Contoh Drama Komunikasi Intrapersonal
The Use of Direct and Indirect Speech Acts between Higher and Lower Social Class in Titanic Movie
Oct 1, 2011 - Departemen Ilmu Komunikasi, FISIP Universitas Indonesia. INPUT process OUTPUT Contoh: OUTCOME; 15. Audiences including comedy, action sports, drama series, reality shows, cars and swimsuit model programs.
- Komunikasi intrapersonal merupakan keterlibatan internal secara aktif dari individu. Adapun beberapa contoh aplikasi semiotika di antara sekian banyak pilihan kajian. Komunikasi intrapersonal (intrapersonal communication), ialah proses komunikasi yang terjadi dalam diri sendiri.
- Mecca Senin, 16 November 2015.
Abstract
The Use of Direct and Indirect Speech Acts between Higher and Lower Social Class in Titanic Movie
Isna Kusuma Maghfira
English Literature
Faculty of Languages and Arts
State University of Surabaya
firajs@gmail.com
Lisetyo Ariyanti, S.S., M.Pd.
English Department
Faculty of Languages and Arts
State University of Surabaya
Abstrak
Contoh Drama Komunikasi Kelompok
Menurut seorang filsuf bahasa Amerika JR Searle (1969 : 22 ) berbicara bahasa adalah melakukan tindak tutur , bertindak seperti membuat laporan , memberikan perintah , mengajukan pertanyaan , atau membuat janji . Saat melakukan tindak tutur , orang dapat menggunakan tindak tutur langsung dan tidak langsung . Dalam membuat ucapan , orang kadang-kadang menggunakan makna implisit dan kadang-kadang menggunakan makna eksplisit . Hal ini tergantung pada kondisi dan situasi speaker dan pendengar . Seseorang menggunakan Direct Speech Acts untuk memberikan informasi secara langsung kepada pendengar . Umumnya , pembicara adalah orang yang memiliki posisi lebih tinggi atau sudah memiliki hubungan yang dekat dengan pendengar . Sedangkan penggunaan tindak tutur tidak langsung adalah untuk memperbaiki apa yang ingin Anda katakan dan juga menjaga kesopanan . Sehubungan dengan penjelasan tindak tutur langsung dan tidak langsung , penelitian ini bertujuan untuk mengetahui bagaimana aplikasi tindak tutur langsung dan tidak langsung yang digunakan dalam film Titanic . Yang membuat penelitian ini penting untuk dilakukan adalah bahwa dalam film Titanic ada perbedaan latar belakang sosial dan juga berisi dengan berbagai emosi . Penulis menekankan analisis dalam bahasa lisan yang digunakan oleh karakter . Ada beberapa perbedaan dalam penggunaan tindak tutur langsung dan tidak langsung karena mereka berasal dari kelas yang berbeda . Dalam melakukan penelitian ini , penulis menggunakan metode deskriptif kualitatif karena itu menganalisis data dalam bentuk kata-kata yang memerlukan intrepretasi makna , konsep , dan definisi deskriptif . Penulis menjadikan dirinya sebagai instrumen kunci yang mengumpulkan data dari percakapan yang dilakukan oleh karakter dalam film Titanic . Penulis juga menggunakan naskah film Titanic yang diadaptasi dan diperbaiki dengan film untuk membantu penelitiannya . Dengan merevisi penelitian ini , dapat disimpulkan bahwa dalam komunikasi sosial , hal penting yang digunakan untuk menjadi prihatin adalah pilihan dari ucapan kita untuk melakukan percakapan yang tepat dan efektif . Peneliti selanjutnya , terutama di bidang yang sama harus mampu melihat keluar lebih dalam objek penelitian untuk membuat persepsi yang lebih baik .
KATA KUNCI : tindak tutur , langsung , tidak langsung , Titanic film
Abstract
According to an American language philosopher J.R. Searle (1969: 22) speaking a language is performing speech acts, acts such as making statements, giving commands, asking questions, or making promise. While doing speech act, people can use direct and indirect speech act. In making utterance, people sometimes use implicit meaning and sometimes use explicit meaning. It depends on the condition and situation of the speakers and hearers. Someone uses Direct Speech Acts to provide information directly to the listener. Generally, the speaker is a person who has a higher position or already have a close relationship with the listener. Whereas the use of Indirect Speech Acts is to refine what you want to say and also maintain modesty. In relation with the explanation of direct and indirect speech acts, this study is purposed to find out how is the applications of direct and indirect speech acts which are used in Titanic movie. What makes this study important to be done is that in the Titanic movie there are differences of social background and it is drawn by various emotions. The writer emphasizes the analysis in the spoken language that are used by the characters. There are several differences in the use of direct and indirect speech acts since they are coming from different class. In conducting this research, the writer uses descriptive qualitative method because it analyzes the data in the form of words that need to intrepret the meanings, concepts, and definitions descriptively. The writer made herself as the key instrument that collected the data from the conversation performed by the characters in Titanic movie. The writers also used Titanic movie script which is adapted and corrected with the movie to help her research. By revising this study, it can be concluded that in social communication, the essential thing that used to be concerned is the options of our utterance to make a proper and effective conversation. The next researcher, especially in the same field should be able to look out deeper in the object of the study to make a better perception.
KEY WORDS: speech acts, direct, indirect, Titanic movie
INTRODUCTION
Humans are created as social creature that live along and depend on each other. Those dependences are none other to fulfill the needs of each individual. In the effort to fulfill their needs, someone must communicate each other. Humans cannot be separated from communication because it is an essential thing to exchange thoughts, messages, or information. We cannot not to communicate. In every attitude and behavior we processes, we have communication potential (Mulyana, 2000:98). In communicating with other people, someone needs a tool or intermediary to convey the message. This intermediary is language. Language is an inseparable part of our life. It is an essential tool used to transmit messages, information, thoughts, and opinions. It puts us in the society we live in; it does also determine our position in various societies.
Trudgill (in Khosyi’ul: 2007:1) states that:
Language is a social phenomenon. Society can be reflected through language. There are three factors reflected in language, those are physical environment, social environment, and social values. Physical environment is a circumstance or a place in which group live; people who live in a small group have differences in speaking from one that live in town and small groups. Social environment can be reflected in a language especially in the field of vocabulary and pronunciation. Social values are a set of norms and tradition owned by a society. The norms and tradition can be reflected in a language because society’s norms and tradition are different from other societies.
Society has a big role in determining the proper way of language use. In certain circumstances, a person should be able to apply the language on its appropriate usage. We should understand when the message is delivered, with whom we are speaking, what topics are raised, and how the message is delivered. Proper use of language is very important for communication as to avoid misunderstandings and the listener is not offended. According to an American language philosopher J.R. Searle (1969: 22) speaking a language is performing speech acts, acts such as making statements, giving commands, asking questions, or making promise. While doing speech act, people can use direct and indirect speech act. In making utterance, people sometimes use implicit meaning and sometimes use explicit meaning. It is depend on the condition and situation of the speakers and hearers.
Someone uses Direct Speech Acts to provide information directly to the listener. Generally, the speaker is a person who has a higher position or already has a close relationship with the listener. Whereas the use of Indirect Speech Acts to refine what you want to say and also maintain modesty. Usually someone using the Indirect Speech Acts because he hesitate to say directly or because it the speaker and listener are distant. When people using direct and indirect speech acts, they sometimes also use slang word and imagery.
In this research, the writer use Titanic movie to be analyzed because it gives an overview of various conditions and situations of human life. Titanic movie also presents cultural and social differences that lead to form a language and communication. The characters in the movie show both direct and indirect speech acts according to the situation and condition.
Titanic is an epic movie in history – simultaneously the most expensive and the most successful movie ever made, costing $200 million and grossing over $3.7 billion worldwide as of January 1999. The record setting movie “Titanic” is based on the true history of the Titanic includes the love interest of the main characters, played by Leonardo DiCaprio and Kate Winslet. The romantic story is not original, but this is not a bad thing. The director, Cameron re-invents the story to fit the time period and its characters. As everyone knows the true history of Titanic, it strucked an iceberg and sank to the bottom of the North Atlantic, killing 1500 of the 2200 passengers on board.
In this movie, Jack and Rose’s love story is being the point of the plot and story. But actually this movie is not just the tale of remarkable love story about Jack and Rose. It is a story of humanity presuming to tame the fortune and nature. The researcher also concerns about the setting which is taken by Titanic. This movie represents the social condition under King George V monarch in Great Britain. There is quite a lot of industrial unrest in Britain. The creation of Titanic becomes evidence about the development of Britain’s industry. Titanic, the ship of dreams is also known as unsinkable, and it was sunken on its first voyage. The society at that time thinks that everyone who rides on Titanic are the luckiest man ever. Titanic is built after the Olympic and Britannic as the first and second ships produce by White Star Line. Titanic is constructed as the biggest, largest, and, the most luxurious ship.
In Britain at this time, racial prejudices are still high. There is still a huge gap between social classes and also gender equality. Money and status is the power to control the society at that time. The society also really concerns about appropriate communication and behavior use. The main highlight of this movie is about the love story between Jack and Rose. Their love story becomes a conflict because of difference social class. Jack Dawson is a poor artist who lives with no rules and does anything he wants to do freely. While Rose DeWitt is a rich girl who lives in a strict society which is full of rules and really concern with every word and behavior conducted. Rose leaves her fiancé Caledon Hockley, a selfish and arrogant man for this poor artist. But when the Titanic strucks the iceberg on April 14th, 1992, and then when the ship sinks on April 15th, 1912 at 2:20 in the morning, Jack dies and Rose survives as she promises to Jack that she will survive and do better life. Finally, Rose and 700 other in lifeboats are saved and taken to Carpathia. The Carpathia immigration officer asks Rose what her name is and she says her name is not Rose DeWitt Bukater, but her name is Rose Dawson. She does this because she loves Jack so much and because she has promised him to get a better life, since admitting her real name which leads her life back to Caledon will not make a better life. She sees Cal looking for her, but he does not see her, and they never end up together. Her mother, Cal, friends, and families think that she died on Titanic.
In accordance to the story above, the writer use Titanic movie to be analyzed because the movie is very phenomenal and familiar. And for, in the Titanic movie, there are so many emotions drawn in the various characters which are shown in the movie. Also there are many certain circumstances in which determined their way to speak. We can imagine that there is various direct and indirect speech acts existed as the concern of this study. By using easy-understanding language, the writer aims to give a view of direct and indirect communication, the use of those, and how the application in the daily life based on the theory.
RESEARCH METHOD
This research is classified as a descriptive qualitative method because the following reasons. First, it aims to find out, describe, and explain the speech acts focuses on direct and indirect speech acts between higher and lower class in Titanic movie based on George Yule’s theory. Second, the data are in form of explanations or symbolic one, not number. The data are interpreted and displayed presented descriptively and systematically based on the supporting theory.
The source of data in this research is Titanic movie. The data of this study are in the form of English words, phrases, and sentences collected from the conversation used by the characters in the movie which are included the direct and indirect speech acts. Besides, to make data clearer the writer needs to find out other related sources, such as from internet that focused on everything about Titanic and also direct and indirect speech acts.
The subjects of this research are speech or word both verbal and nonverbal produced by all the characters in Titanic movie.
As the research instruments the writer the writer included herself in the key instruments. In additional, the writer also used movie script of Titanic movie to help her research. By using the script, the writer can analyze the specific problem stated easier word by word.
After acquiring the subjects of the study, the writer collects the data from the speeches used by all the character in Titanic movie. The data of this research are collected through the process as follows: (1) Watches Titanic movie and correct the movie script, (2) Reads related texts, and (3) Chooses the conversation.
Data analysis in this research was done by identifying speech acts occupying in the movie, the purpose of the speech act in the movie, and also the speech acts used in the movie. The writer arranges some steps as follows: (1) Watching and collecting information from the movie, (2) Reading and understanding the text of Titanic movie, (3) Identifying the speech acts from each scene used in the Titanic movie, (4) Discussing and classifying the speech act from each scene in the Titanic movie into direct and indirect speech acts, (5) Summarizing and concluding the research finding.
Kepentingan Komunikasi Interpersonal
PRAGMATICS
According to Yule (1995: 4), pragmatics is the study of language from the point of view of the users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on the other participants in an act of communication. Pragmatics is about how people understand other’s thought and idea which are expressed through verbal communication.
Furthermore, Mey (2001:42) stated that pragmatics is the study of the conditions of human language uses as these are determined by the context of society. Levinson (1996:21) added that pragmatics is the study of the relations between language and context that are basic to an account of language understanding. So pragmatics can be defined as a study talking about the relationship between language and context, in which the contextual meaning of an utterance can be different from the grammatical meaning.
SPEECH ACT THEORY
According to American language philosopher J.R. Searle speaking a language is performing speech acts, acts such as making statements, giving command, as making statements, giving commands, asking questions or making promises. Searle states that all linguistic communication involves linguistic (speech) acts. In other words, speech acts are the basic or minimal units of linguistic communication (1976:16). They are not mere artificial linguistic constructs as it may seem, their understanding together with the acquaintance of context in which they are performed are often essential for decoding the whole utterance and its proper meaning. The speech acts are used in standard quotidian exchanges as well as in jokes or drama for instance.
Osen vista suite crack full version software download. J.L. Austin is the first linguist who proposed the theory of speech act; his theory of speech act was adopted and developed by the subsequent linguists. George Yule (1996) includes speech acts classification, performatives, felicity condition, direct and indirect speech acts.
Yule (1996:47) proposes that speech acts is performed action via utterance. Another definition from Crystal in Soekemi (1995:121) mentions that speech act is a theory which analyses the role of utterance in relation to the behavior of speaker and listener in interpersonal communication. In brief when speakers are saying words, they not only produce utterance containing words and grammatical structure, but they also perform action in those utterances.
Austin in Yule (1996:48) described kinds of acts; they are locutionary act, illocutionary act and Perlocutionary act.
Locutionary Acts
This component of the speech act is probably the least ambiguous. Bach and Harnish (Bach and Harnish 1979: 19), commenting on Austin’s work, point out that Austin distinguish three aspects of the locutionary act. Austin claims that to say anything is:
A. Always to perform the act of uttering certain noises (a phonetic act)
B. Always to perform the act of uttering certain vocables or words (a phatic act)
C. Generally to perform the act of using that [sentence] or its constituents with certain more or less definite ‘sense’ and a more or less definite ‘reference’, which together are equivalent to ‘meaning’ (rhetic act).
From this division it follows that the locutionary act comprises other three “sub-acts”: phonetic, phatic and rhetic. This distinction as well as the notion of locutionary act in general was often criticized by Austin’s followers. Searle even completely rejects Austin’s division and proposes his own instead (Searle, 1968: 405). Searle (Searle, 1968:412) warns that Austin’s rhetic act is nothing else but a reformulated description of the illocutionary act and he therefore suggests another term, the so-called propositional act which expresses the proposition (a neutral phrase without illocutionary force). In other words, a proposition is the content of the utterance.
Wardhaugh offers this explanation. Propositional acts are those matters having to do with referring and predicating: we use language to refer to matters in the world and to make predictions about such matters (Wardaugh, 1992: 285). Propositional acts cannot occur alone since the speech act would not be complete. The proposition is thus expressed in the performance of an illocutionary act. What is essential to note here is that not all illocutionary acts must necessarily have a proposition (utterances expressing states such as ‘Ouch!’ or ‘Damn!’ are “proposition less” as Searle observes (Searle 1976:30)). Having defined the proposition and propositional acts, Searle modifies Austin’s ideas and states that there are utterance acts (utterance acts are similar to Austin’s phonetic and phatic “sub-acts”, Searle (1976:24) defines them as mere uttering morphemes, words and sentences), propositional acts and illocutionary acts.
Utterance acts together with propositional acts are an inherent part of the theory of speech acts but what linguists concentrate on the most is undoubtedly the issue of illocutionary acts.
Illocutionary acts
Illocutionary acts are considered the core of the theory of speech acts. As already suggested above, an illocutionary act is the action performed by the speaker in producing a given utterance. The illocutionary act is closely connected with speaker’s intentions, e.g. stating, questioning, promising, requesting, threatening, giving commands and many others. As Yule (Yule, 1996: 48) claims, the illocutionary act is thus performed via the communicative force of an utterance which is also generally known as illocutionary force of the utterance. Basically, the illocutionary act indicates how the whole utterance is to be taken in the conversation.
Sometimes it is not easy to determine what kind of illocutionary act the speaker performs. To hint his intentions and to show how the proposition should be taken the speaker uses many indications, ranging from the most obvious ones, such as unambiguous performative verbs, to the more solid ones, among which mainly various paralinguistic features (stress, timbre and intonation) and word order should be mentioned. All these hints or let’s say factors influencing the meaning of the utterance are called Illocutionary Force Indicating Devices, or IFID as Yule, referring to previous Searle’ s work, calls them (Yule, 1996: 49).
In order to correctly decode the illocutionary act performed by the speaker, it is also necessary for the hearer to be acquainted with the context the speech act occurs in. Mey (Mey, 1993: 139) says that one should not believe a speech act to be taking place, before one has considered, or possibly created, the appropriate context. Yet, Searle’s classification helped to become aware of basic types of illocutionary acts and their potential perlocutionary effect on the hearer.
Perlocutionary Acts
Perlocutionary acts, Austin’s last element in the three-fold definition of speech acts, are performed with the intention of producing a further effect on the hearer. Sometimes it may seem that perlocutionary acts do not differ from illocutionary acts very much, yet there is one important feature which tells them apart. There are two levels of success in performing illocutionary and perlocutionary acts which can be best explained on a simple example.
Would you close the door?
Considered merely as an illocutionary act (a request in this case); the act is successful if the hearer recognizes that he should close the door, but as a perlocutionary act it succeeds only if he actually closes it.
There are many utterances with the purpose to affect the hearer in some way or other, some convey the information directly, others are more careful or polite and they use indirectness to transmit the message.
THE CLASSIFICATION OF SPEECH ACTS
The classification of illocutionary acts propose by Searle (1976) is a development of ideas that appears in Austin’s theory. They are five basic kind of action that can perform in speaking by mean of the following five types of utterance that is developing by Yule (1996:53-54), they are:
- Assertives: speech acts that commit a speaker to the truth of the expressed proposition, i.e. reciting a creed.
- Directives: speech acts that are to cause the hearer to take a particular action, i.e. requests, commands, and advice.
- Commisives: speech acts that commit a speaker to some future action, i.e. promises and oaths.
- Expressives: speech acts that express the speaker’s attitudes and emotions towards the proposition, i.e. congratulations, excuses, and thanks.
- Declarations: speech acts that change the reality in accord with the proposition of the declaration, i.e. baptisms, pronouncing someone guilty or pronouncing someone husband and wife.
SPEECH EVENT
In exploring what it is we know about taking part in conversation, or any other speech event (e.g. debate, interview, various types of discussion), we quickly realize that there is enormous variation in what people say and do in different circumstances. In order to begin to describe the sources of that variation, we have to take account of a number of criteria. For example, we would have to specify the roles of speaker and hearer (or hearers) and their relationship(s), whether they were firiends, strangers, men, women, young, old, of equal or unequal status, or many other factors. We would have to describe what the topic of conversation was and in what setting it took place.
HIGHER CLASS VS HIGHER CLASS
The data is taken when higher class people gathering in a big hall for dinner. Cal, meanwhile, is accepting the praise of his male counterparts, who are looking at Rose like a prize show horse.
Sir Cosmo : Hockley, she is splendid.
Cal : Thank you.
Gracie : Cal’s a lucky man. I know him well, and it can only be luck.
Ruth : [Steps over and takes Cal’s arm]. How can you say that Colonel? Caledon Hockley is a great catch.
After sees Rose who is really beautiful Sir Cosmo says ‘Hockley, she is splendid’ to Cal. It is included to illocutionary acts because he does not tell directly that Rose is beautiful to her but he tells it to Cal. Sir Cosmo’s utterance has a purpose not to give an opinion about Rose appearance but he is actually praising or giving compliment to Cal to have a very good woman. It proved byCal’s replies with saying ‘Thank you’ instead of saying yes to show that he is agreeing with Sir Cosmo. Cal’s reply is included in perlocutionary acts. According to those explanations, Sir Cosmo’s utterance is classified into indirect speech acts because Cal as the hearer managed to capture the implicit meaning of Sir Cosmo’s phrase. Cal’s reaction is exactly what Sir Cosmo want. The reason why Sir Cosmo performs an indirect speech act when he praises Cal is because of the influences of Speech Events, he comes from a noble and educated family so he should speak carefully and orderly. Besides, Sir Cosmo also wants to show his respect to the Cal because both of the come from blue-blooded family. This is the proofs that Sir Cosmo is considered about the appropriate condition and relationship in performing utterances.
After hearing Sir Cosmo and Cal conversation, Gracie then joined in. His utterance ‘Cal’s a lucky man. I know him well, and it can only be luck.’ is an illocutionary acts. By looking from his expression, he does not want to give compliment to Cal about his luckiness but he is teasing Cal. He actually wants to inform that Cal is not a really good person for Rose because he knows Cal really well. He feels weird that Rose accepts Cal’s desire. The evidence which explains that Gracie is using indirect speech acts in teasing Cal can be represented by Ruth’s reaction. Ruth finds out that Gracie is teasing Cal about incongruity between Cal and Rose. She also notices that Cal is feeling offended. Ruth then links her hand into Cal’s arm and threats him as if Cal is a good man who can take a good care of Rose. Her action is strengthen by her statement ‘How can you say that Colonel? Caledon Hockley is a great catch’. Ruth’s statement also gives meaning that she denies about Gracie’s opinion which says Cal is not good enough for Rose. Ruth’s reaction is a perlocutionary acts as the reply of Gracie’s utterance. This description indicates that Ruth uses indirect speech act to denying Gracie’s statement. She uses it to show politeness and modesty.
LOWER CLASS VS LOWER CLASS
The data is taken when Jack and Fabrizio is rushing to reach Titanic which about to abroad. Officer Moody is about to close the gate.
Jack : Wait!! We’re passengers!! [Flushed and panting, he waves the tickets]
Moody : [Hold the door]. Have you been through the inspections queue?
Jack : Of course! Anyway, we don’t have lice, we’re American. [Glances at Fabrizio] both of us.
Moody : Right, Come abroad.
Jack and Fabrizio : [Entering the ship]
In the first utterance performed by Jack, ‘Wait!! We’re passengers!!’ indicates a locutionary acts. His utterance and action directly show that he and Fabrizio is a passengers and he wants Officer Moody to wait for them. In response to Jack’s utterance, Officer Moody stops to close the door then foccuss on Jack and Fabrizio. The action which is taken by Officer Moody is perlocutionary acts. Jack’s utterance is included in direct speech acts because he states clearly what he wants from the hearer, then the hearer affected to do exact action as the utterance. Jack uses direct speech acts to Moody although Moody is in higher position and authority than him. It is caused by Jack’s situation in which he is in hurry and needs to enter the ship as soon as possible. The other reason is because of the influence of Jack’s background. Jack is a lower social class people who does not speak in manner and modesty. He utters what he wants to say without concerning the structure or the politeness. As the officer, Moody does not mind if Jack says a direct command because he already knows how people in lower social class speak.
The next utterance which is produced by Moody is locutionary acts. ‘Have you been through the inspections queue?’ is an interrogative structure used to give a question. Moody’s question is directly intend to ask Jack and Fabrizio if they already have been checked or not and it needs only “yes” or “no” answer. In response to Moody’s question, Jack then say ‘Of course!’ or “Yes” which means that it is an answer and evidence that Moody’s utterance is a direct speech acts. Moody uses direct speech acts to give a question to Jack and Fabrizio because he wants to show his firmness and authority as officer in the ship. And also, he is talking with lower social class people who does not affect or concern if he is given a rude or impudent words.
When Moody states ‘Right, come abroad’, he produces a locutionary acts. His intention is already mentioned through the utterance. He commands Jack and Fabrizio to come abroad. As the response, Jack and Fabrizio pass the gate and enter the ship. Their action is perlocutionary acts. Because there is a link between speaker’s utterance and hearer’s action, it is included in direct speech acts. The action which is taken is exactly the same as the speaker commands. The motives Moody uses direct speech acts is because he is in an urgent situation and want to end the argument. The ship is about to leave, and if he does not tells the instruction directly it will spend more time and create a confusion.
HIGHER CLASS VS LOWER CLASS
The data is taken after Rose almost fall from the edge of the ship. Jack is someone who helps Rose, then he gets his reward from Cal for his heroic action.
Colonel Gracie : Well! The boy’s a hero then. Good for you son, well done! [to Cal] so it’s all’s well and back to our brandy, eh?
Cal : Let’s get you in. You’re freezing. [Cal is leaving without a second thought for Jack].
Colonel Gracie : Ah.. perhaps a little something for the boy?
Cal : Oh, right. Mr. Lovejoy. A twenty should do it.
Rose : Is that the going rate for saving the woman you love?
Cal : Rose is displeased. Mmmm.. what to do? [ Cal turns back to Jack. Appraises him condescendingly]. I know. [To Jack] Perhaps you could join us for dinner tomorrow, to regale our group with your heroic tale?
Jack : Sure. Count me in.
When Colonel Gracie says ‘Ah.. perhaps a little something for the boy?’, he is produces illocutionary acts. In his utterance he actually does not ask a question, but his pupose is giving a request to Cal to give Jack money or reward for his efford in saving Rose. In response Colonel Gracie’s utterance, Cal then say ‘Oh, right. Mr. Lovejoy. A twenty should do it’ which means he gets what Colonel Gracie wants so he gives command to Lovejoy to give money to Jack. Cal’s response indicates to perlocutionary acts. Because there is a hidden intention behind Colonel Gracie’s utterance, his utterance is included into direct speech acts. He uses direct speech acts to give a request to Cal because he wants to apply politeness. He also worries if he speaks too direct to Cal who comes from higher social class will make Cal feels offended and angry due to his impudent.
After hear what Jack will get, Rose then says ‘Is that the going rate for saving the woman you love?’ She is actually does not ask a question about the currency or rate which is Cal given to Jack, but she purposes to ask him to increase the reward for Jack. Rose’s utterance is illocutionary acts because there is an intention behind her utterance. In response, Cal says ‘Rose is displeased. Mmm.. what to do?’ to show that he is understand what Rose wants and thinks for a better reward. Cal’s action is perlocutionary acts. Cal able to catch the intention behind Rose utterance and do the action which is wanted by Rose. By this evidence we can conclude that Rose is performed indirect speech acts.
CONCLUSION
In accordance with previous chapter, the conclusion of this research can be drawn based on the formulated research question.
Speech acts is an utterance that has performative function in language and communication. Based on George’s Yule theory, speech acts can be divided into two ways of speaking. They are direct and indirect speech acts. Form the analysis in Titanic movie, there are assertives, directives, commisives, expressives, and declarations speech acts exist. According to the analysis, higher and lower social class use both direct and indirect speech acts to communicate. The use of indirect speech acts can show the politeness and fine words of an utterance. It is really appropriate used in the conversation in which it is a formal and sacred circumstance. Indirect speech acts also can be used to show pride, wealthy, and educated background. By using indirect speech acts, people will be looked honored. While indirect speech acts can be used both in casual and urgent situation. The use of direct speech acts in casual situation is to show intimates, while in urgent situation it is used to avoid confusion. The use of this speech act is related to the social background of uneducated and liberal society.
It does not mean that a certain social class is only use one form of speech acts. Both of higher and lower social class can use direct and indirect speech acts as long as it is appropriate with the circumtances. Direct speech acts can be used to show the seriousness and firmness, while indirect speech acts used to show politeness and respectful. According to this function we can conclude that both higher and lower class can use both of them.
In addition, accordance to the direct and indirect speech acts theory, it can be concluded that the message conveyed is not coded directly on actual meanings. Those are iddentified as parable or imagery. Parable itself is thought as two blades which could have made a word more polite, but it could also be a sharp satire to the listener.
Analyzing direct and indirect speech acts of Titanic movie gives several significant improvement and knowledge. The most significant contribution that the writer gets is, she can improve the ability in interpreting an utterance. Morever, the extremely importance for the writer is she can choose the appropriate speech act in certain context, certain purpose or certain person.
REFERENCES
Yule, George. 2010. The Study of Language: Fourth Edition. New York: Cambridge University Press.
Griffiths, Patrick. 2006. An Introduction to English Semantics and Pragmatics. UK: Edinburgh University Press.
Andriani, Diana. 2008. Indirect Refusal strategies of the Main Characters Utterance in “A Walk to Remember”. Unpublished Thesis. Surabaya: Jurusan Sastra Inggris Universitas Kristen Petra Surabaya.
Angela, Martha. 2009. Direct and Indirect Requests Used by Women Characters in The Serial Film Pride and Prejudice. Unpublished Thesis. Surabaya: Jurusan Sastra Inggris Universitas Kristen Petra Surabaya.
Anggraini, Savitri. 2002. Illocutionary Acts Used by Fran Fine and Maxwell Sheffield in The Nanny. Unpublished Thesis. Surabaya: Jurusan Sastra Inggris Universitas Kristen Petra Surabaya.
Austin, JL. 1978. How to Do Things with Words. Cambridge: Harvard University Press.
Searle, John R. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.
Searle, John R. 1979. Expression and Meaning: Studies in the Theory of Speech Act. Cambridge: Cambridge University Press.
Searle, John R. 1983. Intentionality: An essay in the Philosophy of Mind. Cambridge: Cambridge University Press.
Lyons, J. 1996. Linguistic Semantics. Cambridge: Cambridge University Press.
Wardhaugh, Ronald. 1992. An Introduction to Sociolinguistics. UK: Basil Blackwell.
Leech, G.N, M. H. Short. 1981. Style in Fiction. London: Longman.
Mey, J. 2001. Pragmatics: Second Edition. UK: Blackwell.
Yule, G. 1998. Pragmatics. UK: Oxford University Press.
Trudgill, P. 2000. Sociolinguistics: Fourth Edition. UK: Penguin Books.
Thomas, J. 1995. Meaning of Interaction. London: Longman.
_________, Idioms, http://idioms.thefreedictionary.com. Accessed on June 2013
_________, Titanic Script, http://www.imsdb.com/scripts/Titanic.html. Accessed on May 2013
_________, Speech Acts, http://en.wikipedia.org/wiki/Speech_act. Accessed on May 2013
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Yang pastinya dengan ringkasan materi dan juga contoh soal bahasa inggris yang lengkap ini, proses belajar kalian akan lebih mudah. Langsung saja simak Ringkasan Materi Dan Contoh Soal Bahasa Inggris Persiapan UN SMA dibawah ini :
STANDAR KOMPETENSI LULUSAN | |
LISTENING (Mendengarkan) lisan interpersonal dan transaksional konteks kehidupan sehari-hari, fungsional pendek, recount, news dan review. | ØMenentukan gambaran umum atau informasi tertentu/rinci dari sebuah percakapan interpersonal/transaksional secara formal atau informal. ØMenentukan respon yg tepat terhadap percakapantransaksional/interpersonal secara formal atauinformal. ØMenentukan gambar yang tepat sesuai dengan informasi yang ada di dalam percakapan interpersonal/transaksional secara formal atau ØMenentukan gambar yang sesuai dengan teks monolog yang diperdengarkan. ØMenentukan gambaran umum atau informasi tertentu/tersirat/rinci dari sebuah teks monolog yangdiperdengarkan. |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah percakapan transaksional/ interpersonal sederhana dan lengkap dengan dua sampai empat pertukaran peran serta pertanyaannya, siswa dapat menentukan jawaban atas pertanyaan tentang gambaran umum isi percakapan. |
Menentukan gambaran umum dari percakapan lisan interpersonal/transaksional yang diperdengarkan. | |
Dad : I heard you passed your exam with flying colours. I’m very proud of you! Daughter : Thank you dad! I got 10 for Math and Biology. (UN TAHUN 2012) B.Expressing pride D.Showing happiness | |
Pembahasan | Ungkapan yang diucapkan menunjukan ekspresi rasa bangga yang ditunjukkan pada kalimat I’m very proud of you. |
2 | |
Listening | |
Diperdengarkan sebuah percakapan transaksional/ interpersonal sederhana dan lengkap dengan dua sampai empat pertukaran peran serta pertanyaannya, siswa dapat menentukan jawaban atas pertanyaan tentang informasi tertentu dari isi percakapan. | |
Menentukan informasi tertentu dari percakapan lisan interpersonal/transaksional yang diperdengarkan. | |
Man : Excuse me. Is there a grocery store around here? Man : Can you tell me how to get there? Woman : Sure! Go straight down this street for two blocks. Turn left when you get to Maple street. Stay on Maple street for half a block. It’s on the left-hand side. (UN TAHUN 2012) dengan revisi. B.Going to a grocery store D.Giving directions to the man | |
Pembahasan | Ungkapan yang diucapkan the man, kelihatan bahwa dia ingin ke grocery store. |
3 | |
Listening | |
Diperdengarkan sebuah percakapan transaksional/ interpersonal sederhana dan lengkap dengan dua sampai empat pertukaran peran serta pertanyaannya, siswa dapat menentukan jawaban atas pertanyaan tentang informasi tertentu dari isi percakapan. | |
Menentukan informasi rinci dari percakapan lisan interpersonal/transaksional yang diperdengarkan. | |
Man : What is wrong with you, Nita? Woman : I can’t go home because I forgot where I have put my motorcycle key. Narrator : Why can not the woman go home? B.Her motorcycle lost D.Her friends left her | |
Pembahasan | Dari ungkapan the woman, terdengar bahwa dia lupa ”where I have put my motorcycle key” |
4 |
Listening |
Diperdengarkan sebuah percakapan transaksional/ interpersonal sederhana dan lengkap dengan dua sampai empat pertukaran peran serta pertanyaannya, siswa dapat menentukan jawaban atas pertanyaan tentang informasi tertentu dari isi percakapan. |
Menentukan gambaran umum dari percakapan lisan interpersonal/transaksional yang diperdengarkan. |
Man : Retno, I thought you were on vacation. Man : Why? Woman : Well, I didn’t really enjoy being there because the beach was very dirty, and when I got there it was raining heavily. What made it worse was the hotel where I stayed had a bad service. A.The woman’s booking C.The man’s hotel service E.E. The woman’s hotel bad service |
Dari rekaman tersebut, terlihat bahwa sang wanita itu dissatisfied (didn’t really enjoy), |
5 |
Listening |
Diperdengarkan sebuah percakapan transaksional / interpersonal sederhana yang tidak lengkap serta 5 pilihan jawaban, siswa dapat menentukan pilihan untuk melengkapinya dengan ungkapan yang sesuai. |
Menentukan respon yang tepat terhadap percakapan transaksional secara informal. |
Woman : Come in, Andi and have a seat, please. Woman : By the way, Do you like coffee, please? A.I have no idea. C.Nothing to drink. E.I’m satisfied with your work. |
Respon yang tepat (sopan) untuk tawaran : Do you like coffee, adalah B |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah percakapan transaksional / interpersonal sederhana yang tidak lengkap serta 5 pilihan jawaban, siswa dapat menentukan pilihan untuk melengkapinya dengan ungkapan yang sesuai. |
Menentukan respon yang tepat terhadap percakapan transaksional secara formal. | |
Woman: How do you feel about this new no smoking rule in the office? Narrator: B.Cigarettes are expensive now. D.It is dangerous for passive smokers. | |
Pembahasan | Respon yang tepat terhadap pertanyaan yang menanyakan opini atau pendapat: How do you feel about... adalah A |
7 |
Listening |
Diperdengarkan sebuah percakapan transaksional / interpersonal sederhana yang tidak lengkap serta 5 pilihan jawaban, siswa dapat menentukan pilihan untuk melengkapinya dengan ungkapan yang sesuai. |
Menentukan respon yang tepat terhadap percakapan transaksional secara informal. |
Woman : I want to see the book fair but my car is out of order. Man : Don’t worry. I’ll take you there this afternoon. Man : …. Narrator:.... B.Yes. I’m always punctual. D.I can’t imagine we are going together. |
Respon yang tepat terhadap pertanyaan yang menanyakan keseriusan atau kesungguhan: Are you serious? adalah C |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah percakapan transaksional / interpersonal sederhana yang tidak lengkap serta 5 pilihan jawaban, siswa dapat menentukan pilihan untuk melengkapinya dengan ungkapan yang sesuai. |
Menentukan respon yang tepat terhadap percakapan transaksional secara informal. | |
Woman : Hey, Rudi, how is it going? Do you have a plan for this holiday? Woman : How about going to the tea plantation this holiday?
| |
Respon yang tepat terhadap pertanyaan yang menanyakan ajakan: How about going to... adalah C |
NOMOR | ||||||||||||||||||||||
Kompetensi | ||||||||||||||||||||||
Indikator | Diperdengarkan sebuah percakapan transaksional / interpersonal sederhana yang lengkap, siswa dapat menentukan gambar yang tepat sesuai dengan isi percakapan. | |||||||||||||||||||||
Menentukan gambar yang sesuai dengan percakapan dari percakapan lisan interpersonal/transaksional yang diperdengarkan. | ||||||||||||||||||||||
Contoh Soal | Man : Jenny, How will you go to Bali next week? Have you booked a ticket Woman : Not yet, daddy, I’m still confused about it. My friend Tommy offered me to drive with him, but I think I prefer to have a travel agent take care all about my trip. Taking a plane is quite expensive. And well, I think, train is quite crowded and unsafe. Narrator : Which picture goes with Jenny’s idea about the transportation she is A. B. C. D. E. | |||||||||||||||||||||
Dari dialog tsb. sudah jelas gambar yang dimaksud. Jawaban : D | ||||||||||||||||||||||
NOMOR | ||||||||||||||
Kompetensi | ||||||||||||||
Indikator | Diperdengarkan sebuah monolog pendek dan sederhana yang lengkap, siswa dapat menentukan gambar yang tepat sesuai dengan isi monolog. | |||||||||||||
Materi | Menentukan gambar yang sesuai dengan teks dari teks monolog yang diperdengarkan. | |||||||||||||
It looks like bicycle, only they are bigger and much heavier. It also has an engine. The engine is bolted to steel alumunium frame. Two wheels are attached to a frame. Power from the engine turns the rear wheel. A fuel tank sits above the engine ,just behind the front wheel. Seat is behind the fuel tank. It goes fast and make a loud noise. Which picture is described in the monologue? | ||||||||||||||
Jelas. |
NOMOR | ||||||
Kompetensi | ||||||
Indikator | Diperdengarkan sebuah monolog pendek dan sederhana yang lengkap, siswa dapat menentukan gambar yang tepat sesuai dengan isi monolog. | |||||
Materi | Menentukan gambar yang sesuai dengan teks dari teks monolog yang diperdengarkan. | |||||
. My name is John Robert. I am 37 years old. I have a good career. I should go to work on time since my students are eager to see me. My dean gives me a chance to teach computer engineering. Besides that I really love to search for new technique in operating the computer. Narrator : | ||||||
Jelas, gambar no.3 bukan no.5 |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah monolog sederhana dengan sebuah sebuah pertanyaan, siswa dapat menentukan pilihan jawaban dari 5 pilihan jawaban yang sesuai. |
Text Description | |
Woman: Delaware is considered the first state of the United States because it was the first to accept the Constitution, in December, 1787. It is a very small state, second only to Rhode Island. Another important fact about Delaware is that nylon, that light-weight, yet strong fiber of the twentieth century, was invented there. In colonial days, Delaware was part of the “bread basket” area, raising wheat, corn, and other grains for national consumption. In 1638, a group of Swedish settlers set up a colony along the Delaware River and lived there peacefully until 1655 when the Dutch, who disliked the Swedes, settled there. Later, it was taken over by the English, and finally became independent in 1776. Narrator: 13. What the important fiber was invented in Delaware in twentieth-century? Pilihan Jawaban : (di buku soal) A.Delaware’s history C.The Constitution E.Bread Basket 13. B.Nylon D.Cotton | |
Pembahasan | Jawaban sudah jelas, yaitu A Dari mendengar text tsb. diketahui bahwa jawabannya adalah B |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah monolog sederhana dengan sebuah sebuah pertanyaan, siswa dapat menentukan pilihan jawaban dari 5 pilihan jawaban yang sesuai. |
Text Recount : | |
Man: Aspiration can change overtime. When I was a child I wanted to be a racer car driver. Knowing it was dangerous, I changed to be an ambulance driver. In this way, I could help to transport injured or dead people. Later when I was a teenager, I was thinking of becoming a warplane pilot. The job inspired me when I attended an air-force day. Now I want to explore outer space. I guess it is more challenging. Narrator: What job did the speaker want to do when he was a teenager? A.Driver C.Car Racer Driver E.Warplane Pilot | |
Dari mendengar text tsb. diketahui bahwa jawabannya adalah C |
NOMOR | |
Kompetensi | |
Indikator | Diperdengarkan sebuah monolog sederhana dengan sebuah sebuah pertanyaan, siswa dapat menentukan pilihan jawaban dari 5 pilihan jawaban yang sesuai. |
Text Fungsional Pendek (Announcement) | |
Intergeneration Foundation Announces 2nd Storytelling Contest The Intergeneration foundation invites people of all ages to tell us a story, a narrative of their family's history or traditions or a story from their imagination. Whether fiction or non-fiction, the story should illustrate intergeneration needs, connections, relationships, understanding, and feature characters from at least two generations. • Favorite family stories handed from generation to generation • Stories about intergeneration care giving and sharing For further information, visit our website at www.intergenerationda.org Narrator : What is the announcement about? A.Story telling contest C.Favorite Family Stories E.Our Websites | |
Dari mendengar text tsb. diketahui bahwa jawabannya adalah A |
INDIKATOR | |
Memahami makna dalam wacana informal dalam konteks kehidupan fungsional pendek, recount, news hortatory exposition, explanation, | ØMenentukan gambaran umum atau informasi rinci/tersirat/tertentu atau makna kata/frasa/kalimat atau pikiran utama paragraph/ rujukan kata atau tujuan komunikatif dari teks fungsional pendek ØMenentukan gambaran umum atau informasi tertentu/rinci/tersirat atau rujukan kata atau makna kata/frasadari teks tertulis fungsional pendek berbentuk advertisement/brochure. ØMenentukan gambaran umum atau informasi tertentu/rinci/tersirat atau makna kata/frasa/kalimatatau tujuan komunikatif/ pikiran utama paragraf/rujukan kata dari teks tertulis berbentuk news item. ØMenentukan informasitertentu/rinci/tersirat atau makna kata/frasa/kalimat atau gambaran umum/tujuan komunikatif/pikiran utama paragraf/ rujukan kata dari teks tertulis berbentuk recount. ØMenentukan gambaran umum atau informasi tertentu/tersirat/rinci atau tujuan komunikatif atau makna kata/frasa/kalimat atau rujukan kata/ pikiran utamaparagraf dari teks tertulis berbentuk explanation. ØMenentukan gambaran umum atau informasi tertentu/ tersirat/rinci atau pikiran utama paragraf atau makna komunikatif dari teks tertulis berbentuk exposition ØMenentukan gambaran umum atau informasi tertentu/tersirat/rinci atau tujuan komunikatif atau maknakata/frasa/kalimat atau rujukan kata/ pikiran utama ØMenentukan gambaran umum atau pikiran utama paragraf atau informasi tersirat/ tertentu/rinci atau tujuan komunikatif atau makna kata/frasa/kalimat atau rujukan kata dari teks tertulis berbentuk discussion. ØMenentukan gambaran umum/tujuan komunikatif/pikiran utama paragraf atau informasi tersirat/rinci/tertentu atau makna kata/frasa/kalimat atau rujukan kata dari teks tertulis berbentuk report. tertentu/rinci/tersirat atau makna atau /frasa/ atau rujukan kata dari teks fungsional pendek |
INDIKATOR | |
Mengungkapkan makna secara informal dalam konteks kehidupan fungsional pendek atau esai procedure, descriptive dan report. | ØMenyusun beberapa kalimat secara acak menjadi sebuah teks berbentuk recount/procedure/narrative/descriptive dan report. ØMelengkapi 3 rumpang pada teks pendek berbentuk recount /procedure/ narrative/descriptive/report dengan kosa kata/frasa yang sesuai. |
Kompetensi | |||
Indikator | Menentukan gambaran umum/informasi rinci/informasi tersirat/informasi tertentu atau makna kata/frasa/kalimat atau pikiran utama paragraf/rujukan kata/tujuan komunikatif dari teks tertulis fungsional pendek berbentuk letter/e-mail. | ||
Letter/E-mail (Surat/Surat Elektronik) Surat atau e-mail adalah bentuk komunikasitertulis yang dibuat seseorang atau lembaga. Surat dapat ditulis tangan atau diketik kemudian dikirim lewat pos. Namun ada pula yang disebut e-mail atau surat elektronik yang dikirim melalui jaringan internet. | |||
16 dan 17 | London, SW1P 3TL Fielders Pharmacy London, SE1 7DG Dear Mrs. Waters, I am writing to provide a formal notice of my resignation from Fielders Pharmacy. My last day will be November 14th , 2011. I trust that a period of two weeks is sufficient for you to find a replacement for my position. I would be pleased to help train the individual you choose to take my place. Thank you for employing me for the past three years. My experience as clerk, supervisor, and floor manager has been very positive and I’m confident that I will use many of the skills I have learned at Fielders in the future. If you have any concerns, please contact me at my personal email address. awright@homemail.com 16.After sending the letter, …. A.Annie Wright can choose someone to take her position. B.Josie Waters will share her experience in Fielders Company. C.Annie Wright will be glad to train a new employee. D.Annie Wright will contact the company through email. E.Josie Waters replaces her manager with Annie Wright. 17.What is the communicative purpose of the letter? B.To say gratitude for employing her for the past three years. C.To inform her resignation for Fielders pharmacy. E.To share her knowledge as a manager. | ||
Pembahasan | No. 1. Perhatikan paragraf kedua baris kedua: I would be pleased to help train the individual you choose to take my place (Saya akan senang membantu melatih orang yang anda pilih untuk menggantikan kedudukan saya). Pilihan jawaban yang mempunyai makna yang sama adalah Annie Wright will be glad to train a new employee (Annie Wright akan senang melatih pegawai yang baru). No. 2. Perhatikan paragraf pertama kalimat pertama: I am writing to provide a formal notice of my resignation from Fielders Pharmacy (Saya menulis untuk memberikan pemberitahuan resmi tentang pengunduran saya dari Fielders Pharmacy). Kalimat ini mempunyai makna yang sama dengan pernyataan She wanted to resign from the company (Dia ingin mengundurkan diri dari perusahaan tersebut). | ||
Kompetensi | |||
Indikator | Menentukan informasi tertentu/gambaran umum/ informasi rinci/informasi tersirat/rujukan kata atau makna kata/frasa dari teks tertulis fungsional pendek berbentuk advertisement/brochure. | ||
Advertisement/Brochure (Iklan/Brosur) Advertiment (Iklan) adalah promosi kepada msyarakat tentang suatu produk (barang/jasa), misalnya iklan produk makanan dan iklan lowongan pekerjaan. Brochure (Brosur) adalah lembaran yang berisi informasi. | |||
18 dan 19 | From: Rp 409.000++* Whether you’re travelling in Indonesia on business, or taking a relaxing holiday break, you’ll find the same guaranteed hospitality at all Prime Plaza Hotels & Resorts. A friendly welcome, attentive service and the personal touch, it’s always prime time at Prime Plaza. The Signature of Indonesian Hospitality conditions apply SANUR PARADISE Plaza SUITES JOGJAKARTA Plaza HOTEL SANUR PARADISE Plaza HOTEL KOTA BUKIT INDAH Plaza HOTEL (UN TAHUN 2012) B.The promotion of Hotel and resorts D.Hotel training for their hospitality E.Service competition between groups of apartments 19. The word that has close meaning to the word “bully” is … B.intimidate D.protect | ||
No. 1. Text diatas adalah advertisement (iklan) yang bertujuan untuk mempromosikan sesuatu, dalam hal ini adalah hotel dan resort. intrigue : tipu daya impress : mengesankan bury : mengubur Jawaban : B |
NOMOR | |
Kompetensi | |
Indikator | Menentukan gambaran umum dari teks tertulis berbentuk News Item. |
A survey has found about 13 percent of first-time smokers in the country are junior high school students. It also revealed 89 percent of young female employees were smokers. The survey was conducted in five major cities across the country, including Surakarta in Central Java. Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness division, said that the finding of the survey showed an alarming growth rate of Indonesian smokers. 'This situation is a cause for concern,” he said. “It appears the country’s younger generation is uneducated about the health risks of smoking.” The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective as the government refuses to sign the international convention on tobacco control. It said that cigarette producers contributed to a large amount to state revenue and gave jobs to thousands of workers. | |
20 | A. the increase of Indonesian smokers. C. large amount of cigarettes. E. the danger of smoking. |
Paragraph 1 menunjukkan 13 % siswa SMP dan diungkapkan 89 % wanita muda. Paragraph 3 menunjukkan perhatian hasil survey yang menggelisahkan. Ini menandakan peningkatan perokok. |
21 dan 22 | |
Reading (News Item) | |
Menentukan informasi tertentu dari teks tertulis berbentuk News Item. | |
A survey has found about 13 percent of first-time smokers in the country are junior high school students. It also revealed 89 percent of young female employees were smokers. The survey was conducted in five major cities across the country, including Surakarta in Central Java. Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness division, said that the finding of the survey showed an alarming growth rate of Indonesian smokers. 'This situation is a cause for concern,” he said. “It appears the country’s younger generation is uneducated about the health risks of smoking.” The Indonesian anti-tobacco campaign has reportedly been deemed as ineffective as the government refuses to sign the international convention on tobacco control. It said that cigarette producers contributed to a large amount to state revenue and gave jobs to thousands of workers. | |
21 dan 22 | 21. Why does the growth of Indonesian smokers have to be concerned? B. It cannot make people work at cigarette factory C. There are increasing younger smokers in Indonesia. D. It cannot make the large amount of cigarettes be distributed E. It is likely that younger generation is uneducated to the risks of 22. One of the advantages of cigarette industry is..... B. to contribute a little amount to state revenue D. to give a great job chance |
Pembahasan | 21. Paragraph 3 menunjukkkan sebab yang memprihatinkan untuk diperhatikan. 22. jawaban D. Bahwa industry rokok bisa menyumbangkan pendapatan dari cukai rokok yang besar bagi negara serta memberikan peluang kerja yang besar. It said that cigarette producers contributed to a large amount to state revenue and gave jobs to thousands of workers. |
NOMOR | |
Kompetensi | |
Indikator | Menentukan informasi tertentu dari teks tertulis berbentuk Recount. |
My mother got me ready for school. I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied would I be allowed to rush out of the front door. I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 meters I would be able to see the tall steeple of the school. The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell rang. | |
When would the writer leave home? B. 8 a.m. D. 10 a.m. | |
Pembahasan | Jawaban : B |
NOMOR | |
Kompetensi | |
Indikator | Menentukan pikiran utama paragraf dari teks tertulis berbentuk Recount. |
My mother got me ready for school. I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied would I be allowed to rush out of the front door. I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 meters I would be able to see the tall steeple of the school. The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell rang. | |
The first paragraph is mainly about … B. cleaning school utilities. D. a discipline student. | |
Pembahasan | Ibu mendapatkan saya siap sekolah jika semua sudah beres keseluruhan untuk diijinkan untuk bergegas berangkat. Itu menyimpulkan tuntutan ibu yang tinggi. |
25 | |
Reading (Recount) | |
Menentukan makna kata dari teks tertulis berbentuk Recount. | |
My mother got me ready for school. I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied I would be allowed to rush out of the front door. I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 meters I would be able to see the tall steeple of the school. The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell rang. | |
“... I would be allowed to rush out” What is the synonym of the underlined word? B. demanded. D. given. | |
Pembahasan | Prohibited = dilarang, demanded = dibutuhkan, permitted = diijinkan/diperbolehkan, given = diberi, deleted = dihapus. |
26 – 28 | |
READING (Explanation) | |
Menentukan gambaran umum/informasi tertentu/informasi rinci tersurat/tujuan komunikatif/makna kata/frasa dari sebuah teks berbentuk explanation | |
Teks explanation adalah teks yang digunakan untuk menjelaskan/ menerangkan bagaimana/ mengapa suatu fenomena alam, budaya, atau social terjadi. Ciri- cirri teks explanation adalah : -menggunakan temporal connectives (first, second, next, then, etc), dan causal connectives (because, since, so, so that, consequently) -menggunakan partisipan non human dan abstract noun -menggunakan noun phrase dan complex sentences Adapun struktur teks explanation adalah : -General statements (pernyataan umum, pengenalan topic yang akan dibahas) -Sequences of explanation (serangkaian penjelasan mengenai mengapa atau bagaimana sesuatu terjadi) | |
ECLIPSE The sun is a star. It appears to be bigger than any other stars. That is because it is near to us; but other stars are far away. The sun shines because it is very hot; but the moon shines because it reflects the sun’s light. It is like a big mirror. If we visited the moon, we would see the earth. It is also like a mirror and it reflects the light of the sun. Sometimes the earth moves between the sun and the moon. Then the earth’s shadow falls on the moon; no light from the sun can then reach the moon. The moon gets dark because it can not reflect the sun’s light. We call this an eclipse of the moon. Does the sun ever get dark during the day? It does so when the moon hides it. Sometimes the moon goes in front of the sun. We can watch its edge when it slowly crosses the sun’s disc. Everything gets darker and darker; then, eventually, we can not see any part of the sun’s disc. The moon is hiding it completely. That is a total eclipse of the sun. Sometimes only part of the sun’s disc is hidden; that is a total eclipse. It is a partial eclipse of the sun. 1. Paragraph three mainly talks about ….
E. why the moon goes in front of the sun 2. The sun appears bigger than any other stars because ….
E. it is like a big mirror 3. What is the communicative purpose of the text above?.
E. To retell about the eclipse. 4. If we are in the moon, we will find that ……
E. the earth does not reflect the sun’s light 5.”Everything gets darker and darker; then, eventually, ..”. (Paragraph 3). The
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No. 1. Lihat kalimat “That is a total eclipse of the sun. Sometimes only part of the sun’s disc is hidden; that is a total eclipse. It is a partial eclipse of the sun” dari kalimat itu kita dapat menyimpulkan bahwa paragraf 3 membicarakan tentang bagaimana terjadinya gerhana matahari. Jawaban C No. 2. Dari paragraf 1 tertulis “That is because it is near to us”.Near = close to(dekat) Text explanation memiliki tujuan komunikatif untuk : reason for some phenomenon (why is it so?How v To explain the processes involved in the formation or working of natural or sociocultural phenomena.. Jawaban D No. 4 Lihat paragraf 1 “If we visited the moon, we would see the earth. It is also like a mirror and it reflects the light of the sun.” Jadi jawaban C. The earth shines. No. 5 Kata eventually artinya akhirnya, kata yang sama artinya adalah finally. Jawaban A. | |
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Indikator | Menentukan gambaran umum/informasi tertentu/pikiran utama paragraf/ informasi rinci tersurat/tersirat/makna kata/frasa dari dalam teks berbentuk analytical/ hortatory exposition. |
Pada umumnya teks exposition bertujuan untuk menyampaikan pendapat, ide, pandangan, atau argument penulis mengenai suatu topic atau pokok permasalahan. Ada dua macam teks exposition, yaitu analitycal exposition dan hortatory exposition. Teks Analitycal exposition bertujuan untuk meyakinkan/ mempengaruhi pembaca bahwa ada masalah yang perlu mendapat perhatian. Adapun cirri- cirri teks analytical exposition adalah : -menggunakan simple present tense -menggunakan temporal dan causal circumstances dan cunjunctions. -menggunakan emotive words (worried, believed, annoyed) -Thesis (pernyataan pendapat/ opini) -Arguments (terdiri dari point: alasan dan elaboration, bukti/ pengembangan dari alas an -Reiteration/ conclusion (pernyataan kembali posisi penulis/ kesimpulan penulis terhadap topic yang dibahas), penulis tidak berusaha membujuk pembaca untuk menyetujui atau tidak menyetujui pandangan penulis. Teks Hortatory exposition bertujuan untuk meyakinkan/ mempengaruhi pembaca bahwa sesuatu itu seharusnya demikian/ tidak demikian. Adapun cirri- cirri teks analytical exposition adalah : -menggunakan simple present tense -menggunakan temporal dan causal circumstances dan cunjunctions. -menggunakan emotive words (worried, believed, annoyed) -Thesis (pernyataan pendapat/ opini) -Arguments (terdiri dari point: alasan dan elaboration, bukti/ pengembangan dari alas an -Recommendation (pernyataan mengenai bagaimana seharusnya sikap pembaca terhadap isu yang dibicarakan penulis), penulis berusaha membujuk pembaca untuk menyetujui pandangan penulis. | |
The use of formalin and other dangerous preservatives in foods has been a serious problem for three reason. Firstly, formalin is not for human beings, but it is for biological specimen and experiments. Formalin in Biology is a 10 % solution of formaldehyde in water which is usually used as a disinfectant or to preserve biological specimens. Thus it is not food preservative. Of course when it is used for food preservative, it will be very dangerous to human’s body. The second reason is that there is no tight control from the government. This condition makes the people’s health is really in a threat. Fish or food traders still sell their products which contain formalin and dangerous preservatives. Can you imagine that our digestive system absorbs the substance that should be for the human and animal corpses ? The third is that the difficult economy seems not to end. This can make the situation worse. We all know that today’s economy is very difficult. People buy daily products and fulfill their need with high costs. Things are getting more and more expensive. Consequently, the food production cost increases. For example, the preservation process for fish will be much cheaper if the producers use formalin. They know the danger of formalin but they don’t care about the other’s health. What is in their mind is only how to get profit. Considering the reasons, we can make a conclusion that the use of formalin and other preservatives is really a serious problem if it is not resolved immediately. 1. What does the text tell us about?
E.the benefit of formalin and other preservatives to our health. 2. What is the function of formalin actually ?
3. Which of the following statements is NOT TRUE according to the text ?
4. “…the substance that should be for the human and animal corpses ?”
E.young bodies | |
Pembahasan | Teks tersebut secara keseluruhan membahas tentang bahayanya penggunaan formalin dan zat pengawet pada makanan, jadi jawaban yang benar adalah C. No. 2 Pada paragraf tertulis “Formalin in Biology is a 10 % solution of formaldehyde in water which is usually used as a disinfectant or to preserve biological specimens. “. Jadi jawaban yang tepat adalah D. No. 3 Kalimat yang paling tidak tepat adalah kalimat B, karena di bacaan tertulis “Things are getting more and more expensive. Consequently, the food production cost increases. For example, the preservation process for fish will be much cheaper if the producers use formalin.” No. 4 Kata corpses berarti mayat, jadi pilihan yang cocok adalah C, dead bodies. |
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Kompetensi | |
Indikator | Menentukan gambaran umum/informasi tertentu/ informasi tersirat/informasi rinci/tujuan komunikatif atau makna kata/frasa/kalimat atau rujukan kata/ pikiran utama paragraf dari teks tertulis berbentuk review. |
Teks Review Teks Review adalah jenis teks yang isinya tentang kritik terhadap sebuah karya seni atau even yang ditujukan untuk masyarakat, seperti film, acara TV, buku-buku, drama, opera, lagu-lagu, pameran-pameran, konser dan lain-lain. | |
THE PRINCESS DIARIES Harper Collins ISBN: 0380814021 As the hilariously funny tale called The Princess Diaries begins, Mia Thermopolis is just a regular high school freshman at Albert Einstein High School. Well, as regular as you can be when you live in a loft in downtown New York with your flighty artist Mom. And as regular as you can be when your best friend is Lilly, a punky and spunky militant who produces her ownTV show. As readers can guess from the title, this book takes the form of a diary, written by Mia. Over the pan of a month, she relates her daily woes and embarrassments in heart breaking detail. As with most teenaged girls, Mia thinks she is hopeless, looks-wise. She's tall --- 5’9' --- and klutzy, and not so gifted in the chest department. Then there is school. One of Mia’s biggest problems is the fact she is flunking Algebra and, to make matters worse, her Mom has begun dating her teacher. Gross. In the boy department, the cutest one in school has the locker next to hers, but doesn't even know Mia exists, even as his snooty girlfriend Lana, a popular cheerleader, torments her. And to top it off, Mia is developing some sort of weird crush on Michael, Lilly’s computer nerd brother. Then one day, Mia finds out she is a princess. Okay, I know that doesn’t sound bad to most girls, but Mia hates the idea instantly. How does this fairy tale come true? Her father is ruler of the principality of Genovia and since Mia is his only child, she is next in line to the throne. Her dad sends in the big guns to convince Mia that being a princess is what she is meant to do: her formidable grandmother comes to New York to give Mia 'Princess Lessons'. And as the word spreads around Albert Einstein High School that Mia is royalty, her life just gets more crazy. The ending of The Princess Diaries is a twisty one and will leave you jonesing for more stories of Mia and the rest of her friends. A.Mia Thermapolis C.Meg Cabot E.Lilly 2.What is the communicative purpose of the text above? A.To critique an art work, event for a public audience B.To entertain and to deal with actual in different ways D.To present (at least) many different aspects of an issue E. To explain the processes involved in the formation of sosiocultural phenomena. 3.Which one is true based on the text above? A.The Princess Diaries was written by Jennifer Abbots B.Mia was a student in Albert Einstein High School. D.Mia was avoided by herfriends | |
No. 1. Perhatikan paragraf kedua kalimat pertama. No. 2. Tujuan komunikatif dari teks di atas adalah mengkritik sebuah karya seni, dalam hal ini adalah novel. No. 3. Yang benar berdasar teks tersebut adalah jawaban B. |
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Kompetensi | |
Indikator | Menentukan gambaran umum/informasi tertentu/informasi rinci tersurat/informasi tersirat/makna kata/frasa dari sebuah teks berbentuk discussion yang disajikan. |
Teks discussion bertujuan untuk menyajikan alas an/ argument dan informasi tentang suatu topic/ isu dari dua sudut pandang yang berbeda. -menggunakan simple present tense -menggunakan contrastive conjunction; yet, on the other hand, however. -menggunakan adverb of manner; hopefully, unfortunately,well, carefully. -menggunakan additive connective; in addition, besides, furthermore. Adapun struktur text discussion adalah: -Arguments for (pendapat yang mendukung) -Recommendation/ conclusion. | |
Going to college or getting a job right after graduating high school is the common choices of teens will likely face. Some likely choose to continue studying at college or university but the others try to find job. Here are the reasons. Why is it so important for students to continue on to post-secondary education; university or college? The reason is that post-secondary education will allow them to get the skills and tools that they will need to help them prepare for a good career. It has been said that the more education they have the more careers will be open for them to choose from. Employers today will tend to be more open to a person with the more education. However some of them choose to get job right after high school. They believe that education is critical but college is not. In fact, there are numerous careers, such as in healthcare, technology, operations, transportation, and the building trades that do not require a four-year degree from college or university. Furthermore, as they advance in these careers, there is also nothing stopping them from pursing a college degree at a later age. So, what are you doing after graduating high school? Think carefully! 1. Some students decide studying at college to get.. B. high education. D. lots of experience. A. getting a job. C. getting high education. E. preparing for a good career. 3. From paragraph 3, we can conclude that some people think that.. A. without going to college, they can get a career. B. looking for a job after high school is the priority. C. it is better getting a job first than going to college. E. higher education is important 4. One of the reasons why they choose to get a job is... B. believing that education is critical but college is not. C. better getting job than spending money for continuing their study E. no more money to study | |
Pembahasan | Di paragraf 1 tertulis “The reason is that post-secondary education will allow them to get the skills and tools that they will need to help them prepare for a good career” .Jawaban E No. 2 Pada teks tersebut dibahas tentang beberapa pilihan setelah lulus SMA, diantaranya adalah melanjutkan ke akademi atau universitas, dan langsung mencari pekerjaan. Jawaban D No. 3. Paragraf 3 membahas tentang orang yang memilih langsung bekerja setelah lulus SMA dengan berbagai argumentnya. Jadi jawaban yang benar adalah A. No. 4 adalah B, seperti yang ada dalam paragraph 3 |
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Indikator | Menentukan gambaran umum/tujuan komunikatif/ informasi tertentu/pikiran utama paragraf/informasi tersirat atau makna kata/frasa/kalimat atau rujukan kata/informasi rinci dari teks tertulis berbentuk report. |
Teks Report Teks Report adalah jenis teks yang menggambarkan benda-benda apa adanya dengan mengacu kepada fenomena alam, buatan manusia dan sosial yang ada di sekitar kita, | |
An elephant is the largest and strongest of all animals. It is a strange looking animal which it has thick legs, huge sides and backs, large hanging ears, a small tail, little eyes, long white tusks and above all, elephant has a long nose, the trunk. An elephant is commonly seen in a zoo, it has hard found in it natural habitat. The trunk is the elephant's peculiar feature. This trunk has various usages. The elephant draws up water by its trunk and can squirt the water all over its body like a shower bath. The elephant's trunk also lift leaves and put them into its mouth. In fact, the trunk serves the elephant as long arm and hand. An elephant looks very clumsy and heavy and yet an elephant can move very quickly. The elephant is very intelligent animal. Its intelligence combined with its great strength makes an elephant a very useful servant to man. Elephant can be trained to serve in various ways such as carry heavy loads, hunt for tigers and even fight. An elephant is really a smart animal. 1.The text is mainly about… B.elephant's feature. D.elephant's breeding. A.It has intelligence and great strength. C.It can squirt the water. E.It is heavy. 3.What is the social function of the text ? B.To give a brief description about elephant. D.To explain the way of elephant is. | |
Pembahasan | No. 1. Teks di atas membahas tentang ciri-ciri umum dari gajah, baik berupa ciri-ciri tubuhnya maupun aktifitas yang biasa dilakukannya. Jawaban : A |
NOMOR | |
Kompetensi | |
Indikator | Menentukan gambaran umum dari teks fungsional pendek berbentuk announcement. |
Materi | To celebrate our school's 25th anniversary, we are proudly presenting some contests: Speech: at 10 a.m in the language lab All contests will be held on July 20th, 2012 All classes have to send min. 1 student for each contest. Give the list of the names to each captain. For further information you can ask the members of OSIS. Regards, Head of OSIS |
Contoh Soal | A. Extracurricular activities C. Various contests. E. OSIS projects |
Some contests menunjukkan jawaban various, seperti; Reading poem, Speech, Singing. |
43 | |
Reading (Announcement) | |
Menentukan informasi tertentu dari teks fungsional pendek berbentuk announcement. | |
Announcement To celebrate our school's 25th anniversary, we are proudly presenting some contests: Speech: at 10 a.m in the language lab All contests will be held on July 20th, 2012 All classes have to send min. 1 student for each contest. Give the list of the names to each captain. For further information you can ask the members of OSIS. Regards, Head of OSIS | |
Contoh Soal | A. asking to the members of OSIS. C. asking to the captain. E. asking to students. |
Contestants can register or contact Diana. enroll memiliki makna sama dengan register atau contact. |
NO | 44 – 46 |
READING | |
Indikator | Menentukan gambaran umum/informasi tertentu/ informasi rinci/ informasi tersirat atau makna kata/frasa/kalimat dari teks tertulis fungsional pendek berbentuk message. |
Message (Pesan) Pesan adalah salah satu teks tertulis fungsional pendek. Pesan adalah suatu alat komunikasi yang singkat, pendek, dan jelas. Pesan biasanya digunakan ketika si penulis pesan tidak bisa menyampaikan kepada penerima secara langsung | |
Dear Mr. Anwar, We regret to inform you that we are unable to lend you the sum of $ 500 that you have requested, but it is possible to grant you part of the sum. If you are still interested, please contact our main office to arrange an appointment with the assistant manager. He will be happy to discuss the matter further. B. Giving some help D. Lending some money 2.He will be happy to discuss.”The underlined word refers to... B.Lending officer D.Assistant manager 3.How much did Mr. Anwar want to borrow money? B.More than $ 500 D.Sum of $ 5000 | |
Pembahasan | No. 1 Pertanyaan ini menanyakan ide pokok dari isi teks tersebut. No. 2. Jawaban D |
Kompetensi | |
Indikator | Menyusun beberapa kalimat secara acak menjadi sebuah teks berbentuk recount/procedure/narrative/ descriptive. |
Teks Procedure Teks Procedure adalah jenis teks yang isinya menggambarkan bagaimana sesuatu dibuat melalui sebuah urutan atau tahap-tahap. Teks Recount adalah jenis teks yang menceriterakan kejadian-kejadian untuk tujuan memberikan informasi atau menghibur. | |
1.Study the following sentences related to making an omelet. 1.Beat the eggs and milk together and when mixed thoroughly, add to the frying pan. 2.When cooked remove from the pan and serve with a garnish of parsley. 4.Take the pan and put in the oil. Heat the oil until it is hot. 5.Fry until the omelet in brown on one side and then turn it over in the pan. Which of the followings is the good arrangement to be a good text? B.4-3-1-2-5 D.3-4-2-1-5 2.Study the following sentences related to an event. (UN TAHUN 2012) 2.It’s the Australia’s largest marine park. 3.Where you can watch all sorts of sea fish and animals underwater. 4.Last Sunday, I visited a marine park called Sea World at Surfer’s Paradise near Brisbane. 5.After the show, I had my lunch at a shape –like-ship restaurant. 6.The show was in the big outdoor of swimming pool. Which of the followings is the good arrangement to be a good text? b.4 – 7 – 6 – 1 – 5 – 3 – 2 d.4 – 3 – 2 – 7 – 6 – 1 – 5 | |
Pembahasan | No. 1. Urutan kalimat di atas adalah bagaimana cara membuat telur dadar. No. 2. Urutan kalimta di atas menceriterakan pengalaman penulis mengunjungi tempat wisata di Australia. |
WRITING | |
Melengkapi 3 rumpang pada teks pendek berbentuk narrative/ procedure/recount/descriptive/report dengan kosa kata/frasa yang sesuai. | |
Teks Descriptive Teks Descriptive adalah jenis teks yang isinya menggambarkan seseorang, tempat atau benda tertentu. | |
Text 1 Nelson Mandela was (1) ……… in Qunu in the Transkei. His father was Hendry Mphakanyiswa Gadla, chief of Mvezo, a tiny village on the banks of the Mbashe River. At the age of seven, Rolihlahla Mandela became the first member of his family to attend school, where he was (2) ………. the English name 'Nelson' by a Methodist teacher. His father died when he was 10, and Nelson attended a Wesleyan mission school next door to the palace of the Regent. Following Xhosa custom he was initiated at age 16, and attended Clarkebury Boarding Institute, (3) ………. about Western culture. He completed his Junior Certificate in two years, instead of the usual three. B. stayed D. gone B. brought D. given B. leaving D. carrying Octopuses are mollusks, a kind of animal with a soft body. Unlike other mollusks, such as clams and oysters, octopuses and squid have no hard …. (1) to protect them. An octopus is an animal without any bones. Surrounding the main portion of its body is a fleshy covering, called a mantle. Most of the internal organs of an octopus are inside the mantle. An octopus has two big …. (2), so it has very good vision. Seals, eels, and other sea animals prey on octopuses. An octopus’ main method of defence is to shoot a cloud of dark ink into water. The ink cloud confuses the attacker, and the octopus jets away. Octopuses can also …. (3) color rapidly when they are in danger. They change color to fit in with their surroundings. This helps them to hide from prey. (UN TAHUN 2012)
B.scales D.shells 2 …… B.bones D.thumbs
A.complain C.deliver E.breathe | |
Pembahasan | No. 1. born : dilahirkan No. 2. given : diberi No. 3. learning : mempelajari No. 1. shells : kerang/cangkang No. 2. eyes : mata No. 3. change : berubah |
Reading (Narrative) | |
Menentukan informasi tertentu dari teks tertulis berbentuk Narrative. | |
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agreed and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” | |
Where was the monkey going to go? B. The river bank. D. The middle of the river. | |
Pembahasan | Jawaban didapat pada paragraph pertama, baris pertama dan kedua. |
Reading (Narrative) | |
Menentukan pesan moral dari teks tertulis berbentuk Narrative. | |
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agreed and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” | |
What can we learn from the story? B. Helping people is a good thing. D It's good to repay someone’s kindness. | |
Pembahasan | Kita mendapat kesimpulan dari cerita tersebut, Kera dalam keadaan bahaya harus bisa mengelabui si Buaya, terdapat pada paragraph 3 dan 4 |
Reading (Narrative) |
Menentukan pikiran utama paragraf dari teks tertulis berbentuk Narrative. |
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agreed and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” |
The second paragraph mainly tells that .. B. the monkey wanted to cross the river. D. the crocodile wanted to help his sick father. E. the crocodile asked the monkey to give his heart. |
“.., the crocodile was very hungry, ..” menunjukkan bahwa Buaya akan memangsa atau membunuh. |
READING | |
Menentukan gambaran umum/informasi tertentu/informasi rinci/rujukan kata/informasi tersirat atau makna kata atau tujuan komunikatif/pikiran utama paragraf dari teks tertulis berbentuk descriptive. | |
Text descriptive adalah text yang digunakan untuk menggambarkan seseorang, benda, atau tempat tertentu. Teks ini memberikan banyak informasi secara rinci dan kadang dapat divisualisasikan. -menggunakan simple present tense -menggunakan linking verbs (is, are, appear, look, seem) dan consist of -menggunakan adective dan compound adjective (white skinned) -menggunakan degrees of comparison (He is taller than his father) -Identification (memperkenalkan subyek yang akan didiskripsikan) -Description (menyebutkan cirri- cirri subyek yang didiskripsikan) | |
Taman Mini Indonesia Indah (TMII) or 'Beautiful Indonesia Miniature Park' (literally translated) is a culture-based recreational area located in East Jakarta, Indonesia. It has an area of about 250 acres. The park is a synopsis of Indonesian culture, with virtually all aspects of daily life in Indonesia's provinces encapsulated in separate pavilions with the collections of architecture, clothing, dances and traditions are all depicted impeccably. Apart from that, there is a lake with a miniature of the archipelago in the middle of it, cable cars, museums, a theater called the Theatre of My Homeland (Theater Tanah Airku) and other recreational facilities which make TMII one of the most popular tourist destinations in the city. 1. What is the text about? B. The location of TMII D. The benefit of TMII Pilihan jawaban A paling benar karena keseluruhan text menggambarkan tentang TMII. 2. How are the aspects of daily life of Indonesia's provinces exposed? B.They are shown by cable cars D.They are represented in the forms of dances. | |
Pembahasan | Pada text tertulis “The park is a synopsis of Indonesian culture, with virtually all aspects of daily life in Indonesia's provinces encapsulated in separate pavilions …” Jadi jawaban yang benar adalah C |
Contoh Latihan Soal UN Bahasa Inggris SMK Plus Pembahasan
Contoh Soal Listening Section UAN Bahasa Inggris SMA/SMK Dan Pembahasan
Contoh Latihan Soal Matematika Ujian Nasional UN SMA/SMK Dan Pembahasan