Sabtu, 29 Juni 2013

prosa & drama


  • Title : Emma
Author : Jane Austen
  • Plot Analysis
  1. Exposition
Emma Woodhouse, beautiful, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty-one years in the world with very little to distress orvex her.
  1. Complication


Miss Taylor, has just married Mr. Weston, a wealthy ma who owns Randalls, a nearby estate. Without Miss Taylor as a companion, Emma feels suddenly lonely and decides to adopt the orphan Harriet Smith as a protègè. Harriet lives at a nearby boarding school and knows nothing of her parents.


  1. Conflict
All of the conflicts in the story revolve around Emma. She tries to put couples together, but fails almost every time. First, she tried to get Harriet and Mr. Elton together. Instead of falling in love with Harriet, like he was supposed to, Mr. Elton fell in love with Emma. This crushed Harriet, who was very flattered by the misinterpreted attention. The next mistake Emma made was believing that Frank Churchill was in love with her. In reality, he was only using her to hide his marriage to Jane from the town. Emma also lost the friendships of others by acting so superior. The Elton’s didn’t enjoy her company because she was always the center of attention and looking for the praise of others. Ms. Bates was hurt by Emma’s insulting comments at the Box Hill picnic. In trying to make herself look better, Emma consistently made herself look terrible to others.

  1. Climax
Climax from this story is Frank is suddenly free to reveal that he has been secretly engaged to Jane Fairfax. Frank Churchill’s flirtatious behavior toward Emma is revealed to be nothing more than a ruse meant to divert attention from his feelings for Jane.
  1. Resolution
Mr. Knightley soon professes his love for Emma, and they plan to marry.
  1. Conclution
The novel concludes with three marriages: Robert Martin and Harriet, Frank Churchill and Jane Fairfax, and finally, Mr. Knightley and Emma.
  • Setting
Emma took place in 18th century England.
Hartfield: The Woodhouse home. Emma has never been more than a few hours journey from it, and she hopes to never leave.
Highbury: The town in which most of the story's characters live. It is a small, close-knit town, where news travels fast and there is little privacy.
Randalls: The home of the Westons, where Miss Taylor moves after her marriage. It is not even a mile away from Highbury, and the Woodhouses visit often.
Backgammon: A board game which Emma often plays with her father. She loves him very much, and one proof of her love is her willingness to spend so many of her evenings at home alone with him, playing board games.
Crown Inn: An old building in Highbury that was intended to be a ballroom, but the lack of proper persons has left it standing vacant and unused for years. Frank Churchill, who loves dances, convinces the Westons to hold a dance here. During the dance, he and Emma dance together, but it is Harriet who has the special night. When without a partner, Mr. Elton snubs her; but Mr. Knightley comes to her aid. His kind act makes her fall in love with him.
Southend: Area of south east England, also called Southend on the Sea. Bathing was a popular health remedy at the time, and Isabella and Mr. John Knightley had spent some time there with their children. Mr. Woodhouse criticized the trip, his comments causing tension between himself and Mr. Knightley.
  • The characterization
  1. Emma Woodhouse: Emma is the main character of the novel. She is a beautiful, smart, and wealthy 21-year-old woman. Because of her admired qualities, Emma is a little conceited. She is the daughter of Henry Woodhouse. Since her mother has died, Emma has taken the role of taking care of her father, who is old and often sick. Because she feels she is obligated to stay by his side, Emma decides not to marry. Emma believes that she is a good matchmaker, and tries to put together several couples throughout the novel. Emma believes that social classes are very important and refuses to see anyone cross over to marry someone lesser than themselves In chapter 8-page 52, Emma is talking about Harriet’s situation with the farmer with Mr. Knightley. She says, “Mr. Martin is a very respectable young man, but I cannot admit him to be Harriet’s equal. As the novel progresses, Emma becomes more mature, and realizes how silly she had been in the past. In the end, she finally stops matchmaking others and marries Mr. Knightley, who was perfect for her all along.
  2. Mr. Knightley: Mr. Knightley is another main character of the novel. He is quite a bit older than Emma, at 38. He is also Emma’s brother in law. He often visits the Hartfield estate to play cards. He is a little protective of Emma, and often gives her advice to change her prying ways. Mr. Knightley, although high in status, does not fully believe in the hierarchal customs of Highbury. He thinks that people’s actions and feelings are better judges of themselves than their title or property. For example, in the same conversation in chapter 8, Mr. Knightley defends his opinions by saying, “No, he is not her equal indeed, for he is as much her superior in sense as in situation…What are Harriet Smith’s claims, either of birth, nature, or education, to any connection higher than Robert Martin?” Knightley is a very nice gentleman, and when he marries Emma in the end, he agrees to live at Hartfield so Emma can take care of her father.
  3. Harriet Smith :A short, plump and fair girl of seventeen, she is of somewhat dubious origins. Emma is mostly responsible for bringing Harriet into Highbury society and constantly instructs and advises her, although not always to her benefit. Emma fills her with a pretension that is inappropriate for her status. In the end, she marries Mr. Martin, a farmer that Emma considers too coarse but is more appropriate in status for Harriet.
  4. Frank Churchill :The son of Mr. Weston, he was brought up by his uncles, the Churchills, who could better support him at the time. Highbury society eagerly anticipates his visit to his newly married father, but he consistently delays. Frank Churchill is somewhat shallow, more interested in pursuing pleasure than any concrete pursuits, but he is also handsome and charming enough to attract Emma. He is secretly engaged to Jane Fairfax, but cannot reveal this because the aunt who raised him would strenuously object.
  5. Jane Fairfax: An orphan, the only child of Mrs. Bates' youngest daughter. Upon her mother's death, she was taken in by Colonel Campbell, who served with her father in the army. The same age is Emma, she is equally talented, charming and well-regarded, a fact that quite vexes Emma. She is secretly engaged to Frank Churchill.
  6. Mr. Philip Elton :The vicar of the church in Highbury whom Emma chooses as a possible suitor for Harriet Smith. Mr. Elton ultimately reveals his romantic interest in Emma herself, but she rejects him. He marries the pretentious and rude Augusta Hawkins.
  7. Mr. Woodhouse :Emma's father is a wealthy man possessed of a large estate, Hartfield. Isolated in his estate, Mr. Woodhouse has few enjoyments. Although he dotes on Emma, he also indulges her more selfish tendencies and is largely unpleasant. His complaints and lack of activity make him appear a much older man than he actually is.
  8. Miss Bates :The daughter of Mrs. Bates, Miss Bates is neither young, married, handsome or rich. She lacks any distinguishing traits such as intellect or cleverness, yet is generally happy and treats others with great goodwill. Emma's cruel treatment of Miss Bates during the picnic at Box Hill is one of the turning points of the novel.
  9. Mrs. Anne Weston (Miss Taylor) :Emma's governess who essentially raised Emma after her mother died. At the beginning of the book she marries Mr. Weston, a somewhat older gentleman. Mrs. Weston is an exemplar for Emma, modest and self-possessed, but still fails to see many of the faults in Emma that Mr. Knightley strives to correct throughout the novel.
  10. Mrs. Elton (Miss Augusta Hawkins) :The daughter of a Bristol merchant who marries Mr. Elton. Her status in society rests only on the fact that her sister married very well, and her behavior when she arrives at Highbury is presumptuous, arrogant and rude. She refuses to treat others with the proper respect they are accorded, including even Mr. Knightley. :Mr. Weston
  11. The older man that Miss Taylor marries, Mr. Weston had been married much earlier. From this marriage he had a son, Frank Churchill, whom he sent away to be raised by his late wife's relatives. He is from a respectable family that has been progressively moving up in society and amassed a modest fortune.
  12. Mrs. Bates:The widow of a former vicar of Highbury and the mother of Miss Bates. She is considered a harmless old lady and is largely ignored by Highbury society.
  13. Mr. John Knightley:A tall, gentleman-like, clever man, respectable and reserved. He is married to Isabella, Emma's sister. Emma dislikes him somewhat for his severity and lack of patience.
  14. Robert Martin :A likable farmer who lives on Mr. Knightley's estate. Emma convinces Harriet to reject his first proposal of marriage because she believes that he is too coarse. He marries Harriet at the end of the novel.
  15. Mrs. Isabella Knightley :Emma's elder sister, a pretty, elegant woman of amiable disposition. She is delicate and pales in comparison to the more sharp-witted Emma.
  16. Mrs. Goddard :The mistress of a Boarding school where girls might be sent to receive a little education. One of her former students is Harriet Smith, who now assists her
  • Subject matter : the social class become primary problem
  • Theme : Emma is the novel of play about Courtship and marriage :The entire novel is structured around various courtships and romantic connections, from Harriet and Robert Martin to Jane Fairfax and Frank Churchill to Emma and Mr. Knightley. Social class :theme of social class throughout the novel, particularly in terms of Emma’s relationship with Harriet Smith. As a member of the wealthiest family in Highbury, Emma holds the highest social position in the community. Oppression of women :As a heroine, Emma possesses beauty, wealth, intelligence, high social standing, and financial independence.
  • The reason:
The title of the play refers to the main character that not distinguish the social class.

drama speaking


RPP listening


RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Nama Sekolah : SMP. . .
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII/ 1
Alokasi Waktu : 2 x 40 menit
Skill : Mendengarkan ( Listening )
Topic Pembelajaran : Descriptive Text


STANDART KOMPETENSI
Mendengarkan
  1. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar

KOMPETENSI DASAR
2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Sub Kompetensi Dasar
Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat ,lancer dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive.

INDIKATOR
Dengan dipendengarkan teks monolog berbentuk descriptive teks siswa dapat:
  • Mengidentifikasi berbagai sumber informasi.
  • Mengidentifikasi fungsi social text descriptive text.
  • Mengidentifikasi langkah retorika.

TUJUAN PEMBELAJARAN
Di akhir pembelajaran siswa dapat :
  • Mengidentifikasi gambaran umum dari teks descriptive yang didengarkan secara lisan
  • Menentukan informasi rinci tersurat dari teks monolog berbentuk descriptive teks yang didengarkan secara lisan.
  • Menenentukan rujukan kata tertentu dalam teks lisan berbentuk descriptive.
  • Menentukan makna kata-kata tertentu dalam teks lisa berbentuk descriptive.

MATERI PEMBELAJARAN
    1. Descriptive Teks
DESCRIPTIVE TEKS


Descriptive text is a text which describes about a certain person, thing, or place.





Struktur
Susunan teks descriptive teks terdiri dari:

Title / judul
Generic Structure:
  • Identification
Identifying the phenomenon to be described.
  • Description
Describing the phenomenon in parts, qualities, or/and characteristics.
Language Feature / ciri- ciri kebahasaan
  • Using attributive and identifying process.
  • Using adjective and classifiers in nominal group.
  • Using simple present tense.










Sumatran Rhinoceros
       The Sumatran rhinoceros (DicerorhinusSumatrensis) is the smallest rhino species. It is also the most distinctive rhinoceros. It has been hunted a lot that it is almost extinct. There are less than 300 Sumatran rhinoceroses surviving in Malaysia and Indonesia. Between 1985 and 1995, the number of Sumatran rhinos declined by 50 percent because of poaching and habitat destruction.
       The Sumatran rhinoceros has unique grey or reddish-brown coat. It is believed to be the only survivor of the lineage that included the woolly rhinoceros. Sumatran rhinos stand up to 1.4 m (4.6 ft) at the shoulder and weigh up to 1,000 kg (2,200lb). They have folded skin, like the other Asian rhinos, except that it is covered with coarse, bristly hair. The Sumatran is the only rhinoin Asia with two horns. The front horn is usually the longest, reaching a length of 90 cm (36 inch), and the rear one is sometimes so small that the animal looks as if it is single-horned.
       They live mainly in forest-covered hills near water and are known to be good at climbing slopes and swimming. They move mainly at night, and spend most of the day wallowing in mud-holes and pools. Sumatran rhinoceroses usually feed on leaves, twigs, and fruits.
       Female rhinos reach sexual maturity at about the age of five or six. 
The males mature between the ages of seven and eight. However, they 
do not father calves until they have claimed a territory, which may take them three or four years. Rhinos always have a single calf, born after a gestation period of 15 to 18 months. The calf may feed on its mother’s milk for up to two years, and it usually remains with its mother until she is about to give birth once more. The calf is only raised by its mother.


















MODEL PEMBELAJARAN
  1. Teaching Strategies
  • Three – phrase technique (pre- listening, whilst – listening, post- listening)
  1. Media Pembelajaran
  • Gambar yang relevan
  • Audio listening
  • Script listening
KEGIATAN PEMBELAJARAN
  1. Kegiatan Pembelajaran
  • Greeting
  • Menyiapkan fisik dan pskis siswa
  • Tanya jawab seputar kegiatan yang telah dilakukan
  • Menyampaikan tujuan pembeljaran dan cakupan materi.




  1. Kegiatan Inti
EKSPLORASI
  1. Guru menunjukan gambar dan memninta siswa menjawab pertanyaan tutunan secara akitif.
  • Have you ever seen it?
  • Where do you see it?
  • What is the animal look like?
  • What is the characteristic of this animal?
  • What kind of text is it?
  • What is the generic structure?
  • What is the function of text?
ELABORASI
Whilst Listening
  1. Guru memberikan keyword yang berhubungan dengan teks yang akan didengarkan.
  2. Guru memberikan tugas kepada siswa
  3. Siswa mendengarkan audio listening tentang teks monolog berupa teks descriptive teks dan memilih jawaban yang tepat tentang wacana secara lisan
  4. Siswa mendiskusikan denagn aktif jawaban yang benar dengan bimbingan guru.
KONFIRMASI
Post Listening
  1. Siswa mendapatkan umpan balik terhadap proses dan hasil pembelajaran
  2. Guru memberikan motivasi kepada siswa
  1. KEGIATAN PENUTUP
  1. Siswa diminta mempeajari rencana materi pembelajaran pada pertemuan berikutnya
  2. Siswa diminta mengerjakan tugas individu yang bersumber dari buku
SUMBER BELAJAR
  1. Script atau rekaman
  2. Gambar-gambar yang relevan

PENILAIAN
  1. Indikator Penilaian
Teknik : Tes
Bentuk : fill the blanks

Indikator Pencapaian Kompetensi
Contoh Instrumen
Kunci
jawaban
Skor
  1. Menemukan:
  • Gambaran umum cerita


  • informasi rinci tersurat

  • rujukan kata.

  • Makna kata








Listen to the recording text and fill the blanks to complete the text:

Spiders
Most spider have….(1). They have a …(2)on their back to help them spin webs. They have two……(3) , some have a red black.
All Spiders hunt for food and some of them catch it in their .. ..(4). They catch files in their . .. .
(5) and . …(6) their blood. When a spider catches something it always it always wraps it up and puts it on its web. It takes at least ….(7) to spin a web. They spin their web with …(8). Daddy long leg spiders kill red back spiders
Spiders live in webs , they like dark places. They live in trees , and they can live under bridges. They live in busy places , some live . . .(9) , in the ground and some have trap doors.
Funnel webs are the worlds most the dangerous spiders , but Daddy long legs have the deadliest . . .(10) but they can’t use it because they’re fangs aren’t long enough.





























































Pedoman penilaian
Tiap jawaban benar : 1
Jumlah skor maksimal : 10X 1 = 10
Nilai maksimal : 100
Nilai siswa : ( skor perolehan : skor maksimal) x 100

b. Pedoman Penilaian
Listening Scores (setiap jawaban benar mendapat skor 10: skor maksimum 100)

No.
NamaSiswa
Predikat/Skor

Excellent (90-100)
Very Good (81-90)
Good (71-80)
Fair (61-70)
1.

























Mengetahui …………….………, ……
Kepala Sekolah Guru Mata Pelajaran




______________________ __________________
NIP. NIP.



STUDENT WORKSHEET


In this part of the test, you will hear a monologue text spoken in English. The monologue will be spoken twice. They will not be printed in your test book, so you must listen carefully to understand what the speaker are saying. After you listen to the monologue, fill the blanks to complete the text.


Spiders
Most spider have ….(1)and eight eyes .They have a …(2)on their back to help them spin webs. They have two……(3) , some have a red black.
All Spiders hunt for food and some of them catch it in their .. ..(4). They catch files in their …..(5) and …..(6) their blood. When a spider catches something it always it always wraps it up and puts it on its web. It takes at least ….(7) to spin a web. They spin their web with …(8). Daddy long leg spiders kill red back spiders
Spiders live in webs , they like dark places. They live in trees , and they can live under bridges. They live in busy places , some live . . .(9) , in the ground and some have trap doors.
Funnel webs are the world most the dangerous spiders , but Daddy long legs have the deadliest . . .(10) but they can’t use it because they’re fangs aren’t long enough.

semantics


SEMANTIC ASSIGNMENT
Semantic Features




Compiled by Group 2:
  • Jihan Milastyanur F (10.1.01.08.0131)
  • Prafita Sintiani P (10.1.01.08.0206)
  • Prasetyo Istianto (10.1.01.08.0207)
  • Toyyibatul Utami (10.1.01.08.0272)


ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2013
PREFACE


First of all, I would like to express my gratitude unto God, who has been giving the great time to live in this world. Therefore, I can compiled this paper for semantic assignment.
This paper is aimed to qualify semantic subject. It mainly focus on “Semantic Features”. This is expected that the readers could learning about it.
This paper is far from being perfect. The suggestion and criticism for the better compilation in the future is happily welcomed.




The writers
























TABLE OF CONTENTS


TITLE PAGE i
PREFACE ii
TABLE OF CONTENTS iii
CHAPTER I: OPENING
  1. Background 1
  2. Problem Formulation 1
  3. Process of Writing Purpose 1
  4. Process of Writing Benefit 1
  5. Process of Writing Method 1
CHAPTER II: DISCUSSION
  1. Definition of Semantic 2
  2. Definition of Semantic Features 2
  3. Semantic Feature Analysis 2
  4. Example of Semantic Features 4
CHAPTER III: CLOSING
Conclusion 6














CHAPTER I: OPENING


  1. Background
The semantic features analysis strategy engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another.


  1. Problem Formulation
  1. What is the definition of semantic ?
  2. What is the definition of semantic features ?
  3. How to analyze semantic features ?
  4. What are the examples of semantic features ?


  1. Process of Writing Purpose
To increase our knowledge about semantic features in English.


  1. Process of Writing Benefit
We will know the definition of semantic features and semantic features analysis in English.


  1. Process of Writing Method
In this method the writer use a book of semantics by Drs. Sugianto and internet media.










CHAPTER II: DISCUSSION


  1. Definition of Semantics
Semantics is a branch of linguistics dealing with the meaning of words, phrases and sentences, however, contrary to pragmatics it does not analyze the intended speaker meaning, or what words denote on a given occasion, but the objective, conventional meaning. Additionally, it is concerned with the conceptual meaning and not the associative meaning. The conceptual meaning is what a word in fact denotes, as for example Friday the 13 th is a day between Thursday the 12 th and Saturday the 14 th, and that is the conceptual meaning of the phrase Friday the 13 th. Yet, for many people the idea of that day brings to mind thoughts of bad luck and misfortune, which is the associative meaning.


  1. Definition of Semantic Features
A semantic feature is one of a set of abstract elements, used systematically in various combinations to define individual meanings or a set of meaning. A semantic feature is used to distinguish the meaning of any one word from every other word.


  1. Semantic Features Analysis
The semantic features analysis strategy engages students in reading assignments by asking them to relate selected vocabulary to key features of the text. This technique uses a matrix to help students discover how one set of things is related to one another. A Semantic Feature Analysis improves students' comprehension, vocabulary, and content retention. This strategy helps students to examine related features or concepts and make distinctions among them. By analyzing the completed matrix, students are able to visualize connections, make predictions, and better understand important concepts.
Steps to analyze semantic features:
  1. Select a topic or concept from a reading selection for student analysis. Introduce the Semantic Feature Analysis graphical organizer (see below) as a tool for recording reading observations.
  2. Help students list key vocabulary words related to the topic down the left hand column of the chart. Next, assist students in listing the properties or features of the topic across the top row of the chart.
  3. Once the matrix is complete, review all the words and properties with the students and have them carefully read the text selection.
  4. While reading, students place check marks in the matrix when a vocabulary word reinforces one of the properties of the topic.
  5. After reading and completing the matrix, have students share their observations. Encourage discussion about differing results. Ask students to identify which vocabulary words best communicate the essential properties of the topic.
Example:
  1. Example of Semantic Features
Semantic features categorize the different elements of the meaning of a word. Some words have more semantic features than others.

For example:
Man [+Human] [+Adult] [+Male]
Woman [+Human] [+Adult] [+Female]
Boy [+Human] [-Adult] [+Male]
Girl [+Human] [-Adult] [+Female]
Whereas:
King [+Human] [+Adult] [+Male] [+Status]
Queen [+Human] [+Adult] [+Female] [+Status]
Prince [+Human] [-Adult] [+Male] [+Status]
Princess [+Human] [-Adult] [+Female] [+Status]
The kinds of semantic features that you use will greatly depend on what you are analyzing/categorizing. Here are some potential examples:
FEATURE: + vs. -
Human : Baby vs. Pig
Animate : Pig vs. Chair
Edible : Toast vs. Rock
Tangible : Chair vs. Idea
Event : Birthday vs. Pig
Mobile : Cart vs. Tree
Transitive : Hugged vs. Sat
Finite : An apple vs. Apples

When assigning semantic features to multiple items, you only need to indicate the value of relevant features. You want to have enough features to distinguish between the items (ie. each item has a unique value set) without having unnecessary or redundant features.
For example, to distinguish between 'Pig' and 'Chair' you only need the feature
Animate:
Pig [+Animate]
Chair [-Animate]

While to distinguish between 'Pig', 'Chair', and 'Baby' you need to use two features:
Pig [+Animate] [-Human]
Chair [-Animate] [-Human]
Baby [+Animate] [+Human]

Here is a larger example:
Pig [+Animate] [-Human] [0Young] [+Tangible] [-Event]
Chair [-Animate] [-Human] [0Young] [+Tangible] [-Event]
Baby [+Animate] [+Human] [+Young] [+Tangible] [-Event]
Adult [+Animate] [+Human] [-Young] [+Tangible] [-Event]
Idea [0Animate] [-Human] [0Young] [-Tangible] [-Event]
Birthday [0Animate] [-Human] [0Young] [-Tangible] [+Event
]
























CHAPTER III: CLOSING


Conclusion
When we try to find the meaning of a certain word or expression we normally depend on our understanding of the use or the context of that word or expression. Sometimes we find that the meaning seems very difficult to find because we know little about the context. Or, we know the context but the meaning cannot be found because we know nothing about the word or the expression itself.


Card presentation


CARD 1
1. About the Novel and the Author
  • Title : EMMA
  • Author : JANE AUSTEN
Information about the Author : Jane Austen was born on December 16, 1775 in Hampshire, England. While not widely known in her own time, Austen's comic novels of love among the landed gentry gained popularity after 1869, and her reputation skyrocketed in the 20th century.Emma is a novel about youthful hubris and the perils of misconstrued romance.
Genre : Literary Classic
  • Publication : December 1815
  • Number of page : 184 pages


CARD 2
Level of Difficulty :
  • Language: The book used difficult words it’s also used a grammatically sentences. Sometimes the sentences make me confused to understand the contents in the book.
  • Plot or point of view: 3rd person, because the author consider the reader as supervisor.

     
    CARD 3 (1)
    EXPOSITION: Emma Woodhouse, a 20-year-old young girl, beautiful, funny, and a lady in a region in England. She lives on the fictional estate of Hartfield in Surrey in the village of Highbury with her elderly widowed father, a hypochondriac who is excessively concerned for the health and safety of his loved ones.


    COMPLICATION : Emma have nanny named Mrs. Taylor, Mrs. Taylor is not just a nanny for Emma but also as a friend. Emma is very close to Mrs Taylor after Taylor married and Emma feel lonely, and she began to try her new hobby now there is matchmaking.


    CARD 3(2)
    CONFLICT :
  • Emma macth new friend Harriet Smith with the local pastor called Mr. Elton. Previous Emma convince Harriet to reject Robert Martin's of a farmer who educated and honorable, and Harriet receive advice by Emma. But poorer Mr. Elton does not like Harriet because Her status the low social .Emma feel guilty instigated Harriet.
  • Suddenly Jane is talented and rival Emma came along with the arrival of a handsome young man named Frank Churchill. After Frank meeting with Emma, ​they were dating. But aware that she does not really like Frank and Frank intends to match with Harriet. Mr. Knightley neighbor’S Emma who has always liked Emma does not like to see the two of them dating. Mr knightley felt unnatural with Frank Churchill who approached her in a sudden. It turns out that in fact the true knightley Mr. Frank churchill Jane. They have engaged with the engagement secret as they know that Frank's aunt would not accept it and cross out his legacy when Frank still maintain that


CARD 3 (3)


3. Emma believes that Harriet will be crushed by the engagement Frank, but Harriet assured him that it did not happen. In fact, Harriet tells Emma that Mr. Knightley was the one that She liked and She was convinced that Mr.Knightley reciprocate her feelings. She was so shocked and jealous.

CLIMAX: Emma apparently realized that she had fallen in love with Mr. Knighley.

RESOLUTION : Finnaly Mr Knightley proposed to her and she gladly accepted it, the farmer Robert Martin Harriet apply again, and this time she accepted .Jane and Emma eventually reconcile and Jane and Frank were married.

CARD 4
Reaction to the Novel :


  • I’m quiet enjoy with the novel. Because the story of this novel very interesting. But sometimes I also find difficulties when I can’t understand some story in the novel and its make me confused.
  • I would read another novel by the same author, because this novel that I read is good story,so I think the another novel same well with this novel.
  • I will recommend this novel to my classmates because this novel has a good story and good language, so you can add your ability in reading.

CARD 5
Personal experiences or thoughts related to the novel: the novel gives me inspiration about love, friendship,marriage,the social clasess.

The identify of character that I like :: Emma: the protagonist of the story,She is a beautiful, smart, and wealthy 21-year-old woman. Because of her admired qualities, Emma is a little conceited.Emma believes that she is a good matchmaker, and tries to put together several couples throughout the novel. Emma believes that social classes are very important and refuses to see anyone cross over to marry someone lesser than themselves.