2000: 17). The study is designed to get

information concerning with the appositive in the short story entitled

Clochette by Guy de Maupassant.

B. Object of The Research

The object of the research used in this research is the short story entitled

Clochette by Guy de Maupassant. The researcher chooses the short story that

mostly contain with apposition.

C. Data and Data Sources

The research was conducted by using a short story that becomes the

main source in collecting data, namely: a short story entitled Clochette by Guy

de Maupassant.

For this research, the researcher uses two kinds of source in collecting

data which are needed. They are:

a. Primary data

In this research, the data taken from a short story entitled Clochette by

Guy de Maupassant.

b. Secondary data

The data of this kind includes some information to support the primary

data. It is taken from other reference outside the short story, such as:

literary books, dictionaries, and internet data, etc.

30

D. Technique of the Data Collection

The technique used to collecting data in this research is observation.

The researcher uses this technique because observation is considered to be the

most relevant to the target of the research which is the short story.

The researcher conducts and observes the data source; the short story

entitled Clochette by Guy de Maupassant by reading carefully. Then the

researcher observes the data systematically. The researcher also uses note

technique that is making notes of the data which have been found in the note.

Besides that, the researcher uses defining manual technique that is using

written source to get the data.

E. Technique of Analyzing Data

After the data are collected, the researcher will be analyzed using the

following steps, they are:

1. Read Clochette short story several times to comprehend the whole of the

story.

2. Identifying the apposition found in the short story.

3. Collecting the data related to the aim of the study.

4. Analyzing and interpreting the data selected.

5. Drawing conclusion based on the data.

31

CHAPTER VI

RESEARCH FINDINGS AND DISCUSSION

This chapter explains the result of the research and its discussion.

Having collected the data, explanation and details are presented here. Firstly,

the researcher presents the research findings. Secondly, the researcher analysis

the appositive found in the short story. The description and data analysis are

presented as follows.

A. Research Findings

In completing this thesis, the researcher collects the data from the short

story entitled Clochetteas the object of the study to make the discussion

clearly and easy to understand.

1. The Data of the Usage of English Appositive in the Short

StoryClochette

The data are collected and there are many English appositives in

this short story. The researcher analyses these English appositives

found in this short story based on 6 types of appositives. They are Full

Apposition, Partial Apposition, Strict Apposition, Weak Apposition,

Nonrestrictive Apposition, and Restrictive Apposition. Based on the

data that collected in this study, the researcher obtains these categories

using table. According to the classification of Appositive types, the

table will presents the data which are collected.

32

Table 1.1

The Identification of the Total Types of English Appositives

Found in the Short Story Clochette

NO. Types Of Appositive Frequency

1. Full Apposition 15

2. Partial Apposition 5

3. Strict Apposition 7

4. Weak Apposition 13

5. Nonrestrictive Apposition 10

6. Restrictive Apposition 10

Total 60

Table 1.2

The Identification of the Types of English Appositives Found in

the Short Story Clochette

NO. Categories Paragraph Line

1. Full Apposition

1,2,3,4,11,13,

18,20,,26,,32,

33

5,3,12,13,18,5

7,65,67,68,86,

96,108,131,13

7

2. Partial Apposition 9,11,20 40,45,47,57,99

3. Strict Apposition 3,4,9,18,20,3 13,18,40,86,96

33

2,33 ,131,137

4. Weak Apposition

1,2,3,4,9,11,1

3,20,26

3,5,12,18,45,4

7,57,65,67,68,

99,108

5.

Nonrestrictive

Apposition

2,3,4,13,18,2

6,32

3,12,13,18,65,

68,86,108,131

6. Restrictive Apposition

1,9,11,13,20,

33

5,40,45,47,57,

67,96,99,137

B. The Discussion

The analysis of English appositives used in the short story Clochette,

the researcher finds 60 English appositives divided into six types of

appositive. They are Full Apposition, Partial Apposition, Strict Apposition,

Weak Apposition, Nonrestrictive Apposition, and Restrictive Apposition.

Besides divide into different types, the application of the three major types of

appositives (Full vs. Partial, Strict vs. Weak and Nonrestrictive vs. Restrictive)

leads to a set of specific appositives.

1. “… , that I am astonished at not being able to pass a single day

without the faceof Mother Bellflowerrecurring to my mind’s eye, …”

(Par 1, Line 5).

The sentence above is formed bythree types of apposition. The

sentence above belongs to Full, Weak, Restrictive Apposition.

34

It is categorized into Full Apposition because each of the

appositives can be separately omitted without affecting the

acceptability of the sentence; each fulfils the same syntactic function in

the new dependent sentences; it can be assumed that there is no

difference between the original sentence and either of the new

dependent sentences in extralinguistic reference. In the other word, the

sentence can be rearranged as bellow:

(i) „that I am astonished at not being able to pass a single

day without the face recurring to my mind‟s eye‟

(ii) „that I am astonished at not being able to pass a single

day without Mother Bellflower recurring to my

mind‟s eye‟

The apposition in the sentence above also categorized into Weak

Apposition. Weak Apposition formed if the appositives had different

syntactic classes.

“that I am astonished at not being able to pass a single

day without the faceof Mother Bellflower recurring to

my mind‟s eye”

In this case, boththe face and Mother Bellflowerare Noun Phrase

(NP + NP).

The last, the sentence categorized into Restrictive Apposition.

Restrictive Apposition formed because there is no need punctuation to

35

separate the two units. It is usually happened in spoken language. It is

should be one tone in one unit.

“that I am astonished at not being able to pass a single

day without the face of Mother Bellflower recurring to

my mind‟s eye”

2. “She was an old seamstress who came to my parents’ house once a

week, every Thursday, to mend the linen” (Par 2, Line 3).

The sentence above isformedby three types of apposition. The

sentence above belongs to Full, Weak, Nonrestrictive Apposition.








(i) “She was an old seamstress who came to my parents‟

house once a week to mend the linen”

(ii) “She was an old seamstress who came to my parents‟

house every Thursday, to mend the linen”



syntactic classes.

36

“She was an old seamstress who came to my parents‟

house once a week, every Thursday, to mend the

linen”

In this case, once a week is an Adverbial Phrase and Every

Thursday is a Noun Phrase (Adv-P + NP).

The last, the sentence above is categorized into Nonrestrictive

Apposition. In the nonrestrictive apposition, the two member of the




for example commas, denotes two separate units.

“She was an old seamstress who came to my parents‟

house once a week, every Thursday, to mend the

linen”

3. “The village,a large village, almost a small market town,…” (Par 3,

Line 12).

The sentence above is formed by three types of apposition. The







37



(i) “The village, almost a small market town, …”

(ii) “A large village, almost a small market town, …”

The apposition in the sentence above also categorized into Strict

Apposition. Strict Apposition formed if the appositives had similar

syntactic classes.

“The village, a large village, almost a small market

town, …”

In this case, boththe village and a large villageare Noun

Phrase(NP + NP).







“The village, a large village, almost a small market

town, …”

4. “… ,was a few hundred yards off and nestled round the church,a red

brick church, which had become black with age.” (Par 3, Line 13).


sentence above belongs to Full, Strict,Nonrestrictive Apposition.

38








(i) “… ,was a few hundred yards off and nestled round

the church which had become black with age.”

(ii) “… ,was a few hundred yards off and nestled round a

red brick church which had become black with age.”



syntactic classes.

“… ,was a few hundred yards off and nestled round

the church, a red brick church, which had become

black with age.”

In this case, bothThe Church anda red brick churchare Noun

Phrase (NP + NP).





39



“… ,was a few hundred yards off and nestled round

the church, a red brick church, which had become

black with age.”

5. “… , for she had a beard all over her face, a surprising, an unexpected

beard, growing in improbable tufts, …” (Par 4, Line 18).


sentence above belongs to Full, Weak,Nonrestrictive Apposition.








(i) “… , for she had a beard all over her face, an

unexpected beard, growing in improbable tufts, …”

(ii) “… , for she had a beard, a surprising, an unexpected

beard, growing in improbable tufts, …”



syntactic classes.

40

“… , for she had a beard all over her face, a

surprising, an unexpected beard, growing in

improbable tufts, …”

In this case, all over her face is an Adverbial Phrase and a

surprising is a Noun Phrase (Adv-P + NP).










6. “… , for she had a beard all over her face, a surprising,an unexpected

beard, growing in improbable tufts, …” (Par 4, Line 18).


sentence above belongs to Full, Strict, Nonrestrictive Apposition.






41



(i) “… , for she had a beard all over her face, a

surprising, growing in improbable tufts, …”

(ii) “… , for she had a beard all over her face, an

unexpected beard, growing in improbable tufts, …”



syntactic classes.




In this case, both a surprising and an unexpected beardare Noun

Phrase (NP + NP).










42

7. “…, she had the large heart of a poor woman.” (Par 9, Line 40).


sentence above belongs to Partial, Strict, Restrictive Apposition.

An appositive is named to be Partial Apposition if it cannot

fulfill the three conditions which Full Apposition has. On the other

word, the sentence cannot be rearranged because its new dependent

sentences are not acceptable and the reference of the two new

dependent sentences is different.

(i) “…, she had the large heart.” (The structure is

acceptable and the meaning in the whole sentence is

still acceptable)

(ii) “…, she had a poor woman.” (The structure is

acceptable but the meaning in the whole sentence is

unacceptable)



syntactic classes.

“…, she had the large heartof a poor woman.”

In this case, boththe large heart and a poor womanare Noun

Phrase (NP + NP).



43



“…, she had the large heart of a poor woman.”

8. “… , or the queer story of Jean Pila’s dog who had gone ten leagues to

bring back his master’s breeches which a tramp had stolen while they

were hanging up to dry out of doors after he had been caught in the

rain.” (Par 9, Line 45).


sentence above belongs to Partial, Weak, Restrictive Apposition.






(i) “… , or the queer story who had gone ten leagues to

bring back his master‟s breeches which a tramp had

stolen while they were hanging up to dry out of doors

after he had been caught in the rain.” (The structure is

unacceptable, „who‟ should replace by „which‟)

(ii) “… , or Jean Pila’s dog who had gone ten leagues to

bring back his master‟s breeches which a tramp had

stolen while they were hanging up to dry out of doors

44

after he had been caught in the rain.” (The structure is

acceptable and the whole meaning is still acceptable)



syntactic classes.

“… , or the queer storyof Jean Pila‟s dog who had

gone ten leagues to bring back his master‟s breeches

which a tramp had stolen while they were hanging up

to dry out of doors after he had been caught in the

rain.”

In this case, boththe queer story and jean Pila’s dogare Noun

Phrase (NP + NP).





“… , or the queer storyof Jean Pila‟s dog who had




rain.”

45

9. “… , or the queer story of Jean Pila’s dog who had gone ten leagues to

bring back his master’s breeches which a tramp had stolen while they

were hanging up to dry out of doors after he had been caught in the

rain.” (Par 9, Line 47).








(i) “… , or the queer story of Jean Pila‟s dog who had



to dry out after he had been caught in the rain.” (The

structure is acceptable and the whole meaning is still

acceptable)

(ii) “… , or the queer story of Jean Pila‟s dog who had



doors after he had been caught in the rain.” (Both

structure and the whole meaning is not acceptable)

46



syntactic classes.

“… , or the queer story of Jean Pila‟s dog who had



to dry outof doors after he had been caught in the

rain.”

In this case, todry outis Verbal Phrase and doorsis Noun (VP +

N).





“… , or the queer story of Jean Pila‟s dog who had




rain.”

10. “On opening the door of the linen room I saw the old seamstress lying

on the floor by the side of her chair, …” (Par 11, Line 57).



47






(i) “On opening of the linen room I saw the old

seamstress lying on the floor by the side of her chair,

…” (The structure is acceptable and the whole

meaning is still acceptable)

(ii) “the door of the linen room I saw the old seamstress

lying on the floor by the side of her chair, …” (The

structure is unacceptable, there should be a modifier

before „the door‟)



syntactic classes.

“On openingthe door of the linen room I saw the old


…”

In this case, on opening is an Adverbial Phrase and the door is a

Noun Phrase (Adv-P + NP).



48



“On opening the door of the linen room I saw the old


…”

11. “On opening the doorof the linen room I saw the old seamstress lying

on the floor by the side of her chair, …” (Par 11, Line 57).










(i) “On openingthe doorI saw the old seamstress lying on

the floor by the side of her chair, …”

(ii) “On opening of the linen room I saw the old


…”

49



syntactic classes.

“On openingthe doorof the linen room I saw the old


…”

In this case, both the door and the linen roomare Noun Phrase

(NP + NP)





“On opening the door of the linen room I saw the old


…”

12. “I cannot describe the profound, poignant, terrible emotion which

stirred my childish heart.” (Par 13, Line 65).


sentence above belongs to Full, Weak,Nonrestrictive Apposition.





50




(i) “I cannot describe the profound, poignant,which

stirred my childish heart.”

(ii) “I cannot describe the profound, terrible emotion

which stirred my childish heart.”



syntactic classes.

“I cannot describe the profound, poignant, terrible

emotion which stirred my childish heart.”

In this case, poignant is an Adjective and terrible emotion is a

Noun Phrase (Adj + NP).







“I cannot describe the profound, poignant, terrible

emotion which stirred my childish heart.”

51

13. “I went slowly down into the drawing room and hid myself in a dark

corner in the depths of great old armchair.” (Par 13, Line 67).










(i) “I went slowly down into the drawing room and hid

myself in a dark corner in the depths.”

(ii) “I went slowly down into the drawing room and hid

myself in a dark corner of great old armchair.”



syntactic classes.

“I went slowly down into the drawing room and hid

myself in a dark corner in the depthsof great old

armchair.”

In this case, in the depths is an Adverbial Phrase and great old

armchair is a Noun Phrase (Adv-P + NP).

52





“I went slowly down into the drawing room and hid

myself in a dark corner in the depths of great old

armchair.”

14. “I remained there for a long time, no doubt, for night came on.” (Par

13, Line 68).










(i) “I remained there for a long time, no doubt.”

(ii) “I remained there for a long time, for night came on.”



syntactic classes.

53

“I remained there for a long time, no doubt, for night

came on.”

In this case, no doubt is a Noun Phrase and for night came on is

an Adverbial Phrase (NP + Adv-P).







“I remained there for a long time, no doubt, for night

came on.”

15. “… ,the schoolmaster, old Grabu, who occasionally got out of bed the

wrong foot first.” (Par 18, Line 86).


sentence above belongs to Full, Strict,Nonrestrictive Apposition.








54

(i) “… ,the schoolmaster who occasionally got out of bed

the wrong foot first.”

(ii) “… , old Grabu, who occasionally got out of bed the

wrong foot first.”



syntactic classes.

“… ,the schoolmaster, old Grabu, who occasionally

got out of bed the wrong foot first.”

In this case, both the schoolmaster and old Grabuare Noun

Phrase (NP + NP).







“… ,the schoolmaster, old Grabu, who occasionally

got out of bed the wrong foot first.”

16. “… , when the door of the hayloft opened and the schoolmaster

appeared and asked …” (Par 20, Line 96).


sentence above belongs to Full, Strict, Restrictive Apposition.

55








(i) “… , when the door opened and the schoolmaster

appeared and asked …”

(ii) “… , when the hayloft opened and the schoolmaster

appeared and asked …”



syntactic classes.

“… , when the doorof the hayloft opened and the

schoolmaster appeared and asked …”

In this case, both the door and the hayloft are Noun Phrase (NP

+ NP).





56

“… , when the door of the hayloft opened and the

schoolmaster appeared and asked …”

17. “I came up here to rest a little among the bundles of hay, Monsieur

Grabu.” (Par 20, Line 99).








(i) “I came up here to rest a little among the bundles,

Monsieur Grabu.” (The structure is acceptable but the

meaning is unclear)

(ii) “I came up here to rest a little among hay, Monsieur

Grabu.” (The structure is acceptable but the whole

meaning is unacceptable)



syntactic classes.

“I came up here to rest a little among the bundlesof

hay, Monsieur Grabu.”

57

In this case, the bundles is Noun Phrase and hay is Noun (NP +

NP).




should be one tone in one unit (Quirk et al, 1985: 1303-04).

“I came up here to rest a little among the bundles of

hay, Monsieur Grabu.”

18. “’I will soon find out,’ the old man replied and, double-locking the

door, he went down to get a light.” (Par 26, Line 108).










(i) “‟I will soon find out,‟ the old man replied and,

double-locking the door.”

(ii) “‟I will soon find out,‟ the old man replied and he

went down to get a light.”

58



syntactic classes.

“‟I will soon find out,‟ the old man replied and,

double-locking the door, he went down to get a light.”

In this case, double-locking the door is a Noun Phrase and he

went down to get a light is a Verbal Sentence (NP + VS).







“‟I will soon find out,‟ the old man replied and,

double-locking the door, he went down to get a light.”

19. “She was a martyr, a noble soul, a sublimely devoted woman!” (Par 32,

Line 131).


sentence above belongs to Full, Strict, Nonrestrictive Apposition.





59




(i) “She was a martyr, a sublimely devoted woman!”

(ii) “She was a noble soul, a sublimely devoted woman!”



syntactic classes.

“She was a martyr, a noble soul, a sublimely devoted

woman!”

In this case, both a martyr and a noble soul are Noun Phrase

(NP + NP).







“She was a martyr, a noble soul, a sublimely devoted

woman!”

60

20. “… , while I heard a strange noise of heavy footsteps and something

knocking against the side of the staircase.” (Par 33, Line 137).


sentence above belongs to Full, Strict, Restrictive Apposition.








(i) “… , while I heard a strange noise and something

knocking against the side of the staircase.”

(ii) “… , while I heard heavy footsteps and something

knocking against the side of the staircase.”



syntactic classes.

“… , while I heard a strange noiseof heavy footsteps

and something knocking against the side of the

staircase.”

In this case, a strange noise and heavy footsteps are Noun

Phrase (NP + NP).

61





“… , while I heard a strange noise of heavy footsteps

and something knocking against the side of the

staircase.”

Based on the research findings and discussion above, the

researcher concludes that there are many examples of appositive in the

written literature, especially short story. From the research above, the

researcher also conclude that teacher can use short story to teach

grammar skill by using literature.

C. Application in English Language Teaching

Based on the research findings above, it is known that in the

short story Clochette contain many English Appositives.The

application of this research would be suitable for Senior High School

students in the grade X semester 1. The new curriculum included to

help the teacher apply the material. From the short story, students can

learn more about appositive and appositive phrase. Indirectly, they will

notice the structure of the appositives by reading the short story.

The application of short story in teaching appositive, as follows:

1. Teacher gives the student the example of narrative text.

62

2. The students read and understand the text carefully.

3. The students try to identify the social function, schematic

structure, and the linguistic feature.

4. Teacher adds the information of appositive by using several

examples inside the text.

5. The students are lead to find appositive in the narrative text.

6. The students identify the appositive and how appositive

formed.

7. The students practice themselves to make appositive based

the example they‟ve found in the text.

The lesson plan is presented in the next page.

63

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA Negeri 7 Purworejo

Kelas/ Semester : X/1

Mata Pelajaran : Bahasa Inggris

Topik : Naratif

Alokasi Waktu : 2 Pertemuan - 4 JP x 45 Menit

A. Tujuan Pembelajaran

1. Selama dan setelah pembelajaran melalui model pembelajaran scientific

approach dan discovery learning siswa dapat mensyukuri kesempatan

dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi

internasional yang diwujudkan dalam semangat belajar.


approach dan discovery learning siswa dapat menunjukkan perilaku

tanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan

komunikasi fungsional.


approach dan discovery learning siswa dapat menganalisis fungsi sosial,

struktur teks, dan unsur kebahasaan dari teks naratif berbentuk cerita

pendek sederhana sesuai dengan konteks penggunaannya.

4. Selamadan setelah pembelajaran melalui model pembelajaran scientific

approach dan discovery learning siswa dapat menangkap makna dalam

64

teks naratif berbentuk cerita pendek, lisan dan tulis, sederhana sesuai

dengan konteks penggunaannya.

B. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan

proaktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kemanusiaan, kebangsaan, kenegaran, dan peradaban terkait

fenomena dan kejadian, serta menerapkan pengetahuan procedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

4. Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

65

C. Kompetensi Dasar

1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat

belajar.

2. Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta damai

dalam melaksanakan komunikasi fungsional.

3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

naratif berbentuk cerita pendek sederhana sesuai dengan konteks

penggunaannya.

4. Menangkap makna dalam teks naratif berbentuk cerita pendek sederhana

sesuai dengan konteks penggunaannya.

D. Indikator Pencapaian Kompetensi

1. Menunjukkan perilaku tanggungjawab, peduli, kerja sama, dan cinta

damai dalam melaksanakan komunikasi fungsional

2. Mengetahui tujuan komunikatif teks naratif

3. Mengetahui struktur teks naratif

4. Memproduksi teks naratif secara tulisan

5. Memproduksi teks naratif secara lisan

6. Mengetahui salah satu struktur frasa kata benda yang ada di dalam teks

naratif

66

E. Materi Pembelajaran

a. Penjelasan konsep tentang teks naratif

b. Contoh Teks naratif

c. Lingusitic features/tata bahasa dalam teks naratif

d. Kosa kata adjectif dan frasa kata benda

F. Alokasi waktu

4 x 45 Menit

G. Metode Pembelajaran

Metode discovery learning

H. Kegiatan Pembelajaran

a. Kegiatan Pendahuluan

1) Guru menyapa siswa. Kemudian, guru menjelaskan tema dan tujuan

pembelajaran yang akan dicapai dalam materi Pelajaran I. Pada

Pelajaran I akan dibahas teks deskripsi dengan memperhatikan

struktur teks deskripsi yang benar. Guru mengarahkan siswa agar

menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cinta

damai dalam melaksanakan komunikasi fungsional

2) Guru melakukan persepsi sesuai dengan tujuan pembelajaran yang

akan dicapai dalam teks deskripsi. Guru membangun konteks dan

pemahaman siswa bagaimana menunjukkan perilaku tanggungjawab,

67

peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi

fungsional. Konteks yang dibangun bertujuan agar siswa merasa

berada dalam situasi yang akan dipelajari. Guru juga membangkitkan

minat baca siswa dengan memberikan tugas tambahan membaca buku

tentang topik pelajaran ini. Guru meminta siswa untuk mencari buku

yang berisi tentang teks naratif.

b. Kegiatan Inti

1) Guru memberikan beberapa contohteks/cerpen.

2) Siswa menirukan contoh secara terbimbing.

3) Siswa belajar menemukan gagasan pokok, informasi rinci dan

informasi tertentu dari teks.

4) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara

lain perbedaan antar berbagai teks narasi yang ada dalam bahasa

Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam

bahasa Indonesia.

5) Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi

tertentu dari teks naratif.

6) Siswa secara kelompok membacakan teks narasi lain dari berbagai

sumber dengan pengucapan, tekanan kata dan intonasi yang tepat

7) Siswa berpasangan menemukan gagasan pokok, informasi rinci dan

informasi tertentu serta fungsi sosial dari teks naratif yang

dibaca/didengar.

68

8) Siswa menyunting teks narasi yang diberikan guru dari segi struktur

dan kebahasaan.

9) Berkelompok, siswa menggambarkan tempat wisata lain dalam

konteks penyampaian informasi yang wajar terkait dengan tujuan yang

hendak dicapai dari model yang dipelajari.

10) Dalam kerja kelompok terbimbing siswa menganalisis dengan

membandingkan berbagai teks yang menggambarkan orang, tempat

wisata, bangunan bersejarah terkenal dengan fokus pada struktur teks,

dan unsur kebahasaan.

11) Siswa mengelompokkan teks naratif sesuai dengan fungsi sosialnya.

12) Siswa memperoleh balikan (feedback) dari guru dan teman tentang

setiap yang dia sampaikan dalam kerja kelompok.

13) Berkelompok, siswa menyusun teks naratif fiksional.

14) Siswa menyunting naratif yang dibuat teman.

15) Siswa menyampaikan naratif di depan guru dan teman dan

mempublikasikannya di mading.

16) Siswa membuat cerita pendek fiksional kreasi siswa satu persatu.

17) Siswa membuat laporan evaluasi diri secara tertulis tentang

pengalaman dalam mempelajari termasuk menyebutkan dukungan dan

kendala yang dialami.

18) Siswa dapat menggunakan ‘learning journal’.

19) Siswa mendengarkan umpan balik dan penguatan dari guru.

69

c. Kegiatan Penutup

1) Siswa bersama guru menyimpulkan pembelajaran

2) Siswa melakukan refleksi terhadap kegiatan yang sudah dilakukan

3) Siswa menjawab pertanyaan yang diberikan oleh guru

4) Siswa menyimak informasi mengenai rencana tindak lanjut

pembelajaran

d. Penilaian proses

No Aspek yang dinilai Teknik

Penilaian

Waktu

Penilaian

Instrumen

Penilaian Keterangan

1. Religius Pengamatan Proses

Lembar

Pengamatan

Hasil penilaian

nomor 1 dan 2

untuk masukan

pembinaan dan

informasi bagi

Guru Agama dan

Guru PKn

2. Tanggung jawab

3. Peduli

4. Responsif

5. Santun

e. PenilaianHasil

Indikator

Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Penilaian

Instrumen

Mengetahui tujuan

komunikatif teks

naratif

Tes tertulis Isian 1. Jelaskan tujuan fungsional

teks naratif

Mengetahui Tes tertulis Isian 1. Sebutkan struktur teks

70

struktur teks

naratif

naratif

Memproduksi teks

narasi secara

tulisan

Unjuk

kerja

Keterampilan

tertulis

2. Pilihlah salah satu tema

berikut ini (dongeng,

legenda, dan cerpen)

tulislah teks naratif

berdasarkan tema yang

Anda pilih!

3. Temukanlah frasa kata

benda Appositif yang

terdapat dalam teks naratif

yang telah Anda pelajari

dan tirukanlah strukturya

untuk memproduksi frasa

kata benda yang baru!

Memproduksi teks

naratifsecara lisan

Unjuk

kerja

Keterampilan

lisan

4. Sampaikanlah teks naratif

yang telah Anda tulis

secara lisan dengan

mengunakan bahasa

Inggris sesuai kaidah dan

konteks!

71

Kunci Jawaban

1 Tujuan fungsioanl teks naratif :

2 Generic structure teks naratif :

3 Struktur frasa appositif :

Pedoman Penskoran

1. Soal nomor 1

Aspek Skor

Siswa menjawab benar semua 6

Siswa menjawab benar 6 5





SKOR MAKSIMAL 6

2. Soal nomor 2

Sistem Penskoran

Content:

1. 4-6 Not clear. Little elaboration, many digressions

2. 7-8 Clear ideas but not elaborated and some digressions

3. 9-10 Focus on central ideas with elaboration

72

Organizational:

1. 4-6 Not clear in purpose, not orderly organized from

beginning, middle and end

2. 7-8 Clear in purpose but not orderly organized from beginning,

middle and end

3. 9-10 Clear in purpose and orderly organized from beginning,

middle and end

Vocabulary:

1. 4-6 Not controlled, sentences halted and choppy

2. 7-8 Vocabulary basic and not purposefully selected.

3. 9-10 Vocabulary less precise and information chosen

purposeful

Grammar:

1. 4-6 Shifts from one tense to another, errors in convention

2. 7-8 Some errors with inflections, agreement and word meaning

3. 9-10 Mostly standard inflections, agreement and word meaning

Mechanics:

1. 4-6 Misspells even simple words, little formatting evident

2. 7-8 Some errors with spelling and punctuation that detract

meaning

3. 9-10 Mostly effective use of mechanics, errors do not detract

from meaning

73

3. Soal nomor 3

Sistem penskoran

Content:

1. students are able to begin to communicate as the purpose in simple

way, still make some mistakes

2. students are able to speak with sustained and connected discourse;

any errors do not interfere with meaning

3. students are able to communicate competently in social and class

room settings

Fluency:

1. students speak in single word utterances and short patterns

2. students speak hesitantly and stop sometimes to find words

3. students speak with nearly native fluency, any hesitations do not

interfere with communication

Vocabulary:

1. students use limited vocabulary and still make inappropriate word

choice

2. students use adequate vocabulary and some word usage irregularities

3. students use varied vocabulary

74

Grammar:

1. Students use predominantly present tense verbs and demonstrate

errors of omission

2. Students use complex sentences, apply rules of grammar, but lack

control of irregular forms

3. Students use a variety of structures with an occasional grammatical

error

Performance:

1. Students are not self confident, hesitant and not prepared

2. Students are self confident, hesitant occasionally and generally

prepared

3. Students are self confident, not hesitant and prepared

f. Sumber Belajar

Buku Paket

Purworejo, Juli 2014

Kepala SMA Negeri 7 Purworejo

____________________________________

Guru Mata Pelajaran Bahasa Inggris

___________________________________

75

Lampiran 1 Lembar Pengamatan

LEMBAR PENGAMATAN SIKAP

Mata Pelajaran :....................................................................................

Kelas/Semester :....................................................................................

Tahun Ajaran :....................................................................................

Waktu Pengamatan : ...................................................................................

Indikator perkembangan sikapreligius,tanggungjawab,peduli,responsif, dansantun

1. BT (belum tampak) jika sama sekali tidak menunjukkan usaha sungguh-

sungguh dalam menyelesaikan tugas

2. MT (mulai tampak) jika menunjukkan sudah ada usaha sungguh-sungguh

dalam menyelesaikan tugas tetapi masih sedikit dan belum ajeg/konsisten

3. MB (mulai berkembang) jika menunjukkan ada usaha sungguh-sungguh

dalam menyelesaikan tugas yang cukup sering dan mulai ajeg/konsisten

4. MK (membudaya) jika menunjukkan adanya usaha sungguh-sungguh dalam

menyelesaikan tugas secara terus-menerus dan ajeg/konsisten

76

Lampiran 2 Lembar Bahan Ajar

Tapescript

MALIN KUNDANG

This is story about Malin Kundang. He was a boy from a very poor family

who live with his mom. His father is a sailor but he had already died. Malin was

smart boy but a bit naughty. He always chased a chicken and hit it with broom,

until one day he slipped off and hurt himself. The wound left a scar on his hand.

When Malin grew up, he decided to go to the city, so one day he would become

rich by the time he went back to the village. Malin’s mother disagreed with his

decision because he was the only one she had. But Malin had already made up his

mind, his mother had no other choice but to let her only child go. Malin was

travelling by sea, so he came along with one rich merchant. He was hoping to

become one of his crew and learn from that merchant. Malin went to anyplace

wherever the winds took him. Soon he will become a great successful man.

Many years has passed since then….Malin has become a rich merchant

because of his hard work and marry the most beautiful girl in the world and he

had forgotten his mother as well as the village. On the other hand, Malin’s mother

was getting older. She missed her child so so much that she had always wait for

Malin’s return at the harbour everyday until one day there was a merchant who

stopped by the village. She knew it was Malin the moment she saw. What makes

her so sure is because of the scar on his hand.But Malin denied her as his mother

77

because Malin’s felt ashame to his wife and the crew, then he was gone. Malin’s

mother was really upset then she started to curse him. On his journey Malin’s ship

begin to shaking and soon it turned in to a stone………..until now.

Exercise 1

Match the words in column A (taken from the video) and their meanings in

column B. Each word in column B is used only once.

A B

A. merchant

B. travelling

C. harbour

D. deny

E. upset

A. a person whose job is to buy

and sell products in large

amounts, especially by trading

with other countries

B. to make a journey

C. a journey for pleasure during

which various places.

D. to make somebody/oneself

unhappy or worried

E. an area of water protected from

the open sea by land or walls in

which ships can shelter.

78

F. to say that something is not

true.

Exercise 2

Retell the story “Malin Kundang” with your own words. Write it down in a

piece of paper. 1 group 1 task.

Exercise 3

Make your own folktale story from your birth place, try to find and write it

with your own words

Kunci Jawaban

Exercise 1

• A, b, e, f, d

79

Lembar 3 Bahan Ajar Materi Appositive

84

Clochette

Guy de Maupassant

How strange those old recollections are which haunt us, without our being able to

get rid of them.

This one is so very old that I cannot understand how it has clung so vividly and

tenaciously to my memory. Since then I have seen so many sinister things, which

were either affecting or terrible, that I am astonished at not being able to pass a

single day without the face of Mother Bellflower recurring to my mind's eye, just

as I knew her formerly, now so long ago, when I was ten or twelve years old.

She was an old seamstress who came to my parents' house once a week, every

Thursday, to mend the linen. My parents lived in one of those country houses

called chateaux, which are merely old houses with gable roofs, to which are

attached three or four farms lying around them.

The village, a large village, almost a market town, was a few hundred yards away,

closely circling the church, a red brick church, black with age.

Well, every Thursday Mother Clochette came between half-past six and seven in

the morning, and went immediately into the linen-room and began to work. She

was a tall, thin, bearded or rather hairy woman, for she had a beard all over her

face, a surprising, an unexpected beard, growing in improbable tufts, in curly

bunches which looked as if they had been sown by a madman over that great face

of a gendarme in petticoats. She had them on her nose, under her nose, round her

85

nose, on her chin, on her cheeks; and her eyebrows, which were extraordinarily

thick and long, and quite gray, bushy and bristling, looked exactly like a pair of

mustaches stuck on there by mistake.

She limped, not as lame people generally do, but like a ship at anchor. When she

planted her great, bony, swerving body on her sound leg, she seemed to be

preparing to mount some enormous wave, and then suddenly she dipped as if to

disappear in an abyss, and buried herself in the ground. Her walk reminded one of

a storm, as she swayed about, and her head, which was always covered with an

enormous white cap, whose ribbons fluttered down her back, seemed to traverse

the horizon from north to south and from south to north, at each step.

……

(taken from http://www2.hn.psu.edu/faculty/jmanis/maupassant)

a. Find some appositive in the text above!

b. Make 5 restrictive appositives and 5 nonrestrictive appositives!

Bubuhkan tanda √ pada kolom-kolom sesuai hasil pengamatan.

No. Nama

Siswa

Religius Tanggug jawab Peduli Responsif Santun

BT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK

1.

2.

3.

4.

5.

...

Keterangan

1 = kurang

2 = sedang

3 = baik

4 = sangat baik

86

87

CHAPTER V

CONCLUSION AND SUGGESTION

Based on the analysis of data at the previous chapter, this

conclusion presents two subjects according to the problems formulated

in Chapter I. First, there are English appositives in the short story

Clochetteby guy de Maupassant. Second, there is contribution of

appositives found in the short story Clochette by Guy de Maupassant

in English language teaching.

A. Conclusion

In the short story Clochette, there are 30 English appositives. In

this short story appositives are help the writer to rename and expand a

noun into specific noun that understandable to read.

There are six types of apposition based according to Quirk

(1985: 1305) found in the short story. They are Full Apposition, Partial

Apposition, Strict Apposition, Weak Apposition, Nonrestrictive

Apposition, and Restrictive Apposition.

The researcher also took conclusion the function of the each

types of apposition, as follows:

88

1. Full vs. Partial Apposition

Full and Partial Apposition distinguish the appositive used in

the sentence. Full apposition allows the appositive to change

the position, either to rename the appositive in general into

specific one or vice versa. In the other hand, Partial

apposition cannot allow those conditions because the

appositive renames into specific one.

2. Strict vs. Weak Apposition

Strict and weak apposition distinguishes the appositive based

on the syntactic class. Strict apposition occurs when the head

and the appositives belongs to same syntactic classes.

However, weak apposition occurs when the both member of

appositives belongs to different syntactic classes.

3. Nonrestrictive vs. Restrictive Apposition

Nonrestrictive and restrictive apposition distinguishes the

sentence whether it is possible as spoken utterances or

written utterances. Quirk in his book stated that the

differences between those two appositives depend on the

interval on the utterance. Restrictive is not using punctuation

to mark an interval in the utterance, but norestrictive is

usually use coma to separate the appositives in the sentence.

89

Based on chapter four, it is known that in the short story

Clochette contain many English Appositives. This research also gives

an alternative aid for the teacher in teaching writing and grammar skill.

The application of this research would be suitable for Senior

High School students in the grade X semester 1. The new curriculum

also supports the material. In the language class they will learn more

literature than another class, so learning writing and grammar skill by

using short story as media would be useful for both teacher and

students.

B. Suggestion

Based on the research finding, the researcher tries to give some

suggestion after finishing this study. The suggestions are listed below.

1. For The English Teacher

a. As the teacher, they have to understand what the

students’ need, especially in writing. They must also

know their difficulties and the way to solve it.

b. The use of various kind of aid can motivate the student’s

desire in learning English.

c. Teachers don’t need to hesitate to use another kind of

text, grammar can be found in any kind of written

literature not only in the genre-based text or language

journal/article.

90

2. For The Students

a. Students need to explore their self with many kind of

text. From reading, they will get many advantages such

as grammatical structure, vocabularies, cultural

understanding, etc.

b. Reading should become habit for students. We learn

more and remember more when we are always reading a

book.

3. For The Other Researcher

It is recommended to be able to conduct research using

the factors that influence teaching learning English in the

similar topics. Hopefully, with more researches, the result

will be more useful to improve the English teaching

learning process.

BIBLIOGRAPHY

Alam, F. 2007. Imperial Entanglements and Literature in English: Using

Postcolonial Literature in ELT. Dhaka: Writers ink.

Brown, H. Douglas. 2000. Principles of Language Learning and Teaching, Fifth

Edition. New York: Pearson Education, Inc.

Canagarajah, A. S. 1999. Resisting Linguistic Imperialism in English Teaching.

Oxford: Oxford University Pers.

Eastwood, John. 1994. Oxford Guide to English Grammar. Oxford: Oxford

University Pers.

Esenwein, Berg. 1961. ‘What is a Short Story,, in Current-Garcia and W. R.

Patrick (eds). What is the Short Story? Chicago: Scott, Foresman.

Gerot, Linda and Peter Wignell. 1995. Making Sense of Functional Grammar.

Sidney: GerdStabler.

Hamalik, Oemar, Prof. Dr. 2011. Prose Belajar Mengajar. Jakarta: Bumi Aksara.

Harmer, Jeremy. 2001. How to Teach English. Malaysia: Pearson Education

Limited.

Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary. England: Oxford

University Press.

Hornby, A. S. 2006. Oxford Advenced Learner’s Dictionary of Current English.

England: Oxford University Press.

Moelong, L. J. 2000. Metodology Penelitian Kualitatif. Bandung: Remaja

Rosdakarya.

Quirk, Randolph et. al. 1985. A Comprehensive Grammar of the English

Language, First Edition. New York: Longman Inc.

Richard, Jack, C. and Schimdt, R. 2010. Longman Dictionary of Language

Teaching and Applied Linguistic. Great Britain: Perason Education

Limited.

Robert, Edgar V. 1995. Literature: Introduction to Writing and Reading. England:

Longman Publishing Group.

Sugiyono, Prof. Dr. 2011.Metode Penelitian Kuantitatif Kualitatif dan R&D.

Bandung: CV. Alfabeta.

Ur, Penny. 2009. A Course in Language Teaching, Practice and Theory. United

Kingdom: Cambridge University Press.

Yule, George. 2010. The Study of Language, Fourth Edition. United Kingdom:

Cambridge University Press.

http://en.wikipedia.org/wiki/Apposition accessed on June 20, 2014 at 10.34 pm

http://www2.hn.psu.edu/faculty/jmanis/maupassant accessed on June 21, 2014 at

9.15 pm

http://en.wikipedia.org/wiki/Guy_de_Maupassant accessed on June 27, 2014 at

7.53 pm

APPENDICES

ffiUNIVERSITAS MUHAMMADIYAI{ PURWOREJO

FAKULTAS KEGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.II.A.Ilahlan No.3 Telepon/Tax (0275) 321494

PURWOREJO 54111

SURAT KEPUTUS$T PEIYETAP{N DOSEN PEMBIIV-IBING SKRIPSINomor: 13 17 8 I A.4O/FKIPruMP NlIlz0l 4

Berdasarkan usulan Ketua Program Studi Pendidikan Bahasa Inggris tentang Pembimbing Skripsi,

Dekan FKIP Universitas Muhammadiyah Purworejo menetapkan:

1. Nama

.NIP/NIBMA{IDN'Jabatan Akademik$gbagai Pembimbing I,

2. NamaNIPA'IBMA{IDN

. Jabatan AkademikSebagai Pembimbing II,

Dalam penyusunan skripsi mahasiswa:

Nama

NIM

Judul skripsi 'r''

Ismawati Ike N,. S.S., M. Hum19790610200501 2002Asisten Ahli

Zalia Chasanah, S.S., M. Pd0616127401Asisten AhIi

Contribution in English Language Teaching

Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.

Purworejo, 24luli20t4kan,

.-H. Hartono, M.M19540105 198103 I

Dimas Satriawan

t0 2r2 0042

Pendidikan Bahasa Inggris

Appositive Found in the Sort Story Clochette and Its

002ffi

SILABUS SMA/MA Mata Pelajaran : BAHASA INGGRIS - WAJIB Kelas : X Kompetensi Inti : KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.

3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparanjati diri

Fungsi sosial

Menjalin hubungan dengan guru, teman dan orang lain

Ungkapan

My name is... I’m ... I live in ... I have … I like …. dan semacamnya

Unsur kebahasaan:

Mengamati

Siswa mendengarkan/membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.

Siswa mencoba menirukan pengucapannyadan menuliskan pemaparan jati diri yang digunakan.

Mempertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.

Siswa mempertanyakan pengucapan dan

Kriteria penilaian:

Pencapaian fungsi sosial

Kelengkapan dan keruntutan struktur teksmemaparkan dan menanyakan jati diri

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan

Kesesuaian format

penulisan/ penyampaian

Unjuk kerja

Melakukan monolog yang menyebutkan jati diri didepan

2 x 2 JP

Audio CD/ VCD/DVD

SUARA GURU

Koran/ majalah berbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

http://www.dailyenglish.com/








penggunaannya.

4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan,menanyakan, dan merespon pemaparanjati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

(1) Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, hobi.

(2) Kata kerja dalam simple present tense: be, have dalam simple present tense

(3) Kata tanya What? Who? Which?

(4) Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi

(5) Rujukan kata

Topik

Keteladanan tentang perilaku terbuka, menghargai perbedaan, perdamaian.

isi teks yang memaparkan jati diri

Mengeksplorasi

Siswa mencari pemaparan jati diri dari berbagai sumber.

Siswa berlatih memaparkan jati diri dengan teman melalui simulasi.

Siswa berlatih memaparkanjati diri melalui

tulisan

Mengasosiasi

Siswa menganalisis ungkapan memaparkan jati diri dengan mengelompokannya berdasarkan penggunaan.

Secara berkelompok siswa mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.

Mengkomunikasikan

Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan dan tertulis di kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks

Siswa menuliskan permasalahan dalam

kelas

Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyebutkan jati diri

Pengamatan (observations):

Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian:

Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi

Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan

Portofolio

Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman penggunaan ungkapan dan skrip percakapan

Kumpulan hasil tes dan latihan.

Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya.

Penilaian Diri dan Penilaian Sejawat


menggunakan bahasa Inggris untuk memaparkanjati diri dalam jurnal belajar (learning journal).

Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasiinterpersonal dengan guru dan teman.

3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memujibersayapserta responnya, sesuai dengan konteks penggunaannya.

4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Teks lisan dan tulis untuk memujibersayap (extended) serta responnya

Fungsi sosial

Menjaga hubungan interpersonal dengan guru, teman dan orang lain.

Ungkapan

“Excellent! You really did it well, Tina.” “That’s nice, Anisa. I really like it.”“It was great. I like it, thank you,”

Unsur kebahasaan:

Ucapan, tekanan kata, intonasi

Mengamati

Siswa mendengarkan/menonton interaksi memuji bersayap.

Siswa mengikuti interaksi memuji bersayap.

Siswa menirukan model interaksi memuji bersayap

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi memuji bersayap (fungsi sosial, struktur teks, dan unsur kebahasaan).

Mempertanyakan (questioning)

Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan

antara berbagai ungkapan memuji bersayap

dalam bahasa Inggris, perbedaan ungkapan

dengan yang ada dalam bahasa Indonesia,

kemungkinan menggunakan ungkapan lain,

dsb.

Mengeksplorasi

Siswa memuji bersayap dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

Mengasosiasi

Siswa membandingkan ungkapanmemuji bersayap yang telah dipelajari dengan

KRITERIA PENILAIAN:


Kelengkapan dan keruntutan struktur teksmemuji bersayap


Kesesuaian format


CARA PENILAIAN:

Unjuk kerja

Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan pujian dan responnya .

Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan pujian serta responnya



Upaya menggunakan bahasa Inggris untuk

1 x 2 JP

Audio CD/

SUARA GURU

Koran/ majalah ber












yang ada di berbagai sumber lain.

Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.

Mengkomunikasikan

Siswa memuji dengan bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji dalam jurnal belajar (learning journal).

menyatakan pujian dan responnya ketika muncul kesempatan.

Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.

Kesantunandan

kepedulian dalam melaksanakan Komunikasi

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasiinterpersonal dengan guru dan teman.

3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menunjukan perhatian (care), serta responnya, sesuai dengan konteks penggunaannya.

4.3. Menyusun teks lisan dan tulis untuk mengucapkan

Teks lisan dan tulis untuk menunjukkan perhatian (care)

Fungsi sosial

Menjaga hubungan interpersonal dengan guru, teman dan orang lain.

Ungkapan

Ungkapan untuk memberi perhatian dan cara meresponnya: You look pale . Are you OK? Not, really. I’ve got a headache.

Unsur kebahasaan:

Ucapan, tekanan kata, intonasi

Mengamati

Siswa mendengarkan/menonton interaksi menunjukkan perhatian.

Siswa mengikuti interaksi menunjukkan perhatian.

Siswa menirukan model interaksi menunjukkan perhatian.

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menunjukkan perhatian. (fungsi sosial, struktur teks, dan unsur kebahasaan).


Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lain

perbedaan antara berbagai ungkapan

menunjukan perhatian dalam bahasa

Inggris, perbedaan ungkapan dengan

yang ada dalam bahasa Indonesia,

KRITERIA PENILAIAN:


Kelengkapan dan keruntutan struktur teksmenunjukkan perhatian


Kesesuaian format


CARA PENILAIAN:

Unjuk kerja

Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan untuk menunjukkan perhatian

1 x 2 JP Audio CD/

SUARA GURU

Koran/ majalah ber












dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.

kemungkinan menggunakan ungkapan

lain, dsb.

Mengeksplorasi

Siswa menunjukan perhatiandengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

Mengasosiasi

Siswa membandingkan ungkapan menunjukan perhatian yang telah dipelajari dengan yang ada di berbagai sumber lain.

Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.

Mengkomunikasikan

Siswa menunjukan perhatian dengan bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menunjukan perhatian dalam jurnal belajar (learning journal).

Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ungkapan untuk menunjukkan perhatian



Upaya menggunakan bahasa Inggris untuk menunjukkan perhatian (care) ketika muncul kesempatan.

Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.

Kesantunan dan

kepedulian dalam melaksanakan Komunikasi

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri,

Teks lisan dan tulis pernyataan dan pertanyaan tentang niat melakukan sesuatu

Fungsi Sosial

Menyatakan rencana

Struktur Teks

‘I’d like to tell my name,’I

Mengamati

Siswa mendengarkan dan membaca banyak kalimat menyatakan dan menanyakantentang niat melakukan sesuatu dalam berbagai konteks

Siswa mengikuti interaksi tentang pernyataan dan pertanyaan tentang menyatakan dan menanyakantentang niat melakukan sesuatu dengan bimbingan

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teks pernyataan dan pertanyaan tentang niat melakukan sesuatu

Ketepatan unsur kebahasaan: tata bahasa, kosa kata,

2 x 2 JP Audio CD/

VCD/DVD

SUARA GURU






dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya

4.4. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks

will tell him about my job, I’m going to introduce my friend

Unsur Kebahasaan

Kata kerja I’d like to .., I will .., I’m going to ...; tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.

guru

Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu

Dengan bimbingan dan arahan guru siswa mengidentifikasi ciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu

Mempertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan menyatakan dan menanyakantentang niat melakukan sesuatudalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain dsb.

Mengekslorasi

Siswa menyatakan dan menanyakan

tentang niat melakukan sesuatudalam

konteks simulasi, role-play dan kegiatan

lain yang terstuktur

Siswa berusaha menyatakan dan bertanya

tentang niat melakukan sesuatu

Mengasosiasi

Siswa membandingkan antara ungkapan niat melakukan sesuatu dalam bahasa Inggris yang telah dipelajaridengan yang ada dari berbagai sumber lain.

Siswa membandingkan

ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan

Kesesuaian format


Cara Penilaian:

Pengamatan (observasi)

Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan.

Upaya menggunakan Bahasa Inggris untuk menyatakan dan menanyakan tentang niat melakukan sesuatuketika muncul kesempatan.


Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi









ungkapanmenyatakan dan menanyakantentang niat melakukan sesuatu dalam bahasa inggris dan dalam bahasa Indonesia

Mengkomunikasikan

Setiap menyatakan dan menanyakan ungkapan tentang niat melakukan sesuatudalam bahasa Inggris didalam dan diluar kelas

Siswa menuliskan permasalahan dalam jurnal belajar (learning journal)

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar

2.3 Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi fungsional

3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan selamat bersayap, sesuai dengan konteks penggunaannya.

4.5. Menyusun teks lisan dan tulis untuk mengucapkan

Teks lisan dan tulisuntuk mengucapkan dan meresponucapan selamat bersayap (extended)

Fungsi Sosial

Menjaga hubungan interpersonal dengan guru, teman, dan orang lain.

Struktur text

Ungkapan baku dari sumber-sumber otentik.

Unsur kebahasaan

(1) Kata dan tata bahasa baku

(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

Mengamati

Siswa memperhatikan beberapa pesan yang berisi ucapan selamat dari berbagai sumber (a.l. film, tape, surat kabar, majalah).

Siswa membacakan contoh-contoh teks pesan berisi ucapan selamat tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan).

Mempertanyakan(questioning)

Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lain

perbedaan antar berbagai pesan yang

berisi ucapan selamat dalam bahasa

Inggris, perbedaan ungkapan dengan

yang ada dalam bahasa Indonesia,

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teks ucapan selamat bersayap


Kesesuaian format

penulisan/ penyampaian Cara Penilaian:

Unjuk kerja

Melakukan role-play (bermain peran) menggunakan ungkapan berbentuk pesan berisi ucapan selamat serta responnya dalam situasi nyata

2 x 2 JP

Audio CD/ VCD/DVD

SUARA GURU













dan merespon ucapan selamatbersayap (extended), dengan memperhatikan tujuan, struktur teks, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

Topik

Keteladanan tentang perilaku peduli dan cinta damai.

kemungkinan menggunakan ungkapan

lain, dsb.

Mengeksplorasi

Siswa secara mandiri dan dalam

kelompok mencari ucapan selamat yang

lain dari berbagai sumber

Siswa bergantian membacakan ucapan

selamat dengan unsur kebahasaan yang

tepat

Siswa mengucapkan dan merespon

ucapan selamat yang disampaikan teman

dan guru.

Mengasosiasi

Siswa membandingkan berbagai ucapan

selamat terkait dengan tujuan, struktur

teks, dan unsur kebahasaan, dilihat dari

segi ketepatan, efisiensi, efektivitasnya.

Siswa memperoleh balikan (feedback)

dari guru dan teman tentang hasil analisis

yang disampaikan dalamkerja kelompok.

Mengkomunikasikan

Siswa berkreasi membuat teks-teks ucapan selamat dan menyampaikannya di depan guru dan teman untuk mendapat feedback.

Siswa membuat kartu ucapan selamat

Siswa memperoleh feedback dari guru

Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ucapan selamat bersayap serta responnya



Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi

Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat

Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog.

Kumpulan karya siswa yang mendukung proses penulisan teks ucapan selamat berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi



dan teman sejawat Catatan atau rekaman

penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.

3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya.

4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang

Tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya

(Past Simple dan Present Perfect Tense)

Fungsi sosial

Menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya

Struktur teks

I had plowed into a big green Buick. I hollered farewells to my friends and poured myself into the car

My friend has prepared everything before we

Mengamati

Siswa mendengarkan dan membaca banyak kalimat Past Simpledan Present perfect tense, dalam berbagai konteks.

Siswa berinteraksi menggunakankalimat Past Simple dan Present perfect tense selama proses pembelajaran, dengan bimbingan guru.

Siswa menirukan contoh-contoh kalimat PastSimple dan Present Perfect tense,

Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat PastSimple dan Present Perfect tense, (fungsi sosial, struktur teks, dan unsur kebahasaan).

Mempertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai past simple dan present perfect yang ada dalam bahasa Inggris, dan perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.

Mengeksplorasi

Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris

Kriteria penilaian:



Kelengkapan dan keruntutan struktur teks

Kesesuaian format


Cara Penilaian:


Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian

Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi

Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks


2 x 2 JP Audio CD/ VCD/DVD

SUARA GURU













tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.

left

Unsur kebahasaan

(1) Past Simple, Present Perfect

(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.

Topik

Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas.

dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris selama proses pembelajaran.

Mengasosiasi

Siswa membandingkan kalimat PastSimple dan Present Perfect tenseyang telah dipelajari dengan ungkapan-ungkapan lainnya.

Siswa membandingkan antara kalimat PastSimple dan Present Perfect tensedalam bahasa Inggris dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa Indonesia.

Mengkomunikasikan

Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dengan bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di

Portofolio

Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar


Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya


waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasionalyang diwujudkan dalam semangat belajar

2.3Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.

4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.

4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempatwisata, danbangunanbersejarahte

Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal

Fungsi sosial

Membanggakan, mengenalkan, mengidentifikasi, memuji, mengritik, mempromosikan, dsb.

Struktur text

(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan

(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan

(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah

Mengamati

Siswa memperhatikan/ menonton beberapa contohteks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah.

Siswa menirukan contoh secara terbimbing.

Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks


Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks deskriptif

Mengeksplorasi

Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat

Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teks deskriptif


Kesesuaian formatpenulisan/ penyampaian

Unjuk kerja

Melakukan monolog tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal didepan kelas / berpasangan

Ketepatan dan kesesuaian dalammenggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif


Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian

Perilaku tanggung jawab, peduli, kerjasama, dan cinta

9 x 2 JP

Audio CD/ VCD/DVD

SUARA GURU













rkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

.

terkenal.

yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.

Unsur kebahasaan

(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal

(3) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi

(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.

(5) Rujukan kata

Topik

Keteladanan tentang perilaku toleran, kewirausahaan, nasionalisme, percaya diri.

deskripsi yang dibaca/didengar.

Siswa menyunting teks deskripsi yang diberikan guru dari segi struktur dan kebahasaan

Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari

Mengasosiasi

Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan.

Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.

Mengkomunikasikan

Berkelompok, siswa menyusun teks deskripsi tentang orang/ tempat wisata/ bangunan bersejarah sesuai dengan fungsi sosial tujuan, struktur dan unsur kebahasaannya

Siswa menyunting deskripsi yang dibuat teman.

Siswa menyampaikan deskripsinya

damai, dalam melaksanakan Komunikasi

Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif


Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks deskriptif.

Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi


Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya


Bentuk: diary, jurnal, format


didepan guru dan temandan mempublikasikannya di mading.

Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai.

Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami.

Siswadapat menggunakan ‘learning journal’

khusus, komentar, atau bentuk penilaian lain

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar

2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya.

Teks tulis berbentuk announcement (pemberitahuan)

Fungsi sosial

Memberikan informasi dengan atau tanpa perintah atau petunjuk yang harus diikuti, untuk memperlancar informasi antara guru, siswa, kepala sekolah, dan staf administrasi

Struktur Teks

Ungkapan yang lazim digunakan dalam teks announcement di media massa maupun di internet, secara urut dan runtut.

Mengamati

Siswa mendengarkan/membaca teks announcement dari berbagai sumber dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.

Siswa mencoba menirukan pengucapannya dan menuliskan teks yang digunakan.

Siswa belajar membaca cepat untuk mendapat gambaran umum dari teks melalui proses skimming dan scanning untuk mendapatkan informasi khusus.

Mempertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai tekspemberitahuan dalam bahasa Inggris, perbedaan teks pemberitahuan dengan yang ada dalam bahasa Indonesia,

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teksannouncement


Kesesuaian format


Cara Penilaian

Unjuk kerja

Melakukan monolog dalam bentuk pemberitahuan (announcement)didepan kelas

Ketepatan dan kesesuaian


SUARA GURU













4.11. Menangkap makna pemberitahuan (announcement).

4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Unsur kebahasaan

Kosa kata , tata bahasa, ucapan, rujukan kata, tekanan kata, intonasi, ejaan, dan tanda baca yang tepat, dengan pengucapan yang lancar dan penulisan dengan tulisan tangan atau cetak yang jelas dan rapi

Multimedia:

Layout, dekorasi, yang membuat tampilan teks lebih menarik

kemungkinan menggunakan ungkapan lain, dsb.

Mengeksplorasi

Siswa mencari teks lain untuk mendengarkan/membaca teks announcement dengan strategi yang digunakan dari berbagai sumber.

Siswa berlatih membaca teks announcement dengan strategi yang digunakan bersama teman

Mengasosiasi

Siswa menganalisis teks announcement dengan memperhatikan format penulisannya melalui strategi yang digunakan.

Siswa membandingkan teks announcement yang didengar/dibacakan dari guru dengan yang dipelajari dari berbagai sumber lain.

Secara berkelompok siswa mendiskusikan teks announcementyang mereka temukan dari sumber lain.

Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.

Mengkomunikasikan

Siswa membuat teks announcementdalam kerja kelompok

Siswa menyampaikan pemberitahuan

dalam menggunakan struktur teks dan unsur kebahasaan dalam teks pemberitahuan (announcement)



- kesantunan saat melakukan tindakan komunikasi

- perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi

- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

- Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks pemberitahuan

Kumpulan karya siswa yang


secara tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks

Membuat jurnal belajar (learning journal)

mendukung proses penulisan teks pemberitahuan berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi





2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya.

4.13.Menangkap makna dalam

Teks recount lisan dan tulis, sederhana, tentang pengalaman /kegiatan/ kejadian/peristiwa.

Fungsi sosial

Meneladani, membanggakan, bertindak teratur, teliti dan disiplin, melaporkan.

Struktur

a. Menyebutkan tindakan/ peristiwa/kejadian secara umum

b. Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut

Mengamati

Siswa menyimak berbagai contoh teks recount tentang pengalaman/kegiatan/kejadianb/peristiwa yang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya

Siswa belajar menentukan gagasan pokok, informasi rinci dan informasi tertentu dari teks recount


Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai teks tentang pengalaman/kejadian/peristiwa yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia,.

Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teks recount


Kesesuaian formatpenulisan/ penyampaian

Cara Penilaian

Unjuk kerja

Melakukan monolog dalam bentuk recount dalam kelompok / berpasangan/ didepan kelas

Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur


SUARA GURU













teks recount lisan dan tulis sederhana.

4.14.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks

c. Jika perlu, ada kesimpulan umum.

Unsur kebahasaan

(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.

(2) Penyebutan kata benda

(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi


(5) Rujukan kata

Topik

Keteladanan tentang perilaku kewirausahaan, daya juang, percaya diri, tanggung jawab, disiplin.

informasi tertentu dalam recount

Mengeksplorasi

Siswa mencari beberapa text recount dari berbagai sumber.

Siswa berlatih menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks

Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat

Siswa berlatih menysun kalimat-kalimat yang diberikan menjadi text recount.

Siswa secara berkelompok menuliskan

/menyalin teks recount lisan dan tulis,

sederhana, tentang pengalaman/kegiatan/

kejadian/peristiwa dengan memperhatikan

fungsi sosial, struktur, dan unsur

kebahasaan dengan runtut

Mengasosiasi

Secara berpasangan siswa saling menganalisis teksrecounttulis dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.

Siswa mendiskusikan gagasan pokok, informasi rinci dan informasi tertentu dari teks.

Siswa memperoleh balikan (feedback) dari

guru dan teman tentang hasil analisis

kebahasaan dalam teks recount



- kesantunan saat melakukan tindakan

- perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalammelaksanakan komunikasi

- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

- Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks recount.

Kumpulan karya siswa yang mendukung proses penulisan teks recount berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi


Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar


yang disampaikan dalam kerja kelompok.

Mengkomunikasikan

Siswa membuat teks recount sederhana tentang keteladanan dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa mempresentasikannya di kelas

Siswa membuat kliping teks recount dengan menyalin dari beberapa sumber.

Siswa membuat jurnal belajar (learning journal)

atau cara penilaian lainnya



Siswa diberikan pelatihan sebelum dituntut untuk melaksanakannya.


2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat,

Teks naratif lisan dan tulis berbentuk legenda sederhana.

Fungsi sosial

Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.

Struktur

a. Pengenalan tokoh dan setting

b. Komplikasi terhadap tokoh utama

c. Solusi dan akhir cerita

Mengamati

Siswa menyimak berbagai contoh teks legenda yang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya

Siswa mengamati keteladanan dari cerita legenda

Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda


Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris,

Kriteria penilaian:


Kelengkapan dan keruntutan struktur teks naratif


Kesesuaian format


Unjuk kerja

Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/


SUARA GURU













sesuai dengan konteks penggunaannya.

4.15.Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

Unsur kebahasaan

(3) Kata-kata terkait karakter, watak, dan setting dalam legenda

(4) Modal auxiliary verbs.

(4) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi


(6) Rujukan kata

Topik

Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.

perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.

Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu

Mengeksplorasi

Siswa membaca beberapa text legenda

dari berbagai sumber.

Siswa berlatih menemukangagasan utama, informasi rinci dan informasi tertentu

Siswa melengkapi rumpang dari beeberapa teks legenda sederhana

Siswa secara berkelompok menuliskan

/menyalin teks recount dengan

memperhatikan fungsi sosial, struktur, dan

unsur kebahasaan dengan runtut

Siswa membacakan teks recount kepada

teman dengan menggunakan unsur

kebahasaan yang tepat

Mengasosiasi

Secara berpasangan siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan

Siswa memperoleh balikan (feedback) dari

guru dan teman tentang hasil analisis

yang disampaikan dalam kerja kelompok.

didepan kelas

Menggunakan struktur teks dan unsur kebahasaan dalam teks naratif



Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi

Ketepatan dan kesesuaian menggunakan strategi dalam membaca


Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif

Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi

Kumpulan hasil tes dan


Mengkomunikasikan

Siswa menyampaikan informasi fungsi social, struktur, dan unsure kebahasanyang ditemukan setelah membaca teks legenda.

Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.

Siswa membuat ‘learning journal’

latihan.




1.1Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasiinternational yang diwujudkan dalam semangat belajar

2.3Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional

3.11. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.

4.16. Menangkap makna lagusederhana.

Lagu sederhana

Fungsi sosial

Menghibur, mengungkapkan perasaan, mengajarkan pesan moral

Unsur kebahasaan

(1) Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.

(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.


Mengamati

Siswa mendengarkan/membaca beberapa lirik lagu berbahasa Inggris dan menyalinnya

Siswa menirukan penguncapan dengan

menyanyikan sesuai dengan lagu yang

didengar

Mempertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan pesan yang ada dalam lagu bahasa Inggris, perbedaan lagu dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.

Siswa memperoleh pengetahuan tambahan tentang kosa kata dan pesan dalam lagu

Mengeksplorasi

Siswa membacakan lirik lagu yang disalin



- Perilaku tanggung jawab, peduli, kerjasama dan cinta damai dalam melaksanakan Komunikasi

- Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu

- Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan

Portofolio

Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan


www.youtube

SUARA GURU













Topik

Keteladanan tentang perilaku yang menginspirasi.

kepada teman sebangku

Siswa menyanyikan lagu yang disalin dengan pengucapan dan tekanan kata yang tepat

Siswa berdiskusi tentang pesan lagu yang didengar

Mengasosiasi

Secara individu siswa membandingkan pesan yang terdapat dalam beberapa lagu yang dibaca/didengar

Siswa membuat kumpulan lagu- lagu yang

bertema perdamaian dengan menyalin

Mengkomunikasikan

Siswa melaporkan kumpulan lagu favorit mereka yang sudah dianalis tentang pesan di dalam lagu-lagu tersebut

Antarsiswa melakukan penilaian terhadap kumpulan lagu yang dibuat.

beserta kesan terhadap lagu

kumpulan hasil tes dan latihan.




How strange those old recollections are which haunt us, without our being able to get rid of

them.

This one is so very old that I cannot understand how it has clung so vividly and tenaciously to

my memory. Since then I have seen so many sinister things, which were either affecting or

terrible, that I am astonished at not being able to pass a single day without the face of Mother 5 Bellflower recurring to my mind's eye, just as I knew her formerly, now so long ago, when I

was ten or twelve years old.

She was an old seamstress who came to my parents' house once a week, every Thursday, to

mend the linen. My parents lived in one of those country houses called chateaux, which are

merely old houses with gable roofs, to which are attached three or four farms lying around 10 them.

The village, a large village, almost a market town, was a few hundred yards away, closely

circling the church, a red brick church, black with age.

Well, every Thursday Mother Clochette came between half-past six and seven in the

morning, and went immediately into the linen-room and began to work. She was a tall, thin, 15 bearded or rather hairy woman, for she had a beard all over her face, a surprising, an

unexpected beard, growing in improbable tufts, in curly bunches which looked as if they had

been sown by a madman over that great face of a gendarme in petticoats. She had them on

her nose, under her nose, round her nose, on her chin, on her cheeks; and her eyebrows,

which were extraordinarily thick and long, and quite gray, bushy and bristling, looked exactly 20

like a pair of mustaches stuck on there by mistake.

She limped, not as lame people generally do, but like a ship at anchor. When she planted her

great, bony, swerving body on her sound leg, she seemed to be preparing to mount some

enormous wave, and then suddenly she dipped as if to disappear in an abyss, and buried

herself in the ground. Her walk reminded one of a storm, as she swayed about, and her head, 25

which was always covered with an enormous white cap, whose ribbons fluttered down her

back, seemed to traverse the horizon from north to south and from south to north, at each

step.

I adored Mother Clochette. As soon as I was up I went into the linen- room where I found her

installed at work, with a foot-warmer under her feet. As soon as I arrived, she made me take 30 the foot-warmer and sit upon it, so that I might not catch cold in that large, chilly room under

the roof.

"That draws the blood from your throat," she said to me.

Clochette

by Guy de Maupassant

(1850-1893)

Translators: Albert M.C. McMaster, A.E. Henderson, Mme. Quesada, & others.

http://classiclit.about.com/library/bl-etexts/gdemaupassant/bl-gdemaup-collected.htm

She told me stories, whilst mending the linen with her long crooked nimble fingers; her eyes

behind her magnifying spectacles, for age had impaired her sight, appeared enormous to me, 35

strangely profound, double.

She had, as far as I can remember the things which she told me and by which my childish

heart was moved, the large heart of a poor woman. She told me what had happened in the

village, how a cow had escaped from the cow-house and had been found the next morning in

front of Prosper Malet's windmill, looking at the sails turning, or about a hen's egg which had 40

been found in the church belfry without any one being able to understand what creature had

been there to lay it, or the story of Jean-Jean Pila's dog, who had been ten leagues to bring

back his master's breeches which a tramp had stolen whilst they were hanging up to dry out

of doors, after he had been in the rain. She told me these simple adventures in such a manner,

that in my mind they assumed the proportions of never-to-be -forgotten dramas, of grand and 45 mysterious poems; and the ingenious stories invented by the poets which my mother told me

in the evening, had none of the flavor, none of the breadth or vigor of the peasant woman's

narratives.

Well, one Tuesday, when I had spent all the morning in listening to Mother Clochette, I

wanted to go upstairs to her again during the day after picking hazelnuts with the manservant 50 in the wood behind the farm. I remember it all as clearly as what happened only yesterday.

On opening the door of the linen-room, I saw the old seamstress lying on the ground by the

side of her chair, with her face to the ground and her arms stretched out, but still holding her

needle in one hand and one of my shirts in the other. One of her legs in a blue stocking, the

longer one, no doubt, was extended under her chair, and her spectacles glistened against the 55

wall, as they had rolled away from her.

I ran away uttering shrill cries. They all came running, and in a few minutes I was told that

Mother Clochette was dead.

I cannot describe the profound, poignant, terrible emotion which stirred my childish heart. I

went slowly down into the drawing-room and hid myself in a dark corner, in the depths of an 60 immense old armchair, where I knelt down and wept. I remained there a long time, no doubt,

for night came on. Suddenly somebody came in with a lamp, without seeing me, however,

and I heard my father and mother talking with the medical man, whose voice I recognized.

He had been sent for immediately, and he was explaining the causes of the accident, of which

I understood nothing, however. Then he sat down and had a glass of liqueur and a biscuit. 65

He went on talking, and what he then said will remain engraved on my mind until I die! I

think that I can give the exact words which he used.

"Ah!" said he, "the poor woman! She broke her leg the day of my arrival here, and I had not

even had time to wash my hands after getting off the diligence before I was sent for in all

haste, for it was a bad case, very bad. 70

"She was seventeen, and a pretty girl, very pretty! Would any one believe it? I have never

told her story before, and nobody except myself and one other person who is no longer living

in this part of the country ever knew it. Now that she is dead, I may be less discreet.

"Just then a young assistant-teacher came to live in the village; he was a handsome, well-

made fellow, and looked like a non-commissioned officer. All the girls ran after him, but he 75

paid no attention to them, partly because he was very much afraid of his superior, the

schoolmaster, old Grabu, who occasionally got out of bed the wrong foot first.

"Old Grabu already employed pretty Hortense who has just died here, and who was

afterwards nicknamed Clochette. The assistant master singled out the pretty young girl, who

was, no doubt, flattered at being chosen by this impregnable conqueror; at any rate, she fell in 80

love with him, and he succeeded in persuading her to give him a first meeting in the hayloft

behind the school, at night, after she had done her day's sewing.

"She pretended to go home, but instead of going downstairs when she left the Grabus' she

went upstairs and hid among the hay, to wait for her lover. He soon joined her, and was

beginning to say pretty things to her, when the door of the hay-loft opened and the 85

schoolmaster appeared, and asked: 'What are you doing up there, Sigisbert?' Feeling sure that

he would be caught, the young schoolmaster lost his presence of mind and replied stupidly: 'I

came up here to rest a little amongst the bundles of hay, Monsieur Grabu.'

"The loft was very large and absolutely dark, and Sigisbert pushed the frightened girl to the

further end and said: 'Go over there and hide yourself. I shall lose my position, so get away 90 and hide yourself.'

"When the schoolmaster heard the whispering, he continued: 'Why, you are not by yourself?'

'Yes, I am, Monsieur Grabu!' 'But you are not, for you are talking.' 'I swear I am, Monsieur

Grabu.' 'I will soon find out,' the old man replied, and double locking the door, he went down

to get a light. 95

"Then the young man, who was a coward such as one frequently meets, lost his head, and

becoming furious all of a sudden, he repeated: 'Hide yourself, so that he may not find you.

You will keep me from making a living for the rest of my life; you will ruin my whole career.

Do hide yourself!' They could hear the key turning in the lock again, and Hortense ran to the

window which looked out on the street, opened it quickly, and then said in a low and 100 determined voice: 'You will come and pick me up when he is gone,' and she jumped out.

"Old Grabu found nobody, and went down again in great surprise, and a quarter of an hour

later, Monsieur Sigisbert came to me and related his adventure. The girl had remained at the

foot of the wall unable to get up, as she had fallen from the second story, and I went with him

to fetch her. It was raining in torrents, and I brought the unfortunate girl home with me, for 105

the right leg was broken in three places, and the bones had come trough the flesh. She did not

complain, and merely said, with admirable resignation: 'I am punished, well punished!'

"I sent for assistance and for the work-girl's relatives and told them a, made-up story of a

runaway carriage which had knocked her down and lamed her outside my door. They

believed me, and the gendarmes for a whole month tried in vain to find the author of this 110

accident.

"That is all! And I say that this woman was a heroine and belonged to the race of those who

accomplish the grandest deeds of history.

"That was her only love affair, and she died a virgin. She was a martyr, a noble soul, a

sublimely devoted woman! And if I did not absolutely admire her, I should not have told you 115

this story, which I would never tell any one during her life; you understand why."

The doctor ceased. Mamma cried and papa said some words which I did not catch; then they

left the room and I remained on my knees in the armchair and sobbed, whilst I heard a

strange noise of heavy footsteps and something knocking against the side of the staircase.

They were carrying away Clochette's body. 120

UNIVERSITAS MUHANIMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKANA I a ma t : J al a n K. H. A. D att,J.:L*ldtJs;r?3 $ el ep o n/F ax (027 5) 321 49 4

PURWORT,JO 54111

Nama

NIM

Program Studi

Judul Skripsi

KARTU BIMBINGAN SI(RIPSI

: Dimas Satriawan

:102120042

: Pendidikan Bahasa Inggris

: Appositive Found in The Short Story "Clochette" by Guy

De Maupassant and Its Contribution in English Language

Teaching.

The Consultant,

4{xAIsmawati Ike N.. M. Hum.

NrP. 197906102005012002

No. DateThe Material of

ConsultationThe Result ofConsultation

Initialsof the

Consultant

Initialsof the

Student1 5 Maret 201.1 Title, Proposal Revised Llt -, 'at!.2. 14Maret2014 Title, Proposal Accepted (& JiqJ. 16 Apnl2014 Bab 1 Revised t0r -,44g3A+. 7 Mei 2014 Bab 2,3 Reviserl u }nW5. 18 Juni 2014 Bab 1,4 Revised tI^

-AnuJ6. 20 Juni2014 Bab 1, 2, 3 Accepted t-1. J;ue7. 25 luni2014 Bab 4,5 Rei'iseci r-[, }reE. 11 Juli 2014 Bab 4 Rer.ised & ii,.,9. 18 Juli 2014 Bab 4, 5 Accepted Ur - 'i'810. 24 Juni2011 Subrnit all Accepted u eAwq

UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.H.A. Dahlan No. 3 Telepon/Fax (0275'S 321494

PURWOREJO 54II1

Nama

NIM

Program Studi

Judul Skripsi

KARTU BIMBINGAN SKRIPSI

Dimas Satriawan

t02120042

Pendidikan Bahasa Inggris

Appositive Found in The Short Story "Clochette" by Guy

De Maupassant and Its Contribution in English Language

Teaching.

No. DateThe Material of

ConsultationThe Result ofConsultation

Initialsof the

Consultant

Initialsof the

Student1 7 Maret2014 Proposai Revised +q "iulrjl

2. 19 Maret2014 Proposal Accepted (M-Arfuu

J. 15 April2014 Bab 1,2,3 Revised q),,Q /kiiltsAf. 9 Mei2014 Bab 1,2 Revise<i w@ Aute5. 20 Juni2014 Bab 2,3 Revised @@ - 'ir*6. 23 Juni2014 Bab 1,2,3 Accepted W1. 28 Juni2014 Bab 4 Revised Q@ 't"s8. l7 Juli2014 Bab 5 Revised w cArq9. 20 Juli2014 Pab 4,5 Accepted I tL -Aaag10. 24 luni2014 Submit all Accepted Ldn@ 'l ,,' I

Zulia Chasanah. S.S.. M. Pd.

NIDN.061612740l

c$zq

appositive found in the short story“clochette” by guy de

Documents