LEARNING MATERIAL

ENGLISH FOR
ENTERTAINMENT

FABLE

BY

SMP MUHAMMADIYAH BINTUNI

 ACKNOWLEDGEMENTS

Alhamduillahi Rabbil’alamin, thanks to Allah S.W.T because of His help and

blessing, I can finish arranging this modul that entitle “ Fables” on time. The purpose in
writing this modul is to give information to the students about how to understand fables well
with problem based learning method. This modul consist of lesson learn, assigment, and
formative text .
I would like to express my highest gratitude and apreciation to my lecture Prof. Dr.
Hanna, [Link], all lectures at UHO University and all my friends in Program Pendidikan Guru,
who have been very helpfull, kind and patient in giving me advice, idea, and their valuable
time during the process of writing.
Finally, I realize that this modul is far from being perfect. Therefore, any constructive
critics and suggestions will be gladly accepted. Finally, it is expected that this modul can
helps the readers to gain more knowledge.

Bintuni, 27 Juli 2021

The Writer
 TABLE OF CONTENT
COVER
ACKNOWLEDGEMENTS
TABLE OF CONTENT
A. INTRODUCTION
1. Short Description
2. Relevance
3. Learning Objectives
4. Learning Guide
B. MAIN SECTION
1. Learning Outcome
2. Material Description
a. Definition Fables
b. Social Function of Fables
c. Characteristics of Fables
d. Generic Structure of Fables
e. Language Feature of Fables
f. Common Animal Characters Used in Fables
g. Moral Values of the Fables
h. Task
i. Discussion Forum
C. CLOSING SECTION
1. Summary
2. Reflection
3. Formative Test
4. References
D. AUTHOR IDENTITY
 FABLES

A. INTRODUCTION

1. Short Description

This section contains materials about fables that will help you
understand what they are, their social function, structure, and language
features, as well as how to make a good fables.
Fables can be defined as short stories that are designed to convey a
moral massage to the reader.
Fables are common across folk cultures world wide and have been
used to pass on the values of people, especially to children, for centuries.
The fables origins lie in story telling. The central characters are
usually animals, making them extremely enganging for children.
For this reason, fable were often told to children as a way of
instructing them in how to behave.

2. Relevance

Have you ever heard a story of talking animals? Have you ever imagined
animals act and behave like human beings? What do you think? Is it interesting?
Is it funny? Do you always learn something after you read or listen to it? Do you
need to know more about what is called as fable? If so, learn about the
characteristics, the generic structure as well as the typical vocabularies used in
this kind of text. Then you will not only read but also write the text acceptably
and correctly!

3. Learning Objectives

After learning this material, students are expected to be able to

1. Analyzed the social function, general structure, and language feature of a
fable.
2. Creating a fable
4. Learning Guides

In these learning activities, you will observe a kind of narrative text, namely
fable. You will also learn how to write a good fable. To begin with, you are
supposed to see some examples of fables. You have to analyze the generic
structure, the vocabulary, as well as the grammar used in this kind of text. You
have to know that the main function of this text is to describe your own created
fables.

B. MAIN SECTION

1. Learning Outcomes

After learning this activity, the learners are expected to be able to:
a. Attitude
 To strengthen the students’ faith in God after dealing with religious
facts in the story.

 Uphold and apply moral values, ethical values, personal and social values
(honesty, discipline, accountability, and independence), care and respect
fordifferences and diversity, tolerance, peace, and collaboration

 To make any differences between the right and the wrong from the
characters identified in the story.
b. Knowledge
 To understand that Fables is concerned with a story of animals
 To identify and analyze the social functions, characteristics, generic
structures, and language features used in imaginative, informative and
persuasive texts to meet the purpose of the text
c. Skill
 Find detailed information expressed or implied regarding the fables
 Write a moral message related to narrative fables
 To identify and explore the structure and language features of fables

 Independently to write a fable using appropriate text structure,

languageand features.
2. Material Descriptions
a. The Defenition of Fables
Activity 1
Watch the video then answer the following questions.

[Link]

TASK 1

1. What is the title of the video?

2. Who are the characters of the story?
3. How do you describe the characters of the story?
4. Where did the story happen?
5. What are the problems of the story?
6. What do you learn from the story?

What is fables?

The definition of fables is a fictional story, poems or prose, with a specific

moral or lesson that is conveyed to the reader. Fables use humanized animals,
objects, or parts of nature as main characters and are therefore considered to
be a sub-genre of fantasy.

b. Social Function of Fables

After understanding about the definition of fables, do you know the social
function of fables? Watch the following video to understand about the social
function of notice, then answer the question based on the video that you have
watch!
 [Link]

TASK 2
Can you describe about what is the social function of fable are telling about?

The social function of fables

to entertain or to amuse the reader about the interesting story

to convey moral messages to the readers especially for children.

c. Characteristics of Fables
simple plot and character
using animal or element of nature
moral lesson
personification
funny and amusing story
culture beliefs.

d. Generic Structure of fables

After understanding the characteristic of fables, now you have to understand
the generic steructure of fables. Read the text carefully and fill the table below
correctly!

TEXT 1
The Ant And The Grasshopper

In a field one summer’s day a grasshopper was hopping about, chirping and
singing to its heart’s content. An ant passed by, bearing along with great toil
an ear of corn he was taking to the nest.
“Why not come and chat with me,” said the grasshopper, “instead of toiling
and moiling in that way?”
“I am helping to lay up food for the winter,” said the ant, “and recommend
you to do the same.”
“Why bother about winter?” said the grasshopper; we have got plenty of food
at present.” The Ant went on its way and continued its toil.
When the winter came the grasshopper found itself dying of hunger while it
saw the ants distributing, every day, corn and grain from the stores they had
collected in the summer.
TASK 3

In this task, you should determine the Generic structure

Generic structure Paragraph
Orientation
Complication
Resolution

The generic structures of fables

Orientation / Introduction

Sets the beginning of the story and introduces the characters (who,
when, what, and where). It should include the characters that are
animals or elements of nature. These non-human characters are told to
be able to talk or show human characters or habits.

Complication
Describes the problem in the story and how the main character
solves the problem. This section covers situations, activities or
events that cause problems / complex to the climax that can be seen
when the crisis arises.
Complication is the main element of fable. Without
complication, the text is not fable. The conflict can be shown as
natural, social or psychological conflict. Every fable text must consist
of conflict or problem. A simple definition of problem is when
something goes and it is not what we want.

Resolution

Resolution tells how the participants solve the problems aroused by the
conflict. It is not matter whether the participants succeed or fail. The
point is the conflict becomes ended. The problem must be resolved. It
can succeed or fail. There must be a moral value in this part.
 e. Language Features of Fables
Fables has language features. You need to know and be able to implement the
features when you create fables. To guide you to the language features of
fables, please answer task based on the Text 1!

TASK 4
In this task, you should determine the grammar language features of the text 1

Grammar and language Feature

Example in this text
Using past action verb
Using specific noun as pronoun of
Person, animal in the story.
Using adjectives
Using time connectives and
Conjunctions to arrange the events.
Using adverbs and adverbial phrase
to show the location of events.
Using dialogue to elicit an emotional
response from the reader

The language features of fables are:

Using past action verb
Using specific noun as pronoun of person, animal in the story.
Using adjectives
Using adverbs and adverbial phrase to show the location of events
Using dialogue to elicit an emotional response from the reader
Using time connectives and conjunctions to arrange the events
f. Common Animal Characters Used in Fable

DONKEY HAWK
LION FOX
❏ stupid ❏ tyrannical
❏ strong ❏ sly
❏ has big ego

TURTLE
WOLF MONKEY ❏ wise
❏ greedy ❏ clever
❏ dishonest MOUSE
❏ helpful
g. Moral Values of the Fables

A fable is indeed identical with moral values. Below are some examples

of moral value of fables:

Be happy with what you have.

Our greatest weaknesses can also be our strengths.

No act of kindness is ever wasted.

Don’t expect a reward when serving the wicked.

There is time for work and time for play.

h. Task
TASK 5
Now, create a fable by your own imagination, you may use this table as your
guidance! You should consider the generic structure as well as the language feature
of your created story. If needed, ask your partner to prof-read your writing, to give
feedback or suggestion to your work. Enjoy your writing
The Title “ "
Who are the 1. … ORIENTATION
characters? 2. …..
3. …..

How are the 1. … ORIENTATION

characters? 2. ….
3. …..
What are the COMPLICATION
problems?
How do they solve RESOLUTION
the problems?
What is the moral RE-
value of the story? ORIENTATION

Please consider the following writing descriptors so your writing will be well-
organized.
No Writing Elements Descriptors
1. Task Response a. fully addresses all part of the task
b. presents a fully developed position
c. fully extended and well-supported ideas
2. Coherence and Cohesion a. skillfully manages paragraphing
b. sequences information and ideas
logically
3. Lexical Resource a. provides wide range of vocabulary
b. rare minor errors occur only as “slips”

4. Grammatical Range and a. provide wide range of structure with full

Accuracy flexibility and accuracy
b. rare minor errors occur only as “slips”
TASK 6
Have you finished? Well, great job! Now, you should practice speaking using your
notes. Practice your speaking as much as possible before presenting them in front
of your friends. Remember, do not write full sentences in your note
Use the following descriptors to guide you present your work optimally.
Speaking
No Descriptors
elements
4. Fluency a. Speaking normally
b. Speaking without hesitation
c. Spaking without too many stops
d. Speaking without too many fillers

5. Accuracy d. Speaking with full range of structure naturally

and appropriately
e. Speaking with full flexibility of vocabulary
f. Speaking with natural and accurate idiomatic
language

6. Appropriateness a. Speaking with a right topic

b. Speaking with right phrases
c. Speaking with a right way

i. Discussion Forum

To understand a text like Narrative text, you must understand the

social function, generic structure, and the language features used in the
story.

Creating a web story will also make it easy to understand the story so that
if there are difficult words it will be easy to guess about the content of the
reading

In order to explore the content of the text, it is necessary for you to look
for new meanings of words other than those introduced in this teaching
material.
 B. CLOSING SECTION

1. Summary

2. Reflection
 3. Formative Text

Read the following text to answer questions number 1 to 3.

A Story From The Farm Yard Two roosters were fighting fiercely to be the king of the farm
yard. One finally gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew up to a high
wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons. The loosing
rooster immediately came out of its corner and ruled the farm yard from then on.

1. From the text we know that ....

A. Only one rooster can rule the roost

B. The roosters are fighting to flap their wings
C. The eagle had watched them all day
D. The farm needs a new king
2. What is the main idea of paragraph 3?

A. An eagle watching the rooster from a distance

B. The loosing rooster came out from its hiding place
C. The loosing rooster came out from its hiding place
D. The winning rooster celebrates its winning proudly

3. What can we learn from the story?

A. There's always a bigger enemy in this life

B. Your friend can be your enemy
C. Always grab an opportunity before you
D. Don't be cocky when we have achieved our goal

Read the following text to answer questions number 4 to [Link] Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he hadn't eaten
since morning. It was midday. But he found nothing in the land but dying trees. "Huh... I hate
this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems delicious'
imagined the mouse deer, 'but how can I get there? I can't swim, the current is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he jumped to the
air,'aha.: he then walked to the edge of the river. He didn't see the reflection because the water
flowed very fast. He dipped one of his fore legs into the water. A few moment later, appeared
Mr. Crocodile showing his sharp teeth. He then laughed, "Ha... ha... ha, you can't run away
from me, You'll be my tasty lunch!" said the crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer frightenedly. Then,
the other crocodiles approached moving [Link] approached the edge of the river.

"But, before you all have a party, I wonder how many your members are there in the river. If I
know your number exactly, I can distribute my meat evenly,"said the mouse deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr. Croco
moaned. "Leave it to me, and I can make it for you!" Now, can you ask the others to line up,
from one edge to the other edge of the river? The mouse deer requested. Then the crocodiles
arranged themselves in line from one edge to the other edge of the river. The mouse deer
jumped to the body of one crocodile to the others while he was counting, 'one, two, three; and
so forth up to ten. Then at last he arrived at grassland, and he thanked to the dumb
crocodiles.

4. Why did mouse deer want to go across the river?

A. Because he was very hungry
B. Because he wanted to cheat Mr. Crocodile
C. He wanted to eat some dying trees
D. He was afraid of the current of the river
5. He was afraid of the current of the river
A. Three crocodiles
B. Ten crocodiles
C. Thirteen crocodiles
D. Not mentioned
6. " .... But we are a large group, I can't count it precisely," The underlined word has closest
meaning with ....
A. Accurately
B. Objectively
C. Definitely
D. Obviously
7. After reading the text, we may conclude that the mouse deer was ....
A. Very greedy animal
B. Cunning animal
C. Dumb animal
D. Frightened animal
Read the following text to answer questions number 8 to 10. ar and the Two Friends

Once, two friends were walking through the forest. They knew that anything dangerous can
happen to them at any time in the forest. So they promised each other that they would remain
united in case of danger.

Suddenly, they saw a large bear approaching tern. One of the friends at once climbed a nearby
tree. But the other one did not know how to climb. So being led by his common sense, he lay
down on the ground breathless, pretending to be a dead man.

The bear came near the man lying on the ground. It smelt his ears and slowly left the place.
Because the bear did not touch him, the friend on the tree came down and asked his friend on
the ground, "Friend, what did the bear tell you into your ears?"The other friend replied, "He
advised me not to believe a false friend.

8. What can we get from the story?

A. We have to save ourselves
B. We have to learn how to climb
C. Bear will not harm a dead man
D. True friend always stand by us in ups and downs
9. "He advised me not to believe a false friend." (Paragraph 3) The underlined word refers to
....
A. The bear
B. The dead man
C. The friend who cannot climb
D. The friend who climb the tree
10. Where do you think the story happened?
A. In the river
B. In the park
C. In the woods
D. In the zoo
 4. References

Characteristics of a Fable – Easy Peasy All-in-One High School.

[Link] Accessed 21
Apr. 2021.

Fable: Definition and Examples | Literary Terms. [Link] Accessed 20 Apr.

2021. Fable - Simple English Wikipedia, the free encyclopedia.

[Link]
Accessed 21 Apr. 2021.

Istikharoh, Lutfi. Pendalaman Materi Bahasa Inggris, Modul 4: English for Entertainment.
Kementerian Pendidikan dan Kebudayaan. 2019

[Link]

[Link]

12 Lessons from Aesop's Fables: Top Fables With Morals." 22 May. 2017,
[Link] Accessed 21
Apr. 2021.
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
 AUTHOR IDENTITY

NAME : ASMA
DATE OF BIRTH : TEPPO, 09 MEI 1984
SCHOOL : SMP MUHAMMADIYAH BINTUNI
ADDRESS : JL. RAYA BINTUNI [Link] KM,7

BINTUNI, PAPUA BARAT

EMAIL : asma.syamsuddin75@[Link]

HOBBY : TRAVELLING