Appendices

Appendix 1
PRE TEST
Choose the correct answer by crossing a, b, c, or d for the following questions!
Text 1
Lombok
Lombok is one of the enchanting tourist destinations in Indonesia. It is a
naturally pure island. Lombok benefits from its location near Bali, one of the most famous
tourist destionations in the world. Many people going to Bali will also spend a few days in
Lombok. This affects Lombok socially and economically.
To promote its tourism, Lombok is called an unspoiled Bali. It is believed that
Lombok is culturally and naturally similar to Bali. However, its purity is still well-kept
because the number of tourists going to Lombok is much less than those going to Bali. In
Lombok, people can enjoy beautiful beaches, enchanting waterfalls, and the looming volcano
of Mount Rinjani.
Source: http://wikiravel.org/en/Lombok
1. What is the topic of the text?
A. There are many luxurious accomodations in Lombok.
B. Lombok is a tourist destinations as beautiful as Bali.
C. Lombok is know for its looming volcano.
D. Lombok is famous for its distinct fauna
E. Lombok is more beautiful than Bali.
2. Why is Lombok called as an unspoiled Bali ?
A. The natural and cultural purity of Lombok is still well-kept.
B. Lombok has fewer visitors than Bali.
C. There are various local souvenirs.
D. Lombok is another paradise.
E. Lombok is close to Bali.
3. ...... Lombok is much less than those going to Bali (Paragraph 2)
What does the underlined pronoun refer to?
A. Someone.
D. Waterfalls.
B. Tourist.
E. Tourist destinations.
C. Beaches.
Text 2
Im sure you know what the meaning of corruption is. Well, corruption is
common everywhere in the world, even in the US. Its just a matter of the intensity,
however, that makes Jakarta the most corrupt place in Indonesia.
The survey makes me sad, actually, because I stay and earn a living here in the
capital. As we all know in the Tanjung Priok Port, smuggling is no news at all in this town.
Businessman who want to minimize their tax payments will bribe the officials.
Well, I think the measures taken to overcome the problem by punishing the
curroptors have been far from enough. We have to prevent the younger generations from
the bad mentality.
I believe we can start at the earliest stage in school and I think everyone should
be involved in an effort to eradicate corruption. We must not make any distinctions.
4. What is the first fact which makes the writer sad?
A. The bribery of the officials to reduce their payments.
B. Inappropriate punishment for the corruptors.
C. The most corrupt place in Indonesia.
D. Smuggling in Tanjung Priok.
E. Corruption in the world.
5. The main idea of the third paragraph is ....
A. Corruption make the writer sad
B. Those who bribe officials should be detained.
C. Corruptors should give harsher punishment.
D. The writer was satisfied with the punishment given to corruptors.
E. We should prevent the young generations from having bad mentally.
6. The purpose of the text is ....
A. To remind the readers about the intensity of corruption.
B. To inform the readers that corruption is intense everywhere.
C. To persuade the readers to participate in eradicating corruption.
D. To analyze what makes Jakarta the most corrupt place in Indonesia.
E. To prevent the young generation from the corruptors.
7. According to the text, the businessmen bribe the officials because they want to ...
A. Be punished.
B. Get more profit.
C. Be free from tax payments.
D. Maximize for their tax payments.
E. Reduce their tax payments.
8. .... everyone should be involved in the effort to eradicate corruption ..... (Par. 4)
The underlined word is closet in meaning to ...
A. Exterminate.
D. Rub.
B. Eliminate.
E. Add.
C. Remove.
Text 3
Girl in the Mirror
One day, I was at a party when somebody dared me to go into the bathroom in
the basement, turn off the lights, and close the door. I had to stand there for five minutes.
After about a minute, the lights started to flicker on and off. I was sure it was one of my
friends playing a trick on me. About the third time lights flickered, I noticed a young girl in
the mirror and her hand was reaching toward me. I heard whispers that I had a hard time to
understand. I finally realized that the girl was uttering, Beware, hes coming. I felt a tap on
my back and all of a sudden, she was gone. I ran out screaming and my friends made fun of
me. The next night when my family was asleep, we got robbed and my cat, Rosie, was dead.
9. What is the main topic of paragraph above?
A. Girl in the mirror.
B. Rosies unforgettable experience.
C. Meet a beautiful ghost.
D. The writers nice experience.
E. Rosie was dead.
10. The statements bellow are correct, EXECPT ...
A. The writer was at party
B. The writer was afraid when she heard whispers
C. The writer was dead
D. The writer saw a young girl in the mirror
E. The writer had to stand in the bathroom for five minutes
11. The communicative purpose of this text is ....
A. To give information about girl.
B. To persuade readers to be aware of ghost.
C. To describe a mirror.
D. To entertain readers with unexpected story.
E. To explain about ghost.
12. From the text above we know that it is a .... story
A. Detective.
D. Funny.
B. Love.
E. Science fiction.
C. Horror.
Text 4
Nowadays the crime rates are increasing. Some people suppose that it is caused by the
advanced technology. One of them is television. There are many TV station that give you
everything you need. Nobody can deny the power of the television. It has an enormous
influence on our lives.
Many parents have the fear about television. Their children are not going to read books
or finish their homework because watching television was easier and more interesting.
Television was also going to fill our mind with violence, hate, and intolerance. Many people
become a consumerism because of the advertisement.
The greatest influence of the television is from movie or drama, perhaps some of
them. For example it shows how to steal or rob in the bank, how to solve the problem with
anger and violence, how to break the family unity with various strategies, and many other
examples. On one hand, it asks us to decide something but on the other hand most common
people use it for learning bad action.
The unanswered question is if the influence of television is absolutely good for life, but
in end we still have the power to change what we dont like.
13. Most of parent said television was bad for children because .
A. They are very expensive
D. Television was fun
B. They are full of horror
E. Theyll read more book
C. Television would fill their mind with violence, hate and intolerance
14. The writer believes ..
A. We have the power to change what we dont like.
B. There is nothing we can do to change television.
C. Television is better than town dance.
D. Television is good for the children.
E. We dont have the power to change what we dont like.
15. According to the text, televisions influence on our lives is
A. Small
D. Urgent
B. Unimportant
E. Important
C. Enormous
16. We infer from the text that the writer thinks we should
A. Think carefully about the value of change
D. No change happen
B. Be afraid of change
E. Be careful about the change
C. Admire all change
Text 5
Once there was a monkey that lives in a big fruit tree. The tree was quite close to the
sea, and he could see all kinds of fishes swimming and playing around. He made friends with
one of them, a big shark that came every day to sit under the tree. He liked the shark very
much. So each time the big fish sat under the tree, the monkey told stories and all that had
been happening on land. He even brought the shark food now and then.
One day, the shark said to the monkey. Please come to my house. I would like you
to see all my family. I always talk about you and they all wish to see you. Thats kind of
you. Answered the monkey, but the problem is I cant swim. How I can get your home
Oh, thats all right. You just sit on my back and Ill carry you all the way to my house!
Splendid! As you wish! replied the monkey, and he jumped down onto the sharks back.
Then the shark swam across the see carrying the monkey.
When they were a long way from the shore the shark said, Im taking you to our king.
He is ill and the doctor says he will only get better if he eats the heart of a monkey.
17. The text above is in the form of.
A. Descriptive
B. Analytical exposition
C. Spoof
D. Narrative
E. Recount
18. The first paragraph we call as ..
A. Complication
B. Orientation
C. Resolution
D. Re-orientation
E. Coda
19. What is the purpose of the text?

A. To entertain the readers about the story
B. To persuade the readers to read the story
C. To present two points of view about the story
D. To share an amusing incident with others
E. To retell past events.
20. Splendid, As you wish replied the monkey
The underlined word means ....
A. Popular
D. Terrible
B. Magnificent
E. Well-arranged
C. Awful
POST TEST
Choose the correct answer by crossing a, b, c, or d for the following questions!
Text 1
The Story of the Teddy Bear
The Teddy Bear was names in honor of President Theodore Roosevelt. One day,
President Roosevely went hunting in Mississippi with Governor Andrew H. Longino. They
went to Onward, where a lot of hunters had been in search of bears. Everybody succeeded in
locating bears, except Mr. Roosevelt.
Knowing this situation, Roosevelts tried to find a black bear and tied it to a willow
tree. They called Roosevelt to the place and asked him to shoot the bear. However, Roosevelt
knew that is was unfair and rejected shooting the bear. Instead, knowing that the bear was
wounded, he ordered his assistants to untie it and take care if its wound. The news spread
rapidly to all over the country. Newspapers wrote about Roosevelt as a big game hunter.
Clifford Berryman found the article about Roosevelts refusal to shoot the bear. Then,
he created a cartoon of President Roosevelt and a bear in the Washington Post on November
16, 1902. The cartoon impressed Morris Michtom, a candy shop owner. Together with his
wife, he created a toy bear. They dedicated the toy bear to President Roosevelt. They called
the toy Teddys Bear. Tedy is the nickname for Theodore.
Source: http://www.nps.gov/thrb/learn/historyculture/storyofteddybear.htm
1. Why did the newspapers write about Roosevelt as a big game hunter?
A. Because Roosevelt tried to find a black bear and tied it to a willow tree
B. Because Roosevelt succeeded in locating bears
C. Because Roosevelt decided to shoot the bear
D. Because Roosevelt refused to shoot the bear
E. Because Roosevelt was good at hunting
2. . . . . about Roosevelts refusal to shoot the bear. (Par. 3)
What is the synonim of the underlined word?
A. Approval
B. Rejection
C. Acceptance
D. Recognition
E. Acknowledgement
3. . . . . take car of its wound. (Par. 2) What does the underlined word refers to?
A. The bear
B. Roosevelt
C. Candy shop
D. Willow tree
E. The cartoon
Text 2
6
Bad Smoking
Smoking is a bad habit that we must avoid. Commonly, most people start smooking
because of peer pressure, depression, the need to lose weight, to relax, or to fit in. For young
people, they usually start to smoke to feel better about themselves. They think that it is the
only way to get through their problems.
Actually, smoking is not good for our healt. It causes lung cancer, bad breath, yellow
teeth, or nails, bronchitis, and other diseases. But, mentally, if someone has been smoking,
they can encounter some loss of concentration or balance that can affect their social life.
Actually, smoking can become very addictive and kills more people than car accident,
marijuana, illicit drugs, suicide, murder and the other things.
From the reasons above, we can conclude that smoking is a bad habbit that does not
give us any advantages.
Source: www.topics-mag.com/readers/smoking-forum.htm
4. According to the text above, why do young people decide to start smoking?
A. Because they think that it is the way to get through their problems
B. Because they want to lose their concentration
C. Because they want to try it, even just once
D. Because they become addicted to smoking
E. Because they just want to do it
5. What is the main idea of the second paragraph?
A. Smoking can lose our balance and concentration
B. Smoking can relieve stress and depresion
C. Smoking can cause several disadvantage
D. Smoking makes people become addicted
E. Smoking causes many diseases
6. Smoking is a bad habit that we must avoid. (Par.1) What is the synonym of the
underlined word?
A. Face
B. Admit
C. Prevent
D. Promote
E. Encourage
Text 3
Bill Gates, Melinda Gates and Bono have been named Persons of the Year in 2005
by the Time magazine. They won the renowned accolade for their dedication and
commitment to humanitarian issues. They have joined forces to eliminate disease and poverty
in Africa. The Bill and Melinda Gates foundation donated a massive amount of over $25
billion. About 60% of the foundations money goes to charity. Meanwhile, the Irish rocker
Bono persuaded world leaders at the G8 summit to double African aid to $50 billion a year by
2010. As a result, he helped18 of the poorest African countries to clear their debts.
7. What is the text about?
A. Bill and Melinda Gates
B. Poverty and disease in Africa
C. Humanitarian issues in the world
7
D. Bonos Humanitarian achievements

E. Bill and Melinda Gates and Bonos philanthropic activities
8. What do the three people have in common?
A. They had commited themselves to relieving poverty
B. They worked together with world leaders
C. They held music concerts for the poor
D. They had the same charity foundation
E. They came from the same country
9. Which of the following statements is true?
A. The Billdan Melinda Gates Foundation cooperated with Microsoft
B. Most of the charity from Bill Gates went to public facilities
C. Bono succesfully helped raise more funds for Africa
D. They were awarded Persons of the Year in 2005
E. There were no world leaders at the G8 summit
10. What does the word accolade mean?
A. Acknowledgement
B. Accomodation
C. Achievement
D. Flaterry
E. Role
11. Why did they receive the award from Time magazine?
A. They were dedicated to humanitarian issues
B. They launched the wealthest foundation
C. They helped African world leaders
D. They had extraordinary talents
E. They were very wealthy
Text 4
One day a mouse was playing in the forest and lion caught it and said, I shall eat you
up. Dont eat me up said the mouse. Someday I will help you. Oh how? Laughed the
lion. How can you help me? I am very large lion and you are a very small mouse. But the
lion was not hungry and he didnt eat the mouse.
The next day a hunter came and put a large net in the forest to catch the lion. That
night the lion walked in the forest and was caught in the net. I cant get a way!, he said. I
am caught in the net. Help!Help!
The mouse came and saw the lion in the net. I will save you, he bit the net a
hundred time, and the lion got away.
The lion said, Thank you, mouse. I am large and you are small brown mouse, but
you have helped me.
You didnt eat me yesterday, and I have saved you from the hunter today, said the
mouse. They laughed and went away together in the forest.
12. The lion didnt want to eat the mouse because ....
A. He was not hungry
B. He didnt like the mouse
C. The mouse was his friend
8
D. It was too small to eat

E. It was an animal
13. The moral lesson of the text is ...
A. The bigger is the stronger
B. The smaller is the stronger
C. The big always becomes strong
D. The bigger isnt always the stronger
E. A mouse is always cleverer than a lion
14. Which statements TRUE according to the text?
A. A lion died
B. A mouse is big
C. A lion is very small
D. A lion helped a mouse
E. A mouse helped the lion
15. I am large and you are small .... (Par. 4). What does I refers to?
A. A mouse
D. A reader
B. A lion
E. A listener
C. A writer
Text 5
Backpacking
One way to travel around the world on a low budget is backpacking. It is also a fun
way for many people to enjoy some views of another country. If you are a student, it will be
your benefit to go backpacking because you can just bring a minimum luggage and stay in
cheap accommodation. If you are on a tight budget, you wont visit luxury destinations and
stay at luxury hotels, but thats not the purpose of travelling. The purpose of travelling is
actually to see the world and get amazing and unforgettable experiences. Backpacking is one
of the best wats to do that. You can pick from the list of the 10 best and cheapest countries for
backpackers. Then, you can start planning your trip right now and you will see the world
without spending a lot of money and worrying about your bank account.
Source : http://travel.amerikanki.com/best-cheapest-countries-backpackers/
16. What is the topic of the text?

A. Travelling is a way to see the world and get amazing and unforgettable
experiences
B. Backpacking is a way to travel around the world on a low budget
C. The list of the 10 best and cheapest countries for backpackers
D. You can see the world without spending a lot of money
E. Students will get many benefits from backpacking
17. How do students get benefits from backpacking?
A. They can bring a minimum luggage and stay in cheap accommodation
B. They can see the world and get amazing and unforgettable experiences
C. They can travel around the world by spending a lot of money
D. They can visit luxury destinations and stay at luxury hotels
9
E. They can afford to buy many things

18. You can pick from the list of 10 best .... What does the underlined world mean?
A. Determine
C. Choose
E. Waste
B. Receive
D. Accept
Text 7
Taylor Swift
Taylor Alison Swift is a singer, song-writer and an actress. She was born on December 13,
1989, in Wyomissing, Pennsylvania. Swift had already shown her talent at singing since her
childhood. Swift sang at a variety it local events, including fairs and contests at the age of 10.
When she was 12 years old, she began writing her own songs and learning guitar.
To pursue her music career, Swift frequently went to Nashville in Tennessee, the countru
music capital. She then moved to Hendersonville, Tennessee, together with her family, in an
attempt to further career. Her attempt was a great success. Finally, she signed a contract with
Scott Borchettas Big Machine Records when she performed at The Bluebird Caf in
Nashville.
She released her first single Tim McGraw which became a Top 10 hit in the country charts in
2006. Other successful tracks become popular too such as Our Song, Teardrops on My
Guitar, Picture to Burn and Shouldve Said No.
Source: http://www.biography.com/people/taylor-swift-369608
19. How old was Swift when she began writing her own songs?
A. 5 years old
B. 10 years old
C. 12 years old
D. 17 years old
E. 22 years old
20. To pursue her music career, .... (Par. 2)
What is the meaning of the underlined word?
A. Go
D. Chase
B. Run
E. Create
Appendix 2
10
SEKOLAH MENENGAH ATAS NEGERI

11 KOTA TANGERANG
Jalan Jend. Gatot Subroto Km 6.8 Jatake, Tangerang Banten
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
Researcher
: Language
: English
: Biography Text
: Reading
: XI-IIS 1 (Experiment Class)/I
: 2 x 45 minutes
: Mikha Nauli
A. STANDARD COMPETENCE
KI-1 Students are able to inspire and apply his or her religion teaching.
KI-2 Students are able to inspire and apply the honesty, discipline, responsible, social
care (mutual aids, cooperative, tolerance, peace) politeness, responsive, proactive
and showing act part of solution and problem solving from many concern and also
being involved in any interaction effectively in social and nature welfare in
putting ourselves properly in open common international relationship.
KI-3 Students are able to understand, apply, analyze factual knowledge, conceptual,
procedural based on curiosity of knowledge, technology, arts, culture, umanism
with humanistic perspective nationality and related civilization causing
phenomenon and events as well as implementing procedural knowledge in a
specific field of study based on talents and interest to solve the problems.
KI-4 Students are able to process, reason, and present both in concrete and abstract
domains related to the development of individual learning at schools and able to
use the method based on the rules or norms.
B. BASIC COMPETENCE
11
3.11 Analyzing the social functions, text structures and language elements from short/
medium length biography text of one known personality based on the use of the
context.
4.15 Grasp the meaning of a short/medium length biography text of one known
personality.
C. INDICATORS OF COMPETENCY ACHIEVEMENT
1. Students are able to determine the social functions and text structures
2. Students are able to mention the moral value of a biography text
3. Students are able to find out the main idea, and specific information of a
biography
text
4. Students are able to write a summary of a short/medium length biography of one
known personality.
D. LEARNING OBJECTIVES
Students are able to identify the social function, text structures and language elements
from a biography
E. LEARNING MATERIALS
Recount
Factual Recount
Personal Recount
Recording an incident, eg. a

science experiment, police
report, news story, television
news,etc
These usually retell an event

that the writer was personally
involved in. Example: diary,
biographies, autobiographies,
etc
Biography
Life story written by

someone
12
Type:
A short
Biography
Focuses
only on
highlights
of a person
life
A long
Biography
Talks about life
and times of
someone in a lot
more
Biography is an account
of someones life
written by someone
else.
Biographies analyze
and interpret the
events in a persons
life. Then try to find
connections and
explain the meaning
of unexpected
actions or mysteries.
Biographies can be
few words long or
they can fill an entire
book or two
The word biography

comes from Meideval
Greek, from Bios= life
+ graphia = writing=
biography
Common Characteristic of Biography

A biography:
- Is not written by the subject
- Is always written in third person
- Is based on research not on imagination
- Describes the persons surrounding (where, when and how the person lived)
- Shows how the person affected other peoples life through their behaviour,
discoveries, social reform, etc
- Provides examples that demonstrate the persons behaviour, their accomplishments,
goal, etc
- Supplies details that illustrate the persons individuality
- Uses vivid language to narrate events (Rosinsky, 2008)
Format of Biography
A biography is a form of recount, so the structure resembles a recount structure:
- Introduction
- Important events in chronological order and interpretation
- Closing remark
Elements:
- Setting time and place (where the persons life events took place and when it took
place)
- Factual information about the person (the information has to be real, not fabricated)
F. LEARNING METHOD
- Discussion
- Explanation
- Exercise
G. LEARNING MEDIA
- Ms. Power Point Presentation
- Laptop
13
LCD/projector
H. LEARNING SOURCES
English Book Class XI Semester 2
I. PROCEDURES OF LEARNING
Activity
Description
The teacher greets students and asks the
Pre-activity
students to lead the pray.
The teacher checks students attendance
The teacher asks students some question that
related to the topic :
We are going to read biography. Do you
know which genre biographies
belongs to?Biography belongs to nonfiction. It is based on facts and
information.
Main activity
Observing
Students read the biography text on English
book page 65-66
Students observe the social function, text
structures and language elements of a biography
text
Students try to find out the main idea, details
and specific information from a short/medium
length biography text
Asking
Students ask about the text structures and moral
value of a biography text
Time Allocation
10
65
Exploring
Students are divided into groups (each group
consists 4 students). They were given pieces of
paper containing the name of the hero or famous
people
Students find a biography text from the
internet/books
Students are asked to discuss about the social
function, his/her contribution to his/her nation,
and make a table of a short biography
Closing
activity
Communicating
Students present their discussion result
Teacher gives a feedback from their discusion
Teacher reviews the material.
Teachers gives and explains the 1st reading
15
14
material (Raven Steals the Light) as their

homework
Teacher closes the meeting
J. ASSESMENT
Discuss with your group about:
- Social function of the text
- His/her contribution to his/her nation
- Make a table of a short biography (look at page 72)
Present your group discussion result!
Biographies:
1. R.A Kartini
2. Steve Jobs
3. Bill Gates
4. Cut Nyak Dien
Tangerang, 6th May 2015

Approved by:
English Teacher,
Complied by:
Researcher,
Dra, Sri Sunarni, M.Pd
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,
Drs. Agus Priyana, M.Pd

NIP. 195908011983021003
Appendix 3
15
11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
Researcher
: Language
: English
: English song
: Listening
: XI-IIS 1 (Experiment Class)/II
: 2 x 45 minutes
: Mikha Nauli
B. BASIC COMPETENCE
3.14
Analyzing social function, text structures and language elements of English
song
based on the use of context.
16
4.19 Grasp the message of a song.

1. Students are able to identify the social function, language elements of English song
orally.
2. Students are able to find out the adjective, verb, and difficult words.
3. Students are able to explain the message of a song based on context.
At the end of teaching learning process, students are able to :
1. Identifying the social function anf language elements of English song based on the
question from teacher directly.
2.
Finding out the adjective, and verb after listening the audio.
3.
Finding out the information of English song implicitly/explicitly.
English song from Mocca Band the title is Happy and Bruno Mars the title is Count
on Me
Social Function
Understanding the moral value and appreciate the song as an art work
Text Structure
Adjective : Afraid, worry, strong, unfair, give up, happy, etc
Verb : Visit, sing, go, fly, count, remember, etc
1.
2.
3.
Language Elements
Words, expression, and grammar
Pronounciation, intonation
Spelling, punctuation
F. LEARNING METHOD
Discussion
Practice
G. LEARNING MEDIA
Worksheet
Speaker
Laptop
H.
LEARNING SOURCES
English Book Class XI (BSE)
https://www.myenglishpages.com/site_php_files/lyrics_and_songs.php
www.4shared.com
Activity
Description
Time Allocation
17
Pre-activity
Main activity
Closing
activity

The teacher gives a true false question of the 1 st
reading text (Raven Steals the Light) which have
been given at the previous meeting
The teacher explains what will be learned today
Observing
Students read the lyric of the song
Students observe the verb and adjective words
Students begin to listen the song and complete
the blank words
Asking
The students ask the teacher about the difficult
words
Exploring
Students compare the message and elements
language on the first and second song
In groups, students are asked to discuss and
write their opinion about the social function of
the songs
Communicating
Students present their discuss result in front of
the class
The teacher concludes the learning topic of the
day
The students submit their text
Teacher gives and explains the 2nd reading text
(The Hero of My Life) as their homework
25
55
10

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
18
Known by:
Headmaster,

NIP. 195908011983021003
Attachment
Task 1
Complete the missing parts (adjective, verb) based on audio!
Happy
By Mocca
Life is just a bowl of cherries
Sometimes it's afraid filled with . (1)
Don't be .. (2), when things go wrong, just be .. (3)
When thing seems up in the air,
19
And everything is so .. (4)

and you stumble and fall
just pick yourself up and sing
If one day you lose your way,
Just .. (5) one thing, my Friend.
When you're under a cloud
Just (6) music and sing
Just . (7) that I'm here ... . (8)
Don't You ....... . (9), keep your chin up,
And (10)!
Task 2
Complete the missing parts based on the audio!
Count On Me
By Bruno Mars
If you ever find yourself stuck in the middle of the sea,
I'll .. (1) the world to find you
If you ever find yourself lost in the dark and you can't . (2)
I'll be . (3) to guide you
Find out what we're made of
When we are called to help our . (4) in need
You can count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
You'll be there
'Cause that's . . (5) are supposed to do, oh yeah
If you toss and you turn and you just can't fall .. (6)
I'll sing a song
.. (7)
And if you ever forget how much you really mean to me
(8) I will
Remind you
Ooh
When we are called to help our friends in need
I'll be there
20
You'll be there
'Cause that's what friends are supposed to do, oh yeah
You'll always have . . (9) when you cry

I'll never let go
.. (10)
You know you can
Count on me like one two three
I'll be there
And you'll be there
You can count on me 'cause I can count on you

Task 3
Make a group (3-4 students each group)!Work and disscuss with your group to describe what
the song talk about? And what the message which you get from the song?
Answer Key
Task 1
Happy
By Mocca
Life is just a bowl of cherries
Sometimes it's afraid filled with worries (1)
Don't be afraid (2), when things go wrong, just be strong (3)
When thing seems up in the air,
And everything is so unfair (4)
and you stumble and fall
just pick yourself up and sing
Just remember (5) one thing, my Friend.
When you're under a cloud
21
Just visit (6) music and sing

Just remember (7) that I'm here to stay (8)
Don't You give up (9), keep your chin up,
And be happy (10)!
Task 2
Count On Me
By Bruno Mars
If you ever find yourself stuck in the middle of the sea,
I'll sail (1) the world to find you
If you ever find yourself lost in the dark and you can't see (2)
I'll be the light (3) to guide you
When we are called to help our friends (4) in need
I'll be there
You'll be there
'Cause that's what friends (5) are supposed to do, oh yeah
If you toss and you turn and you just can't fall asleep (6)
I'll sing a song beside you (7)
And if you ever forget how much you really mean to me
Everyday (8) I will remind you
Ooh
When we are called to help our friends in need
I'll be there
You'll be there
22
You'll always have my shoulder (9) when you cry

I'll never let go
Never say goodbye (10)
You know you can
Count on me like one two three
I'll be there
And you'll be there
You can count on me 'cause I can count on you
Appendix 4

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
: Language
: English
: Biography Text
: Writing
: XI-IIS 1 (Experiment Class)/III
23
Time Allocation
Researcher
: 2 x 45 minutes
: Mikha Nauli
B. BASIC COMPETENCE
3.12 Analyzing the social functions, text structures and language elements from short/
context.
personality.
3. Students are able to find out the main idea, and specific information of a biography
text
4.
Students are able to write a summary of a short/medium length biography of one

known personality.
24
Students are able to write biography text in the good structure
Recount
Factual Recount
Personal Recount

news,etc

etc
Type:
A short
Biography
Focuses
only on
highlights
of a person
life
A long
Biography
Talks about life
and times of
someone in a lot
more
Biography
Biographies analyze
and interpret the
events in a persons
connections and
explain the meaning
of unexpected
Biographies can be
few words long or
book or two

someone
of someones life
written by someone
else.
The word biography
comes from Meideval
biography
25

A biography:
goal, etc
Format of Biography
- Introduction
- Closing remark
Elements:
place)
Print Features:
Graphic Devices
Forms
Bold, Italic font
Charts
Books
Colored print
Timelines
Articles
Bullets
Photographs
Letters
Titles
Maps
Encyclopedia
Subtitles
Tables
Text books
Potraits
Memoirs
Painting
Diaries
Some questions to focus on while writing biographies

Who ?
What ?
Why?
When ?
Where?
How?
Tips for writing a biography
It is important to hook your
readers by using a title, which
makes your biography sound
interesting
Example:
The girl who changed ......
The boy who survived ......
Use strong sentences to grab

readers attention
Example:
Can you imagine a little girl ......
26
How would you feel being

exiled ......
It is important to use clear
transitions
Enhance your biography by

dividing it into proper paragraphs
and conclusion
Before ....
After ....
Then ....
Eventually .....
Paragraph 1
Paragraph 2
Paragraph 3
Conclusion
( Rosinsky, 2008)
F. LEARNING METHOD
- Explanation
- Practice
G. LEARNING MEDIA
- Laptop
- LCD/projector
H. LEARNING SOURCE
Activity
Description
Pre-activity
The teacher gives a true false question of the 2nd
reading text (The Hero of My Life) which have
Hello class! How are you doing today? Are you
ready to learn how to write biography?
Great.
Biography is a life story of someone, usually a
famous person. We can write a biography of anyone
as long as we have enough information
about that person.
There are 2 types of biographies: long and short.
We will focus on a short one.
Observing
Students read the biography text on the last
Time Allocation
25
27
Main activity
meeting
Students observe the structure, format,
characteristic the biography text
Asking
Students asked about the common characteristic,
format, structure in writing biography text
55
Exploring
In pairs, students are asked to write a short
biography on a person of their choice (parents, best
friend, or famous people) by following the format
of biography
Communicating
Students collect their assignment to the teacher
Penutup

day
Teachers gives and explains the 3rd reading
material (Using Hypnosis to Combat Stress) as
their homework
10
J. ASSESMENT
Write a short biography on a person of your choice. Follow the format of biography
writing you have learnt in building blocks. Once you are done with the biography, give
it to anyone of your classmates for peer editing. Correct the mistakes and give the
biography to your teacher.
Your biography should be arranged like this:
- Title:
- Opening Paragraph (use opening hook)
-
Main Idea (tell the readers who the biography is about and why he/she is important)
Paragraphs (about childhood, adulthood, accomplishments)
Closing statement.
K. SCORING
Rubric of writing
Kriteria
Ide Penulisan
Skor 4
Ide yang dipilih
orisinal, ide
sangat sesuai
dengan genre
yang dipilih,
Skor 3
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Skor 2
Hanya
memenuhi 2
dari 4
ketentuan
yang
Skor 1
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
28
Organisasi/
struktur teks
dan isi
Tata Bahasa
Perbendaharaan
Kata
ide
dikembangkan
dengan tepat
dan terarah
Teks sesuai
dengan genre
yang dipilih,
ketentuan dan
ciri-ciri genre
yang dipilih
diikuti dengan
sempurna, ide
penulisan dan
informasi yang
disajikan sangat
relevan, isi teks
sangat mudah
dipahami
Tidak ada
kesalahan tata
bahasa yang
signifikan,
makna dan isi
teks dapat
dipahami
dengan jelas
Kalimatkalimat yang
digunakan
sangat efektif,
menggunakan
variasi lexical
dengan benar,
menguasai
bentuk kata dan
idiom dengan
benar dan
efektif, istilahistilah
digunakan
dengan benar
ditetapkan
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Ada beberapa
kesalahan tata
bahasa namun
tidak terlalu
berpengaruh
terhadap
makna kalimat
dan isi teks
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Sering
ditemukan
kesalahan tata
bahasa,
namun makna
dan isi teks
masih dapat
dipahami
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Maximum scores = 16
Conversed students scores = Total score
Max.score
sama sekali 4
ketentuan
yang telah
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
semua
kriteria yang
ditetapkan
Banyak
sekali
kesalahan tat
bahasa
sehingga
makna dan isi
teks sulit
dipahami
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
semua
kriteria yang
ditetapkan
x 100
29

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
Appendix 5

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
Researcher
: Language
: English
: Analytical Exposition Text
: Reading
: XI-IIS 1 (Experiment Class)/IV
: 2 x 45 minutes
: Mikha Nauli
30
B. BASIC COMPETENCE
3.10 Analyzing the social function, text structure and language elements of an analytical
exposition text about phenomenon surrounding.
4.14 Grasp the meaning of an analytical exposition text about phenomenon
surrounding.
1.
2.
3.
4.
Students are able to identify the characteristic of an analytical exposition text.

Students are able to explain the format and usage of an analytical exposition text.
Students are able to answer questions based on the text they learned.
Students are able to write an analytical exposition text.
1. Through group discussion, students are able to analyze the structure of text and
language elements to implement the social function of an analytical exposition text
about topic recently.
31
2. Through group work and observation of the other sources reading material, students are
able to compose an analytical exposition text by abserving the social function, structure
of text and language elements properly
3. Through presentation, students are able to grasp the meaning of an analytical exposition
text.
Analytical Exposition text
Definition : Analytical Exposition text is a text that elaborate the writers idea
about the phenomenon surrounding.
Social Function: to persuade your audience/reader to look at an issue with your
perspective. Example: speech/lectures, editorials, newspaper articles, essays, etc.
Generic Structure
1. Thesis
Introducing the topic and indicating the writers position
2. Arguments
Explaining the arguments to support the writers position
3. Reiteration
Restating the writers position
Language Feature:
1. Use desciptive persuasive words with emotive connotations to emphasize your view
point
2. Use present tense
3. Use mental verbs
4. Use saying verbs
5. Use connecting words
6. Use causal conjunction
Example of analytical exposition text:
Drinking Coffee
Drinking coffee, especially in the morning while reading newspaper, is really an
enjoyable activity to do. However, drinking coffee to much is not good for our health.
Firstly, it may be addictive and ultimately may result in adrenal exhaustion. In short
term, coffee gives benefits of more energy, but long term my result in a crash after each
concumption to lower levels of energy than previously thereby necessitating another cup, etc.
Secondly, it may make our immune system low. Coffee hampers the absorption of
essential minerals and vitamins such as magnesium, zinc, iron, and potassium.
Thirdly, drinking coffee to much can contribute to many kinds of sickness. It can
cause carries in the teeth. The caffeine in coffee may aggravate osteoporosis by leaching
calcium from the bones. Long term coffee drinkers often develop liver function disorders. It
also decreases quality of sleep.
In conclusion, it is not good for us to drink coffee most of the time.
The differences between analytical exposition text and hortatory exposition text
32
Analytical exposition is one classified type of hortatory exposition in the text

genre. Both analytical exposition and hortatory exposition present argument for
supporting the issued thesis. What makes them different from one to each other is
the last stage of the text, which the analytical exposition will end with reiteration.
On the other hand, hortatory exposition will close with recommendation.
Analytical exposition will try to influence the reader by presenting some arguments
to prove that the writers idea is important. Furthermore, hortatory exposition will
try to persuade the reader how should or should not do concerning the writers
idea.
F. LEARNING METHOD
-
Discussion
Explanation
Exercise
Presentation
G. LEARNING MEDIA
-
Ms. Power Point Presentation

Laptop
LCD/projector
H. LEARNING SOURCES
- English Book Class XI Semester 2
- http://eliasetyowatieli.blogspot.com/2012/11/exposition-text_6397.html
Activity
Pre-activity
Description
The teacher gives a true false question of the 3rd
reading text (Using Hypnosis to Combat Stress)
which have been given at the previous meeting
Time Allocation
20
33
Main activity
Closing

Today, we are going to learn analytical
exposition text. What is it?Now, lets see
your book there is an example text
about analytical exposition text.
Were going to read about Global
Warming.What do you know about
global warming?
The idea that global warming is going to
end the world freaks me out..
What about you?
Lets read the article. After reading the
article we can form more concrete
opinion. Highlight any idea or fact or
opinion you think is an exaggeration or
perhaps not true
Observing
Students read and observe an analytical
exposition text on the text book page 108-109
Students are asked to make a group and discuss
about the topic, main idea, and specific
information cause and effect of global warming
Exploring
In a group, students are asked to discuss the
questions on the text book page 110
Communicating
Students gain a feedback from teacher and
another group discuss

Teachers gives and explains the 4th reading
material (In the Name of Love) as their
homework
55
15

34
Approved by:
Complied by:
English Teacher,
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
Appendix 6

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
Researcher
: Language
: English
: Writing
: XI-IIS 1 (Experiment Class)/V
: 2 x 45 minutes
: Mikha Nauli
35

B. BASIC COMPETENCE
exposition text about topic recently according to the context.
4.14 Grasp the meaning of an analytical exposition text about topic recently.
1.
2.
Students are able to identify the characteristic of an analytical exposition text.

Students are able to explain the format and usage of an analytical exposition
text.
3.
4.
Students are able to answer questions based on the text they learned.
2. Through group work and observation of the other sources reading material, students
are able to compose an analytical exposition text by abserving the social function,
structure of text and language elements properly
3. Through presentation, students are able to grasp the meaning of an analytical
exposition text.
36
Generic Structure
4. Thesis
5. Arguments
6. Reiteration
Language Feature:
1. Use desciptive persuasive words with emotive connotations to emphasize your
view point
3. Use mental verbs
4. Use saying verbs
Drinking Coffee
Analysis of example
Generic structure
1. Thesis:
(This text we called as a thesis, because we write the text to introduce our topic)
2. Argument:
37
Argument 1
term, coffee gives benefits of more energy, but long term my result in a crash after
each concumption to lower levels of energy than previously thereby necessitating
another cup, etc
Argument 2
Argument 3
cause carries in the teeth. The caffeine in coffee may aggravate osteoporosis by
leaching calcium from the bones. Long term coffee drinkers often develop liver
function disorders. It also decreases quality of sleep.
(All of the above text, we called with arguments, because we write the text to explain
our reasons to support our thesis)
3. Reiteration:
(This sentence we called with reiteration, because we write it to restate our position)
idea.
F. LEARNING METHOD
Explanation
Exercise
G. LEARNING MEDIA
-

Laptop
- LCD/projector
H. LEARNING SOURCES
38
Activity
Pre- activity
Main activity
Closing
Description
Time Allocation
The teacher gives a true false question of the 4 th
25
reading text (In the Name of Love) which have
The teacher refreshes the lesson that they have
learned
The teacher explains what will be learned today.
Today, we are going to learn how to write
an analytical exposition text.
When you try to persuade someone to
agree with you or change his/her
opinion, you are using exposition.
Lets see what your book says about
exposition text.
Observing
Students observe the generic structure of an
55
analytical exposition text on page 112-116
Teacher gives an example of an analytical
exposition text.
Asking
Students ask the teacher about the differences
between analytical and hortatory exposition text
Exploring
Students do the exercise on the text book page
117-118 individually
In pairs, students write an analytical exposition
text on any of the recent issues in the media.
Communicating
Students submit their text

day.
The teacher closes the meeting.
The students greet the teacher.
10
39
J. SCORING
Rubric of writing
40
Kriteria
Ide Penulisan
Skor 4
Ide yang dipilih
orisinal, ide
sangat sesuai
dengan genre
yang dipilih,
ide
dikembangkan
dengan tepat
dan terarah
Organisasi/
Teks sesuai
struktur teks dan dengan genre
isi
yang dipilih,
ketentuan dan
ciri-ciri genre
yang dipilih
diikuti dengan
sempurna, ide
penulisan dan
informasi yang
disajikan sangat
relevan, isi teks
sangat mudah
dipahami
Tata Bahasa
Tidak ada
kesalahan tata
bahasa yang
signifikan,
makna dan isi
teks dapat
dipahami
dengan jelas
Perbendaharaan KalimatKata
kalimat yang
digunakan
sangat efektif,
menggunakan
variasi lexical
dengan benar,
menguasai
bentuk kata dan
idiom dengan
benar dan
efektif, istilahistilah
digunakan
dengan benar
Skor 3
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Skor 2
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Ada beberapa
kesalahan tata
bahasa namun
tidak terlalu
berpengaruh
terhadap
makna kalimat
dan isi teks
Hanya
memenuhi 3
dari 4
ketentuan yang
ditetapkan
Sering
ditemukan
kesalahan tata
bahasa,
namun makna
dan isi teks
masih dapat
dipahami
Hanya
memenuhi 2
dari 4
ketentuan
yang
ditetapkan
Skor 1
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
sama sekali 4
ketentuan
yang telah
ditetapkan
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
semua kriteria
yang
ditetapkan
Banyak sekali
kesalahan tat
bahasa
sehingga
makna dan isi
teks sulit
dipahami
Hanya
memenuhi 1
atau bahkan
tidak
memenuhi
semua kriteria
yang
ditetapkan
41

Approved by:
English Teacher,
Complied by:
Researcher,
42
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
Attachment
Task 1
The article given below is incomplete.
Complete it using the format of an exposition text and give it a suitable title.
- Introduction (thesis statement)
Television is the most popular form of entertainment in every household in
43
Indonesia. However, I think watching too much television especially soap

operas and dramas can have negative impact on the viewers.
- Argument 1 + Elaboration
.....
- Argument 2 + Elaboration
....
- Conclusion (restate thesis statement)
....
Task 2
Write an analytical exposition text on any of the recent issues in the media. Give at
least two (2) arguments plus explanation to support your thesis statement. Follow
the format of exposition text given in building blocks.
Appendix 7
44
11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
: Language
: English
: Biography Text
: Reading
: XI-IIS 2 (Control Class)/I
: 2 x 45
B. BASIC COMPETENCE
3.12
Analyzing the social functions, text structures and language elements from
short/
45
context.
personality.
text
known personality.
Students are able to identify the social function, text structures and language elements
from a biography
Recount
Factual Recount
Personal Recount

news,etc

etc
Type:
A short
Biography
Focuses
only on
highlights
of a person
life
Biography
Life storyiswritten
by
Biography
an account
someone
of someones life
written by someone
else.
The word biography
comes from Meideval
46 life
Greek, from Bios=
biography
A long
Biography
Talks about life
and times of
someone in a lot
more
Biographies analyze
and interpret the
events in a persons
connections and
explain the meaning
of unexpected
Biographies can be
few words long or
book or two

A biography:
goal, etc
Format of Biography
- Introduction
- Closing remark
Elements:
place)
F. LEARNING METHOD
- Discussion
- Explanation
- Exercise
G. LEARNING MEDIA
47
Laptop
LCD/projector
H. LEARNING SOURCES
Activity
Description
Pre-activity
We are going to read biography. Do you
know which genre biographies
belongs to?Biography belongs to nonfiction. It is based on facts and
information.
Main activity
Observing
Students read the biography text on English
book page 65-66
Students observe the social function, text
structures and language elements of a biography
text
Students try to find out the main idea, details
and specific information from a short/medium
length biography text
Asking
Students ask about the text structures and moral
value of a biography text
Time Allocation
15
60
Exploring
Students are divided into groups (each group
consists 4 students). They were given pieces of
paper containing the name of the hero or famous
people
Students find a biography text from the
internet/books
Students are asked to discuss about the social
function, his/her contribution to his/her nation,
and make a table of a short biography
Communicating
48
Closing
activity
15
Teacher gives a feedback from their discusion

J. ASSESMENT
Discuss with your group about:
- Social function of the text
- His/her contribution to his/her nation
- Make a table of a short biography (look at page 72)
Present your group discussion result!
Biographies:
3. R.A Kartini
3. Bill Gates
4. Steve Jobs
4. Cut Nyak Dien

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
Appendix 8

11 KOTA TANGERANG
49
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
: Language
: English
: English Song
: Listening
: XI-IIS 2 (Control Class)/II
: 2 x 45 minutes
B. BASIC COMPETENCE
3.15
Analyzing social function, text structures and language elements of English
song
based on the use of context.
4.19 Grasp the message of a song.
1. Students are able to identify the social function, language elements of English song
orally.
2. Students are able to find out the adjective, verb, and difficult words.
50
3. Students are able to explain the message of a song based on context.

At the end of teaching learning process, students are able to :
1. Identifying the social function anf language elements of English song based on the
question from teacher directly.
2. Finding out the adjective, and verb after listening the audio.
3. Finding out the information of English song implicitly/explicitly.
English song from Mocca Band the title is Happy and Bruno Mars the title is Count
on Me
Social Function
Understanding the moral value and appreciate the song as an art work
Text Structure
Adjective : Afraid, worry, strong, unfair, give up, happy, etc
Verb : Visit, sing, go, fly, count, remember, etc
Language Elements
4. Words, expression, and grammar
5. Pronounciation, intonation
6. Spelling, punctuation
F. LEARNING METHOD
Discussion
Practice
G. LEARNING MEDIA
Worksheet
Speaker
Laptop
H.
LEARNING SOURCES
English Book Class XI (BSE)
https://www.myenglishpages.com/site_php_files/lyrics_and_songs.php
www.4shared.com
Activity
Pre-activity
Description
The teacher explains what will be learned today
Observing
Students read the lyric of the song
Students observe the verb and adjective words
Time Allocation
15
60
51
Main activity
Students begin to listen the song and complete

the blank words
Asking
The students ask the teacher about the difficult
words
Exploring
A> Students compare the message and elements
language on the first and second song
B> In groups, students are asked to discuss and
write their opinion about the social function of
the songs
Communicating
Students present their discuss result in front of
the class
Closing
activity

day
The students submit their text
15

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
52
Appendix 9

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
: Language
: English
: Biography Text
: Writing
: XI-IIS 2 (Control Class)/III
: 2 x 45
53
B. BASIC COMPETENCE
3.13
Analyzing the social functions, text structures and language elements from
short/
context.
personality.
1.
Students are able to determine the social functions and text structures
2.
Students are able to mention the moral value of a biography text

text
known personality.
Students are able to write biography text in the good structure
Recount
Factual Recount
Personal Recount
54

news,etc
Type:
A short
Biography
Focuses
only on
highlights
of a person
life
A long
Biography
Talks about life
and times of
someone in a lot
more

etc
Biography

someone
of someones life
written by someone
else.
Biographies analyze
and interpret the
events in a persons
connections and
explain the meaning
of unexpected
Biographies can be
few words long or
book or two
The word biography

comes from Meideval
biography

A biography:
-
Is not written by the subject

Is always written in third person
Is based on research not on imagination
Describes the persons surrounding (where, when and how the person lived)
Shows how the person affected other peoples life through their behaviour,
55
Provides examples that demonstrate the persons behaviour, their accomplishments,
goal, etc
Supplies details that illustrate the persons individuality
Uses vivid language to narrate events (Rosinsky, 2008)
Format of Biography
-
Introduction
Important events in chronological order and interpretation
Closing remark
Elements:
-
Setting time and place (where the persons life events took place and when it took
place)
Factual information about the person (the information has to be real, not fabricated)
Print Features:
Graphic Devices
Forms
Bold, Italic font
Charts
Books
Colored print
Timelines
Articles
Bullets
Photographs
Letters
Titles
Maps
Encyclopedia
Subtitles
Tables
Text books
Potraits
Memoirs
Painting
Diaries
Some questions to focus on while writing biographies

Who ?
What ?
Why?
When ?
Where?
How?
Tips for writing a biography
It is important to hook your
Example:
readers by using a title, which
The girl who changed ......
makes your biography sound
The boy who survived ......
interesting
Use strong sentences to grab
readers attention
It is important to use clear

transitions
Example:
Can you imagine a little girl ......
How would you feel being
exiled ......
Before ....
After ....
Then ....
56
Eventually .....
Enhance your biography by
dividing it into proper paragraphs
and conclusion
Paragraph 1
Paragraph 2
Paragraph 3
Conclusion
( Rosinsky, 2008)
F. LEARNING METHOD
- Explanation
- Practice
G. LEARNING MEDIA
- Laptop
- LCD/projector
H. LEARNING SOURCE
Activity
Description
Pre-activity
Hello class! How are you doing today?
Are you ready to learn how to write
biography?
Great.
Biography is a life story of someone,
usually a famous person. We can write a
biography of anyone as long as we have
enough information
about that person.
There are 2 types of biographies: long
and short. We will focus on a short one.
Observing
Students read the biography text on the last
meeting
Students observe the structure, format,
characteristic the biography text
Main activity
Asking
Students asked about the common characteristic,
format, structure in writing biography text
Time Allocation
15
60
Exploring
57
In pairs, students are asked to write a short

biography on a person of their choice (parents, best
friend, or famous people) by following the format
of biography
Communicating
Students collect their assignment to the teacher
Closing

day
15

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
58
Appendix 10

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
: Language
: English
: Reading
: XI-IIS 2 (Control Class) /IV
: 2 x 45
59
B.
BASIC COMPETENCE
exposition text about phenomenon surrounding.
4.14 Grasp the meaning of an analytical exposition text about phenomenon
surrounding.

1.
2.
3.
4.
Students are able to identify the characteristic of an analytical exposition text

Students are able to explain the format and usage of an analytical exposition text
Students are able to answer questions based on the text they learned
exposition text.
Generic Structure
Thesis
60

Arguments
Reiteration
Language Feature:
point
3. Use mental verbs
4. Use saying verbs
Drinking Coffee
idea.
F. LEARNING METHOD
-
Discussion
Explanation
61
Exercise
Presentation
G. LEARNING MEDIA
-

Laptop
LCD/projector
H. LEARNING SOURCES
Activity
Pre-activity
Main activity
Description
Today, we are going to learn analytical
exposition text. What is it?Now, lets see
your book there is an example text about
analytical exposition text.
Were going to read about Global
Warming.What do you know about global
warming?
The idea that global warming is going to
end the world freaks me out..
What about you?
Lets read the article. After reading the
article we can form more concrete
opinion. Highlight any idea or fact or
opinion you think is an exaggeration or
perhaps not true
Observing
Students read and observe an analytical
exposition text on the text book page 108-109
Students are asked to make a group and discuss
about the topic, main idea, and specific
information cause and effect of global warming
Time Allocation
15
60
62
Closing
Exploring
In a group, students are asked to discuss the
questions on the text book page 110
Communicating
Students gain a feedback from teacher and
another group discuss
15

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
63
Appendix 11

11 KOTA TANGERANG
LESSON PLAN
Field of Study
Sub-Field of Study
Topic
Skill
Class/Meeting
Time Allocation
: Language
: English
: Writing
: XI-IIS 2 (Control Class)/V
: 2 x 45
64

B. BASIC COMPETENCE
3.10 Analyzing the social function, text structure and language elements of an
analytical exposition text about topic recently according to the context.
4.14
Grasp the meaning of an analytical exposition text about topic recently.
1.
Students are able to identify the characteristic of an analytical exposition text
2.
Students are able to explain the format and usage of an analytical exposition text
3.
Students are able to answer questions based on the text they learned
4.
exposition text.
Generic Structure
Thesis
Arguments
Reiteration
Language Feature:
65
point
3. Use mental verbs
4. Use saying verbs
Drinking Coffee
Analysis of example
Generic structure
1. Thesis:
(This text we called as a thesis, because we write the text to introduce our topic)
2. Argument:
Argument 1
term, coffee gives benefits of more energy, but long term my result in a crash after
each concumption to lower levels of energy than previously thereby necessitating
another cup, etc
Argument 2
Argument 3
cause carries in the teeth. The caffeine in coffee may aggravate osteoporosis by
leaching calcium from the bones. Long term coffee drinkers often develop liver
function disorders. It also decreases quality of sleep.
66
(All of the above text, we called with arguments, because we write the text to explain
our reasons to support our thesis)
3. Reiteration:
(This sentence we called with reiteration, because we write it to restate our position)
idea.
F. LEARNING METHOD
Explanation
Exercise
G. LEARNING MEDIA
-

Laptop
- LCD/projector
H. LEARNING SOURCES
Activity
Pre- activity
Description
Time Allocation
15
The teacher refreshes the lesson that they have
learned
The teacher explains what will be learned today.
Today, we are going to learn how to write
an analytical exposition text.
When you try to persuade someone to
agree with you or change his/her
opinion, you are using exposition.
67
Main activity
Closing
Lets see what your book says about

exposition text.
Observing
Students observe the generic structure of an
analytical exposition text on page 112-116
Teacher gives an example of an analytical
exposition text.
Asking
Students ask the teacher about the differences
between analytical and hortatory exposition text
Exploring
Students do the exercise on the text book page
117-118 individually
In pairs, students write an analytical exposition
text on any of the recent issues in the media.
Communicating
Students submit their text
day.
The teacher closes the meeting.
60
15

Approved by:
English Teacher,
Complied by:
Researcher,
Mikha Nauli
NIP. 196702021996012001
NIM. 1112150031
Known by:
Headmaster,

NIP. 195908011983021003
68
Appendix 12
Raven Steals the Light

In the beginning there was no light in the world, because an old magician
kept it hidden in a box inside his house. Raven, who was always hungry,
didnt like the darkness because it was difficult to find food. One day he
was looking for food near the old magicians house. He heard a voice saying, I have a box,
and inside this box is another box, and inside this there is another box, and inside the smallest
box is all the light in the world. Raven decided to steal the light.
Raven waited until the old mans daughter went down to the river to collect water. Just as she
was dipping her basket into the river, he changed himself into a *hemlock needle. The needle
floated into her basket. When the girl drank some water, she swallowed Raven too.
Inside the girls belly Raven took the form of a human baby. He grew and grew, and in time
she gave birth to a funny looking child with black eyes and a big nose. The old man loved his
grandson so much that he gave in to the childs every wish. Raven became spoilt and greedy.
He was bored with all his toys, and wanted to play with the box that held the light. Finally the
grandfather opened the box and tossed the glowing ball of light to Raven.
As soon as Raven caught the light, he immediately changed into his bird form. Holding the
light in his beak, he flew up the chimney hole into the dark world. The magician was angry.
He wanted to get the light back into his box. He flew after Raven.
The light was heavy in Raven's beak, and he was getting tired. The magician was coming
69
closer. Raven broke off some pieces of the light and threw them into the sky. They became
the stars. The magician was still coming closer, so Raven broke off another piece of the light
and threw it into the sky. It became the moon. Finally Raven became so tired that he tossed
the last and biggest piece of the light into the sky. It became the sun; and that is how daylight
came to the world.
Appendix 13
The Hero of My Life

The man who opened the door that day is the hero of my life. How do I say this without
sounding sappy? Blurt it out
the man saved me. He offered exactly what I needed, without
questions, without any words at all. He took me in. He was there at the critical time
silent, watchful presence. Six days later, when it ended, I was unable to find a proper way to
thank him, and I never have. And so, if nothing else, this story represents a small gratitude 20
years overdue.
Even after two decades, I can close my eyes and return to that porch at the Tip Top
Lodge. I can see the old guy staring at me. Elroy Berdahl: 81 years old, skinny, and shrunken
and mostly bald. He wore a flannel shirt and brown work pants. . . . His eyes had the bluish
gray color of a razor blade, the same polished shine, and as he peered up at me, I felt a
strange sharpness, almost painful, a cutting sensation, as if his gaze were somehow slicing me
open. In part, no doubt, it was my own sense of guilt, but even so, Im absolutely certain that
the old man took one look and went right to the heart of things
a kind in trouble. When I
asked for a room, Elroy made a little clicking sound with his tongue. He nodded, led me out
to one of the cabins, and dropped a key in my hand. . . .
Dinner at five-thirty, he said. You eat fish?
Anything, I said.
Elroy grunted and said, Ill bet.
We spent six days together at the Tip Top Lodge. Just the two of us. Over those six days
Elroy Berdahl and I took most of our meals together. In the mornings we sometimes went out
on long hikes into the woods, and at night we played Scrabble or listened to records or sat
reading in front of his big stone fireplace. At times I felt the awkwardness of an intruder, but
Elroy accepted me into his quiet routine without fuss or ceremony. He took my presence for
70
granted, the same way he mightve sheltered a stray cat
no wasted sighs or pity
and
there was never any talk about it. Just the opposite. What I remember more than anything is
the mans willful, almost ferocious silence. In all that time together, all those hours, he never
asked the obvious questions: Why was I there? Why alone? Why so preoccupied? If Elroy
was curious about any of this, he was careful never to put it into words.
The mans self-control was amazing. He never pried. He never put me in a position that
required lies or denials. Simple politeness was part of it. But even more than that, I think, the
man understood that words were insufficent. The problem had gone beyond discussion.
71
Appendix 14
Using Hypnosis to Combat Stress

Some schools in Britain are offering hypnosis to students as young as 10 years old in an
effort to help improve their test results.
The plan will start in more than 200 schools in West Yorkshire.1 If successful, schools
across Britain could adopt hypnosis for those who want to help. They are targeting students
who suffer from stress and nerves. All the students who undergo hypnosis will be volunteers,
and parents will have to give permission. As part of the program, the students will also learn
breathing exercises and meditation to help them relax.
Trained hypnotists will be available to put the youngsters in an altered state of mind as
they study for their examination.
Dr. Phill Jones, an educational psychologist and trained hypnotist, told the Straits Times:
Members of the public often get a wrong impression about hypnosis from stage performers.
Used by qualified psychologists, it is very safe and has a proven record of effectiveness. We
want to help children who get so nervous that their studies and exam performances suffer.
Dr. Paul Richardson, a member of the Society of Hypnotherapists, told the Staits Times:
This is a very good idea. It is not uncommon for many children to be nervous in the time
leading up to tests
and hypnosis should be of great benefit to them. If carried out by trained
people, hypnosis can be of great help to people who are nervous and need calming, and those
suffering from stress.
This unusual way of trying to relieve school-time stress comes after many educators have
criticized the examination system in Britain. They say there is nonstop testing of youngsters,
from the age of five to the time they finish secondary school causing constant nervousness
among many students.
The strain of lesson will only increase. When they reach secondary schools, students who
fall behind in English and math will be offered extra lessons during lunch breaks, after
school, and on weekends.
72
Altough some educators agree that strees is a widespread problem among students, they
have doubts about the use of hypnosis to alleviate it.
Mr. Gerald Hawker, head of one of the schools in the West Yorkshire region said: Who
knows what effect playing with minds will have on young, vulnerable children?
Teaching union representative Nigel de Gruchy said: I am sorry education has come to
this. Will we end up using drugs to enhace performance?
1
a region in northwest England

Text Book Strategic Reading 1 Building Effective Reading Skill
73
Appendix 15
In the Name of Love

Arriving home after her part-time job at Burger King, Lykesia Lilly planned to shoot
some hoops. It was late afternoon on a Sunday. Maybe shed even play some one-on-one with
her little nephew Adrian before dinner.
But when Lilly, 18, asked her sister where the boy was, her casual question was met
with concern. I was outside looking for him because his dad and I realized we hadnt seen
him in a while, recalls Adrians mother, Stephanie Crump, 29, an insurance agent. He was
supposed to be playing at a house down the street, but when we called, he wasnt there.
In their tiny, rural community of Burnsville, North Carolina (pop. 1,644), kids still run
freely from yard to yard, popping in and out of single-story brick houses with tree-line lawns.
Even traffic poses little threat. The hamlets center consists of a single blinking caution light
and two stores. But on that sunny May afternoon, six-year-old Adrian Clark seemed to have
simply dissapear. Much of his close and extended family joined in a hysterial search, seeking
the neighborhood and the first graders usual play spots.
Finally, they heard far-off cries coming from below a heap of rocks piled on his
grandmothers lawn. We could hear him, but we couldnt see him, recalls Lilly. It was like
he was invisible.
Following his voice, they stumbled on an abandoned well covered with landscaping
shale that had been forgotten for years. There, down the dark, narrow shaft, they saw him
small figure 15 feet below, suspended over water.

From the lip of the well, the family tried to reassure the child. But they had no idea
how to get him out. The well was only 14 inches wide at the top, The size of a five-gallon
bucket, says Crump. We realized none of the adults could fit through it. They lowered a
long orange extension cord, but Adrian
times by now
whod slipped into the dark, freezing water three
was too afraid to let go of the wall to wrap the lifeline around himself.
Fighting hysteria, Crump made two calls to 911. One reached the local volunteer fire
department, and the other, the Anson County EMS dispatcher, 13 miles away. Sirens wailed
74
across town, alerting volunteers, but Crump still worried that Adrian would lose his grip
before they got there.
Thats when Lilly decided she had to go down
despite her inability to swim.
Everyone was panicking and crying, and I knew I couldnt wait any longer, she recalls. I
just had to get my nephew.
Crump and Adrians father, Dale Clark, lowered Lilly down the shaft as far as they
could, then let go. The well got wider part of the way down, and she slid past her nephew and
into the water below.
Fortunately, Lilly instinctively pushed off the bottom, 12 feet underwater, and
surfaced just under Adrian. I got focused, she says. My legs are long, so I put one foot on
the wall on either side of the well and held myself up. With the water level just under the
nose, Lilly then bolstered her 100-pounf nephew, who was shaking in his soaking clothes.
With one arm, she grabbed the cord that Adrians father was dangling from above and
tied it around Adrians waist. I was pushing him and holding on with my legs while they
were pulling, Lilly says. Somehow they got him out. I believe God was with us that day.
Lilly herself was pulled out just as the rescue squad arrived. In the 20 years Ive been
a paramedic, weve never had to rescue a child from a well, says Anson County EMS
supervisor Linda Yow, adding, Im amazed that this young girl had absolutely no concern
for her own safety.
Both Adrian and Lilly were taken to the hospital, where he was blanketed with heat
packs to ward off hypotermia and she was treated for bruises and injury. County workers
sealed the well for good a few days later.
The next week, Crump threw a suprise party to honor the gentle-natured teen who in
the past had expressed fear of even the tamer rides at a nearby amusement park.
I think, Lord, if my baby had drowned, if he hadnt been able to hold on .... Crump
says. I cant thank Lykesia enough. Now working in a day-care center, Lilly is hoping for
scholarship to attend the University of North Carolina, where she wants to study forensics.
Shes more serious and responsible now, observes Crump. I dont think she knew she had
it in her.
Lilly and Adrian have been uniquely close since the rescue.
He reminds me all the time, she says fondly. Hell say, Thank you, Auntie for
saving me. And hell hug me. Just out of the blue.
Or, she adds with a laugh, when he wants something.
75
From: Readers Digest February 2009
Appendix 16
Reading: Raven Steals the Light
Direction:
Circle T if you think the statement is true and circle F if you think the statement is false.
1.
2.
3.
4.
T/F
T/F
T/F
T/F
5.
In the beginning, the world dark because there was no sun and moon.
The magician keep the light in a box in his house.
Raven change himself into a baby human.
Grandfather opened the box and tossed the glowing ball of light to Raven.
T / F The light was too heavy in Ravens hand, so he broke off some pieces
and threw them into the sky.
Reading: The Hero of My Life

Direction:
1.
2.
3.
4.
T/F
T/F
T/F
T/F
5.
Elroy lived alone.

The narrator and Elroy never saw each other again after the days at the lodge.
Elroy had a grandson the same age as the narrator.
When the narrator left the lodge, he knew what to do about his problem.
T / F Elroy was upset that the narrator never thanked him for his help.
Reading: Using Hypnosis to Combat Stress

Direction:
1. T / F
2. T / F
3. T / F
Not all students need hypnosis.

Teachers will decide who should get hypnosis.
If students do not want to undergo hypnosis, they can do breathing exercises
and meditation instead.
4. T / F Some education professionals believe that too much testing causes stress in
students.
5. T / F Some people worry that hypnosis could have a bad effect on children.
76
Reading: In the Name of Love

Direction:
1.
2.
3.
4.
T/F
T/F
T/F
T/F
5.
Lykesia Lilly was Adrians aunt.

The traffic in Burnsville threatened the community.
Adrian was found lying below a heap of rocks.
Lily was panicking and crying before sliding into the well.
T / F The gentle-natured teen refers to Adrian Clarks.
Appendix 17
77
The Pre-Test and Post-Test Scores of Control Class

XI-IIS 2
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Name
Ade Hurohman
Akhmad Muhtadi Solihin
Aldo Dwi Putra
Ara Rahmawati
Ariel Arlando
Ayu Andini
Bagas Fadillah
Dania Rachma Kumala
Dian Nur Azizah
Dionisius
Eka Safitri Putri Gucci
Eka Widiyawati
Gilang Jati Irawan
Imelda Indah Saputri
Indah Sari
Likha Yuhana Hadiasari
Linggar Rerintang Amanda
Lulu Ulfah
Mariana
Muhammad Jusuf Rafli
Mulya Sandi
Nindya Juli Rakasiwi
Nuramalia Ayuri
Nurlita Pradina
Nurul Amalia Tyas Ningrum
Prezilia Umayanti
Putri Lidia Wati
Reni Oktariani
Restu Puspa Dewi
Rizqi Juliany
Rosid
Siti Zahroh Rusdiah
Sonia Linda Sari
Sucita Diwana Lucky
Yogi Krestianasari
Yopi Silviyanti
L/P
L
L
L
P
L
P
L
P
P
L
P
P
L
P
P
P
P
P
P
L
L
P
P
P
P
P
P
P
P
P
L
P
P
P
L
L
Pre-test
65
65
55
55
40
55
60
40
40
55
45
45
60
60
35
50
65
65
50
75
75
45
60
60
65
65
55
70
45
45
50
60
60
50
30
30
Post-test
65
65
60
60
40
50
60
60
60
55
50
50
70
70
40
40
50
50
50
80
80
45
60
60
65
65
55
55
45
45
60
60
60
50
55
55
Appendix 18
The Pre-Test and Post-Test Scores of Experimental Class
78
XI-IIS 1
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Name
Abdillah Syabit
Abraham Puran Siahaan
Andhika Pratama Naibaho
Annisa Nur Uswatun
Ardian Bagus Saputra
Arfa Nurajizah
Bagues Aditya Pratama
Dian Dwi Eriyanti
Dicky Alif Maulana
Dwi Aji Kurniawan
Fenni Inda Ayu Restanty
Handika Ramadhan
Hasbi Rizky Muharram
Imam Maradin
Leoni Amalia Agustina
Lia Apriani
Lilis Setiawati Tambunan
Muhamad Adli Darmawan
Muhammad Hudori
Muhammad Shobri Za'in Hanifah
Muhammad Wildan Yaqzan
Novrida Edy Prasetyo
Novy Pratiwi
Nur Halimah
Nyoman Willy Artha S
Pramesti Yunita Maharani
Rani Pujiastuti
Ravell Aditya
Riska Sopriyanti
Rizka Destyani
Siti Nuryani
Siti Oribah Anam
Siti Sarah Heriani Tanjung
Via Velisca Heryanda
Yan Frederick
Yohannes Oktavianus
L/P
L
L
L
P
L
P
L
P
L
L
P
L
L
L
P
P
P
L
L
L
L
P
P
P
L
P
P
L
P
P
P
P
P
P
L
L
Pre-test
60
60
50
50
45
60
40
40
60
70
45
70
40
50
50
55
70
70
60
60
40
40
60
60
60
55
55
65
40
55
55
70
70
75
75
80
Post-test
75
70
80
60
60
75
60
60
75
85
60
85
50
60
60
65
85
85
70
70
50
55
75
75
80
75
75
80
50
65
65
85
85
90
90
95
Appendix 19
Test of Homogeneity
79
1. Homogeneity Test Result of Pre and Post-Test in the Control Class

Explore
Control
Group
score
score
Pre-test
Post-test
Case Processing Summary

Cases
Valid
Missing
N
Percent
N
Percent
36
100,0%
0
0,0%
36
100,0%
0
0,0%
Test of Homogeneity of Variance

Levene Statistic
df1
Based on Mean
1,339
Based on Median
1,030
Based on Median and with
1,030
adjusted df
Based on trimmed mean
1,283
Total
N
Percent
100,0%
100,0%
36
36
1
1
df2
70
70
Sig.
,251
,314
68,902
,314
70
,261
2. Homogeneity Test Result of Pre and Post-Test in the Experimental Class

Explore
Experiment
group
score
score
Pre-test
Post-test

Cases
Valid
Missing
N
Percent
N
Percent
36
100,0%
0
0,0%
36
100,0%
0
0,0%

Levene Statistic
df1
Based on Mean
,576
Based on Median
,412
,412
adjusted df
,565
Total
N
36
36
Percent
100,0%
100,0%
1
1
df2
70
70
Sig.
,450
,523
69,927
,523
70
,455
3. Homogeneity Test Result of Post-Test in the Experimental Class and Post-Test in the
Control Class
Explore
Treatment
group
score
Post-Experiment
Post-Control

Cases
Valid
Missing
N
Percent
N
Percent
36
100,0%
0
0,0%
36
100,0%
0
0,0%
Total
N
36
36
Percent
100,0%
100,0%
80
Levene Statistic
score
df1
df2
Sig.
Based on Mean
3,453
70
,067
Based on Median
adjusted df
2,465
70
,121
2,465
66,793
,121
3,440
70
,068
Appendix 20
Test of Hypotheses
81
1. Data Analysis of Pre and Post-Test Score in the Control Class Using Paired Sample
t-test
T-Test
Pair 1
Pair 1
posttest
pretest
Paired Samples Statistics

Mean
N
Std. Deviation Std. Error Mean
56,67
36
9,856
1,643
54,03
36
11,577
1,930
Paired Samples Correlations

N
Correlation
posttest & pretest
36
,628
Sig.
,000
Paired Samples Test

Paired Differences
Mean
Pair
1
posttest pretest
2,639
Std.
Deviation
Std. Error
Mean
9,372
df
Sig. (2tailed)
95% Confidence Interval of

the Difference
Lower
Upper
1,562
-,532
5,810
1,689
35
2. Data Analysis of Pre and Post-Test Score in the Experimental Class Using Paired
Sample t-test
T-Test
Pair 1
Pair 1
posttest
pretest
Paired Samples Statistics

Mean
N
71,67
36
12,364
2,061
57,22
36
11,430
1,905
Paired Samples Correlations

N
Correlation
posttest & pretest
36
,938
Sig.
,000
Paired Samples Test

Paired Differences
df
82
,100
Mean
Pair 1
posttest pretest
Std.
Deviation
14,444
Std. Error
Mean
4,272
95% Confidence
Interval of the Difference
Lower
Upper
,712
12,999
Sig. (2tailed)
15,890 20,285
35
,000
3. Data Analysis of Post-Test Score in the Experimental Class and Post-Test in the
Control Class Using Independent Sample t-test
T-Test
Score
group
Post Test-Experiment
Post Test Control
Group Statistics
N
Mean
36
71,67
36
56,67

12,364
2,061
9,856
1,643
Independent Samples Test

Levene's Test for
Equality of Variances
F
Sig.
score
Equal variances assumed
3,453
,067
Equal variances not assumed
t-test for Equality of Means

t
df
Sig. (2-tailed)
5,692
70
,000
5,692
66,688
,000
Independent Samples Test

Mean
Difference
score
Equal variances assumed

Equal variances not assumed
15,000
15,000
t-test for Equality of Means

Std. Error
95% Confidence Interval of the
Difference
Difference
Lower
Upper
2,635
9,744
20,256
2,635
9,740
20,260
Appendix 21
Documentation
XI-IIS 1 Experimental Class

83
XI-IIS 2 Control Class
84
85

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Appendix 1

19. What is the purpose of the text?

D. Bonos Humanitarian achievements

D. It was too small to eat

16. What is the topic of the text?

E. They can afford to buy many things

SEKOLAH MENENGAH ATAS NEGERI

Recording an incident, eg. a

These usually retell an event

Life story written by

The word biography

Common Characteristic of Biography

material (Raven Steals the Light) as their

Tangerang, 6th May 2015

Dra, Sri Sunarni, M.Pd

Drs. Agus Priyana, M.Pd

SEKOLAH MENENGAH ATAS NEGERI

4.19 Grasp the message of a song.

students to lead the pray.

Tangerang, 8th May 2015

Dra, Sri Sunarni, M.Pd

Drs. Agus Priyana, M.Pd

And everything is so .. (4)

You'll always have . . (9) when you cry

You can count on me 'cause I can count on you

Just visit (6) music and sing

You'll always have my shoulder (9) when you cry

You can count on me 'cause I can count on you

SEKOLAH MENENGAH ATAS NEGERI

Students are able to write a summary of a short/medium length biography of one

Recording an incident, eg. a

These usually retell an event

Life story written by

Common Characteristic of Biography

Some questions to focus on while writing biographies

Use strong sentences to grab

How would you feel being

Enhance your biography by

The teacher concludes the learning topic of the

Tangerang, 13th May 2015

Dra, Sri Sunarni, M.Pd

Drs. Agus Priyana, M.Pd

SEKOLAH MENENGAH ATAS NEGERI

Students are able to identify the characteristic of an analytical exposition text.

Analytical exposition is one classified type of hortatory exposition in the text

Ms. Power Point Presentation

The teacher asks students some question that

Teacher reviews the material.

Tangerang, 15th May 2015

Dra, Sri Sunarni, M.Pd

Drs. Agus Priyana, M.Pd

SEKOLAH MENENGAH ATAS NEGERI

being involved in any interaction effectively in social and nature welfare in

Students are able to identify the characteristic of an analytical exposition text.

Ms. Power Point Presentation

The teacher concludes the learning topic of the

Tangerang, 20th May 2015

Dra, Sri Sunarni, M.Pd

Drs. Agus Priyana, M.Pd

Indonesia. However, I think watching too much television especially soap

SEKOLAH MENENGAH ATAS NEGERI

Recording an incident, eg. a