KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,

RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2021

Bahasa Inggris Tingkat Lanjut
Unit
untuk SMA Kelas XI
Penulis : Rida Afrilyasanti, Anik Muslikah Indriastuti
ISBN : 978-602-244-863-1
3

Fantasy
After learning this unit, you are expected to:
1. Identify the different characteristics of a fantasy story, including
social functions and text structures.
2. Identify some of the linguistic features of a fantasy story, namely:
adjective clauses and reported speech.
3. Understand implicit and explicit information (main ideas and
detailed information) from the texts.
4. Write a story with an appropriate schematic structure and
linguistic features.
5. Share and tell the story in focus.
 A. My Initial Understanding

Look at the picture and discuss the following questions with a partner.
Remember to respect each other’s answer.
1. What can you see in the picture?
2. Can you guess what story you will
read?
3. What kind of story will it be? Will
it be a happy, sad, adventurous, or
mystery story?
4. From the picture, can you guess
whether it is the story setting or the
character? Please describe.
Picture 3.1 The Wardrobe 1

B. Reading

Activity 1
In order to help you understand the story you will read, let’s
learn some vocabularies that you will find in the story. Read the
sentences and, based on the context, guess the meaning of the
bold printed words. Then, match the word with its meaning.

Vocabulary Items of The Lion, the witch and the Wardrobe

1. Lucy encountered the Faun Tumnus in a strange, snowy wood.
2. Tumnus was a servant of a terrible White Witch, who had bewitched
Narnia so that it was always winter and never Christmas.
3. The witch fed Edmund enchanted Turkish Delight and persuaded
him to bring back his siblings.
4. Tumnus had been jailed on treason accusations.

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5. When the Pevensies passed a forest lamppost while hunting a
magical white deer, they returned to their former world, where time
had scarcely passed and they were once again kids.

Put a magic spell on someone or something in

Faun
order to control him/her/it.
Bewitched Broke suddenly into very small pieces.
Turkish The crime of assisting your country’s enemies or
Delight seeking to overthrow the government illegally.
A fictional creature that looks like a small man
Treason
with a goat’s back legs, a tail, ears, and horns.
A soft sweet that is usually cut into squares and
Shattered
dusted with powdered sugar.

Activity 2
Now, read a fantasy story entitled ‘The Lion, the Witch, and the
Wardrobe.’ While reading, pay attention to the characters and
the events told in the story.

Structures Text Language

Features

Orientation: The Lion, the Witch, Action Verbs

and the Wardrobe • They
explored the
During the World house on
War II, four their first
siblings, Peter, day, and
Susan, Edmund Lucy, the
and Lucy were youngest,
discovered
sent to live in
an enormous
the country with wardrobe.
Picture 3.2 The Wardrobe 2 Professor Kirke.
They explored the house on their
first day, and Lucy, the youngest,
discovered an enormous wardrobe.

Unit 3 | Fantasy 73
 Structures Text Language
Features

Being curious, Lucy stepped Past Tense:

inside the wardrobe and found She
herself in a strange, snowy wood. encountered
She encountered the Faun Tumnus. the Faun
“You are in Narnia. Let’s get going Tumnus.
before you are caught by the Witch”
said Tumnus. At his home, Tumnus Sequence
sadly told Lucy that he was a servant words:
of a terrible White Witch, who had During,
bewitched Narnia so that in Narnia, afterward etc.
it was always winter but there never
was a Christmas. Tumnus also said,
Noun
“I am a kidnapper and it is my job to
Phrases:
capture human beings like you, Lucy.”
Hearing that, “So, Mr Tumnus, is that four siblings,
their first day,
the reason why you asked me to
etc.
come here?” Lucy wailed. “Yes, I am
so sorry, Lucy,” Tumnus answered.
Complication Adverbs:
Then, Lucy pleaded with Tumnus to
let her go. Luckily, he agreed, so she Luckily, he
went back home shortly. agreed, so
shortly she
Afterward,
Lucy told her went back
home
siblings about
her adventure
in Narnia. Adjective
However, they Clause:
did not believe Tumnus
her. “I’ve never sadly told
heard a place Lucy that he
Picture 3.3 Tumnus and Luci was a servant
called Narnia,”
said Peter. of a terrible
White Witch,
Edmund teasingly yelled, “Come who had
on, you just went away for seconds, bewitched
not hours!” Lucy insisted that Narnia Narnia.

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Structures Text Language
Features

is real, but when her siblings looked Shortened

in the back of the wardrobe, they only form of
saw an ordinary piece of furniture. Adjective
Clause:
Edmund teased Lucy endlessly
until he spotted her disappear inside I’ve never
heard a
the wardrobe one day. Edmund
place called
followed Lucy and found himself in
Narnia.
Narnia as well.
In Narnia, Edmund did not see
Reporting
Lucy, and instead met the White
verbs:
Witch who introduced herself as the
“You are in
Queen of Narnia.
Narnia. Let’s
The witch fed Edmund enchanted get going
Turkish Delight and persuaded him before you
to bring back his siblings. On the way are caught by
to the lamppost, which marked the the Witch”
border between Narnia and the real said Tumnus.
world, Edmund saw Lucy and was
informed about the evil the Witch. Continue to
But he kept on disbelieving. When identify the
they returned home, Edmund did not language
even tell Susan and Peter that Narnia features
really existed. of the
One day, when the four siblings fairy tale
as above.
were hiding from the housekeeper in
Highlight
the wardrobe, they found themselves the words
in Narnia. Lucy took them to Tumnus’ or phrases
house, but they were unable to find using
him; instead, they found a message different
notifying them that Tumnus had colors.
been jailed on treason accusations.
When they were preparing to help
Tumnus, they met Mr. Beaver, who
said, ”You will not be unable to save
Tumnus unless you join the great
lion, Aslan, at the Stone Table.”

Unit 3 | Fantasy 75
 Structures Text Language
Features

Mr. Beaver told, “It is forecasted

that Aslan will fix all wrongs and
transform winter into spring.” He
added, “It is also foretold that the
White Witch, who only pretends to
be human, will be defeated when two
“Sons of Adam” and two “Daughters
of Eve” sit on the thrones of the castle
of Cair Paravel in Narnia.” During the
conversation, Edmund sneaked off
to meet the White Witch and told her
about the plan to meet Aslan. Sadly,
he was not rewarded, yet was treated
like a prisoner.
Soon, the kids and Mr. Beaver
could meet Aslan but when they were
setting up a camp, the witch with her
followers came. Then, Aslan and the
witch had a private conversation
apart from the kids. That night, Lucy
and Susan could not sleep and go
looking for Aslan who they found
leaving the campsite. Aslan allowed
them to accompany him, but before
they arrived at the Stone Table, he
asked the girls to keep their distance
and remain hidden. The Witch
mocked Aslan, shaved his mane, tied
him to the Stone Table and executed
him, revealing that he gave his life
for Edmund’s. Devastated, the girls
stayed with Aslan’s body all night.
In the morning, the Stone Table
shattered in two and Aslan returned
from dead, he became even more
powerful.

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Structures Text Language
Features

Picture 3.4 Susan, Susi, and Aslan

Then, Susan and Lucy rode on

Aslan’s back to the White Witch’s
castle, where Aslan awakened many
creatures the witch had turned to
stone, including Tumnus. Meanwhile,
Peter led Aslan’s army against the
witch in a massive fight. The battle
was won when Aslan killed the
witch. The kids inherited the Narnia
thrones and grew to adulthood
while Aslan vanished. When the
Pevensies*) passed a forest lamppost
while hunting a magical white deer,
they returned to their former world,
where time had scarcely passed and
they were once again kids.
Adapted and Summarized from http://www.samizdat.qc.ca/arts/lit/PDFs/
LionWitchWardrobe_CSL.pdf
Pevensies is the kingdom of Narnia’s newest dynasty following the age of
Winter, during which a single monarch, the White Witch Jadis, had reigned
for a hundred years.

Unit 3 | Fantasy 77
 Activity 3
Choose the best answer to the following questions.

Access and retrieve

1. What was unusual about Professor Kirke’s house?
Answer: ____________________________________________________________________
2. How did the adventure begin?
Answer: ____________________________________________________________________
3. How could finally Lucy’s siblings find Narnia?
Answer: ____________________________________________________________________

Integrate and interpret

1. Why was Edmund reluctant to trust Mr. Beaver? Why did he reveal his
siblings’ plan to the White Witch?
Answer: ____________________________________________________________________
2. How is Edmund’s personality? Use the information in the text to
support your answer.
Answer: ____________________________________________________________________

Reflect and evaluate

1. What are your opinions on Lucy’s decision to enter the forest by
herself? Was it prudent, brave, or foolish? What would you do if you
were Lucy? Why?
Answer: ____________________________________________________________________
2. Do you agree with the kids’ decision to rescue Tumnus? Why or why
not?
Answer: ____________________________________________________________________

78 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 Activity 4
Read the story again and describe Faun Tumnus by completing
three ovals below. In the first oval, write the description of
Tumnus’ physical appearance. In the second oval, draw Tumnus’s
picture and in the third oval, tell Tumnus’ personality.

Tumnus’ Physical Faun Tumnus Tumnus’

Description Personality
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________

Picture 26. Three Ellipses

Activity 5
Understand the story more by putting these events in order.

Lucy met Tumnus and found out that Narnia was under the spell
of the White Witch.
Under the influence of the Witch’s spell, Edmund told his siblings’
plan to save Tumnus.
With the help from Aslan, the childern could save all creatures
from the witch’s enchantment and inherit Narnia’s thrones.
Lucy and her siblings explored the house and she found out a
magical wardrobe that led her to Narnia.

Unit 3 | Fantasy 79
 One day, all of the children accidently discovered Narnia and
found that Tumnus had been imprisoned.
All of her siblings did not believe in Lucy’s story about Narnia
until one day Edmund found out himself about it.
Lucy and her siblings moved to Professor Kirke’s house in the
country.

Activity 6
Reread “The Lion, the Witch, and the Wardrobe” story. What
lessons did you learn from each characters? Discuss with three
different mates and compare to your answer.

There are many moral lessons that you can learn from the story, such as
honesty, integrity, forgiveness, courage, and self-sacrifice. The lessons are
presented by the characterization of each character in the story. Complete
the following chart with the names of the characters that best describe
the characterizations provided. You also have to provide evidence from
the story that supports each character’s characterization.

Explanation and Evidence:

Honesty and Integrity _______________________________________________
Character’s Name(s): _______________________________________________
_______________________________________________
_____________________________ _______________________________________________
_______________________________________________

Explanation and Evidence:

Forgiveness
_______________________________________________
Character’s Name(s):
_______________________________________________
_______________________________________________
_____________________________
_______________________________________________

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 Explanation and Evidence:
Courage _______________________________________________
Character’s Name(s): _______________________________________________
_______________________________________________
_____________________________ _______________________________________________
_______________________________________________

Explanation and Evidence:

Self-sacrifice _______________________________________________
Character’s Name(s): _______________________________________________
_______________________________________________
_____________________________ _______________________________________________
_______________________________________________

Activity 7
Choose one of two provided answers. Then, explain your reasons
for choosing the answer.

Read each of the statements in the first column. Make a decision on

whether you agree or disagree with the statements. Compare your answer
before and after reading the story. Explain your choices and reasons
for changing/ not changing your choices. There are no right or wrong
answers.
Before Reading After Reading Your
Statement Explanation
Agree Disagree Agree Disagree
You should not
believe something
unless you see it
yourself.
Even if someone
has done something
wrong, you should
forgive them.
Sacrifice is a way to
show love.

Unit 3 | Fantasy 81
 Activity 8
Read and understand some key concept materials given below.
You can make a study gram in your notebook in order to help
you understand more.

You have read and understand a story entitled “The Lion, the Witch
and the Wardrobe.” It is a fantasy. Fantasy are stories that include
impossible or magic systems as the components of the story.
As the characteristics of narratives texts, fantasy is also aimed
to amuse or entertain the readers and consists of orientation,
complication and resolution (Emilia, 2016). In Unit 1 and 2, we have
already learned five language features of a narrative text, namely:
action verbs, past tense, sequence words, noun phrases, as well as
adverbs of manner, time and place. In the following sections, we will
also gradually learn two other language features of a narrative text.
They are adjective clauses and reported speech.

82 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 C. Listening

Activity 1
Before Listening: Look at the picture and answer the questions
about it.

Picture 3.5 Animal Farm

1. What can you see in the picture?

2. Is there any story related with the picture shown above? What is the
title of the story?
3. Are you familiar with the animal rules? In your opinion, are the
animals the subject to the rules, or are they both?

Unit 3 | Fantasy 83
 Activity 2
In order to help you understand the story you are about to listen,
learn some key words. Match the words with the definitions.
Then, make sentences using these words and write them in your
notebook.

Vocabulary Items of Animal Farm

tyranny, animalism, leadership, windmill, scapegoat, privilege, equal,

speculation, blasting, alliance,

Description Word

causing injury, especially affecting with sudden violence

or ruin
a group or association that is formed for mutual benefit

a construction with vanes that turn in the wind and

generate power to grind grain into flour
being the same in quantity, degree, size, or value

cruel and unfair treatment by those with a power over

the others
actions of leading a group

behaviors that characterize animals

a special right or advantage granted or given only to a
particular person or group

someone who is blamed for the wrongdoings or faults of

others
assumption, a guessing or prediction

84 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 Activity 3
You will listen to a story entitled “Animal Farm.” Fill in the blank
using words from the story.

The Listening transcript is provided in the Teacher’s Book.

Animal Farm
by George Orwell

One night, the oldest pig on Manor farm, named the Old Major, called
all the animals in the farm for a meeting. He described his dream
about the world where all animals would live free from the ____ (1) of
the human masters. The Old Major died soon after the meeting, but
inspired by his philosophy of animalism, two younger pigs, Snowball
and Napoleon assumed command.
Napoleon and Snowball led the animals
in Manor farm to rebel and drive Mr. Jones
from the farm. Then, the animals changed
Manor farm’s name to Animal farm. The
seven rules of ____ (2) were written on
the wall of the barn. Snowball acted as
the leader, attempting to read and write.
Then, the pigs soon elevated themselves
to the position of leadership. Meanwhile,
Napoleon managed to take the pups from Picture 3.6 Napoleon
the farm dogs and trained them privately.
One day, Mr Jones came with his friends, trying to retake the
farm. However, the animals defeated him and could defend the farm.
As the smartest animals, Napoleon and Snowball struggled for ____
(3). When Snowball announced the idea for constructing a windmill,
Napoleon opposed it. Napoleon had his dogs chase Snowball away.

Unit 3 | Fantasy 85
 Later, in Snowball’s absence, Napoleon declared himself leader
and made many changes. He eliminated all meetings and instead a
committee of pigs ran the farm.
A pig named Squealer was assigned by Napoleon as accomplice.
He announced that Snowball stole Napoleon’s idea of making a ____ (4).
All animals except the pigs had to work harder to make the windmill
and were promised to have easier lives with the windmill. In fact,
the animals received less and less food, while the pigs grew fatter.
Unfortunately, months after making the windmill, a violent storm
hit. Napoleon convinced the animals that Snowball destroyed it. He
started to make Snowball a ____ (5). When he purged the farm by killing
animals, he also accused Snowball of being the culprit. Napoleon has
surely abused his powers, he made life even harder for animals. The
pigs imposed more control over the farm while they reserved ____ (6)
for themselves. The rules of animalism in the farm began to change
and evolved. The pigs started to adopt the lifestyle of humans while
the other animals, though cold, starving, and overworked, remained
convinced through psychological conditioning that they were still
better off than they were ruled by Mr. Jones.
Unexpectedly, Mr. Frederick, one of the neighboring farmers,
swindled Napoleon and attacked the farm, using ____ (7) powder
to blow up the restored windmill. Although the animals could win
the battle, they did so at great cost, including Boxer, the horse, who
was wounded. While being ill, Boxer continued working harder and
harder, until he collapsed while working on the windmill. Napoleon
directly sent for a van to take Boxer to the vet, explaining that a better
car could be given there. Boxer died, amongst ____ (8) from the pigs
that it was a cover-up from Squealer.
Years passed and the pigs learned to walk upright, carried whips,
and wore clothes just like humans. The seven rules of animalism were
reduced to a single phrase: All animals are ____ (9) but some animals
are more equal than others. One night, Napoleon held a dinner party
for the pigs and the humans of the area, who congratulated Napoleon

86 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 on having the hardest-working animals in the country on the least
feed. Then, Napoleon announced an ____ (10) with humans and
reverted the name of the farm to ‘Manor Farm.’ The other animals
overheard those conversations. They noticed that the faces of the
pigs had begun changing. The animals realized that the faces of pigs
looked like the faces of humans and no one could tell the difference
between them.
Adapted from a synopsis found at http://en.wikipedia.org/wiki/Animal_farm

Activity 4
Read “Animal Farm” story again. Answer the questions. Compare
and discuss your answer with your classmate’s.

1. What is the story about?

Answer: ____________________________________________________________________
2. Who is your favorite character? What do you like about him/her?
Answer: ____________________________________________________________________
3. Would you want to be that character? Why or why not?
Answer: ____________________________________________________________________
4. What do you learn from your favorite character?
Answer: ____________________________________________________________________
5. How did the pigs gain their leadership? Why did all the other animals
allow this to occur?
Answer: ____________________________________________________________________
6. How did Napoleon solidify his leadership position on the farm?
Answer: ____________________________________________________________________
7. What happened to Boxer? How did other animals learn of his fate?
Answer: ____________________________________________________________________

Unit 3 | Fantasy 87
 8. Compare Snowball’s with Napoleon’s leadership. Which leadership
do you prefer? Why?
Answer: ____________________________________________________________________
9. What was your reaction to the animals taking power from humans?
Answer: ____________________________________________________________________
10. What do you learn from the story?
Answer: ____________________________________________________________________

Activity 5
Read the story again. Then, note down the details of each
character below. Underline the sentences in the story that
support your descriptions.

Mr. Jones
Old Major
Snowball
Napoleon
Squealer
Boxer

From the description of the characters above, compare between

Snowball’s and Napoleon’s characteristics. Discuss with your peers.

Snowball Napoleon

Similarities

Difference Difference

Picture 3.7 Venn Diagram

88 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 Activity 6
Now, let’s identify the series of events being told in the story you
have listened to. Identify the structure of the story by matching
up the sentences (1-7) with the plot structure (a-f). There is one
extra sentence.

1. Napolen repelled Snowball from the farm and abused his powers that
made the life even harder for the other animals in Manor farm.
2. The pig taught the other animals to read and write, and worked for
the animal revolution.
3. The old Major spoke about animal freedom which then inspired
Snowball and Napoleon to take on the leadership roles.
4. The animals realized and witnessed the cruelty and tyranny of of the
pigs led by Napoleon.
5. The animals overheard the conversations of Napoleon and the other
pigs with humans talking about their success to fool other animals for
their own benefits.
6. The animals lived as livestock on Manor farm which was owned by
Mr. Jones.
7. Napoleon and Snowball led the animals in Manor farm to rebel and
take control of the farm.

Climax
d

c Resolution
e
Complication
f
a b
Initiating Event Ending
Begining

Picture 3.8 The Structure of Story Organization

Unit 3 | Fantasy 89
 Activity 7
Let’s have further discussion on one of the problems raised in
the story you have listened to. State your opinion and have a
discussion with your classmates.

In ‘Animal Farm’ story, it is said that Napoleon took the control of the farm.
He managed to make all the animals work harder for the farm with lower
payment (they received less and less food). Besides, he also had business
with humans. What do you think about Napoleon’s business attitude in
managing the farm?
___________________________________________________________________________________
___________________________________________________________________________________
Was the way Napoleon managed the farm acceptable? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________

D. Grammar Focus

Adjective Clauses
Now, let’s learn about some language features in a story. You will need this
when writing or telling a story. In the ‘Animal Farm’ story that you have
listened to, you find the following sentences:
1. One night, the oldest pig on Manor farm, named the Old Major, called
all the animals in the farm for a meeting.
2. He described his dream about the world where all animals would
live free.
3. A pig, named Squealer, was assigned by Napoleon as an accomplice.

90 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

4. They did so at a great cost, including Boxer, the horse, who was
wounded.
5. Napoleon held a dinner party for the pigs and the humans of the area,
who congratulated Napoleon on having the hardest-working
animals in the country on the least feed.
The words written in red colors are called adjective clauses. A clause
is a group of related words that has a subject and a verb. An adjective
clause is also called relative clause. It tells us which person or thing (or
what kind of person or thing) the speaker means. In order to understand
the construction of adjective clauses, please have a look at the following
examples:
They did so at great cost, including Boxer, the horse - The horse was
wounded.
They did so at a great cost, including Boxer, the horse, who was
wounded.
Meanwhile, the words written in orange above are the shortened
form of adjective clauses. We can reduce an adjective clause by omitting
the relative pronoun (who, that, or which) and the verb be. For example:
1. The Animal Farm was an award- winning novel which was written
by George Orwell.
2. The Animal Farm was an award- winning novel, written by George
Orwell.

Practice 1
Make one sentence from two. Use who/that/which. Write the
new sentences in your notebook.

1. Manor farm was owned by an irresponsible and drunken man. The

man was called Mr. Jones.
2. One day, there was an animal revolution on the farm. The revolution
was led by two young pigs.

Unit 3 | Fantasy 91
 3. Napoleon managed to drive Snowball out of the farm. Napoleon was a
really cunning and evil pig
4. Boxer had to work harder than the others. Boxer was one of the
strongest animals in the farm
5. In a dinner party with other pigs and humans of the area, Napoleon
held a serious conversation. The conversation was about forming an
alliance.

Practice 2
Read the sentences that you have combined in Practice 1. Reduce
the adjective clauses to the shortened form. Then, write the new
sentences in your notebook.

Reported Speech
In ‘The Lion, the Witch, and the Wardrobe’ story, you read the following
sentences:
1. “You are in Narnia. Let’s get going before you are caught by the Witch”
said Tumnus.
2. “I’ve never heard a place called Narnia,” said Peter.
3. Tumnus told Lucy that he was a servant of a terrible White Witch.
4. He said that they would not be unable to save Tumnus unless they
joined the great lion, Aslan, at the Stone Table.
The first two sentences above (a & b) are called direct speech.
Meanwhile, sentences c & d are called indirect speech (reported speech).
Direct and indirect speech are used when the speaker tells someone what
someone else said.
Direct speech is used when the speaker reports what someone else
said as if he said it. In this case, the speaker does not change anything
about what he/she heard, he/she just transmits it to the next person. For

92 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

example:
• “You went away for seconds, not hours,” Edmund said.
Indirect speech is used when the speaker reports what someone
else has said. When we use indirect speech, we make some changes in:
1. Pronouns ( to reflect who is speaking)
For example, if you are reporting the speech of someone who talked
about himself with the 1st person pronoun (I), you need to change the
pronoun to ‘he.’ Please learn from the sentence below.
Direct speech: “You went away for seconds, not hours,” Edmund said.
Indirect speech: Edmund said that I had gone away for seconds, not
hours.
2. Verbs (Because in indirect speech we are reporting, we use a tense
which is further back in the past)
Please learn from the sentences below.

Direct Speech Indirect Speech

“You will go away for seconds, Edmund said that I would go

not hours,” Edmund said. away for seconds, not hours.

“You go away for seconds, not Edmund said that I went away for
hours,” Edmund said. seconds, not hours.
“You are going away for seconds, Edmund said that I was going
not hours,” Edmund said. away for seconds, not hours.
“You went away for seconds, not Edmund said that I had gone away
hours,” Edmund said. for seconds, not hours.
“You were going away for Edmund said that I had been going
seconds, not hours,” Edmund away for seconds, not hours.
said.
“You have gone away for seconds, Edmund said that I had gone away
not hours,” Edmund said. for seconds, not hours.
“You had gone away for seconds, Edmund said that I had gone away
not hours,” Edmund said. for seconds, not hours.

Unit 3 | Fantasy 93
 Practice
Reread “The Lion, the Witch, and the Wardrobe” story. Note
down the direct and indirect speeches that you can find in the
story. Change the sentences (from direct into indirect and the
other way round).

Direct Speech Indirect Speech

_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________

E. Writing

Activity 1
Story Builder Chart

After reading and listening to different kinds of stories. It is time for you to
write your own story. Choose one from three given fantasy story prompts
below. Then, write a fantasy story about it.

Prompt 1.
A legendary dragon was attempting to kidnap a beautiful princess. Plot
twist: the princess captured the dragon and imprisoned it in her tower
to teach it a lesson.

94 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

Prompt 2.
A famous writer became trapped inside his/her own book.

Prompt 3.
In the attic, you discovered your great-grandfather’s antique chessboard.
You moved a piece unconsciously. The following day, an opposing piece
was moved.

In order to help you plan your writing, use the story builder chart below.
Make similar chart in your notebook and draft your story.

MAIN CHARACTER SUPPORTING CHARACTERS

What are their names?

What is the name? How do they look like?
How does he/she look like? How are their personalities?
How are his/her personalities? What are their relationship with
the main character?

SETTING STORY HOOK

When did the story take place? How were the characters and
Where did the story take place? settings introduced?
How was the atmosphere? How did the story start?

PROBLEM CLIMAX

What problems did the

characters have? What was the biggest problem or
Which characters got the the turning point of the story?
problems?

Unit 3 | Fantasy 95
 SOLUTION ENDING

Which character solved the

How was the ending?
problem?
What is the moral of the story?
How were the problems solved?

After you complete your story builder chart, exchange your chart with
your classmates and get feedback from peers and your teacher. Then,
revise your work according to the given feedback.

Activity 2
Writing a Complete Story

Develop your story builder chart into a well written story. Don’t forget to
use the correct structure and language features of a narrative text .

Your Writing:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Once you are satisfied with the content of your writing, recheck the
grammar, usage, and mechanics. Have your classmates help you reading
and reviewing your writing. Here are the proofreading checklists (√) that
you can use.

1. The story has an interesting title.

2. The setting and atmosphere have been introduced using
descriptive language.

96 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 3. The character has been introduced interestingly.
4. What happened at the beginning of the beginning of the
story has been explained.
5. The story has interesting problem(s).

6. There are sequence words to order the events.

7. There is the use of action dialogue, and feeling to bring the

story to a close.
8. There is a balanced ending to the story.
9. There are no spelling and grammar errors in my writing.
10. Capitalization and punctuations are correctly used.

If you still find some errors in your writing, you can immediately edit and
make final corrections. Don’t forget to reread for the final check. When
you do not find any errors anymore, your writing is ready to publish.

F. Speaking

In this speaking section, you can choose one of the following activities.

Activity 1
Share your Story

It is time for you to present your work orally. You will present your story
in inside-outside circle activity. Follow the instructions below.
1. Create one large circle and pair up.
2. One partner moves to the inside. Partners face each other (students
who stand in inside circle face those who are in the outside circle).
3. Share your story (starting from those who are in the inside circle).

Unit 3 | Fantasy 97
 4. When the teacher says ‘pass’, take turn. Those who stand in the outside
circle take turn to share the story.
5. When the teacher says ‘move’, those who stand in the outside circle
should move one step to the left or right and repeat the storytelling
activity.
source: https://www.edutoolbox.org/rasp/2076

Activity 2
Discussions

You will have a drama performance by the end of Unit 3. Choose one
of all the stories that you and friends have written. Discuss with your
classmates. Here are the things that you need to consider in choosing a
story to perform.
1. Does the story have complete story elements?
2. Is it possible to have a character growth from the chosen story?
3. Is the setting possible to create on a stage?
4. Is it possible to have a group-act play?

Activity 3
Developing a drama script

Work together with your classmates to make a drama script based on the
chosen story. You will have more detailed information on conducting the
drama in the Project Section of this Unit.
Here are some speaking tips to prepare your performance.
1. Speak naturally and with feeling.
2. Practice show your feelings, facial expressions, and gestures to convey
feelings.

98 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

3. Practice your lines in front of a mirror a few times.
4. Rehearse a lines with your partner a few times before performing on
the stage.
5. Face toward the audience and your fellow actor/actress as you say
your lines.

G. Reflection

After learning Unit 3, this is the time for you to self-reflect or look back
at your learning experience. There is no right or wrong answer. Just be
honest.
1. On a scale from 1-5, how do you rate your understanding about
fantasy story? Fill up the stars.

CAN YOU?
2. Can you identify the elements of a fantasy you read and listened to?
3. Can you identify adjective clauses and reported speech in the fantasy
you read or listen to?
4. Can you understand main ideas and detailed information from texts
that are read and listened to?
5. Can you write a fantasy with an appropriate schematic structure and
linguistic features?
6. Can you share the story that you have written?

Unit 3 | Fantasy 99
 WHAT?
7. What values have you learned from this unit?
8. What is your favorite learning activity in this unit?
9. What is your least favorite learning experience in this unit?
10. How does the material you have learned in this unit relate to real-
world situations and problems?

NOW WHAT?
11. What would you like to improve?
12. What do you want to learn more in the future?
13. In your daily life, how will you apply what you have already learned?

100 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN,
RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2021
Bahasa Inggris Tingkat Lanjut
untuk SMA Kelas XI Concluding
Penulis : Rida Afrilyasanti, Anik Muslikah Indriastuti
ISBN : 978-602-244-863-1
Section 1

A. SUMMARY

Learn About
Narrative Text
It is an imaginative story with complication or problematic events and solutions toward the problems

Social Function
Generic Structures
Narrative text
is written • Orientation
and told to • Complication
entertain or • Resolution
amuse the • Coda
readers

Languange Features Kind of

Narrative Text
Narrative • Past tense
Writing Tips • Sequence words • Legend • Fantasy
• Action verbs • Folklore • Fable
• Describe the characters • Noun phrases • Fairy tale • Romance
and setting interestingly • Adverb • Myth • Mystery
• tell the story • Adjective clauses
chronologically with • Reported speech
compelling problem and
solution
• include dialog
Share • Visualize the character setting and events in the story
• have proofreading and
feedback your • Use facial expression and gesture
Story • Use media (e.g: Pictures, puppet, etc.)

Picture 3.9 Infographic of Narrative Text

In units 1-3, you have learned about a narrative text in the form of a legend,
fairytale, and fantasy. A narrative text is used to entertain or amuse the
readers. A narrative text usually has the following components:
 a description or the distinctive nature or feature
(it can be physical, emotional, mental and social
Characterization
qualities) of someone or something to distinguish
one individual from another.

the time and place when or where the story takes

Setting
place.

Plot the sequence of events that make up a story.

introduction to the characters, setting and

Orientation
directions of the story.

Complication struggles or problems faced by the characters.

the peak point of the problem or the highest point

Climax
of tension in the story.

Resolution the end of the story.

Moral the lesson that story teaches to the readers.

The structure of organization of story can be represented in the

figure below.

Climax
What is the biggest problem in the story?

Complication/Conflict: Resolution:
• What happened to the • How did the characters solve
characters? the problems?
• What challenges did the • How was the ending?
characters meet in the story?

Orientation: Coda:
• Who are the characters? • What did the character
• When and where did the learn?
story take place? • What do you learn from
• How did the story start? the story?

Picture 3.10 The structure of story organization

102 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

Meanwhile, the language features of a narrative writing include the use
of:
1. Action Verbs
They express action (whether it is physical or mental action) and explain
what the subject did, for example: lived, worked, made, called, etc.
2. Past tense
It is used for:
a. Actions that happened at a specific time in the past
for example:
One day, the mother got a bad pain that she could not move from her
bed.
Once upon a time, on the slopes of a mountain in Jambi province, there
lived a poor mother and her three daughters.
b. A sequence of short actions
for example:
The youngest kid then went back home and gave the flowers and the
magic pot to the shaman.
The first and second childern took the prince’s snakeskin, burned it
all, and put the ash next to the youngest kid.
3. Sequence words
They are used to help readers easily connect events in a story, for example:
once upon a time, one day, before, etc.
4. Noun phrase
It is a phrase that includes a noun as the head word and modifiers, for
example: puss in boots, herbs for the pot, rabbits of the warren, the most
cunning cats, once upon a time, etc.
5. Adverb of time, place and manner
Adverb is a word that describes a verb, an adjective, another adverb, or
the whole sentence. Some examples of adverbs are never, first, inside,
happily, perfectly, etc.

Concluding Secion 1 103

 6. Adjective Clauses
A clause is a group of related words that has a subject and a verb. An
adjective clause is also called a relative clause. It tells us which person or
thing (or what kind of person or thing) the speaker means, for example:
a. They did so at a great cost, including aBoxer, the horse - The horse
was wounded.
They did so at a great cost, including Boxer, the horse, who was
wounded.
b. A pig was assigned by Napoleon as an accomplice. The pig was named
Squealer.
A pig, that was named Squealer, was assigned by Napoleon as
accomplice.
We can reduce an adjective clause by omitting the relative pronoun
(who, that, or which) and the verb be. For example:
c. The Animal Farm was an award- winning novel which was written
by George Orwell.
d. The Animal Farm was an award- winning novel written by George
Orwell.
7. Reported Speech
Reported speech is used when the speaker tells someone what someone
else said.
For example:

Direct Speech Indirect Speech

“You will go away for seconds, Edmund said that I would go

not hours,” Edmund said. away for seconds, not hours.
“You go away for seconds, not Edmund said that I went away for
hours,” Edmund said. seconds, not hours.
“You are going away for seconds, Edmund said that I was going
not hours,” Edmund said. away for seconds, not hours.
“You went away for seconds, not Edmund said that I had gone
hours,” Edmund said. away for seconds, not hours.

104 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 “You were going away for Edmund said that I had been going
seconds, not hours,” Edmund away for seconds, not hours.
said.
“You have gone away for seconds, Edmund said that I had gone
not hours,” Edmund said. away for seconds, not hours.
“You had gone away for seconds, Edmund said that I had gone
not hours,” Edmund said. away for seconds, not hours.

Furthermore, in this unit you have also learned steps in writing story.
These include the following steps.
a. Writing the first draft (deciding the writing topic, choosing the
characters, planning the story setting, and jotting down the events).
b. Asking for feedback.
c. Writing the second draft (revising the draft based on the feedback).
d. Asking for another feedback.
e. Writing the third draft based on the second feedback.
f. Editing.
g. Proofreading.
h. Furnishing and finishing the writing.
i. Publishing the writing.

B. ENRICHMENT

For your further reading and practice, browse on the Internet and find a
story entitled “The Necklace” written by Guy de Maupassant. Draw a table
with headings like these and complete the table.

Title : The Necklace

Author: Guy Maupassant
Source :

Setting:

Concluding Secion 1 105

 Characters:
1st character’s name: 2nd character’sname: 3rd character’s name:
________________________ _______________________ ________________________
________________________ _______________________ ________________________
Characterization: Characterization: Characterization:
________________________ _______________________ ________________________
________________________ _______________________ ________________________

Plots
Orientation: Complication: Resolution:
________________________ __________________________ _______________________
________________________ __________________________ _______________________
________________________ Climax: _______________________
________________________ _______________________
________________________ __________________________ _______________________
________________________ __________________________ _______________________

Moral lesson from the story:

C. PROJECT

You will have a one-class show for a drama performance. The instructions
will help you organize your performance.
1. Drama committee
a. Discuss with your classmates the distributions of the roles in your
drama committee.
b. Complete the table for the role distributions below.

106 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 The Role Job Description Personnel

Producer In charge of the over all

production of the drama.
Reports directly the progress
of the drama rehearsals to the
teacher.

Assistants Work with the producer and

responsible for writing of the
drama script.
Responsible for schedules,
rehearsals and location.

Casts Learn and memorize the lines.

Interpret his/her character and
present the characterization.

Stage assistant In charge of preparing all of the

drama’s scene transitions.Find
drama props and ensure that
they are managed properly.
Supervise the layout and
positioning of both props and
where the characters should
position during performance.
Ensure that the props are
placed and managed correctly.
Help to manage the cast
backstage during rehearsals
and performance.
Organize the move of the sets
(ensure that the set is done
according to the plot).

Concluding Secion 1 107

 The Role Job Description Personnel

Costume, lights, Prepare the costumes for the

sound, and cast.
make up crew Ensure that the lights suit the
needs of the drama.
Ensure that the sounds are
audible and suit the needs of
the drama.
Ensure that the make-
up is applied to the
characters according to the
characterization and plot.
Publication and Be responsible for managing
documentation the publicity of the drama.
team Deal with all elements for
audiences.
Be responsible for the
documentations along drama
production process (from the
rehearsals to the performance)

2. Script Writing
a. Read the story that you and your classmates have already agreed to
use for a drama performance.
b. Write down a list of characters and their parts, including their
characterization, as well as the settings (place and time) for each
scene. Use the table below to help you plan your script.

Title:
Characters (who will be in your Plot (what will happen in your
drama?) drama?)
…….. ……..
…….. ……..
…….. ……..

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 Scene 1
What will happen?
Which characters will appear?
Where & when is the setting?
What properties will be needed?
Scene 2
What will happen?
Which characters will appear?
Where & when is the setting?
What properties will be needed?
Scene 3
What will happen?
Which characters will appear?
Where & when is the setting?
What properties will be needed?

c. Write the lines. Don’t forget to include stage directions for the casts.

3. Plan the schedule (rehearsals and performance), have

your drama practice, and perform.

D. FORMATIVE TEST

Part 1 Listening and Speaking

The Listening transcript is provided in the Teacher’s Book.
In this part of the test, you will hear some short narrative texts. The texts
and questions will be spoken twice. They will not be printed in your book,
so you must listen carefully to understand what the speakers are saying.
There are 4 (four) questions in this part. For each question, choose the
correct answer A, B, C, D, or E.

Concluding Secion 1 109

 1. What is the story about?
a. The character changes of a grown up son.
b. The success of a poor widow’s son.
c. The envy of a mother to her only son.
d. Retribution on an ungrateful kid.
e. A revenge from a parent.

2. How many characters are mentioned in the story?

a. 5
b. 4
c. 3
d. 2
e. 1

3. Why did Malin leave his village? Because he ...

a. was ordered to take care of a large ship.
b. insisted on going for a lot of money.
c. wanted to marry a wealthy girl.
d. wished to get better fortunes.
e. wanted to be in big cities.

4. Why did not Malin want to acknowledge his mom? Because he ...
a. did not want to go back to living in the village.
b. was not ready yet to show his true identity.
c. was too rich for having an old ugly mom.
d. did not want to go back to being poor.
e. was ashamed of his wife.

5. How did God answer Mande Rubayah’s prayer?

a. He sent thunder to hit his ship and let it sink.
b. He cursed his beautiful ship to stone.
c. He destroyed all of his wealth.
d. He turned Malin into a stone.
e. He sent wind and rain.

110 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

6. What value did you learn from the legend?
a. Luxury makes you forget who you are.
b. Our best friends are our own parents.
c. Love your parents unconditionally.
d. Don’t be greedy.
e. Lies save you.

7. Give your spoken feedback. At the end of the story, Mande Rubayah
prayed to God and then, something bad immediately happened to her
son. What do you think about it? Will a mother pray something bad to
her kids? Elaborate your answer.

Part 2 Reading and Writing

Read the text and answer questions 8 - 15.

Bawang Mewah and Bawang Putih

Picture 3.11 Bawang Merah and Bawang Putih

A long time ago, there was a really wealthy merchant who lived with
his only daughter named Bawang Putih as his wife had long passed
away. Bawang Putih was so obedient, nice, and kind-hearted that
everyone loved her.

Concluding Secion 1 111

 One day, in order to help him take care of his daughter, Bawang
Putih’s father married a widow. Since then, Bawang Putih had a
stepmother and a stepsister named Bawang Merah. They were
really nice to Bawang Putih when the merchant was home. However,
when he was away, they treated Bawang Putih just like a servant.
One day, the merchant had to go out of town for several weeks
for his business. Bawang Putih’s terrible days were awaiting as his
father’s away. Unfortunately, a week after his leave, a really bad news
was brought by his father’s loyal servant. He told Bawang Putih and
her new family that his father got into an accident and passed away.
Bawang Putih wept and cried. She felt miserable while Bawang
Merah and her mom were excited. They only thought about the
merchant’s properties. After her father’s death, Bawang Putih’s life
was even worse. Bawang Merah and her mother tortured her. No
one would be on her side and comfort her. After doing the house
chores for the whole day, she would cry and pray at night.
One day, her stepmother assigned her to wash her expensive
silky scarf. So, she immediately went to the river to wash that scarf
along with the other clothes. Being tired, sleepy and hungry, she
became less conscientious in her work. She lost the scarf. “Oh my
goodness, where’s my mom’s favorite scarf? How can I be so
careless? God, it’s drifting down the river. I have to get it back or my
mom will scold me.”
Bawang Putih panicked.
She went down the river
and asked everyone she met.
Then, she met an old woman
who passed by the river bank.
Bawang Putih stopped her and
asked, “Excuse me, grandma.
May I ask you?”
“Yes, my dear young lady. What
Picture 3.12 Bawang Merah and Bawang Putih
can I help you?” “I have been

112 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

looking for my mom’s red silky scarf, grandma. I was sloppy that I
made the scarf drift down the river. I was wondering if you might
have seen it floated down the river or stuck near here, grandma.”
“Oh, that red scarf. I have it with me. I will give it to you later, but I
need your help for now. I am a bit sick today and I have not eaten
any. Can you help me prepare food and clean my house?”
Happily, Bawang Putih agreed and helped that old woman.
She cooked some food for her, looked for firewood, picked some
vegetables for grandma’s tomorrow’s food, cleaned the house, and
washed grandma’s clothes. Those house chores were just easy for
Bawang Putih to do as she used to do the same chores every day at
home. After finishing the work, grandma finally gave me the scarf.
“Bawang Putih, here is your mother’s red scarf that you are looking
for. And, I have a gift for you. I have two pumpkins and I will give you
one of them, just choose one that you like.”
“I am so happy to help you, grandma. And I think you need that
pumpkin more than me, you can cook it for your meals tomorrow. I
have picked you some vegetables and I think pumpkin soup will be
perfect for your side dish,” Bawang Putih smiled politely.
“I want to give you. Just pick one of them,” insisted grandmother.”
“Okay, grandma. I will take the small one.”
“Good. But, you have to remember that you can only open that
pumpkin when you are home.”
“Sure, grandma.”
Bawang Putih, then, immediately went home. Of course, as she
reached home her stepmother scolded her because she came home
so late that the dinner was not ready yet for her and Bawang Merah.
Then, Bawang Putih went to the kitchen, took a knife and cut the
pumpkin. What a surprise, the pumpkin was full of sparkling jewelry.
Bawang Putih who was innocent and kind-hearted immediately
shouted with joy and told her stepmother about it. She finally told
everything she did on that day.

Concluding Secion 1 113

 “Oh Bawang Putih, why didn’t you take the large one? It must
have more jewelry in it,” scolded her stepmother. Then, she told
Bawang Merah to do the same thing on the following day. The next
day, those two greedy people went to the old woman’s house where
Bawang Putih got the pumpkin from. They pretended to be nice.
They helped grandmother to do the house chores. However, they
grumbled all day long.
As they finished their work, the old woman asked them to pick
one of the two pumpkins. They certainly took the big one. Like what
she did with Bawang Putih, she also reminded Bawang Merah and
her mother not to open the pumpkin until they were home. They
just nodded their heads and said yes.
On the way home, they were impatient and decided to open
the pumpkin immediately. Unexpectedly, what they found from the
pumpkin were not sparkling jewelries, but venomous animals such
as snakes, scorpions, spiders, centipedes and many others. They
were both bitten by the animals and could not help themselves. You
reap what you sow.
https://www.ef.co.id/englishfirst/kids/blog/bawang-merah-bawang-putih-cerita-dongeng-pendek-bahasa-inggris/

8. What does the story tell us about?

a. Two girls with matching traits.
b. A daughter’s obedience and loyalty to the family.
c. A sincerity and patience of a girl living with her step family.
d. The temptation of a mother and daughter for instant wealth.
e. The persistence of a girl in fighting her and her father’s rights.

9. How could Bawang Putih finally live with a stepmother and stepsister?
a. His father got into an accident.
b. Her parents entrusted her to them.
c. She was the only child in the family.

114 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI

 d. She did not have any other family to live with.
e. Her mother passed away and her father remarried.

10. How could Bawang Merah and her mother get different gifts inside
the pumpkin?
a. They took a different pumpkin.
b. They did not really lose the scarf.
c. They did not listen to the old woman.
d. They did not do what Bawang Putih did.
e. They were grumbling while finishing the work.

11. What did you learn from Bawang Putih’s character?

a. Kindness must be paid for the same thing.
b. Sincerity and honesty always bears sweet fruit.
c. Whether it’s right or wrong, elders must be obeyed.
d. Whenever there is a will, there will always be a way.
e. Someone’s characters are passed down from the parents.

12. Decide whether these statements are true (T) or false (F)

Statement T/F
a. Bawang Putih’s mother died when Bawang Putih was a
child.
b. Problems arose when Bawang Putih’s step family came to
her life.
c. Bawang Merah and her mother thought about wealth.
d. Bawang Putih initially refused the gift from the old woman
because she helped her sincerely.
e. The old woman treated Bawang Merah and her mother the
same way she treated Bawang Putih.

Concluding Secion 1 115

 13. Who do you think is the old woman in the story? Explain your answer,

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

14. In the last sentence of the story you read ‘You reap what you sow.’
What does that sentence mean? How is the sentence related to the
story? How can you apply it in your life?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

15. Choose a character from the story of “Bawang Merah and Bawang
Putih”. Write a short paragraph about the character that you have
chosen. Give details that describe her/his characterization. Your
paragraph must be around 250-300 words.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

116 Bahasa Inggris Tingkat Lanjut untuk SMA Kelas XI