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APPENDIX I RENCANA PELAKSANAAN PEMBELAJARAN I (RPP I) SMP/MTS : SMP Negeri 2 Pontianak Kelas/Semester : VIII (Delapan) / 2 Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative Jenis teks : narrative Tema : Fable and Fairy Tale Aspek/Skill : Membaca Alokasi Waktu : 2 x 40 menit ( 1x pertemuan ) Indikator : Mengidentifikasi informasi rinci tersirat maupun tersurat dalam teks berbentuk narrative 1. Tujuan Pembelajaran: Pada akhir pembelajaran, siswa diharapkan dapat: a. Mengidentifikasi informasi (main idea and supporting) details serta ciri kebahasaan narrative b. Menjawab pertanyaan berdasarkan informasi dalam bacaan dan menulis jawaban tersebut Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Toleransi (tolerance) 2. Materi Pembelajaran: Bacaan Narrative “The Lion and the Gnat” 3. Metode Pembelajaran: Cooperative Learning / Sketch-to-Stretch Strategy 58

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APPENDIX I

RENCANA PELAKSANAAN PEMBELAJARAN I

(RPP I)

SMP/MTS : SMP Negeri 2 Pontianak

Kelas/Semester : VIII (Delapan) / 2

Standar Kompetensi : 11. Memahami makna dalam esei pendeksederhana berbentuk recount, dan narrative untukberinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalamesei pendek sederhana secara akurat, lancar danberterima yang berkaitan dengan lingkungan sekitardalam teks berbentuk recount dan narrative

Jenis teks : narrative

Tema : Fable and Fairy Tale

Aspek/Skill : Membaca

Alokasi Waktu : 2 x 40 menit ( 1x pertemuan )

Indikator : Mengidentifikasi informasi rinci tersirat maupuntersurat dalam teks berbentuk narrative

1. Tujuan Pembelajaran:

Pada akhir pembelajaran, siswa diharapkan dapat:

a. Mengidentifikasi informasi (main idea and supporting) details serta cirikebahasaan narrative

b. Menjawab pertanyaan berdasarkan informasi dalam bacaan dan menulisjawaban tersebut

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)Rasa hormat dan perhatian ( respect )Tekun ( diligence )Toleransi (tolerance)

2. Materi Pembelajaran: Bacaan Narrative “The Lion and the Gnat”

3. Metode Pembelajaran: Cooperative Learning / Sketch-to-Stretch Strategy

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4. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan (10 menit)1. Apersepsi : Menulis hal-hal yang ingin diketahui berkaitan dengan

bacaan yang akan dibahas.2. Motivasi : Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa.

B. Kegiatan Inti (60 menit)

1. Eksplorasi

Dalam kegiatan eksplorasi, guru:

a. Memberitahu siswa mengenai materi bacaan narrative, memberikancontoh dan menjelaskannya dengan rinci.

b. Melibatkan siswa mencari informasi yang luas dan dalam tentangtopik/tema materi yang akan dipelajari, dalam hal ini yaitu bacaannarrative.

c. Memperkenalkan strategi Sketch-to-Stretch kepada siswa dengan caramemberikan contoh (model) sketches or drawings dan menjelaskanprosedur dari strategi tersebut.

d. Memberikan kesempatan kepada siswa untuk bertanya dan berdiskusimengenai kesulitan yang ditemui saat kegiaatan pembelajaran.

2. Elaborasi

Dalam kegiatan elaborasi, guru:

a. Menyediakan bacaan narrative “The Lion and the Gnat” yang sudahdiikuti dengan daftar pertanyaan dan kertas kerja Sketch-to-Stretch.

b. Meminta siswa untuk membentuk kelompok kecil terdiri dari 4 atau 5orang.

c. Meminta siswa untuk membaca nyaring (read aloud) bacaan narrative“The Lion and the Gnat” secara bersamaan (group).

d. Meminta siswa untuk menggunakan strategi Sketch-to-Stretch sesuaidengan prosedur dalam memahami bacaan narrative “The Lion and theGnat”. Siswa diminta untuk menerapkan starategi Sketch-to-Stretchpada kertas yang telah disediakan (p.63). Kemudian, siswadiperkenankan untuk menuliskan penjelasan berdasarkan clues yangtelah disediakan.

e. Memberikan waktu dan kesempatan kepada siswa untuk menerapkanstrategi Sketch-to-Stretch dan berdiskusi secara berkelompok. (Siswadiperbolehkan untuk bekerja secara berkelompok atau berpasanganpada saat menerapkan strategi Sketch-to-Stretch)

f. Memfasilitasi, membantu dan mengawasi siswa dalam pembelajarankooperatif baik secara lisan maupun tulisan.

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g. Meminta perwakilan kelompok / beberapa siswa untuk menunjukanhasil dan mendemonstarsikan hasil kerja yang telah mereka buatdidepan kelas, sedangkan kelompok lainnya diharapkan berkooperatifuntuk saling berdiskusi mengenai sketsa yang didemonstrasikandidepan kelas.

h. Memilih hasil kerja kelompok yang paling relevan dengan informasibacaan yang dimaksud dan memberitahukan alasannya kepada parasiswa.

i. Meminta siswa untuk menjawab dan menulis jawaban dari daftarpertanyaan dari bacaan narrative “The Lion and the Gnat” secaraberkelompok.

j. Memberikan kesempatan kepada para siswa untuk berpikir,menganalisis dan menyelesaikan masalah berkaitan dengan bacaannarrative “The Lion and the Gnat”.

k. Memfasilitasi para siswa untuk menumbuhkan kebanggan dan rasapercaya diri terhadap jawaban masing-masing.

3. Konfirmasi

Dalam kegiatan konfirmasi, guru:

a. Bertanya jawab tentang hal-hal yang belum diketahui siswa mengenaibacaan narrative tersebut.

b. Memberikan konfirmasi terhadap hasil elaborasi siswa denganmendiskusikan dan mengevaluasi tugas yang telah diberikan secarabersama-sama.

c. Bersama siswa bertanya jawab meluruskan kesalahan pemahaman,memberikan penguatan dan penyimpulan.

C. Kegiatan Penutup (10 menit)Dalam kegiatan penutup, guru:a. Bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/kesimpulan pelajaran.b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten.c. Memberikan umpan balik terhadap proses dan hasil pembelajaran.d. Merencanakan kegiatan tindak lanjut berdasarkan hasil pembelajaran.e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

5. Sumber belajar

Bacaan narative yang relevan dari buku English in Focus for Grade VIIIJunior High School.

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6. Penilaian

a. Teknik Penilaian: Tes Tulisb. Bentuk Instrumen: Jawaban singkat (Answer the following Questions!)c. Instrumen: Read the narrative text about “The Lion and the Gnat”.

STUDENT’S WORKSHEETRead the text below, then answer the questions followed!

(While or after reading the text, every student is required to do Sketch-to-Stretch

on the sheet provided)

The Lion and the Gnat

One day, a lion was fast asleep in the jungle when a tiny gnat buzzed into

his ear and woke him up. The lion angrily swiped at the gnat with his paw. All the

lion succeeded in doing was hurting himself. Then, the mischievous gnat buzzed

merrily right into the lion’s nostril. The lion hit at his nose over and over again

and bruised it badly. The gnat, however, was safe and sound, well out of harm’s

way.

After a while, the gnat grew tired of his game. He buzzed off, saying,

“You might be King of the Jungle, but you’re not the King of the Air.” He looked

back as he said this and without realizing, as he flew straight into a spider’s web.

The spider immediately ate him and that was the end of gnat!

Source: Aesop for Children, 1919, taken from: mythfolktare.net

After doing Sketch-to-Stretch, answer the questions below.

1. What does the story tell us about?

2. What happened to the lion when gnat buzzed into his nostril?

3. “The lion hit at his nose over and over again and bruised it badly.”

(paragraph 1)

It in the sentence above refers to ………….

4. “Then, the mischievous gnat buzzed merrily……..” (paragraph 1)

The underline word has the similar meaning as ……..

5. What lesson you can take from the story?

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Answer Key

1. The story tells us about the arrogant Gnat who teased the lion, but finally it

was eaten by the spider.

2. The lion hit at his nose over and over again and bruised it badly when gnat

buzzed into his nostril.

3. It refers to the lion’s nose.

4. Mischievous has a similar meaning as naughty.

5. We should not be arrogant to another, because everyone has their own

strengths and weaknesses.

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SKETCH-TO-STRETCHComplete the sketch below by writing a caption/short explanation in eachsection to represent the word clues provided.

Name: ________________ Story Title: __________________

d. Pedoman Penilaian

SETTING

CHARACTERS

PROBLEMS

PLOT/EVENTS

MORAL VALUE

RESOLUTION

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d. Pedoman Penilaian

1. Indikator pencapaian kompetensi: Siswa dapat menjawab pertanyaanessay dalam bentuk teks narrative dengan benar, dapat dipercaya,bertanggung jawab dan tekun.

2. Untuk tiap nomor, tiap jawaban benar skor 2

3. Jumlah skor maksimal= 10

4. Nilai Siswa = 100xalSkorMaksim

hanSkorPerole

e. Rubrik Penilaian

Uraian Skor

1. Jawaban dikatakan BENAR apabila jawaban siswa benar danlengkap (informasi lengkap)

2. Jawaban dikatakan CUKUP BENAR apabila jawaban benarnamun tidak lengkap (ada informasi yang kurang / tidakdimasukkan)

3. Jawaban SALAH apabila jawaban tidak benar dan tidak lengkap

2

1

0

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RENCANA PELAKSANAAN PEMBELAJARAN II

(RPP II)

SMP/MTS : SMP Negeri 2 Pontianak

Kelas/Semester : VIII (Delapan) / 2

Standar Kompetensi : 11. Memahami makna dalam esei pendeksederhana berbentuk recount, dan narrative untukberinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalamesei pendek sederhana secara akurat, lancar danberterima yang berkaitan dengan lingkungan sekitardalam teks berbentuk recount dan narrative

Jenis teks : narrative

Tema : Fable and Fairy Tale

Aspek/Skill : Membaca

Alokasi Waktu : 2 x 40 menit ( 1x pertemuan )

Indikator : Mengidentifikasi informasi rinci tersirat maupuntersurat dalam teks berbentuk narrative

1. Tujuan Pembelajaran:

Pada akhir pembelajaran, siswa diharapkan dapat:

a. Mengidentifikasi informasi (main idea and supporting) details serta cirikebahasaan narrative

b. Menjawab pertanyaan berdasarkan informasi dalam bacaan dan menulisjawaban tersebut

Karakter siswa yang diharapkan : Dapat dipercaya ( trustworthines)Bertanggung jawab ( responsibility )Tekun ( diligence )Mandiri (independence)

2. Materi Pembelajaran: Bacaan Narrative “The Owl and the Nightingale”

3. Metode Pembelajaran: Active Learning / Sketch-to-Stretch Strategy

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4. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan (10 menit)1. Apersepsi : Menulis hal-hal yang ingin diketahui berkaitan dengan

bacaan yang akan dibahas.2. Motivasi : Menjelaskan pentingnya materi yang akan dipelari berikut

kompetensi yang harus dikuasi siswa.

B. Kegiatan Inti (60 menit)

1. Eksplorasi

Dalam kegiatan eksplorasi, guru:

a. Mengingatkan dan menguatkan kembali siswa mengenai materi bacaannarrative, memberikan contoh dan menjelaskannya.

b. Melibatkan siswa mencari informasi yang luas dan dalam tentangtopik/tema materi yang akan dipelajari, dalam hal ini yaitu bacaannarrative.

c. Mengingatkan dan menguatkan kembali ingatan para siswa mengenaiprosedur dari strategi Sketch-to-Stretch kepada siswa.

d. Memberikan kesempatan kepada siswa untuk bertanya dan berdiskusimengenai kesulitan yang ditemui saat kegiaatan pembelajaran.

2. Elaborasi

Dalam kegiatan elaborasi, guru:

a. Menyediakan bacaan narrative “The Owl and The Nightingale” yangsudah diikuti dengan daftar pertanyaan dan kertas kerja Sketch-to-Stretch.

b. Meminta siswa untuk membaca bacaan narrative “The Owl and TheNightingale” secara individual.

c. Meminta siswa untuk menggunakan strategi Sketch-to-Stretch dalammemahami bacaan narrative “The Owl and The Nightingale” secaraindividual. Siswa diminta untuk menggambar sendiri sketch sepertipada model Sketch-to-Stretch yang telah diperlihatkan pada pertemuanpertama. Kemudian, siswa diperkenankan untuk menuliskanpenjelasan mengenai sketsa yang telah dibuat.

d. Memberikan waktu dan kesempatan kepada siswa untuk menerapkanstrategi Sketch-to-Stretch secara individual. (Siswa diharapkan untukdapat bekerja secara individual pada saat menerapkan strategi Sketch-to-Stretch)

e. Memfasilitasi, membantu dan mengawasi siswa dalam pembelajaranaktif baik secara lisan maupun tulisan.

f. Meminta perwakilan beberapa siswa untuk menunjukan hasil sketsadan mendemonstrasikan penjelasan mengenai sketsa yang telah

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mereka buat didepan kelas, sedangkan siswa lainnya diharapkan untukaktif berdiskusi mengenai sketsa yang di demonstrasikan didepankelas.

g. Memilih sketsa siswa yang paling relevan dengan informasi bacaanyang dimaksud dan memberitahukan alasannya kepada para siswa.

h. Meminta siswa untuk menjawab dan menulis jawaban dari daftarpertanyaan dari bacaan narrative “The Owl and The Nightingale”.

i. Memberikan kesempatan kepada para siswa untuk berpikir,menganalisis dan menyelesaikan masalah berkaitan dengan bacaannarrative “The Owl and The Nightingale”.

j. Memfasilitasi para siswa untuk menumbuhkan kebanggan dan rasapercaya diri terhadap jawaban masing-masing.

3. Konfirmasi

Dalam kegiatan konfirmasi, guru:

a. Bertanya jawab tentang hal-hal yang belum diketahui siswa mengenaibacaan narrative tersebut.

b. Memberikan konfirmasi terhadap hasil elaborasi siswa denganmendiskusikan dan mengevaluasi tugas yang telah diberikan secarabersama-sama.

c. Bersama siswa bertanya jawab meluruskan kesalahan pemahaman,memberikan penguatan dan penyimpulan.

C. Kegiatan Penutup (10 menit)

Dalam kegiatan penutup, guru:

a. Bersama-sama dengan peserta didik dan/atau sendiri membuatrangkuman/simpulan pelajaran.

b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudahdilaksanakan secara konsisten.

c. Memberikan umpan balik terhadap proses dan hasil pembelajaran.d. Merencanakan kegiatan tindak lanjut berdasarkan hasil pembelajaran.e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

5. Sumber belajar

Bacaan narative yang relevan dari buku English in Focus for Grade VIIIJunior High School.

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6. Penilaian

a. Teknik Penilaian: Tes Tulis

b. Bentuk Instrumen: Jawaban singkat (Answer the following Questions!)

c. Instrumen: Read the text about “The Owl and The Nightingale”.

STUDENT’S WORKSHEETRead the text below, then answer the questions followed!

(While or after reading the text, every student is required to draw and do Sketch-

to-Stretch)

The Owl and The Nightingale

There was once a nightingale in a cage by a window that was his habit to

sing only at night. An owl was puzzled by this and went to ask the nightingale

what the reason was. “When I was captured, explained the nightingale, “It was

day and I was singing. In this way I learnt to be more carefully and to sing only at

night.”

“Are you afraid you might be captured a second time?” asked the owl.

“Oh, it would have been better if you had been more careful the first time when

your freedom was at risk. Now it doesn’t really matter anymore, right?”

Taken from 366 and More Fairy Tales, 1990

Answer the questions below.

1. What does the story mainly tell us about?

2. What was the nightingale’s habit?

3. “Oh, it would have been better if you had been more careful … “ (paragraph 2)

You refers to ……

4. “Are you afraid you might be captured a second time?”The underline word has the same meaning as …..

5. What is the moral value of the story?

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Answer Key

1. The story tells us about the two birds, the owl and the nightingale, which had aconversation about singing habit and freedom.

2. The nightingale’s habit was to sing only at night.3. You refers to the owl.4. The underline word has the same meaning as frightened or scared.5. The moral value of the story is we should be more careful in everything we

do.

d. Pedoman Penilaian

1. Indikator pencapaian kompetensi: Siswa dapat menjawab pertanyaanessay dalam bentuk teks narrative dengan benar, dapat dipercaya,bertanggung jawab dan tekun.

2. Untuk tiap nomor, tiap jawaban benar skor 2

3. Jumlah skor maksimal = 10

4. Nilai Siswa = 100xalSkorMaksim

hanSkorPerole

e. Rubrik Penilaian

Uraian Skor

1. Jawaban dikatakan BENAR apabila jawaban siswa benar danlengkap (informasi lengkap)

2. Jawaban dikatakan CUKUP BENAR apabila jawaban benarnamun tidak lengkap (ada informasi yang kurang / tidakdimasukkan)

3. Jawaban SALAH apabila jawaban tidak benar dan tidak lengkap

2

1

0

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APPENDIX II

PRE-TEST AND POST-TEST

Type of Test: Objectives with Multiple Choices

Skill Focus: Reading Comprehension

Level: Eighth Grade Students

Time Allocation: 2 x 40 Minutes

Read and Cross the correct answer!Text 1 (No. 1 – 10)

Little Brother, Little SisterMaltreated by their stepmother, who was a witch, a little brother and sister

fled into the woods. After running for a while, the brother said: “I'm so thirsty.Let's find a spring and have a drink.” However, as the young boy bent down todrink, his sister heard a voice which said: “Who drinks from me will turn into afawn.” It was the witch!

Too late, the sister tried to prevent her brother from drinking. The youngboy changed at once into a fawn. In tears, the little girl made a lead and collar outof her belt, and led the fawn off into the woods. There they found an abandonedcottage and lived together, far from any danger.

One day, however, the king was hunting in the woods, and he spied thefawn, which could not resist the urge to wander away from the cottage. The kingand his hunters chased the fawn all the way back home. There, the king followedit into the cottage, where he found a young girl stroking the frightened animal.She was so beautiful and gentle that the king fell in love with her at once. Heasked her to be his wife, and his words caused the maiden to cry for joy. Whenone of her tears fell on the fawn, it changed back to her brother once more. Theirgoodness and love had overcome the witch's evil spell and they lived safely andhappily with the king for ever after.

Source: 366 and More Fairy Tales, 1990

1. What does the story tell us about?a. a kind stepmother who always treated the children wellb. a kind witch who lived with her children happilyc. a kind brother and a kind sister who got maltreated by a stepmotherd. a kind brother and an unkind sister who married the king

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2. Why did the little brother and the little sister flee away into the woods?a. because they wanted to play togetherb. because they got maltreated by their stepmotherc. because they felt thirstyd. because they wanted to drink from spring

3. Where did the story take place?a. in the woodsb. in the kingdomc. in the villaged. in the city

4. Look at the sentence from the first paragraph below:“Who drinks from me will turn into a fawn.” (Paragraph 1)Me refers to …………a. the young boyb. the young girlc. the witchd. the ghost

5. He asked her to be his wife, and his words caused the maiden to cry forjoy. (Paragraph 3)Maiden in the sentence above refers to ………a. the kingb. the young boyc. the young girld. the young boy and the young girl

6. “Let's find a spring and have a drink.” (Paragraph 1). The underline wordmeans…..a. water in a pailb. river in the middle of the townc. food in the middle of the jungled. water emerging from under ground

7. “She was so beautiful and gentle that the king fell in love with her atonce.” (Paragraph 3)Gentle has the closest meaning with ….a. beautifulb. softc. gracefuld. lovely

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8. How did the little girl make a lead and collar for the fawn?a. by using the woodsb. by using the beltc. by using the tearsd. by using the spring

9. What did the king do in the woods?a. he was huntingb. he looked for the girlc. he chased all the animals thered. he played with his hunters

10. What is the moral value we can take from the story?a. we should be a wicked personb. we should be good and wicked at the same timec. we should take a revenge to our enemyd. we should be good and kind to another

Text 2 (No. 11 -16)The Lion and the Mouse

A lion was awakened from sleep by a mouse running over his face. Risingup with anger, he caught the mouse and was about to kill him. Then, the mouseinterrupted saying, “If you would only spare my life, I would be sure to repayyour kindness.” The lion laughed and let him go.

It happened shortly after this that the lion was caught by some hunters, whobound him by strong ropes to the ground. The mouse, recognizing the lion’s roar,came and gnawed the rope with his teeth, and set him free!

The mouse then told the lion, “You ridiculed the idea that I would ever beable to help you. You didn’t expect to receive from me any repayment of yourfavour. Now you know that it is possible for even a mouse to help out a lion.”

Source: Aesop’s fables, 1881

11. What is the story about?a. the mouse that played happily over the lion’s faceb. the lion that was about to kill the mousec. the mouse that saved the lion from the huntersd. the mouse that was happy to wake the lion up

12. What did the mouse do that made the lion awake?a. the mouse played on the lion’s headb. the mouse ran over the lion’s facec. the mouse slept besides the liond. the mouse bit the lion

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13. Why did the lion laugh at the mouse?a. the mouse was telling funny jokesb. he wanted to let him goc. he didn’t think the mouse could ever repay himd. he knew that the mouse would save his life

14. “The mouse, recognizing the lion’s roar, came and gnawed the rope with histeeth, and set him free.” (Paragraph 2). The underline word above has asimilar meaning with …..a. bitb. hitc. sitd. knit

15. You didn’t expect to receive from me any repayment of your favour.(Paragraph 3)Me in the sentence above refers to ……a. the mouseb. the lionc. the peopled. the hunter

16. What lesson did the lion learn from the mouse?a. it is possible for even a lion to help out the mouseb. it is possible for even a mouse to help out a lionc. it is possible for even a mouse to help out the huntersd. it is possible for even a lion to help out the hunters

Text 3 (No. 17 – 24)Redfeathers the Hen

Redfeathers, the hen, was so-called because all her feathers were red. Oneday, the fox caught sight of her in the farmyard and his mouth began to water. Heran home and told his wife to put on water for boiling a chicken, and then herushed back, and before Redfeathers knew what was happening, she found herselfsnapped up and inside a sack, not even able to call for help. Luckily for her, herfriend the dove saw what had happened. She fluttered on the path in the woods,and lay there, pretending to have a broken wing. The fox was delighted to findthat he now had a first course as well as a main dish. He put down the sack withthe hen in it, and chased off after the dove, who began cleverly to hop further andfurther away.

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Redfeathers slipped out of the sack and put a stone in her place, then shetoo ran off. When the dove saw that her friend was safe, she flew up into a tree.The fox then went back and picked up the sack, thinking that the hen was still init. When he got home, the fox tipped the sack into the pot of boiling water, but thestone splashed it all over him, and he burned his greedy paws.

Source: 366 and More Fairy Tales, 199017. What does the story tell us about?

a. both Redfeather the hen and the dove who was caught by the foxb. Redfeather the hen, the dove and the fox are friends indeedc. the fox who was hungry and wanted to eat all the animalsd. Redfeather the hen who was caught by the fox, but saved by the clever

dove18. What did the fox do after he caught sight of Redfeathers?

a. he ran over to herb. he ran homec. he boiled waterd. he called her

19. What did the fox think when he found the dove?a. the fox thought that he had to runb. the fox thought that he had better go backc. the fox thought he had a first coursed. the fox thought that he had to boil water

20. What did Redfeathers do to trick the fox?a. she slipped out of the sackb. she yelled for helpc. she flew away to the treed. she put a stone in her place

21. “She fluttered on to the path in the woods, and lay there, ....” (Paragraph 1)She refers to ....a. The henb. The dovec. The duckd. The swan

22. From the story, we know that the characteristics of the fox were below, except…

a. badb. greedyc. humbled. foolish

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23. “The fox was delighted to find that he now had a first course as well as a maindish.” (Paragraph 1)

The underline words have the same meaning with …..a. appetizerb. dessertc. main coursed. main food

24. What is the moral value of the story?a. everyone may endure bad intentionb. bad intention will be forgivenc. better to have bad intention for enemy rather than friendsd. bad intention will never result good

Text 4 (No. 25-30)The Donkey and The Grasshoppers

A donkey was grazing in a field one day when he heard somegrasshoppers singing happily. Their music was so lovely that the donkey started tosing along. When he started to sing, he was not happy to hear a rough and awfulvoice.

“What a horrible voice I have!” said the donkey sadly. He wanted to singas sweetly as the grasshoppers, so he asked the grasshoppers for the secret of theirlovely voices.

The naughty grasshoppers wanted to tease the donkey and told him theyate and drank nothing but dew. The trusting donkey believed what they said anddecided he would also drink dew. He did that for one whole day and felt veryhungry and weak but when he heard the beautiful voices of the grasshoppers, hewas determined not to eat.

“I will have the most beautiful voice a donkey ever had if I drink onlydew,” he reminded himself. The days passed and the foolish donkey still refusedto eat. He became weaker and weaker and after a few days, he died.

Source: Aesop’s fables, 1867

25. What does the story mainly tell us about?a. a foolish donkey who was tricked by the grasshoppers to have a beautifulvoiceb. a foolish donkey who wanted to sing a day long with the grasshoppersc. tricky grasshoppers who wanted to help the donkey to have a beautifulvoiced. tricky grasshoppers who wanted to have beautiful voice as the donkey

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26. What made the donkey started to sing along?a. he had a lovely voice that he started to sing alongb. he had a lovely music that he started to sing alongc. he heard a lovely music from the grasshoppers’ singingd. he heard a lovely voice from the grasshoppers’ talking

27. How was the donkey’s voice?a. beautiful and roughb. nice and awfulc. awful and roughd. beautiful and rough

28.“Their music was so lovely that the donkey started to sing along.”(paragraph 1)Their refers to ……a. the donkeyb. the grasshoppersc. the donkey and the grasshoppersd. the people in a field

29. “The naughty grasshoppers wanted to tease the donkey and ….”Naughty has the similar meaning as …a. kindb. humblec. cuted. mischievous

30. What lesson you can take from the story?a. we should not trust everyone easilyb. we should drink only dewc. we should not refuse to eatd. we should trust everyone we know

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APPENDIX III

Answer Key1. C2. B3. A4. C5. C6. D7. B8. B9. A10. D11. C12. B13. C14. A15. A16. B17. D18. B19. C20. D21. B22. C23. A24. D25. A26. C27. C28. B29. D30. A

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