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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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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, memberikan contoh dan menjelaskannya dengan rinci. b. Melibatkan siswa mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari, dalam hal ini yaitu bacaan narrative. c. Memperkenalkan strategi Sketch-to-Stretch kepada siswa dengan cara memberikan contoh (model) sketches or drawings dan menjelaskan prosedur dari strategi tersebut. d. Memberikan kesempatan kepada siswa untuk bertanya dan berdiskusi mengenai kesulitan yang ditemui saat kegiaatan pembelajaran. 2. Elaborasi Dalam kegiatan elaborasi, guru: a. Menyediakan bacaan narrative “The Lion and the Gnat” yang sudah diikuti dengan daftar pertanyaan dan kertas kerja Sketch-to-Stretch. b. Meminta siswa untuk membentuk kelompok kecil terdiri dari 4 atau 5 orang. 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 sesuai dengan prosedur dalam memahami bacaan narrative “The Lion and the Gnat”. Siswa diminta untuk menerapkan starategi Sketch-to-Stretch pada kertas yang telah disediakan (p.63). Kemudian, siswa diperkenankan untuk menuliskan penjelasan berdasarkan clues yang telah disediakan. e. Memberikan waktu dan kesempatan kepada siswa untuk menerapkan strategi Sketch-to-Stretch dan berdiskusi secara berkelompok. (Siswa diperbolehkan untuk bekerja secara berkelompok atau berpasangan pada saat menerapkan strategi Sketch-to-Stretch) f. Memfasilitasi, membantu dan mengawasi siswa dalam pembelajaran kooperatif baik secara lisan maupun tulisan.
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g. Meminta perwakilan kelompok / beberapa siswa untuk menunjukan hasil dan mendemonstarsikan hasil kerja yang telah mereka buat didepan kelas, sedangkan kelompok lainnya diharapkan berkooperatif untuk saling berdiskusi mengenai sketsa yang didemonstrasikan didepan kelas. h. Memilih hasil kerja kelompok yang paling relevan dengan informasi bacaan yang dimaksud dan memberitahukan alasannya kepada para siswa. i. Meminta siswa untuk menjawab dan menulis jawaban dari daftar pertanyaan dari bacaan narrative “The Lion and the Gnat” secara berkelompok. j. Memberikan kesempatan kepada para siswa untuk berpikir, menganalisis dan menyelesaikan masalah berkaitan dengan bacaan narrative “The Lion and the Gnat”. k. Memfasilitasi para siswa untuk menumbuhkan kebanggan dan rasa percaya diri terhadap jawaban masing-masing. 3. Konfirmasi Dalam kegiatan konfirmasi, guru: a. Bertanya jawab tentang hal-hal yang belum diketahui siswa mengenai bacaan narrative tersebut. b. Memberikan konfirmasi terhadap hasil elaborasi siswa dengan mendiskusikan dan mengevaluasi tugas yang telah diberikan secara bersama-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 VIII Junior 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 narrative text about “The Lion and the Gnat”. STUDENT’S WORKSHEET Read 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-STRETCH Complete the sketch below by writing a caption/short explanation in each section to represent the word clues provided. Name: ________________ SETTING
CHARACTERS
PROBLEMS
PLOT/EVENTS
RESOLUTION
d. Pedoman MORAL VALUE Penilaian
Story Title: __________________
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d. Pedoman Penilaian 1. Indikator pencapaian kompetensi: Siswa dapat menjawab pertanyaan essay 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 =
SkorPerolehan x100 SkorMaksimal
e. Rubrik Penilaian Uraian
Skor
1. Jawaban dikatakan BENAR apabila jawaban siswa benar dan lengkap (informasi lengkap)
2
2. Jawaban dikatakan CUKUP BENAR apabila jawaban benar namun tidak lengkap (ada informasi yang kurang / tidak dimasukkan)
1
3. Jawaban SALAH apabila jawaban tidak benar dan tidak lengkap
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 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) 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 bacaan narrative, memberikan contoh dan menjelaskannya. b. Melibatkan siswa mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari, dalam hal ini yaitu bacaan narrative. c. Mengingatkan dan menguatkan kembali ingatan para siswa mengenai prosedur dari strategi Sketch-to-Stretch kepada siswa. d. Memberikan kesempatan kepada siswa untuk bertanya dan berdiskusi mengenai kesulitan yang ditemui saat kegiaatan pembelajaran. 2. Elaborasi Dalam kegiatan elaborasi, guru: a. Menyediakan bacaan narrative “The Owl and The Nightingale” yang sudah diikuti dengan daftar pertanyaan dan kertas kerja Sketch-toStretch. b. Meminta siswa untuk membaca bacaan narrative “The Owl and The Nightingale” secara individual. c. Meminta siswa untuk menggunakan strategi Sketch-to-Stretch dalam memahami bacaan narrative “The Owl and The Nightingale” secara individual. Siswa diminta untuk menggambar sendiri sketch seperti pada model Sketch-to-Stretch yang telah diperlihatkan pada pertemuan pertama. Kemudian, siswa diperkenankan untuk menuliskan penjelasan mengenai sketsa yang telah dibuat. d. Memberikan waktu dan kesempatan kepada siswa untuk menerapkan strategi Sketch-to-Stretch secara individual. (Siswa diharapkan untuk dapat bekerja secara individual pada saat menerapkan strategi Sketchto-Stretch) e. Memfasilitasi, membantu dan mengawasi siswa dalam pembelajaran aktif baik secara lisan maupun tulisan. f. Meminta perwakilan beberapa siswa untuk menunjukan hasil sketsa dan mendemonstrasikan penjelasan mengenai sketsa yang telah
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g. h. i.
j. 3.
mereka buat didepan kelas, sedangkan siswa lainnya diharapkan untuk aktif berdiskusi mengenai sketsa yang di demonstrasikan didepan kelas. Memilih sketsa siswa yang paling relevan dengan informasi bacaan yang dimaksud dan memberitahukan alasannya kepada para siswa. Meminta siswa untuk menjawab dan menulis jawaban dari daftar pertanyaan dari bacaan narrative “The Owl and The Nightingale”. Memberikan kesempatan kepada para siswa untuk berpikir, menganalisis dan menyelesaikan masalah berkaitan dengan bacaan narrative “The Owl and The Nightingale”. Memfasilitasi para siswa untuk menumbuhkan kebanggan dan rasa percaya diri terhadap jawaban masing-masing. Konfirmasi
Dalam kegiatan konfirmasi, guru: a. Bertanya jawab tentang hal-hal yang belum diketahui siswa mengenai bacaan narrative tersebut. b. Memberikan konfirmasi terhadap hasil elaborasi siswa dengan mendiskusikan dan mengevaluasi tugas yang telah diberikan secara bersama-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/simpulan 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 VIII Junior 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 WORKSHEET Read the text below, then answer the questions followed! (While or after reading the text, every student is required to draw and do Sketchto-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 a conversation 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 pertanyaan essay 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 =
SkorPerolehan x100 SkorMaksimal
e. Rubrik Penilaian Uraian
Skor
1. Jawaban dikatakan BENAR apabila jawaban siswa benar dan lengkap (informasi lengkap)
2
2. Jawaban dikatakan CUKUP BENAR apabila jawaban benar namun tidak lengkap (ada informasi yang kurang / tidak dimasukkan)
1
3. Jawaban SALAH apabila jawaban tidak benar dan tidak lengkap
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 Sister Maltreated 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 to drink, his sister heard a voice which said: “Who drinks from me will turn into a fawn.” It was the witch! Too late, the sister tried to prevent her brother from drinking. The young boy changed at once into a fawn. In tears, the little girl made a lead and collar out of her belt, and led the fawn off into the woods. There they found an abandoned cottage and lived together, far from any danger. One day, however, the king was hunting in the woods, and he spied the fawn, which could not resist the urge to wander away from the cottage. The king and his hunters chased the fawn all the way back home. There, the king followed it 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. He asked her to be his wife, and his words caused the maiden to cry for joy. When one of her tears fell on the fawn, it changed back to her brother once more. Their goodness and love had overcome the witch's evil spell and they lived safely and happily 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 well b. a kind witch who lived with her children happily c. a kind brother and a kind sister who got maltreated by a stepmother d. 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 together b. because they got maltreated by their stepmother c. because they felt thirsty d. because they wanted to drink from spring 3. Where did the story take place? a. in the woods b. in the kingdom c. in the village d. 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 boy b. the young girl c. the witch d. the ghost 5. He asked her to be his wife, and his words caused the maiden to cry for joy. (Paragraph 3) Maiden in the sentence above refers to ……… a. the king b. the young boy c. the young girl d. the young boy and the young girl 6. “Let's find a spring and have a drink.” (Paragraph 1). The underline word means….. a. water in a pail b. river in the middle of the town c. food in the middle of the jungle d. water emerging from under ground 7. “She was so beautiful and gentle that the king fell in love with her at once.” (Paragraph 3) Gentle has the closest meaning with …. a. beautiful b. soft c. graceful d. lovely
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8. How did the little girl make a lead and collar for the fawn? a. by using the woods b. by using the belt c. by using the tears d. by using the spring 9. What did the king do in the woods? a. he was hunting b. he looked for the girl c. he chased all the animals there d. he played with his hunters 10. What is the moral value we can take from the story? a. we should be a wicked person b. we should be good and wicked at the same time c. we should take a revenge to our enemy d. 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. Rising up with anger, he caught the mouse and was about to kill him. Then, the mouse interrupted saying, “If you would only spare my life, I would be sure to repay your kindness.” The lion laughed and let him go. It happened shortly after this that the lion was caught by some hunters, who bound 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 be able to help you. You didn’t expect to receive from me any repayment of your favour. 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 face b. the lion that was about to kill the mouse c. the mouse that saved the lion from the hunters d. 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 head b. the mouse ran over the lion’s face c. the mouse slept besides the lion d. the mouse bit the lion
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13. Why did the lion laugh at the mouse? a. the mouse was telling funny jokes b. he wanted to let him go c. he didn’t think the mouse could ever repay him d. he knew that the mouse would save his life 14. “The mouse, recognizing the lion’s roar, came and gnawed the rope with his teeth, and set him free.” (Paragraph 2). The underline word above has a similar meaning with ….. a. bit b. hit c. sit d. 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 mouse b. the lion c. the people d. the hunter 16. What lesson did the lion learn from the mouse? a. it is possible for even a lion to help out the mouse b. it is possible for even a mouse to help out a lion c. it is possible for even a mouse to help out the hunters d. 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. One day, the fox caught sight of her in the farmyard and his mouth began to water. He ran home and told his wife to put on water for boiling a chicken, and then he rushed back, and before Redfeathers knew what was happening, she found herself snapped up and inside a sack, not even able to call for help. Luckily for her, her friend 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 find that he now had a first course as well as a main dish. He put down the sack with the hen in it, and chased off after the dove, who began cleverly to hop further and further away.
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Redfeathers slipped out of the sack and put a stone in her place, then she too 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 in it. When he got home, the fox tipped the sack into the pot of boiling water, but the stone splashed it all over him, and he burned his greedy paws. Source: 366 and More Fairy Tales, 1990 17. What does the story tell us about? a. both Redfeather the hen and the dove who was caught by the fox b. Redfeather the hen, the dove and the fox are friends indeed c. the fox who was hungry and wanted to eat all the animals d. Redfeather the hen who was caught by the fox, but saved by the clever dove 18. What did the fox do after he caught sight of Redfeathers? a. he ran over to her b. he ran home c. he boiled water d. he called her 19. What did the fox think when he found the dove? a. the fox thought that he had to run b. the fox thought that he had better go back c. the fox thought he had a first course d. the fox thought that he had to boil water 20. What did Redfeathers do to trick the fox? a. she slipped out of the sack b. she yelled for help c. she flew away to the tree d. 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 hen b. The dove c. The duck d. The swan 22. From the story, we know that the characteristics of the fox were below, except … a. bad b. greedy c. humble d. foolish
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23. “The fox was delighted to find that he now had a first course as well as a main dish.” (Paragraph 1) The underline words have the same meaning with ….. a. appetizer b. dessert c. main course d. main food 24. What is the moral value of the story? a. everyone may endure bad intention b. bad intention will be forgiven c. better to have bad intention for enemy rather than friends d. 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 some grasshoppers singing happily. Their music was so lovely that the donkey started to sing along. When he started to sing, he was not happy to hear a rough and awful voice. “What a horrible voice I have!” said the donkey sadly. He wanted to sing as sweetly as the grasshoppers, so he asked the grasshoppers for the secret of their lovely voices. The naughty grasshoppers wanted to tease the donkey and told him they ate and drank nothing but dew. The trusting donkey believed what they said and decided he would also drink dew. He did that for one whole day and felt very hungry and weak but when he heard the beautiful voices of the grasshoppers, he was determined not to eat. “I will have the most beautiful voice a donkey ever had if I drink only dew,” he reminded himself. The days passed and the foolish donkey still refused to 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 beautiful voice b. a foolish donkey who wanted to sing a day long with the grasshoppers c. tricky grasshoppers who wanted to help the donkey to have a beautiful voice d. 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 along b. he had a lovely music that he started to sing along c. he heard a lovely music from the grasshoppers’ singing d. he heard a lovely voice from the grasshoppers’ talking 27. How was the donkey’s voice? a. beautiful and rough b. nice and awful c. awful and rough d. beautiful and rough 28.“Their music was so lovely that the donkey started to sing along.”(paragraph 1) Their refers to …… a. the donkey b. the grasshoppers c. the donkey and the grasshoppers d. the people in a field 29. “The naughty grasshoppers wanted to tease the donkey and ….” Naughty has the similar meaning as … a. kind b. humble c. cute d. mischievous 30. What lesson you can take from the story? a. we should not trust everyone easily b. we should drink only dew c. we should not refuse to eat d. we should trust everyone we know
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APPENDIX III Answer Key 1. C 2. B 3. A 4. C 5. C 6. D 7. B 8. B 9. A 10. D 11. C 12. B 13. C 14. A 15. A 16. B 17. D 18. B 19. C 20. D 21. B 22. C 23. A 24. D 25. A 26. C 27. C 28. B 29. D 30. A
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