TASK FOR XI GRADER, KD 9 : BIOGRAPHY

KD 9 : BIOGRAPHY

Genre Connection
Biography is a subgenre of narrative nonfiction/historical nonfiction. Sometimes it is also called biographical recount. Biography presents the facts about an individual's life and makes an attempt to interpret those facts, explaining the person's feelings and motivations. The earliest biographers were Plutarch and Cornelius Nepos. Plutarch wrote Parallel Lives and Cornelius Nepos wrote Vitae Imperator (lives of commanders) Harold Bloom, the known critic has claimed Life of Samuel
Johnson by James Boswell as greatest biography written in the English Language (Oates, 1986)

Reading Activity

                                     L i f e a n d T i m e s o f Ki Hajar Dewantara
                                           (Raden Mas Suwardi Suryaningrat)

       The development of good character should be the heart and soul of education, and should dominate the spirit of teaching. This was the philosophy of the “Father of Education” in Indonesia, Ki Hajar Dewantara. The reason, he said, was that teaching and character building are like two sides of a coin and cannot, and should not be separated.
        Education, by definition, means guiding student lives in a strong foundation of good character, so that they would be civilized humans of highest moral fibre, thus laying the foundation of a great nation without distinction of religion, ethnicity, customs, economic and social status.
        Ki Hajar Dewantara was born in the royal family of Yogyakarta on 2 May 1889. His given name was Raden Mas Suwardi Suryaningrat which he later changed to renounce his connections with the royal family. He transformed himself into an activist, columnist, politician and pioneer of education for Indonesians. He fought for rights of Indonesians during Dutch and Japanese colonial eras (www.tokoindonesia.com).
        He was born into an aristocratic family that granted him the privilege of free access to education of his choice. He got his primary education from ELS (Europeesche Lagere School), then he continued his education at Stovia (Java Medical School) but due to health reasons he couldn't finish it. He started writing for newspapers and eventually all his writings were focused on Indonesian
patriotism, thus anti Dutch. He was involved in the early activities of Budi Utomo and the Indiesche Party, which were both important in the early development of the pergerakan, the “movement” that grew up with a nascent Indonesian national political consciousness (www.indonotes.wordpress.com).
       He was exiled between 1913 and 1919 following the publication of two of his articles: “Als ik eens Nederlander” (If I was a Dutchman) and “Eén voor allen en allen voor één” (One for all and all for one). He used his time in exile to learn more a b o u t e d u c a t i o n a n d o b t a i n e d a E u r o p e e s c h e c e r t i f i c a t e (www.tokoindonesia.com).
        Following his return, he focused more on cultural and educational efforts paving way to develop educational concepts in Indonesia. He believed that education is very important and the most important means of freeing Indonesians from clutches of colonization. He played a leading role in establishing “National Onderwijs Institut Taman Siswa” in 1922. This institution was established to
educate native Indonesians during colonial times. This institution was based onthese principles:
1. Ing Ngarsa Sung Tuladha (the one in front sets example).
2. Ing Madya Mangun Karsa (the one in the middle builds the spirit and encouragement).
3. Tut Wuri Handayani (the one at the back gives support) (indonotes.wordpress.com).
        As Ki Hajar believed that character was not merely a theoretical concept, but a practical and living concept, he embodied his vision in his school, Taman Siswa. The central goals of Taman Siswa emphasized character building, including traits such as patriotism and love for the nation, and a sense of national identity. His vision was that Indonesians would be free from colonial powers, to fight for
independence and have good character. He continued writing but his writings took a turn from politics to education. These writings later laid foundation of Indonesian education. Froebel, Montessori and Tagore influenced his educational principles and in Taman Siswa he drew some inspiration from Tagore's Shantiniketan (asrirahayudamai.wordpress.com).
        After independence, he was given the office of Minister of Education and Culture. For his efforts in pioneering education for the masses, he was officially declared Father of Indonesian Education and his birthday is celebrated as National Education Day. His portrait was on 20,000 rupiah note till 2002. He was officially confirmed as a National Hero of Indonesia by the 2 President of Indonesia on 28 November 1959 (Tokohindonesia.com).
         Ki Hajar Dewantara passed away on 26th April 1952 at the age of 69 years. His wife donated all Ki Hajar's belongings to Dewantara Kirti Griya Museum, Yogyakarta. He was a great man who spent his whole life serving his people and country.

A. Answer these questions based on the text above

1.What is the philosophy of Ki Hajar Dewantara?

2.What can’t be separated according to him?

3.What was his former name?

4.Did he get the best education when he was young? Why?

5.Where was he involved in political movement?

6.How long was he exiled?

7.What is the most important means of freeing Indonesians from clutches of colonization?

8.What does ‘ Ing Madya Mangun Karso’ mean?

9.What did he think about teaching character?

10.Why was he declared father of Indonesian Education?

11.Who declared him as a National Hero of Indonesia

12.Where can we see all Ki Hajar Dewantara’s belongings?

 

 B. Fill in the blanks with words given below:

     emphasize, renounce, civilize, dominate, developed, philosophy,
distinction, pioneer, nascent, embody,

     1.  Ki Hajar ____________________ his aristocratic title to get more close topeople.

     2. The educational ____________________ of Taman Siswa is deeply rooted in principles of Ki

          Hajar Dewantara.

     3. Project based learning ____________________ on active learning.

     4. My mother believes that we always have to behave in a ____________________ manner.

     5. My brother has ____________________ a strong liking for Lampung coffee.

     6. Mary ____________________ the stage throughout the play. She has a strong personality.

     7. Our batch is the ____________________ of Project based learning in our school.

     8. My sister’s _________ acting career as of yet has only a fiew short ad films to show for.     

     9. She has ____________________ all the revolutionary ideas. 

  10. There should not be any ____________________ between humans. All are created by God.

         Biography of Raden Ajeng Kartini

Common Characteristics 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 person's surroundings (where, when and how the person lived).

    - shows how the person affected other people's life through their behavior, discoveries, social reform etc.

    - provides examples that demonstrate the person's behavior, their accomplishments, goal, etc.

    - supplies details that illustrate the person's individuality.

    - uses vivid language to narrate events (Rosinsky, 2008).

 Format of a Biography

 A biography is a form of recount, so the structure resembles a recount structure:
- Introduction
- Important events in chronological order and interpretation
- Closing remarks

Elements:
- Setting time and place (where the person's life events took place and
when it took place)
- Factual information about the person (the information has to be real,
not fabricated)

C. Let's Practice

     Read the information given below and write short biographies about the heroes of Indonesia.

    Name                               : Cut Nyak Dhien or Tjoet Nja' Dhien 

    Date and place of birth    : 1848/ Lampadang, Aceh

    Father's name                  : Teuku Nanta Setia

     Spouse                            : Teuku Cek Ibrahim Lamnga

     Children                          : Cut Gambang

     Accomplishments           : National Hero

                                               Leader of guerrilla forcesduring Aceh war

      Date and place of death : 6th November 1908 / Sumedang, West Java

 Note: Send this assignment to my e-mail

                                                             DO YOUR BEST !

TASK FOR XI GRADERS : KD 8 ;SHORT STORY

KD 8 : SHORT STORY

Genre Connection
Short story is a form of literature that is written in narrative form. Short
story came into existence in the 17th century, although its origins are in
ancient story telling tradition. Short stories focus on small number of
characters with a self-contained incident that focuses on evoking a single
effect. Short stories have all the elements but to a lesser degree than a
novel. Short stories can be funny, dramatic, romantic, tragicomedy or satire.
There is no set length for short stories. Some of the examples of famous
short stories are:
The Necklace by Guy De Maupassant
Diamond as big as Ritz by F. Scott Fitzgerald
The adventures of Sherlock Holmes by Sir Arthur Conan Doyle

Read this story and answer the questions in short!

                                               T h e L a s t Leaf      
Many artists lived in Greenwich Village in New York City. Sue and Johnsy, two artists also lived there in a studio apartment. Their rooms were at the top of an old building in Greenwich Village.
       In November, it was very cold and with it a cold unseen stranger, whom the doctors called Pneumonia, stalked the city, touching one here and there with his icy fingers. The icy fingers of Pneumonia also touched Johnsy. She was very ill, lying in her bed and not moving at all. A doctor visited her every day but Johnsy was not getting better. One morning, the doctor spoke to Sue
outside Johnsy's room.
      “I can' t help her,” the doctor said. “She is very sad and has no desire to live. Someone must make her happy again. What is she interested in?”
“She is an artist,” Sue replied. “She wants to paint a picture of bay of Naples.”
“Painting!” said the doctor. “That won't help her!”
      Sue was distressed by this news and didn't know what to do to help Johnsy. She went into the workroom and cried and then she swaggered into Johnsy's room with her drawing board, whistling ragtime. Johnsy lay silently in her bed with her face towards the window. Sue stopped whistling, thinking Johnsy was asleep.
     Sue arranged her board and began drawing to illustrate a magazine story. As Sue was sketching a figure of a hero, an Idaho cowboy, she heard a low sound, several times repeated. She went quickly to the bedside.
     Johnsy's eyes were open wide. She was looking out the window and
counting - counting backwards.
"Twelve," she said, and little later "eleven"; and then "ten," and "nine"; and then
"eight" and "seven", almost together.
     Sue looked out of the window wondering what was there to count? There was only a bare, dreary yard to be seen, and the blank side of the brick house was only a bare, dreary yard to be seen, and the blank side of the brick house twenty feet away. An old, old ivy vine, gnarled and decayed at the roots, climbed half way up the brick wall. The cold breath of autumn had stricken its leaves from the vine until its skeleton branches clung, almost bare, to the crumbling bricks.
"What is it, dear?" asked Sue.
"Six," said Johnsy, in almost a whisper. "They're falling faster now. Three days ago there were almost a hundred. My head ached when I was counting them but now it's easy. There goes another one. There are only five left now."
"Five what, dear? Tell me."
"Leaves on the ivy vine. When the last one falls I must go, too. I've known that for three days. Didn't the doctor tell you?"
"Oh, I never heard of such nonsense," complained Sue, with magnificent scorn.
"What have old ivy leaves to do with your getting well? Try to sleep," said Sue. "I must call Behrman up to be my model for the old hermit miner. I'll not be gone a minute. Don't try to move 'til I come back."
     Old Behrman was a painter who lived on the ground floor of the same building. He was sixty years old and had always dreamed of painting a masterpiece, but unfortunately till now he was not able to fulfill his dream. Sue found Behrman in his dimly lighted apartment sitting in his chair. She told him of Johnsy's condition. Old Behrman, with his red eyes plainly streaming, shouted his
contempt and derision for such idiotic imaginings.
      Johnsy was sleeping when they went upstairs. Sue pulled the shade down to the windowsill, and motioned Behrman into the other room. In there they peered out the window fearfully at the ivy vine. Then they looked at each other for a moment without speaking. A persistent, cold rain was falling, mingled with snow. When Sue awoke from an hour's sleep the next morning she found Johnsy with
dull, wide-open eyes staring at the drawn green shade.
     "Pull it up; I want to see," she ordered, in a whisper. Wearily Sue obeyed.
"It is the last one," said Johnsy. It will fall today, and I shall die at the same time."
"Dear, dear!" said Sue, leaning her worn face down to the pillow, "think of me, if you won't think of yourself. What would I do?" But Johnsy did not answer. The leaf stayed on the vine all day. That night, there was more wind and rain. When it was light enough Johnsy commanded that the shade be raised. The ivy leaf was still there.
      "I've been a foolish girl, Sue," said Johnsy. “I wanted to die but the last leaf stayed on the vine to teach me a lesson. Please bring me some soup now.” “You know Sue, some day I hope to paint the Bay of Naples."
      The doctor visited the girls in the afternoon. “Take good care of your friend,” he said. “She is going to get well. Now I have to go downstairs. I have to visit Mr. Behrman. He has pneumonia too. I must send him to the hospital.”
       The next day the doctor said to Sue: "She's out of danger. You won. Nutrition and care now - that's all." And that afternoon Sue came to the bed where Johnsy lay, contentedly knitting a woolen shoulder scarf. "I have something to tell you, dear," she said. "Mr. Behrman died of pneumonia today in the hospital. He was ill only two days. The janitor found him the morning of the first day in his room downstairs helpless with pain. His shoes and clothing were wet through and icy cold. They couldn't imagine where he had been on such a dreadful night. And then they found a lantern, still lighted, and a ladder that had been dragged from its place, and some scattered brushes, and a palette with green and yellow colors mixed on it, and - look out the window, dear, at the last ivy leaf on the wall. Didn't you wonder why it never fluttered or moved when the wind blew? Ah, darling, it's Behrman's masterpiece - he painted it there the night that the last leaf fell .”
(Adapted from The Last Leaf by O. Henry, 1907)

1.What were Johnsy and Sue?

2.What happened to Johnsy?

3.What did Sue draw?

4.What did Johnsy count?

5.Would she go out of her room when the last leave fell?

6.Who was Behrman?

7.What did he want to do in his dream?

8.Did Johnsy think that the last leaf would fell the next day?

9.Why did she said she was such a foolish girl?

10.What happened to Behrman the next day?

11.Where was he found helpless with pain?

12.What do you think what did he do the night before?

Building Block

CONDITIONAL SENTENCE

 Conditionals are used to talk about possible or imaginary situations.

Conditionals are sentences with two (2) clauses: an “if” clause and a main clause that closely related.

The patterns :

Type I: It's used for real and possible situatuion

 Present Tense→ for future action :

If + S + V1 …, S + present modal + V1

Type II: It's used for unreal/impossible things

Past Tense → for present action :

If + S + V2 …, S + past modal + V1

Type III: It's used for unreal past action

Past Perfect Tense →  for past action :

If + S + had V3 …, S + past modal + have V3

Note:

present modal, example: will, may, can, must/have to

past modal, example: would, might, could, had to

Example :

1. Type I : - If it rains, you will get wet

                 - If I work hard, I will be in the third class next year

                 - You can leave the class if you finish your assignment.

2. Type II : - If I were an SMA student, I won't follow OJT program now

                   - We would buy a big house if we won a lottery

                   - I'm busy now, if I weren't busy I might visit you this afternoon.

3. Type III : - Last year if I hadn't studied hard, I wouldn't have been in the 

                       second grade.

                    - You could have reserved the hotel if it hadn't been fully booked

                    - I might have earned some money if I had graduated from this 

                      school last year.

Let's Practice

1. Use the words in the parentheses (…….) in their correct form and  complete the

    conversation given below: 

     Did you read the news about the person who won 150 million dollars in

     the lottery? If I (win)___________ that much money, I (travel) __________  

     around Indonesia and (stay)_____________in the most lavish hotels. If I

     (want) ___________ anything. I (buy)______________ it, I would buy 

     Ferrari Sports car, my favorite. Well, I (do)____________good things with

      the money as well. If anybody (need) ____________help, I

     (give)______________them money to help them out. I (donate)

      _________money to charities. I (give) _________money to help support

      programs for poor children. If I (win) _____________that much money, I

      wouldn't keep it all for myself. I (help) __________as many people as possible. 

2. Complete the following conditional sentences. The first one is done for you. 

1. If I decide to go out today, I will go to my friend's house.

2. If I get a headache, I _______________________________.

3. If I had a red sports car, _______________________________

4. If we had bread, cheese, tomato, we _________________________.

5. If I were in Australia, __________________________.

6. If I didn't have any homework to do, ___________________________.

7. If it didn't rain tomorrow, we _____________________________.

8. If I had a pet dog, ______________________________________.

9. If I had worked hard, ________________________________.

10. If I knew her telephone number, ____________________________.

3. Write 3 Conditional sentences for each Type.

4. Fill in the blanks with the words given in below:

contempt, stranger, icy, derision, distressed, gnarled, decay, crumble,

magnificent, persistent

1. My sister wondered why her colleague gave her such an____________glare.

2. Why are you behaving like a _________________, make yourself at home.

3. The class bully laughed in _________________at my mistake.

4. The branches of this tree are old and _________________. They will fall anytime soon.

5. Ajeng Kartini was a very _________________woman. She fought for women rights 

    despite all the opposition.

6. Can you _________________ the cookies? We will sprinkle them on the fruit trifle.

7. If I had lot of money, I would live in the most _________________house ever built.

8. If you eat too much candy, your teeth will _________________.

9. If you don't go home on time, your mother will be _________________.

10. The news reporter was charge for _________________ of court.

                       DO YOUR BEST !

ENGLISH SOFIA KD 6 FOR XI GRADERS

KD 6 FOR XI GRADERS

TASK FOR XI GRADERS, CHAPTER 7 (REPORT TEXT)

REPORT TEXT

 

Genre Connection
Report writing belongs to non-fiction genre. Report writing aims to classify and describe the natural, cultural, scientific and technological phenomena of our world (e.g. computers, earthquakes, floods, animals, habitats etc.) in contrast to a description, which focuses on one specific thing. When you write a descriptive text, you focus on describing one particular thing, for example, “my computer”, but when you write a report text, you write about computers in general, not only yours. Report texts are most common form of writing faced by students especially in science. The purpose of report writing is to give relevant and accurate information (Anderson, 1998).

 Earthquakes

Earthquakes – being among the most deadly natural hazards - strike without any prior warning, leaving catastrophe in their wake with terrible loss of human lives as well as economic loss.

      Technically, an earthquake (also known as tremor, quake or temblor) is a kind of vibration through earth's crust. This vibration occurs as a result of powerful movement of rocks in the earth's crust. These powerful movements trigger a rapid release of energy that creates seismic waves that travel through the earth. Earthquakes are usually brief, but may repeat over a long period of time. (Earth Science. 2001)
      Earthquakes are classified as large and small. Large earthquakes usually begin with slight tremors but rapidly take form of violent shocks. The vibrations from a large earthquake last for few days known as aftershocks. Small earthquakes are usually slight tremors and do not cause much damage. Large earthquakes are known to take down buildings and cause death and injury (Richter, 1935).
      According to some statistics, there may be an average of 500,000 earthquakes every year but only about 100,000 can be felt and about 100 or so can cause damage each year.
      The study of earthquakes is called seismology. Seismology studies the frequency, type and size of earthquakes. Earthquakes are measured using observations by seismometers. The magnitude of an earthquake and its intensity is recorded on a numerical scale known as Richter scale. On this scale, 3 or less is hardly noticeable. Earthquakes with magnitude of more than 6.5 can cause heavy
damage (Earth Science. 2001).
      The effects of an earthquake are strongest in the area which is near its epicenter. The extent of the earthquake vibration and further damage to the region is partly dependent on the features of the ground. The worst possible damage occurs in the densely populated areas where structures are not built to withstand intense shaking. Damage and loss of life incurred during earthquake is due to falling buildings and flying glass and objects. In certain areas, an earthquake can cause mudslides that can bury areas under it. Powerful submarine earthquakes cause tsunami or a chain of fast moving waves in the ocean that ripple outward from earthquake epicenter towards coastal areas causing
surmountable damage (http\\: www.USGS.Org). On an average, 1,000 earthquakes with intensities of 5.0 or greater are recorded each year.

Description and magnitude of earthquakes from the United States geological
survey (earthquake hazards program) :
Magnitude              Description           Average Earthquake Effects                     Average Estimated
                               of                                                                                             Frequency of
                               Earthquakes                                                                            Occurrance/Year


Less than 2.0         Micro                      Micro earthquakes are not felt by           Several Million/Year
                                                              people but are recorded by
                                                              seismograph.

2.0-2.9                   Minor                     Generally not felt, but recorded.            Over one million/Year
                                                             No damages.
                                                            
3.0-3.9                   Light                      Often felt, but rarely causes                    Over 100,000/Year
                                                             damage.
4.0-4.9                    Light                     Noticeable shaking of indoor items,       10,000 - 15,000/Year
                                                             rattling noises. No significant
                                                             damage.
5.0-5.9                    Moderate              Can cause major damage to poorly           1,00 - 1,500/Year
                                                             constructed buildings over small
                                                             regions. At most slight damage to
                                                             well-designed buildings. Casualties
                                                             range from none to a few.

6.0-6.9                   Strong                   Can be destructive in areas up to               100 - 150/Year
                                                            about 100 miles across in
                                                            populated areas. Death toll ranges
                                                            from none to 25,000.

7.0-7.9                  Major                    Can cause serious damage over                 10 - 20/Year
                                                           larger areas. Death toll from none
                                                           to 250,000.

8.0 - 8.9               Great                      Can cause serious damage in areas             One/Year
                                                           several hundred miles across.
                                                           Building structures collapse -
                                                           skyscrapers are SERIOUS risk.
                                                           Death toll ranges from 1,000 to 1
                                                           million.

9.0 and greater      Great                    Can cause near or total                                 One/ 10 t0 50
                                                           destruction. Heavy damage and                   years
                                                           shaking extends to distant
                                                           locations. Death toll usually over
                                                          50,000.

          As Indonesia is situated in the “Ring of Fire”, it is more prone to earthquakes. According to United States geological survey (USGS, earthquake hazards program), till now Indonesia has witnessed five great earthquakes with the magnitude ranging from 8.5 to 9.1. These earthquakes caused major destruction in the places they occurred. One of the major earthquakes that hit Indonesia was “2004 Indian Ocean tsunami”. It was the deadliest natural disaster in the area. Its magnitude was 9.1-9.3. Heavy loss of human lives was witnessed and damage was felt as far as east coast of Africa (http\\: www.USGS.Org).
        Earthquakes have been a source of terror to people since ancient times, but only for the last few hundred years serious attempts have been made to understand them. Many methods have been developed to predict earthquakes despite all the research efforts by seismologists. The prediction cannot be made to a specific day or month. In future perhaps scientists will be able to predict
earthquakes exactly but for now science has yet to provide answers

A. Read and answer  the questions carefully. .
1. Which of the following natural disasters do you think is the most horrifying:
earthquake, tsunamis, thunderstorms, or floods? Why?
2. What natural disaster have you experienced? Can you share what happened?
3. What is the worst earthquake that Indonesia has witnessed? How much
damage did it cause? How did you respond to the disaster? Explain.
4. Can you state an example of man made disaster?
5. What kinds of disasters are common in Indonesia?
6. What would you do if you knew there would soon be an earthquake and this
could be your last day on earth?
7. Do you know anything about the “Ring of Fire? Can you find information and
discuss it with your classmates?
8. If you could volunteer to help after a natural disaster, what would you do?
9. Do you think the world should be more concerned about natural disasters or
man made disasters? Discuss and give reasons to support your answer.

B. Fill in the blanks with the words given in the box:
     catastrophic,         deadly,           damage,         trigger,        hazard,      rapid,
      incurred,              casualties,      destructive,    predict
       
1. My brother claims that he can ________________ the future.
2. The trash dump outside the housing complex is a health ________________.
3. Snake bites can be very ________________.
4. The tsunami was a major ________________ event in the lives of people living
in north Sumatra.
5. Chocolates are a known ________________ of migraine headaches.
6. We went canoeing through ________________ waters. It was such a thrill.
7. Cigarette smoking causes ________________ to lungs.
8. I am responsible for all the extra charges ________________ during the trip.
9. The Indian Ocean tsunami caused heavy ________________ in the coastal
areas.
10. Earthquakes are ________________ in nature.

good luck ! 

This Task should be done and sent to my e-mail; yatidjoko@mail.com