Bahasa Inggris BS KLS XI Unit 4

Unit
KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI

REPUBLIK INDONESIA, 2022
4
Bahasa Inggris: English for Change untuk SMA/MA Kelas XI
Penulis: Puji Astuti, dkk.
ISBN: 978-602-427-944-8 (jil.2)
Indonesian
Environmental Figures
How to save the earth?

Mind Mapping the Unit
C
AB
Vocabulary Listening
words related to and Speaking
environmental identifying and using
preservation the comparative and
superlative in the
monologues
S+V Unit 4
Grammar Indonesian
Simple
Past Tense Environmental Reading
Figures and Viewing
identifying main idea,
author’s purpose, and
core information
b
Aa B
Text type
transactional
conversation, [a']
narrative text Writing and Presenting
producing a narrative essay
Pronunciation and presenting a digitally
grammatical poster
function of
intonation
Keywords
• Environment • Sustainable • Rubbish
• Environmental • Climate • Volunteer
igure/activist • Pollution • Narrative
• Deforestation • Campaign
138 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Listening
Learning Objective:
By the end of this lesson, you are able to correctly identify expressions
for starting, continuing, and ending a transactional conversation.
Building Knowledge of the Field
Activity 1
Work in pairs. Look at the

picture, then discuss it by using
Think-Pair-Share. Your teacher
will explain the steps.
Imagine you are the brother.

What is your answer if your
sister asked you the question?
Picture 4.1 Watching TV
Activity 2
Work in pairs. Do the activity through Pairs Compare. Based on

the picture in activity 1, are you concerned about the environment
around you? Share what you are concerned about and why.
Unit 4 Indonesian Environmental Figures 139

Modeling of Text
Activity 3a
Work Individually. Learn the examples of expressions for starting,

continuing, and ending a transactional conversation.
Table 4.1 Expressions for starting, continuing, and ending
a transactional conversation
Starting Continuing Ending
● What’s new? ● Before I forget, I ● I should get going.

● So, how have wanted to talk to It was nice talking
you been? you about… to you.
● What have you ● By the way… ● Well, I have to go.
been up to? ● Since you’re here, It was nice talking
● Keeping busy? let me ask you to you.
● How was your about… ● Well, it was nice
weekend? ● I actually wanted seeing you. Say
● Do you have to talk to you hello to (name) for
any plans for about… Do me.
the weekend? you have a few ● Well, I have a class
● So, how’s it minutes? in a few minutes. I
going with ● While I have you better get going.
(a project, on the line, let me ● Okay, I’ll talk
initiative, ask you about… with my team
etc.)…? (if speaking on and I’ll give you
● So, what do the phone) a call tomorrow
you think ● Ending small talk morning.
about.…? and starting a ● So, we’ll wait for
● So, did you meeting: Joanna’s response
hear that…? ● Well, let’s get and then go from
● So, I heard started… there.
that you are/ ● Shall we talk ● Okay, I’ll work
you’re…? about…? on the proposal
● Anyway, let’s talk and send it to you
about … by the end of the
week.
Source: Business English Resources, n.d.

Activity 3b
A
Work individually. Listen to the dialogue carefully.
Picture 4.2 The students are watching video from a cell phone
Activity 3c
A
Identify the expressions for starting, continuing and ending a
transactional conversation in the dialogue, underline the correct
categories of the expression.
Number 1 has been done for you.
No. Expression Starting/Stating/Concluding
1 Hi, Keeping busy? Starting/Continuing/Ending
2 By the way, what has she done Starting/Continuing/Ending
3 It’s time to go back to class. Lets go! Starting/Continuing/Ending

Activity 4
Listen to the audio carefully. The audio will be played twice. Mark
whether the statements are True (T) or False (F).
Picture 4.3 Aeshnina Azzahra

Source: Screenshot of IG/@aeshnina (2021)
True (T)/
No. Statements
False (F)
1. The fun thing is that Nina participated in a F

demonstration in kindergarten.
2. Nina is dealing with polluting waste in the

mountain.
3. Nina’s daily habits are very connected with the

environment.
4. Teacher teaches Nina to reduce single-use plastic.
5. Developed countries are mad for what Nina has

done.

Activity 5
Listen to the audio and complete this narrative essay with the phrases
in the box. You can ind it through the link or QR code on page 266.
river warriors; ecological activists; smuggling plastic waste here;

throwing garbage; producer of plastic waste
Did you know that waste in Indonesia has become a serious issue? Of all
countries globally, Indonesia is the third-largest (1) producer of plastic
waste every day.
Seeing this sad condition, many people care about the environment
and are passionate about ighting this problem to get the world’s
attention. One of the so-called (2) __________ is Aeshnina Azzahra Aqilani,
or Nina.
This little hero from Gresik is active in dealing with polluting
waste in the river. Still, she has also made Germany aware to stop
(3)_____________ in our country. She was even invited to the Netherlands
to see irsthand how Europeans process their waste.
First, Nina was interested in the environmental world when she
was little. Nina’s parents are also (4)__________ and researchers, so Nina
always accompanied them to rivers, beaches, and forests.
The fun thing is that Nina also participated in a demonstration
in kindergarten. So Nina’s daily habits are very connected with the
environment. Moms and Dads also always teach Nina to reduce single-
use plastic as much as possible and tell her how important the river is.
Developed countries such as Germany and the United States often
send garbage to our country. Nina sent a letter to the German Chancellor
with the intention that they stop (5)__________________.
The response was incredible! Nina managed to meet the ambassador
in Jakarta, and they promised to tighten supervision at the port. Well,
plastic waste from Germany has also decreased rapidly.
Source: (Hearth of Justice, n.d.)

Activity 6
Work in pairs. Identify the expressions for starting, continuing,

and ending conversation from the audio.
No. Statement Expression
1. Did you know that waste in Indonesia has starting

become a serious issue?
2.
3.
4.
What Have You Learned So Far?

Write down what you have learned so far in this session. Which
expressions for starting, continuing and ending conversation that
you often use in your daily life conversation?
A Mid-Lesson Relection
Once you realize that caring for the environment is very important,
what will you do for the environment around you?

Joint Construction of Text
Activity 7
Work in groups of four. Watch the video then

ind starting, continuing, and ending conversation
expressions. Scan the following QR Code or visit the link
to watch the video:
https://www.youtube.com/watch?v=FMJhKQjO5uk&t=6s.
Independent Construction of Text
Activity 8
Work individually. Watch the video. Find

expressions for starting, continuing and ending
conversation in the video. Scan the following QR Code
or visit the link to watch the video:
https://www.youtube.com/watch?v=e6rglsLy1Ys.
Linking Related Texts
Nina is only one of many others who keep our environment safe and
healthy. Find your local environmental igure who makes you amazed
by what he/she has done to the environment.
Speaking
Learning Objective:
By the end of this lesson, you are able to use expressions for starting,
continuing, and ending a transactional conversation with the correct
use of intonation.

Picture 4.4 Pak Sadiman
Activity 1a
This is individual work. Look at the illustration about Pak Sadiman,

an environmental igure from Wonogiri, Central Java, Indonesia. What
is your irst impression of him? Write your answer in your notebook.
Activity 1b
Your teacher will play a video about Pak Sadiman. Follow the instructions.
Individual Work:
1. Watch the video carefully, speciically from minute 2:00 to 7:00.

2. Watch it for the second time and take some notes if needed. You will
ind the notes helpful.
Group Work:
1. Work in groups of three.

2. Together with your group members, recall the expressions for
starting, continuing, and ending a transactional conversation that
you learned in the last Listening Lesson.

4. Prepare for a conversation with your group members about Pak
Sadiman. Focus on why he is labeled as “insane” by some people
around him.
5. Make use of your notes.
6. Decide who will do the starting, continuing, and concluding part of
your conversation.
7. Do the prepared conversation in front of another group and/or to
the whole class.
Modeling of Text
Activity 2
One more time, recall all of the expressions for starting, continuing, and
ending a transactional conversation you have learned so far. Next, work
in groups of ive through Numbered-Head Together (NHT) in which
you will answer your teacher’s questions regarding their categories,
such as: Which category of expression is this one: Shall we talk about…?
Your teacher will give you complete guidance for doing the NHT.
Activity 3
Carefully read the following materials about intonation.
The Grammatical Function of Intonation in English
There are some intonation patterns in English, which, for the most
part, correspond to the use of particular grammar structures. The
most common example is in the use of wh-questions (questions
beginning with ‘who’, ‘what’, ‘why’, ‘where’, ‘when’, ‘which’, and
‘how’), which usually have a falling intonation.
In a conversation with a new classmate, the following questions
would sound most natural with falling intonation: ‘What’s your
name?’, ‘Where are you from?’, ‘Why did you choose this school?’,
‘How long will you study here?’.

Questions that require a ‘yes’ or ‘no’ answer, however, usually
have upward intonation. In the same conversation with your
classmate, your voice would rise at the end when asking the following
questions: ‘Have you studied here before?’, ‘Do you like the teacher?’,
‘Will you come back tomorrow?’.
Source: Muniem, 2015
Activity 4
This is individual work. Follow the instruction:

1. Based on the above materials, complete the following table in which
you write one (1) expression for each category (starting/continuing/
ending).
2. Recall the learning materials from the last Listening Lesson:
Modeling of Text and indicate the correct intonation (falling/
upward) for each of the expressions. Use a check mark to do so. One
is done for you as an example:
Falling Upward
Intonation Intonation
Starting: What’s new? 3
(one expression)
Starting: …………………
(one expression)
Continuing: …………………….
(one expression)
Ending: …………………….
(one expression)

Activity 5
Work in groups of ive. Through RoundRobin, take turns to

pronounce each of the expressions you have in the table above with the
correct intonation. Start with one category of expression followed by
the next until all categories are covered.

In the space provided, write one expression that you like the most
from each category (for starting, continuing, and ending).
1.
2.
3.
From all of the activities that you have done previously, which
activity do you think is challenging? Do you like to work individually
or in pairs? Write your answer in the space provided!
Name/Class:
Answer:

Activity 6
Work in groups of three. Based on the following situation and with

the correct use of intonation, use the three categories of expressions in
a transactional conversation between three students. When your group
is ready, perform the conversation in front of a neighboring group or in
front of the classroom. Listen to the feedback given by your peers and
teacher about your performance.
Situation: The three of you are members of a committee of Environmental
Awards for the upcoming International Earth Day celebration at school.
Discuss the criteria to select students who deserve the awards. Use the
three categories of expressions in your conversation. Also, pay attention
to your intonation; use the correct one.
Activity 7
This is individual work. Follow the instructions:

1. Answer the following questions: 1) What do you think of your group
members’ use of intonation during the conversation? and 2) What
suggestions do you have for them regarding their intonation?
2. Share your answers with your group members.
3. Ask them to do the same for you.
Activity 8
The instructions for this activity are the same as the ones for Activity 6
but with a different situation.
Situation: The committee of the Environmental Awards for the
International Earth Day celebration has announced three students
who received the awards. Each of you has a favorite one. Talk about it.
Use the three categories of expressions in your conversation. Also, pay
attention to your intonation; use the correct one.

How do the learning materials in this Speaking Lesson (i.e., expressions

for starting, continuing, and ending a transactional conversation)
relate to the organization of an essay (opening, main, and concluding
paragraphs)? Think about them and read relevant sources to answer
the question. Write the answer in your notebook.
Reading
Learning Objective:
By the end of this lesson, you are able to correctly identify the main
ideas and author’s purpose in a narrative text.
Activity 1
Work in groups of four. Look at the people in the pictures. Guess

who they are and what they do to our earth.
Picture 4.5 In the classroom

Activity 2
Work in pairs. Look at the table. There is a clue on the left and
you have to guess who she/he is. All of them are young Indonesian
environmental activists. Discuss with your partner to get the answer.
1. They began a campaign to rid Bali of Melati and Isabel

single-use plastic bags titled Bye Bye Wijsen
Plastics Bags.
2. She co-founded the youth organization,

which aims to counter deforestation and
act as an advocate for the environment in
Indonesia.
3. She is a young environmental activist. She

irst volunteered in a community project
to clean the Ciliwung River in Bogor with
a respected climate activist, Hapsoro.
4. He is a boy from Tapanuli, North

Sumatra and he was selected as one of
the Indonesian delegates of the UN Youth
Climate Summit.
Activity 3
In order to help you understand a narrative essay entitled “Laetnia

Belai Djandam”, let’s learn the vocabulary that you will ind in it.
Environmentalist one concerned about environmental quality

especially of the human environment with
respect to the control of pollution
Climate the composite or generally prevailing weather

conditions of a region, as temperature, air

pressure, humidity, precipitation, sunshine,
cloudiness, and winds, throughout the year,
averaged over a series of years.
Reuse the act or process of using again
Sustainable pertaining to a system that maintains its own

viability by using techniques that allow for
continual reuse:
Environment Ecology. the air, water, minerals, organisms,

and all other external factors surrounding and
affecting a given organism at any time.
Source: (Cambridge Dictionary, n.d.; Merriam Webster, n.d.)
Modeling of Text
Activity 4a
In this section you will relearn how to identify the main idea in a
paragraph. Recall the information about this in unit 3 (page 115). In
addition, you also have to recall the information about the author’s
purpose that has been studied in unit 1 (page 17). Study those two pieces
of information as a guide to do the next activity.
Activity 4b
Work individually. Read a narrative essay entitled “Laetnia Belai

Djandam” and answer the questions.
Laetania Belai Djandam
Laetania Belai Djandam, she is a young environmentalist, her

age is 19 years old. She is a Health and Human Sciences student
at the University of Sheield in the UK and an Indonesian youth
environmental activist. She felt lucky to be raised in a family that

values the integrity of nature and
is environmentally conscious
and active. Because of this,
she has been exposed to and
involved in climate action from
quite a young age. Growing up in
that space has inspired her to do
as much as she can for the Earth
and its people.
Descending from the Dayak
Picture 4.6 Laetania Belai Djandam
people of Borneo, she is also
passionate in supporting the development of local and customary
communities in Kalimantan, Indonesia. She is especially interested
in helping to build their adaptive capacity in facing both health
and environmental crises. Her parents have always been involved
in working with communities in Indonesia and their environment,
so she grew up with an understanding that these are two important
things to protect and support.
She was only seven years old when she irst volunteered in
a community project to clean the Ciliwung River in Bogor with a
respected climate activist, Hapsoro. Nine years old when she felt
proud to go on a ield trip with her classmates and teacher to visit her
mom’s oice and learn about her work in forestry. Twelve when she
was one of the chosen students in my elementary school to feature in
a television series about recycling waste.
Her interest in environmental causes sparked from a very young
age, but she relied more on taking opportunities that came her way,
rather than creating them myself.
She believes everybody deserves to live a healthy, happy life. “As a
health student, I want to give people the opportunity to make healthy
choices and have healthy lives.” And as a young environmentalist,
she wants to ensure that people have equal access to a clean and
sustainable home.

As a Planetary Health learner, she understands that it should
not be a choice between the two. There is an underlying connection
between human and environmental health, where if one is not healthy
then neither can be. We need to be illuminating these connections
between health and the environment because the solution lies in the
heart of where the two meet.
Source: Schmidt, n.d.
1. What is the main idea of paragraph 1?

2. What does paragraph 2 talk about?
3. What makes Laetania grow up with an understanding that
environment and health are important?
4. What does Laetania want to protect?
5. What is the author’s purpose in writing this text?
Activity 5
Work in a group of four. Match the paragraph number on the left

column with its main idea on the right column.
Paragraph Main Idea
Paragraph 1 a) She comes from Dayak people who concern in

helping to build their adaptive capacity in facing
both health and environmental crises
Paragraph 2 b) She was very young when she irst volunteered.
Paragraph 3 c) There is a connection between human and

environmental health.
Paragraph 4 d) She wants to ensure that people have equal access

to a clean and sustainable home.
Paragraph 5 e) She was clever in taking opportunities that came

to her.

Paragraph 6 f) Laetania Belai Djandam is a youth environmental
activist Because of this, she has been exposed to
and involved in climate action from quite a young
age.

You have studied narrative essays in this lesson. Write down what
must be considered in writing a narrative essay.
In your opinion, what activities can be done to preserve the
environment. Then, what would happen if no one cared about
preserving the environment anymore?
Activity 6
Work in groups of four. Read a narrative essay entitled Salsabila

Khairunnisa. Find the mind idea of each paragraph, then decide the
author’s purpose. Your teacher will give you further explanation on
how to answer the questions.

Salsabila Khairunnisa
Salsabila Khairunnisa was born in 2003 is
an Indonesian environmental activist. Aged
15, she co-founded The Jaga Rimba youth
movement which aims to ight deforestation
and exploitation in Indonesia. In 2020, she was
nominated to be one of the BBC’s 100 Women
Award.
Jaga Rimba is closely connected to the
community who lived at Laman Kinipan, who Picture 4.7 Salsabila
was evicted from the village in 2018 by a palm Khairunnisa
oil company. The business PT Sawit Mandiri Source: Pejuang iklim (2021)
Lestari (SML) claimed they had the right to use the land in the
community to grow palm. They evicted the villagers, resulting in
famine, as well as affecting the community of orangutans who lived
in the area. Jaga Rimba campaigns to ensure that the indigenous
people of the Kinipan Forest, one of Borneo’s last rainforests, not to
lose their land.
Khairunnisa, who is inspired by other climate activists such as
Sweden’s Greta Thunberg and Mitzi Jonelle Tan from the Philippines,
said Jaga Rimba has advised student campaigns against deforestation
on Sumatra island, in Kalimantan and Indonesia’s easternmost
region of Papua. Recent campaigns have targeted Indonesia’s plans
to develop a giant farm on Borneo island to avoid food shortages, and
a job creation bill passed by parliament in October that critics say
could weaken environmental standards. Khairunnisa is increasingly
being recognized for her climate activism and last month was listed
as one of the BBC’s 100 inspiring and inluential women for 2020.
The pandemic has given us a collective awareness that we
are all under the same capitalist and patriarchal system that
bases its existence on proit. It is time to unite in solidarity, and
lead a green and just recovery.
For her, rainforests not only play an important role for
biodiversity and tackling climate change, but also “connect us
with our ancestors and identity”, she said.
Source: BBC News Indonesia, n.d.

Activity 7
Work in pairs. Do Jigsaw Reading. Read the following narrative

text. Find the main idea and the author’s purpose.
Aeshnina Azzahra Aqilani
Did you know that waste in Indonesia

has become a serious issue? Of all
countries globally, Indonesia is the
third-largest producer of plastic waste
every day.
Seeing this sad condition, many
people care about the environment
and are passionate about ighting this
problem to get the world’s attention.
Picture 4.8 Aeshnina Azzahra
One of the so-called river warriors is Source: screenshot of IG/@aeshnina
Aeshnina Azzahra Aqilani, or Nina. (2021)
This little hero from Gresik is active in dealing with polluting waste
in the river. Still, she has also made Germany aware to stop throwing
garbage in our country. He was even invited to the Netherlands to see
irsthand how Europeans process their waste.
First, Nina was interested in the environmental world when she
was little. Nina’s parents are also ecological activists and researchers,
so Nina always accompanied them to rivers, beaches, and forests.
The fun thing is that Nina also participated in a demonstration
in kindergarten. So Nina’s daily habits are very connected with the
environment. Moms & Dads also always teach Nina to reduce single-
use plastic as much as possible and tell her how important the river is.
Developed countries such as Germany and the United States
often send garbage to our country. Nina sent a letter to the German
Chancellor with the intention that they stop smuggling plastic waste
here.

The response was incredible! Nina managed to meet the
ambassador in Jakarta, and they promised to tighten supervision at
the port. Now plastic waste from Germany has also decreased rapidly.
Source: Hearth of Justice, n.d.
Activity 8
Work individually. Read a narrative essay about Tasya Kamila.

Find the main idea for each paragraph and the author’s purpose.
Tasya Kamila
Many people don’t know that Tasya Kamila

has a foundation engaged in environmental
education. The foundation is called green-
house, which was established to focus on
increasing young people’s awareness and
participation regarding the environment.
She believes that the help of greenhouse
facilities that Suntory Garuda Beverage
has provided will allow children to learn
Picture 4.9 Tasya Kamila
and practice directly in the ield, or in other Source: Screenshot of IG/
words, ‘learning by doing. @tasyakamila (2021)
In this instantaneous age, the level of children’s concern for the

environment is decreasing. If assisted by adequate facilities, children
can learn and see what cannot complete the process of preserving the
environment in a short time.
Therefore, the provision of kid-friendly environmental conservation
facilities allows them to learn the latest techniques and technologies
in farming, and they can also have the opportunity to grow their
respective crops in their school environment.

“Socialization and education are the most important highlights in
young people’s efforts to conserve the environment. If it is not carried
out in a fun way, this environmental conservation activity will not
achieve maximum results,” concluded Tasya.
He emphasized that we all have an obligation and mandate
to preserve the environment and the earth for the lives of future
generations. Therefore, he hopes that the efforts and initial steps that
have been made can produce a more sustainable environment in the
future.
Source: Fimela, n.d.
Search from the internet a video for an outstanding young activist.

Write three things about him/her that make you amazed.
Viewing
Learning Objective:
By the end of this lesson, you are able to correctly synthesize and
evaluate detailed information in a narrative text.

Activity 1
Work in pairs. Look at the following picture. Answer and discuss

the questions about it with your partner.
Picture 4.10 A Granny plants some trees
1. What is the old woman doing?
2. Why do you think she is doing that?
Activity 2
Work in a group of four. Do Three-Step-Interview. Watch the

video about Pak Sadiman that your teacher will show you. Ask the
following questions to your partner. Do it in turn. Your teacher will
explain how to do it.
1. What characteristics does Pak Sadiman have?
2. If you were him, would you do the same thing? Why?

Modeling of Text
Activity 3a
Work individually and study the following narrative text about

healthy living.
An Inspiring Story of Healthy Living

By Megan Carolin, Member of the Birmingham Family YMCA
My weight loss journey began in June 2013. I was 311 pounds at 25

years old. I was experiencing headaches, dizziness, heart palpitations
and general discomfort. My day-to-day life was fairly miserable.
I was slow to move, often feeling run down and sick. Every day when
I got home from work, I immediately went to lay down because I was
so tired.
My eating habits at the time were very poor. I was basically living
off of fast food and microwave meals. When I did cook, it was large
portions of pasta. I was not exercising other than the occasional walk
around the block.
One night, I felt so dizzy and had such a severe headache that I
contemplated driving to the ER. I thought something must be seriously
wrong. I called my parents in a panic, and my dad came to pick me
up. When I got to their house, the three of us had a discussion about
my weight. I was right: something WAS seriously wrong, and that
was my weight.
Although my parents and I had similar conversations in the
past, this time was different. This time I decided I really did want
to change. I no longer wanted to feel miserable and uncomfortable.
I wanted to live freely, healthy and happy.
I met with my doctor who ran a series of blood tests and determined
that I was at a high risk for diabetes, my vitamin D level was severely
low, and my cholesterol level was too high. She recommended that I
join a gym to get a kick start on my exercise. I joined a gym that was
close to work so that I could go in the mornings. I started slowly…
when I irst joined the gym I could only do 3 minutes on the elliptical.

I also started to count my calories and watch my portion sizes, carbs,
and sodium. By February, I had lost about 40 pounds.
In February 2014 I had to change jobs, and with that I had to change
gyms. After looking at several gyms in the area, I decided to join the
Birmingham YMCA. The staff was friendly and knowledgeable. I met
with a personal trainer on one of my irst visits and explained my
weight loss journey so far. She recommended different exercises and
classes for me to do. The Y is where I fell in love with group exercises
classes. Previously, I had been too afraid to go to classes, worried
that my weight would set me apart from other class members and
that I wouldn’t be able to keep up. But the Y has helped me to gain
conidence, and I’ve done Zumba, Cardio Sculpt, Pilates, Bootcamp
and Kickboxing classes. Kickboxing is my absolute favorite workout.
Each of the trainers at the Y have really embraced me and helped me
to become stronger, more it and more conident.
I continue to count my calories and am careful about what I eat.
I cook nearly every night and plan all of my meals. It takes time, but
it’s worth it.
I have lost a total of 90 lbs and I am down 5 pant sizes. Although
it has taken me a while, I am so proud of what I have been able to
accomplish. I have hit many plateaus along the way that have stalled
my progress, but the trainers at the Y are always available for me
to talk to and to learn from to get through the plateaus. They push
me but they do not judge me. They encourage me and support me.
I also love working out with other members at the Y and being able
to encourage each other through our journeys. I feel comfortable at
the Y, I feel at home.
When I run into someone I haven’t seen in a while, one of their
irst comments is not necessarily about my weight itself, but they
say “you look so much taller!” Previously, I was almost constantly
hunched over. It was diicult to carry all that weight around, and
even more diicult to do it with conidence. But now, I am not only
leaner and able to carry myself stronger and taller, but I am more
conident and happy with my body. That change has made all the
difference.
Taken from An inspiring story of healthy living – YMCA of Metropolitan Detroit (ymcadetroit.org)

Activity 3b
Work individually. Study the following WH questions to do activity 4.
Picture 4.11 WH Question Thinking cloud
Activity 4
Work in pairs. Write a sentence for each WH question. Examples

are given for you.
Who : Who plants the trees on the hill?
What : What makes Pak Sadiman happy?
Where : Where is pak Sadiman from?
When : When does he leave the house?
Why : Why is Pak Sadiman planting the tree?
Which : Which tree is planted by pak Sadiman?
1. Who :
2. What :
3. What :
4. Where :
5. When :
6. Which :

After learning and understanding about the use of WH questions,
write down three questions about pak Sadiman using the WH
questions that you have learned.
1.
2.
3.
Pak Sadiman has been planting a lot of trees to keep the Earth
green. How about you? What can you do to make your environment
green?
Activity 5
Work in pairs. Look at the following picture about different ways to

go green. Pick three ways that you can do and explain how you can do that.
Take turns to explain your answer to other pairs in the class.
Picture 4.12 Five ways to go green

Activity 5
Work individually. Find another way that you can do to go green

that is not included in the picture in activity 5. Make a poster that
includes a picture and explanation of it. You may create the poster
using a digital application or simply create it without any digital tools.
Work individually. There are some other people besides Pak

Sadiman who care about the environment. Find one from the internet.
Write short information about him or her in an infographic. Don’t forget
to attach his or her pictures. If there is no internet access, you may ind
it from the library or choose someone from your neighborhood that has
the same role as Pak Sadiman.

Writing
Learning Objective:
By the end of this lesson, you are able to write a linear narrative text
about an environmental igure using simple past tense correctly.
Activity 1a
Look at the following picture of two young environmental activists

from Bali.
Picture 4.13 Isabel Wijsen (left) & Melati Wijsen (right)

Source: highend/Clara E.B Sagala (2021)
Next, check the following picture that captures one of their contributions
to our environment.
Picture 4.14
Young
environmental
activists

Activity 1b
Work individually. Answer the following questions:

1. Have you ever heard about Melati and Isabel Wijsen?
2. What did you hear about them?
3. Do you know other young environmental igures from Indonesia?
4. What are their contributions to our environment?
5. What have you done so far for our environment?
Activity 2
Now, work in pairs. Through Think-Pair-Share, share your

answers with your partner.
Modeling of Text
Activity 3a
Read the following materials about linear narrative text and the type of
tense used in it: past tense, speciically simple past tense.
Linear Narrative Text

It presents events in the order they occurred.
Source: Now Novel, n.d.
Narrative Tenses
We use narrative tenses to talk about the past. We can use them to
tell a story or to describe past events, including personal anecdotes.
The four narrative tenses are the past simple [simple past tense],
past continuous, past perfect and past perfect continuous and one
or more of these can be used in a sentence.

Simple Past Tense
We can use simple past tense for actions that started and inished in
the past, for example a series of events in someone’s life.
Nelson Mandela was born in 1918. He became the irst black
President of South Africa. He spent 27 years in prison in his battle
against the system of apartheid.
Source: BBC Learning English, n.d.
Activity 3b
After reading the above materials, ask your teacher if you have any
questions or need an explanation regarding the text type and its tense.
Activity 4
This is individual work. Read the following narrative text about

Melati and Isabel Wijsen.
This pair of sisters from Bali is known as climate activists in Indonesia.

Since 2013, Melati and Isabel have carried out many campaigns to
reduce plastic waste on the island. One of them is the Bye Bye Plastic
Bag campaign which is the key to getting rid of plastic bags in Bali. In
practice, they had to go on a hunger strike for 1 day in order to meet
the governor of Bali at the time, I Made Mangku Pastika. Thanks to
this action, Pastika signed a warrant prohibiting the use of styrofoam,
plastic bags, and straws in Bali effective 2018.
In 2018, these Indonesian-Dutch blooded sisters were included
in the list of the 25 Most Inluential Teens of 2018 according to Time
magazine. They also briely spoke at the United Nations World Ocean
Day event in New York City, United States in 2017. Melati Wijsen’s
contribution to environmental preservation was even shown in the
documentary ilm Bigger than Us (2019), directed by Flore Vasseur
and produced by Marion Cotillard.
Source: Think Conscious, 2021

Activity 5
Work in pairs. Together with your partner, complete the following

tables based on the above text.
Events in Linear Narrative Text
Years Events
Simple Past Tense in Linear Narrative Text
Regular Verbs Irregular Verbs
Activity 6a
Now, work individually. Create

similar tables in your notebook and
read the following narrative text about
another Indonesian environmental
igure, Swietenia Puspa Lestari (see her
picture also on the side). Based on the
text, complete the tables.
Picture 4.15 Swietenia Puspa Lestari

Source: Screenshot of IG @swieteniapuspa (2016)

Even though she is not a celebrity, Swietenia Puspa Lestari is an
inspiring environmentalist and has many positive impacts on
environmental sustainability. This Bogor Institute of Technology
graduate focuses on tackling plastic waste in the ocean through an
organization he founded with his partner, Divers Clean Action (DCA).
The organization, which was founded in 2015, initially consisted
of only three volunteers whose main activity was picking up trash
in the sea. Currently, DCA has grown bigger with more than 1,500
volunteers spread throughout Indonesia.
Not only at DCA, but Swietenia is also active in various
environmental conservation activities. Starting from establishing the
Indonesian Youth Marine Debris (2017), becoming a representative
of Indonesia at the 2017 United Nations Climate Change Conference
in Bonn, Germany, to helping the anti-plastic straw movement
and successfully convincing 700 restaurants to reduce the use of
single-use straws. She even had time to become one of the 100 most
inluential and inspiring women in the world according to the BBC.
Source: Think Conscious, 2021
Activity 6b
With your partner from Activity 5, compare the completed tables.

With her/him, talk about:
1) what’s meant by linear narrative text
2) how simple past tense (regular and irregular verbs) is used to write
about past events/actions

In your notebook, write the answers to the following questions:
1. When do we need to write a linear narrative text?
2. Why is simple past tense important in a linear narrative text?

Picture 4.16 Young environmentalists and their action
There are environmental problems that we face daily. Which

problem do you think is pressing to solve in your neighborhood?
According to environmental activists and experts, what are the
solutions to the problem? Which solution is doable for you? When
will you do it?
Activity 7
Picture 4.17 Farwiza Farhan

Source: DetikEdu/Farwiza Farhan, 2021

Work in groups of four. Search for references about Farwiza
Farhan (see her photo above), a female environmentalist from Aceh,
Indonesia. You might also want to watch her interview (“Talkshow
with Farwiza Farhan, Forest Under Female Conservationist” SEA Today
News, n.d.). Use the two tables from Activity 5 to take notes. Next, write
a two-paragraph linear narrative text about her. Make sure you use
simple past tense to write about the past actions/events in her journey
as an environmentalist. Ask your teacher when you need help in the
writing process.
Activity 8
This is individual work. Follow the same steps as you took in

Activity 7. This time your two-paragraph linear narrative text is about
an Indonesian environmental igure of your choice. Remember to
use simple past tense to write about the past actions/events in her/his
journey in preserving our mother nature.
Activity 9
Do you remember Greta Thunberg (a Swedish environmental activist)

whose picture is available in Unit 1? Read some online articles about
her. Then, read more about one of the environmental igures showcased
in this Writing Lesson. Next, answer the question: How was their strong
determination in preserving nature formed?
Note: In a teaching context where the Internet connection is an issue,
ask students to choose one of the Indonesian environmental igures
that they think is the most inspiring along with their reasons.

Presenting
Learning Objective:
By the end of this lesson, you are able to suitably present a digitally
or non-digitally designed poster about an environmental igure.
Activity 1
Work individually. Read the following narrative essay on Xiye

Bastida, an environmental igure.
Xiye Bastida | USA
“We are on Earth to take care of life. We are on Earth to take care of
each other.”
Xiye Bastida is a teenage climate activist currently based in New
York City and one of the lead organizers of the Fridays For Future
youth climate strike movement.
Bastida was born in Atlacomulco, Mexico to parents Mindahi and
Geraldine, who are also environmentalists, and raised in the town of
San Pedro Tultepec in Lerma. Her father is of Otomi-Toltec descent
while her Chilean mother has Celtic ancestry. Bastida currently holds
dual Mexican and Chilean citizenship.
Bastida and her family moved to New York City after extreme
looding hit their hometown of San Pedro Tultepec in 2015 following
three years of drought.Bastida attended The Beacon School. She
enrolled at the University of Pennsylvania in 2020.
Bastida began her activism with an environmental club. The club
protested at Albany and New York City Hall and lobbied for the

the Climate and Community Leaders Protection Act (CLCPA) and the
Dirty Buildings Bill. It was then she heard about Greta Thunberg and
her climate strikes. Bastida gave a speech on Indigenous Cosmology
at the 9th United Nations World Urban Forum, and was awarded the
“Spirit of the UN” award in 2018.
Bastida led her high school, The Beacon School, in the irst major
climate strike in New York City on 15 March 2019. She and Alexandria
Villaseñor oicially greeted Thunberg upon her arrival from Europe
by boat in September 2019 to attend the UN Climate Summit. Xiye
has been coined “America’s Greta Thunberg” however has said
that “calling youth activists the ‘Greta Thunberg’ of their country
diminishes Greta’s personal experience and individual struggles”.
Teen Vogue released a documentary short We Rise on Bastida
in December 2019. Bastida has also collaborated with 2040 ilm to
create a short video titled Imagine the Future exploring what future
landscapes and cityscapes could look like in the future.
Bastida contributed to All We Can Save, an anthology of women
writing about climate change. She recently spoke at the Leadership
Summit on Climate hosted by the Biden Administration, delivering a
speech urging world leaders to participate more in climate activism.
Source: Earthday, n.d., Wikipedia, n.d.
Activity 2
Work in pairs. Identify the information based on the structures of

a narrative essay.
The Introduction :
The Body :
The Conclusion :

Modeling of Text
Activity 3
Read the following information in the table about guidelines to have a

powerful presentation. Pay attention to the expressions on every stage.
Table 4.2 Guidelines to Have a Powerful Presentation
No. Stages Expressions
1. Greetings Assalamualaikum/Good Morning, Ladies and

Gentlemen. I would like to say thank you for
coming to my presentation. It’s great to see
you all. My name is ….
2. Introducing Let me introduce myself and my partners. I

the presenters am …. and my partners are … We are from
group 1.
3. State the Focus On this occasion, I would like to present …

of the Topic The purpose of my presentation is …
In this presentation, we will show you a
poster about …
Please look at the picture. What do you see in

the picture? Great. We will continue inding
out what is going on there.
4. Share the Main First, I will explain why … is so important

Content of the for us. Finally, you will know how to …
Presentation We will see how many actions to save the
environment. We will show the details about
it, but look at the poster irst.
5. Question and Anybody would like to ask?

Answer There will be questions and answers in this
presentation.
Just feel free to interrupt me if you have
something to ask.

You can freely ask questions about this
presentation.
I will try to answer any questions you may
have.
6. Make a In conclusion ….
summary In summary ….
So the points are ….
In short ….
To summarize ….
To sum up ….
To conclude ….
7. Closing Thank you very much for your great

attention, ladies and gentlemen.
Thank you for your attention.
Thank you for listening. May all those we
have shared bring beneits for all of us.
Source: Waters, n.d.
Now. Work in pairs.

Suppose you are to deliver a presentation about a famous environmental
igure. What would you say in the presentation?
Follow the guidelines to write your script.
No. Stages Expressions
1.
2.

3.
4.
5.
6.
7.
In the box provided below, write ive (5) interesting things that you
have learned in this section. Then, explain how they are relevant
with you and your daily life.
1.
2.
3.
4.
5.

Write 3 ways or tips to be a good presenter.

1.
2.
3.
Activity 4
Work in a group of four. Create a digital or non digital poster on an

environmental igure. Make sure that you have complete information
about him or her.
Do Number Group Presentation to present your group’s poster.
Discuss the result of the presentation with your group.
Activity 5
Work individually.
Create a digital or non-digital poster of your future actions to save the
environment.
Activity 6
In this unit, you’ve already known tips to have a

powerful presentation. Watch this video to deepen your
understanding about an environmentalist presentation.
Scan the following QR Code or visit the link to watch
the video:
https://www.youtube.com/watch?v=qXQtrvHqUAY

An End-of-Unit Relection
What I have learned from this unit:
The information I understand the most:
Information that I want to learn more:
My opinion about this unit:

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Unit

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI

How to save the earth?

138 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Building Knowledge of the Field

Work in pairs. Look at the

Imagine you are the brother.

Picture 4.1 Watching TV

Work in pairs. Do the activity through Pairs Compare. Based on

Unit 4 Indonesian Environmental Figures 139

Work Individually. Learn the examples of expressions for starting,

Starting Continuing Ending

● What’s new? ● Before I forget, I ● I should get going.

140 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Work individually. Listen to the dialogue carefully.

No. Expression Starting/Stating/Concluding

1 Hi, Keeping busy? Starting/Continuing/Ending

2 By the way, what has she done Starting/Continuing/Ending

3 It’s time to go back to class. Lets go! Starting/Continuing/Ending

Unit 4 Indonesian Environmental Figures 141

Picture 4.3 Aeshnina Azzahra

1. The fun thing is that Nina participated in a F

2. Nina is dealing with polluting waste in the

3. Nina’s daily habits are very connected with the

4. Teacher teaches Nina to reduce single-use plastic.

5. Developed countries are mad for what Nina has

142 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

river warriors; ecological activists; smuggling plastic waste here;

Unit 4 Indonesian Environmental Figures 143

Work in pairs. Identify the expressions for starting, continuing,

No. Statement Expression

1. Did you know that waste in Indonesia has starting

What Have You Learned So Far?

144 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Work in groups of four. Watch the video then

Independent Construction of Text

Work individually. Watch the video. Find

Linking Related Texts

Unit 4 Indonesian Environmental Figures 145

Picture 4.4 Pak Sadiman

This is individual work. Look at the illustration about Pak Sadiman,

1. Watch the video carefully, speciically from minute 2:00 to 7:00.

1. Work in groups of three.

146 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Carefully read the following materials about intonation.

The Grammatical Function of Intonation in English

Unit 4 Indonesian Environmental Figures 147

This is individual work. Follow the instruction:

Starting: What’s new? 3

148 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

Work in groups of ive. Through RoundRobin, take turns to

What Have You Learned So Far?

Unit 4 Indonesian Environmental Figures 149

Work in groups of three. Based on the following situation and with

This is individual work. Follow the instructions:

Independent Construction of Text

150 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

How do the learning materials in this Speaking Lesson (i.e., expressions

Building Knowledge of the Field