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TRIBUNTRENDS.COM – 'What is the writer’s communicative purpose?'
Soal di atas muncul dalam buku Bahasa Inggris kelas 12 Unit 1 Kurikulum Merdeka halaman 38-54 berjudul “Narrative Text: The Story of a Friendly Future”.
Berikut ini kunci jawaban untuk Bahasa Inggris kelas 12 Unit 1 halaman 38-54 Kurikulum Merdeka yang mencakup Assessment, Reading, Enrichment, dan Reflection selengkapnya.
Assesment
Reading (pages 38-41)
Kilion and His Bright Amdui Village
Answer the questions based on the text above
1. What is the writer’s communicative purpose?
A. To tell a story of the making of Solar Power Plant in West Papua
B. To show readers how Amdui village can have Solar Power Plant
C. To entertain readers with the story of Kilion and his Amdui Village
D. To retell the story of Kilion succeeded in making his village bright
E. To share the story of West Papua and its abundant solar energy
Answer: D. To retell the story of Kilion succeeded in making his village bright.
2. The phrase, ‘Yet, he was persistent to stay on track.’ in the first paragraph means…
A. Kilion loved reading on track at night in his
house
B. Kilion kept reading books instead of his old age
C. Kilion did not like to read a series of book at once
D. Kilion’s determination in reading books was great
E. Despite his old age, Kilion kept trying his best
Answer: E. Despite his old age, Kilion kept trying his best.
3. Mention two reasons why Kilion wanted his village to have a Solar Power Plant. Explain!
Answer:
- Because Kilion wants the children to be able to study at night with proper lighting.
- Because he hopes the village of Amdui can progress and no longer live in darkness.
4. Could the following statements represent what is told in
the story? Click Yes or No for each statement.
| Could this statement represent what is told in the story? | Yes | No |
| Kilion was a retired elementary school teacher who initiated Amdui village could be electrified | ✅ | |
| The construction of Solar Power Plant was in Killion’s land | ✅ | |
| As a retired elementary school teacher, Kilion was also an artist in Arefu village | ✅ | |
| Almas helped Kilion in writing the proposal to the Energy Office of Raja Ampat Regency to build a Solar Power Plant in Amdui village | ✅ | |
| Kilion got the idea to contact SPP office staff from his relative, Arfail | ✅ |
5. What do you think about Kilion’s hope in the last paragraph? Please explain your answer by comparing your attitude to the story
Answer:
I agree with Kilion’s hope, because he wants the younger generation in his village to have a bright future. My stance is the same, that education and technology are the path to advance the village.
6. According to the text, mention two supporting sentences that Kilion was ‘the true light’ of Amdui Village. Explain!
Answer:
- Kilion initiated the proposal for the construction of a Solar Power Plant.
- Kilion never gave up despite his old age; he kept fighting for the light of his village.
7. Fill in the 2 tables below with Schematic Structures and Linguistic Features based on the text
1. Schematic Structures
| Schematic Structures | Text |
| Orientation | Kilion is a retired elementary school teacher in Amdui who remains passionate about reading |
| Complication | His village lives in darkness without electricity |
| Evaluation | Despite his old age, Kilion strives to find a solution |
| Resolution | He wrote a proposal and succeeded in bringing a solar power plant (PLTS) to Amdui |
| Coda (optional) | Kilion is regarded as the true light of Amdui village. |
2. Linguistic Features
| Linguistic Features | Phrases |
| Past Tense | Kilion was a retired teacher… |
| Direct Speech | “We need electricity,” said Kilion. |
| Action Verb | initiated, wrote, contacted, built |
| Saying Verb | said, told, explained |
| Time Conjunction | then, after that, finally |
| Pronoun | he, his, they |
Enrichment (pages 46)
Picture 1.10 The boy who harnessed the wind (pages 46-49)
The Boy Who Harnessed the Wind
by William Kamkwamba and Bryan Mealer
1. The story is about….
a. Problems encountered by William in Malawi
b. William’s struggle to solve the problems
c. The story of a boy who want to feed his country
d. The story of the electric wind discovery in Malawi
e. The story of a boy who made his family proud
Answer: B. William’s struggle to solve the problems
2. What kind of person is William?
a. ingenuitive
b. famine
c. teasing
d. insane
e. rushing
Answer: A. Ingenuitive (penuh akal & kreatif)
3. The purpose of the story is….
a. to describe one of beautiful and enchanting village in Malawi
b. to describe a boy who harnessed the wind in a village in Malawi
c. to explain how many steps needed by a boy to build a windmill in Malawi
d. to entertain the readers with the story of a boy who harnessed the wind
e. to discuss with the readers which energy should be applied in Malawi
Answer: D. To entertain the readers with the story of a boy who harnessed the wind
4. Could the following statements represent what is told in the story? Click Yes or No for each statement.
| Could this statement represent what is told in the story? | Yes | No |
| The windmill can feed people in Malawi | ✅ | |
| The William family was poor | ✅ | |
| William was inspired to build a windmill after reading science books | ✅ | |
| Nobody helped William building a windmill | ✅ | |
| There were some people who question or lack faith in Williams’ effort | ✅ |
5. “This windmill was more than a machine. It was a weapon to fight hunger” (p. 4). It refers to….
a. a machine
b. windmill
c. the wind
d. the rain
e. the maize
Answer: B. Windmill
6. “Like always, the wind came, first a breeze, then a gusting gale” (p. 7). The underlined word means….
a. a building with sails or vanes that turn in the wind and generate power to grind grain into flour
b. burned by flame or heat
c. a very strong wind
d. a form of energy resulting from the existence of charged particles (such as electrons or protons) either statistically as an accumulation of charge or dynamically as a current
e. persons who question or lack faith in something
Answer: C. A very strong wind
7. Could the following statements represent the orientation in the story? Click Yes or No for each statement.
| Could this statement represent what is told in the story? | Yes | No |
| At dawn in the fields, William scanned the maize rows for magical beings | ✅ | |
| In a small village in Malawi where people had no money for lights, nightfall came quickly and hurried for farmers to bed. |
✅ | |
| The darkness is the best way for William to dream | ✅ | |
| In the junkyard, pieces appeared like rusted treasures in the tall grass | ✅ |
Reflection (pages 54)
Answer the questions for your reflection after you learn Unit 1 narrative text.
Questions
1. What did you know about narrative text?
2. What have you learned from narrative text
3. What do you want to learn more about?
4. What do you realize after learning the story of a friendly future?
Answer pages 54:
- Narrative text is a type of text that tells a real or imaginary event with the purpose of entertaining, delivering a moral message, or inspiring readers.
- I have learned that a narrative text has a structure (orientation, complication, evaluation, resolution, coda) and uses past tense, action verbs, as well as time conjunctions.
- I want to learn more about how to write a narrative text with an engaging plot and more varied language.
- I realized that a story is not only for entertainment, but it also carries moral values, encouragement, and life lessons that can be applied in daily life.
*) Disclaimer:
- Jawaban di atas hanya digunakan untuk memandu proses belajar anak.
- Soal ini berupa pertanyaan terbuka yang artinya ada beberapa jawaban tidak terpaku seperti di atas.
(Tribunnews.com, Andari Wulan Nugrahani)
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