THE AUDIOLINGUAL METHOD

THE AUDIOLINGUAL METHOD

Background

The Coleman Report in 1929 recommended a reading based approach to foreign language teaching for use in American Schools and college. This emphasized teaching the comprehension of the text. In 1942 the Army Specialized Training Program (ASTP) was established. The objectives of the army programs was for students to attain conversational proficiency in a variety of foreign languages. The ASTP used 15 hours of drill with native speakers and 20 to 30 hours of private study spread over two to three 6-week sessions. The methodology of ASTP like the Direct Method, derived from the intensity of contact with the target language rather than from any well developed methodological basis.

There was a growing demand for foreign expertise in the teaching of English. Many of the students required training in English before they could begin their studies. These factors led to the emergence of the American approach to ESL, which by the mid 1950s had become Audiolingualism.

The emergence of the Audiolingual Method resulted from the increases attention given to foreign language teaching in the United States towards the end of the 1950s. the combination of structural linguistic theory, contrastive analysis, aural oral procedures, and behaviorist psychology led to the Audilingual Method. Audiolingualism claimed to have transformed language teaching from an art into a science, which would enable learners to achieve mastery of foreign language effectively and efficiently.

Approach

Theory of language; The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s – a view that came to be known as structural linguistics. Structural linguistics had developed in part as a reaction to traditional grammar. The term structural referred to these characteristics; (a) elements in a language were thought of being linearly produced in a rule-governed (structured) way; (b) language samples could be exhaustively described at any structural level of description; (c) linguistics levels were thought of as system within system. In Audiolingualism, method cannot be based simply on the theory of language. It also needs to refer to the psychology of learning and to learning theory.

Theory of learning; Psychological foundations of Audiolingualism are stimulus-organism-response behavior. Response behavior can be reinforcement and no reinforcement.

Design

They advocated a return to speech based instruction with the primary objective of oral proficiency, and dismissed the study of grammar or literature as the goal of foreign language learning

Objectives; Short range objectives include training in listening comprehension, accurate pronunciation, recognition of speech symbols as graphic signs. Long range objectives must be language as the native speaker uses it.

The syllabus; The starting point is a linguistics syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their presentation.

Types of learning and teaching activities; Dialogues and drills form the basis audiolingual classroom practices. Various kinds of drills are used; repetition, inflection, replacement, restatement, completion, transposition, expansion, contraction, transformation, integration, rejoinder and restoration.

Learner roles; Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses.

Teacher roles; The teacher role is central and active; it is a teacher directed method.

The role of instructional materials; Assist the teacher to develop language mastery in the learner, they are primary teacher oriented.

Procedure

Ø  The modeling of all learning by the teacher

Ø  The subordination of the mother tongue

Ø  The early and continued training of the ear and tongue without resource to graphic symbols

Ø  The learning of structures through the practice of pattern of sound, order, and form rather than by explanation.

Ø  The gradual substitution of graphic symbol of sound

Ø  The summarizing of the main principles of structure

Ø  The shortening of the time span

Ø  The minimizing of vocabulary

Ø  Sustain practice of the use of language

Ø  Practice on translation only as a literary exercise at an advanced levels

The decline of Audiolingualism

The theoretical foundations of Audiolingualism were attacked as being unsound in terms of both language theory and learning theory. Students were often found to be unable to transfer skills acquired through Audiolingualism to real communication outside the classroom.

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The Oral Approach and Situational Language Teaching

SUMMARY

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

            It is a reaction to the reading approach and its lack of emphasis on oral aural skills; this approach was dominant in Britain from 1930s to 1960s. It draws from the reform movement and the direct approach but adds features (more scientific foundation) from linguistics and the emerging professional field of language pedagogy. 

            Vocabulary control function as one of the first aspects of method design to receive attention. grammar control vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

            Grammar control, based on the assumption that one universal logic formed the basis of all languages and that the teacher’s responsibility was to show how each category of the universal grammar was to be expressed in the foreign language. Items of grammar are graded following the principle that simple forms shuld be taught before complex ones.

            The oral and situational language teaching involved systemic principles of selection (the procedures by which lexical and grammatical content was chosen), gradation (principles by which the organization and sequencing of content were determined), and presentation (technique used for presentation and practice of items in a course).

The characteristics of the approach:

a.       Language teaching begins with the spoken language.

b.      The target language is the language in the classroom.

c.       New language points are introduced and practiced situationally.

d.      Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

e.       Items of grammar are graded following the principle that simple form should be taught before complex form.

f.       Reading and writing are introduced once lexical and grammatical basis is established.

Approach

            Theory of language; speech was regarded as the basis of language, and structure was viewed as being the heart of speaking ability. Oral practice of controlled sentence patterns should be given in situations designed  to give the greatest amount of practice in English speech to the pupil.

Theory of learning; type of behaviorist habit-learning theory that addresses primarily the processes rather than the conditions of learning. Explanation is therefore discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented.

Design

            Objectives; the objectives of the situational language teaching method are to teach practical command of the four basic skills of language, goals it shares with most methods of language teaching. Errors are to be avoided. Before our pupils read new structure and vocabulary, we shall teach orally both the new structures and the new vocabulary.

            The syllabus; used structural syllabus, a list of the basic structures and sentence pattern of English, arranged to their order presentation. Situations refer to the manner of presenting and practicing sentence patterns.

            Types of teaching and learning activities; drill based manner, used concrete objects, pictures, and realia, demonstrated examples, the practice technique consists of guided repetition and substitution activities.

            Learner role; Learner is required simply to listen and repeat what the teacher says and to respond to questions and commands.

            Teacher role; Serves as model, setting up the situation, modeling new structures, teacher directed. Teachers’ responsibilities as dealing with; 1. Timing, 2. Oral practice, 3. Revision, 4. Adjustment, 5. Testing, 6. Developing language activities.

            The role of instructional materials; situational language teaching is dependent on both a textbook and visual aids.

Procedure

            Aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading, and writing.

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Language Acquisition: Age and Acquisition

SUMMARY 

FIRST LANGUAGE ACQUISITION: AGE AND ACQUISITION
Language 

A.  Theories of First Language Acquisition

There are some theories related to First Language Acquisitions:

1.      Behavioristic Approach

                   Language is fundamental part of total human behavior, and behaviorists examined it as such and sought to formulate consistent theories of first language acquisition. The behavioristic approach focused on the immediately perceptible aspects of linguistic behavior – the publicly observable response – and the relationships or associations between those responses and events in the world surrounding them. Things related to behavioristic approach:

a.    tabula rasa

b.    stimuli: linguistic response

c.    conditioning

d.   reinforcement

2.      Nativist Approach

    The term nativist is derived from the fundamental assertion that language acquisition is innately determined, that we are born with genetic capacity that predisposes us to a systemic perception of language around us, resulting in the construction of an internalized system of language. According to Chomsky, there is innate knowledge called language acquisition device (LAD). McNeil (1966) described LAD as consisting of four innate linguistic properties:

a.    The ability to distinguish speech sounds from other sounds in the environment.

b.    The ability to organize linguistic data into various classes that can later be refined.

c.    Knowledge that only certain kind of linguistic system is possible and that other kinds are not.

d.   The ability to engage in constant evaluation of the developing linguistic system so as to construct the simplest possible system out of the available linguistic input.

The process of language acquisition:

a.    Freedom of the restrictions of the so called “scientific method” to explore the unseen, unobservable, underlying, abstract linguistic structure being developed in the child.

b.    Systemic description of the child’s linguistic repertoire as either rule governed or operating out of paralel distributed processing capacities.

c.    The construction of a number potential properties of universal grammar.

3.      Functional Approaches

            Functions are meaningful, interactive purposes, within a social (pragmatic) context             that we accomplish with the form.

a.    Cognition and Language Development, Discourse

b.    Social interaction and Language Development

c.    Constructivist

Issues in first language acquisition:

a.       Competence and performance, Comprehension and production

b.      Nature or Nurture, Universals

c.       Systematicity and variability

d.      Language and thought

e.       Imitation

f.       Practice

g.      Input, Discourse

B.       AGE AND ACQUISITION

     First language acquisition starts in very early childhood but second language acquisition can happen in childhood early or late as well as in adulthood. Some of the parameters for looking at the effects of age and acquisition.

1.      Dispelling Myths

There are some myths about relationship between first and second language acquisition.

a.       In a language teaching, we must practice and practice again and again.

b.      Language learning is a matter of immitation.

c.       First, we practice the separate sounds, then words, then sentences.

d.      Watch a small child’s speech development.

e.       A small child listens and speaks and no one would dream of making him read or write.

f.       You did not have to translate when you you were small.

g.      A small child simply uses language.

2.      Types of Comparison and Contrast

            This involves trying to draw analogies not only between first and second language learning situation but also between chidren and adults. It is much more logical to compare first and second language learning in children or to compare second language learning in children and adults.

3.      The Critical Period Hypothesis

            CPH claims that there is such biological time table. A biologically determined a period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire. To examine the issue of CPH we will look at neurological and phonological considerations, cognitive, affective and and linguistic considerations.

a.       Neurological Consideration: the study of the function of the brain in the process of acquisition. First, hemispheric lateralization, there is evidence in neurological research that as the human brain matures, certain functions are assigned or lateralized to the left hemisphere of the brain and certain other function to the right hemisphere. Second, biological time table, Scovel (1988: 80) explained that an accent emerging after puberty is the price we pay for preordined ability to be articulates apes. Third, right hemispheric participation, this participation is particularly active during the early stages of learning the second language. This participation is defined as the strategies acquisition. Fourth, anthropological evidence, adults can acquire second language perfectly in the normal course of their live.

b.      The Significance of Accent: person beyond the age of puberty do not acquire authentic pronounciation  of the second language.

c.       Cognitive Consideration: Jean piaget (1972: Piaget and Inhelder 1969) outlined the course of intellectual development in a child through various stages. There are sensor motor stages (birth to two), preoperational stages (ages two to seven), operational stages (ages seven to sixteen), cocrete operational stages (ages seven to eleven), and formal operational stages (age eleven to sixteen).

d.      Affective Consideration: emphaty, self esteem, extrovertion, inhibition, imitation, anxiety, attitude. Any affective factors can be relevant to second language learning.

e.       Linguistic Consideration. Bilingualism, learning two languages simultanously, acquire them by the use of similar strategies. Interference betweeen first and second languages,  the linguistic and cognitive processes of second language learning in young children are in general similar to first languages processes. Interference in adult, linguistic processes aro more vulnerable to the effect of the first language on the second, especially the farther apart the two events are. Order of acquisition, children learning a second language use a creative construction process, just as they do in their first language.

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RPP BAHASA INGGRIS KELAS X (Discovery Learning)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan  : SMA Bandungan

Mata pelajaran       : Bahasa Inggris

Kelas/Semester      : X/Genap

Materi Pokok         : Narrative Text

Alokasi Waktu       : 4x 45 menit

A.     Kompetensi Inti (KI)

KI 1 dan KI 2

Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung  (indirect teaching) melalui keteladanan, terkait jujur, tanggungjawab, disiplin, dan santun melalui proses pembelajaran Pengetahuan dan Keterampilan. Selanjutnya guru melalukan penilaian sikap tersebut sepanjang proses pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam mengembangkan karakter peserta didik lebih lanjut

KI 3

memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

KI 4

mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

B.     Kompetensi Dasar dan Indikator

Kompetensi Dasar	Indikator
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya	3.8.1           Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks khusus dalam bentuk narrative text 3.8.2           Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks khusus dalam bentuk Narrative text 3.8.3           Menggunakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks khusus dalam bentuk Narrative text 3.8.4           Membedakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa khusus dalam bentuk Narrative text
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat	4.8.1       Menjelaskan makna terkait fungsi sosial, struktur teks dan unsur kebahasaan teks khusus dalam bentuk Narrative text 4.8.2       Menyimpulkan informasi dari teks khusus dalam bentuk Narrative text.

C.     Tujuan Pembelajaran

Setelah proses pembelaaran siswa diharapkan mampu:

1.       Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks dalam bentuk narrative text

2.       Menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks dalam bentuk Narrative text

3.       Menggunakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks dalam bentuk Narrative text

4.       Membedakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa text dalam bentuk Narrative text

5.        Menjelaskan makna terkait fungsi sosial, struktur teks dan unsur kebahasaan teks dalam bentuk Narrative text

6.       Menyimpulkan informasi dari teks dalam bentuk Narrative text.

D.     Materi Pembelajaran 

·         Fungsi sosial

To eantertain/amuse the readers and to teach moral lesson

·         Struktur teks

Struktur teks Narrative dapat mencakup:

-        Orientation

-        Complication

-        Resolution

·         Unsur kebahasaan

-        Menggunakan past tense

-        Menggunakan action verbs

-        Menggunakan conjunctions

-        Menggunakan adverbial time

-        Menggunakan saying verbs

E.     Metode Pembelajaran

Metode: Pendekatan saintifik

Pendekatan: Discovery Learning

F.      Madia/alat/bahan/sumber

1.      Media/alat        : Pictures/video

2.      Bahan              : PPT   

3.      Sumber Belajar:

·      Buku Siswa Bahasa Inggris Kelas X                                                             

G.    Kegiatan Pembelajaran

Pertemuan Pertama

Kegiatan	Langkah Kegiatan	Alokasi Waktu
Pendahuluan	Datang dengan senyum dan wajah penuh  semangat Menyapa dengan salam & Greeting Memperhatikan kenyamanan dan kebersihan kelas Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan dipelajari Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan Guru menyampaikan tujuan pembelajaran	15’
Inti	Stimulasi(observing) Peserta didik memperhatikan gambar terkait narrative text. Peserta didik membaca beberapa text narrative Peserta didik mencermati penjelasan tentang narrative text di buku Peserta didik menyimak penjelasan pendidik tentang tugas yang harus dikerjakan Pernyataan/Identifikasi masalah (questioning) 1.      Peserta didik  didorong untuk bertanya jawab tentang linguistic features dari teks narrative 2.      Secara berkelompok peserta didik mendiskusikan struktur teks narrative dalam beberapa bacaan yang diamatinya 3.      Secara berkelompok peserta didik mendidkusikan perbedaan dan persamaan struktur teks narrative beserta tujuannya 4.      Secara berkelompok peserta didik mengerjakan tugas dalam lembar kerja peserta didik yang telah disediakan oleh pendidik 5.      Secara berkelompok, peserta didik menyusun laporan hasil kerja kelompoknya 6.      Secara acak, pendidik menunjuk satu kelompok untuk mempresentasikan hasil diskusinya, kelompok lain menanggapinya . Pengumpulan data 1.      Secara berkelompok, peserta didik mencari informasi tambahan (teori) tentang struktur teks narrative 2.      Secara berkelompok, peserta didik menganalisa teks narrative yang diberikan oleh Guru 3.      Secara berkelompok, peserta didik mendiskusikan persamaan dan perbedaan struktur teks dan unsur kebahasaan teks narrative yang ditemukannya Data Processing 1.      Secara berkelompok, peserta didik mendiskusikan hal-hal apa yang diuraikan pada setiap struktur teks dan unsur kebahasaan teks narrative 2.      Secara berkelompok peserta didik mendiskusikan penggunaan teks narrative 3.      Secara berkelompok peserta didik menyusun laporan hasil kerja Pembuktian 1.      Peserta didik mempresentasikan hasil kerja kelompok di depan kelas dan peserta didik dari kelompok lain memberi tanggapan 2.      Pendidik memberi penegasan terhadap hasil pemebelajaran peserta didik	70’
Penutup	Penarikan kesimpulan terhadap semua jawaban siswa 1.      Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something? 2.      Peserta didik di bawah bimbingan pendidik membuat rangkuman tentang pengertian, struktur dan kaidah teks narrative 3.      Pendidik memberi tugas individu untuk mencari 3 contoh teks narrative dan meminta mereka untuk membedakan dan menyimpulkan nilai moral dari setiap text narrtive yang mereka temukan dan menganalisa characters dalam cerita 4.      Pendidik menyampaikan rencana materi pembelajaran pada pertemuan selanjutnya	5’

Pertemuan kedua

Kegiatan	Langkah Kegiatan	Alokasi Waktu
Pendahuluan	Datang dengan senyum dan wajah penuh  semangat Menyapa dengan salam & Greeting Memperhatikan kenyamanan dan kebersihan kelas Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan dipelajari Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan Guru menyampaikan tujuan pembelajaran	15’
Inti	Langkah Kegiatan Mengamati 1.      Peserta didik diminta untuk mengamati hasil dari tugas individu mereka 2.      Peserta didik diminta untuk berkelompok yang terdiri dari 4 orang Mengomunikasikan 1.      Peserta didik bergabung dalam kelompok berisi 4 peserta didik 2.      Peserta didik menyampaikan hasil dari pengamatan individu terhadap anggota kelompok 3.      Peserta didik membandingkan hasil analisi nilai moral dan character dalam text. 4.      Peserta didik mengumpulkan tugas mereka kepada Guru 5.      Peserta didik mengerjakan latihan yang telah disediakan oleh Guru	70’
Penutup	1.     Peserta didik mengumpulkan hasil dari latihan yang disediakan Guru 2.     Peserta didik menuliskan permasalahan dalam menggunakan bahasa Inggris dalam text narrative 3.     Pendidik mengakhiri kegiatan belajar dengan memberikan preview kegiatan belajar next meeting.	5’

H.    Penilaian Hasil Belajar

1.   Teknik Penilaian:

a.         Penilaian Sikap              : Observasi/pengamatan

b.        Penilaian Pengetahuan   : Tes Tertulis

c.         Penilaian Keterampilan  : Unjuk Kerja/Praktik

2.   Bentuk Penilaian:         

a.         Observasi                      : Jurnal guru

b.        Tes tertulis                     : uraian dan lembar kerja

c.         Unjuk kerja                   : Pedoman Penskoran

3.   Instrumen Penilaian (terlampir)

Pedoman Penskoran

Jumalah soal 6

Setiap soal bernilai 1-10, jika benar semua nilainya 10X6= 60

       Jumlah nilai dibagi 6 lalu dikalikan 10, jadi nilai sempurna = 100

            Bandungan,          Maret 2018

Mengetahui:                                                    

Guru Kelas                                                      Peneliti

-                                                                       Nurwachid

LAMPIRAN 1

Materi Pembelajaran

Baru Klinting

Once upon a time, there lived a boy. His name was Baru Klinting. The boy was cursed by an evil witch because of his magical power. The curse made the boy had so much stinking wound on all of his body. The wound never became dry. When Baru Klinting took a walk in a village, he saw some children played. Baru Klinting wanted to join them. But the children didn’t like Baru Klinting and abused him. Then Baru Klinting went out from the children. When he continued to take a walk, he got himself hungry. Baru Klinting tried to come to a house and ask for some food. But he was abused and chased away.

The village was a rich village, but the citizen was arrogant. Then one day he met an old kind widow. She desired to give Baru Klinting a place, and also some food. After He finished to eat, he thanked to the woman and said, “Mam, if you hear kentongan sound, you have to go away from this village with that dimple, OK?”, then the woman replied, “yes I will”.

 When Baru Klinting was on the way to go out from the village, Baru Klinting met the children who often abuse him. He became angry. Then he implanted a palm leaf rib. He promised that no one could pull this thing up, except himself.

One by one tried to pull the rib that implanted by Baru Klinting, but no one could pull this up. Then adult tried that too, but the rib could not be pulled up. Finally Baru Klinting himself pulled the rib because he was the only one who could pull it (remember that Baru Klinting has magical power). Soon, water came out from the place where the rib was implanted. The water was very fast and heavy so that big flood happened.

Baru Klinting knocked kentongan to warn the old woman.Then, the woman who was grinding rice went in to dimple as soon as possible, and she was safe. The flood is so fast and heavy. Then that village became a pond called “Rawa Pening” and the woman told this story to the villager in the other village.

Candi Prambanan

In the old days of Java Island, in a region called Prambanan, lies two kingdom. Kingdom of Pengging and Kraton Boko. Pengging kingdom is gifted with a fertile and get prosperous. The kingdom is lead by a wise king named Prabu Damar Moyo and has a male son named Raden Bandung Bondowoso while Kraton Boko is a kingdom that obey under the rules of Pengging. The Boko king is very cruel, he is strong and tall, like a giant. The people of Boko always afraid of the kings anger. Although the king were not handsome, he has a very beautiful daughter called Princess Roro Jongrang.

One day, the king of Boko wants to rebels against the Pengging. Lead by the Boko prime minister, the giant race, Gopolo, the Boko army is prepared to announce the war between Boko and Pengging. They even raid its own people's properties to support the campaign.

Fierce war happens in the borders of the Pengging teritorial mark. Many victims were falling on both sides and people Pengging be suffering because of war, many people hunger and poverty. Knowing his people suffer and have many victims soldiers who died in the borders, then Prabu Damar Moyo sent his son Raden Bondowoso go to war against King Boko. The young Bondowoso is able to defeat king Boko. Seeing the king died, then Prime minister Gupolo escape. Raden Bondowoso pursue Patih Gupolo to Kraton Boko.

After reaching Kraton Boko, Patih Gupolo reported on Princess Roro Jonggrang that his father had been lost in the battlefield, by a knight named Raden Bandung Pengging Bondowoso. Princess Loro Jonggrang wept, saddened his heart because his father had been killed on the battlefield. Raden at Kraton Boko Bondowoso arrived, soom he troubled to see Puteri Raden Bondowoso Loro Jonggrang beautiful, so he wanted to marry Princess Loro Jonggrang as his wife.

As the Boko kingdom is lost in the rebels, and o save her fathers kingdom, the Loro Puteri Raden Jonggrang accept the princes, with some request. She did not want to marry Bondowoso because he had killed his father. To reject the proposal Raden Bondowoso, then Princess Loro Jonggrang have a strategy. The first request, Princess Loro Jonggrang asked for Jalatunda wells (very deep well) while the second request, asked for him to make 1000 temples in one night.

Raden Bandung Bondowoso agreed. Raden Bondowoso Immediately make Jalatunda wells and after so he called Princess Roro Jonggrang to see the well. She trick the prince and send him down. She ask Boko's prime minister to close the well with heavy rocks so that the prince could not reach the top of the well. Raden Bondowoso is a tough man, he is also smart. Its not a longtime before he was able to come out from the wells. He was very angry to the princess, but soon after meet the princess, he falls again with the beauty of the princess

She ask Raden Bondowoso the second request, to make 1000 temples in 1 night. Bondowoso then command his workers from genie tribe to help him build the 1000 temple. The 1000 temples are building up, one by one with the help of the genie tribes. The princess wants to sabotage the building of the temples. She asks her servants to pound the rice pounding tools and also burns lots of paddy's straw .

Because of it, the roosters crowed. The genie take a lookto the sky and its brighter in the east. The leader of the genie reported to Bondowoso that they have stopped to make the temple because the morning has arrived. Princess Roro Jonggrang told to count the temples and its only 999 temples, not 1000.

So, Bondowoso won't be able to marry the princess because he failed to complete the request. Being deceived and tricked, Raden Bondowoso angry and curse Princess Roro Jonggrang. "It's missing one, and you that should fit the numbers". The princess is soon turned into a stone statue; it is exist in the heart of the Prambanan temples until now.

Jaka Kendhil

Once upon a time, in a remote village in Central Java, there is a poor widow. He has a son who resembles a pot for cooking rice. In Central Java, pot for cooking rice is called kendil. Because the boy that resembled kendil then He is known by the name of Joko Kendil                      

Although such kendil his son, but the mother did not feel shame or regret, even on the contrary He was very fond of her sincerely. When I was little, Joko Kendil as children age. He is very playful so endeared her friends. One day there was a wedding in the nearby village. Joko Kendil quietly slipped into the kitchen.

"Oh, no kendil nice. Better to place cakes and fruits," said a mother putting an assortment of cakes and fruit into the kendil. He did not know that it actually is a human kendil. Once fully charged, Joko Kendil slowly rolling out.

"Kendil magical! Kendil magical! Cried the people who saw it happen. They are scrambling to have that magical kendil. Joko Kendil even more rapidly rolled home.

Arriving home, John Kendil indirectly to his mother. "Where did you get the cake and fruits as much as this?" she asked in amazement. Joko Kendil honestly tell you what happened. Everything was not stolen but awarding mothers in the kitchen of a marriage party. According to them kendil beautiful Iebih right to store cakes and fruits rather than used for cooking rice.

Year after year Joko Kendil get older and more mature. But his body has not changed, it remains as kendil. One day Joko Kendil expressed his desire to get married. Of course, confused mother, who wants to marry his son-shaped kendil. Her mother is getting confused again when Joko Kendil states would only marry a princess.

"What is your wish not mistaken, my son? You are children of the poor, such as kendil body shape. How could a princess wants to marry you?"

said his mother. But Joko Kendil still urged to immediately melamarkan princess for her. Finally, on the appointed day Kendil Joko and his mother to the king.

The king has three daughters's beautiful. Joko Kendil Dengah mother carefully explained that he had come was to apply for one of the princess. The king was very surprised but wisely he asked his reply to the third daughter.

Timun Mas

Once upon a time, an old widow wanted a daughter to live with her in the village. Knowing her wish, a huge giant visited her house. He gave her a cucumber seed. He told the old widow that there will be a a baby inside the cucumber. The giant promised to come back for the baby once she turned sixteen.

The old widow planted the seed in her yard. By the next morning, a cucumber grew. She cut it open and found a baby girl inside. The old widow was so happy and named the baby Timun Mas. Day by day, Timun Mas grew into a beautiful lady. The widow remembered what the giant had warned her. So when Timun Mas turned sixteen, the widow told her to run into the jungle with a bag of salt. “You must not let the giant catch you,” the widow cried out as Timun Mas ran into the jungle.

The giant came and asked the widow for Timun Mas. The widow refused to tell him and so he went into the jungle. He angrily called out for Timun Mas. Timun Mas heard his voice and ran away from him. The giant chased her. Timun Mas threw the salt that the widow had given her. It turned the jungle into a muddy field. The muddy field swallowed the giant and he was never seen again. Finally, Timun Mas returned home and lived happily ever after with the old widow.

SOAL

Once upon a time there was a widow who lived in the village of Dadapan. She had a son whose name was Joko Tarup. Dadapan village was close to a wood so Joko Tarup liked to go to the wood. He liked hunting for animals with his blowpipe.

One day when he was in the wood he saw a beautiful rainbow and he saw seven angels went down through it. He came closer and searched for them. The seven angels were swimming and taking a bath in a lake. Joko Tarup looked at them while hiding behind trees. When they had finished taking a bath, they flew through the rainbow to heaven.

The next day he saw the same thing again. This time Joko Tarup had an idea. He searched for their dress and when he found them he took one of them. As they had finished swimming and taking a bath, they looked for their dress. One of them could not find her dress. Her friends had to come back to heaven so they left her. She was crying while staying in the water. Joko Tarup approached her.

‘Why are you crying lady?’

‘I lose my dress so I cannot go home’

‘Where is your home?’

‘I live in heaven. I’m an angel. My name is Nawang Wulan. But I lose my dress so I cannot fly anymore’

‘If you don’t mind I will take my mother’s dress for you’

‘OK, please do’

‘Wait for me here, I’ll be back’

Then Joko Tarup went home to take her mother’s dress and gave it to Nawang Wulan. He asked her to stay at her house with his mother. Not long after that Joko Tarup married Nawang Wulan.

As an angel Nawang Wulan had spiritual power. She had ability which far above human being. She could cook rice with just a bar of rice and when it had done the bowl will be full of rice. But there was one condition. The bowl must not be opened before it has done. Joko Tarup was very surprised with her wife’s ability. He was very curious about it. So when Nawang Wulan was away he opened the bowl. Consequently Nawang’s spiritual power disappeared. She had to cook as ordinary human being.

Several months later Nawang Wulan gave birth to a beautiful baby girl. Her name was Nawang Sih. The birth of Nawang Sih added happiness to Joko Tarup and Nawang Wulan.

Since Nawang Wulan could not cook efficiently anymore, she needed more rice than usual. The stock of rice in their store room diminished rapidly. Then one day when she took rice there she was very surprised. Nawang Wulan found her angel dress. It was hidden there under piles of rice. She immediately wore it and talked to Joko Tarup.

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1.      What is the function of the text?

2.      Continue the story of Jaka Tarup, predict what happened after Nawang Wulan got her angel dress.

3.      Based on the text above, it can be concluded that

Jaka ......

Nawang Wulan ..........

4.      Who will be interested in reading this text? Why?

5.      What can you learn from the text? Mention!

6.      Please rewrite the story above using your own words in 5-8 sentences!

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