A. ORAL CYCLE

BERANDA

SK/KD

INDIKATOR

MATERI

LATIHAN

UJI KOMPETENSI

B. WRITTEN CYCLE

REVIEW

MENYAJIKANBAHAN AJAR

BAHASA INGGRIS SMA

BERBASIS ICT DAN WEB

to Online course " ENGLISH SMANDA MATARAM "

Hello! participants, welcome to the unit 7 Hortatory Exposition with the main topic "Environmental Issues"

The course consist of two activities that you will finish (online) in two weeks for every unit lesson, so that you will work on the

materials one oral cycle for one week. another one written cycle also for one week The first two weeks, you will learn and do activity about "ORAL CYCLE'. The second two weeks, you will

learn and do activity about "WRITTEN CYCLE" So, if you have any questions please do not hesitate to sent me

and email or post in the pin-board to discuss with other participants. Enjoy your learning!

PREFACE In the name of Allah, we wish to express our deepest gratitude to

Allah SWT. The Almighty, for His Mercies and His Blessings so that we can finish these designs English Learning Materials Based on WEB and ICT

We wish to express our gratitude to the people who have taken a part, given us advice and suggestion, particularly to Excellency Dear Mr. Wahyu Purnomo as a Facilitator from PPPPTK/ Vocational Education Development Center Malang .

We are also graceful and pleasure to acknowledge a great to our Principle of SMAN 2 Mataram, our Principle Department of National Education Mataram Regency for encouraging us to design, to prepare English Learning Material Based on ICT and Web. Also, it is pleasure to acknowledge a great to the English teachers and the others for their helps during the preparations. Then, the beet regards goes to website owner : Web Blog/Wordpress, the owner of Microsoft Encarta and others.

Finally, If there is no such thing quite perfect in the world , we honestly appreciate all constructive criticism for the compliments of these Web designs. Hopefully, these designs will be valuable contribution to fresh new designs in order to encourage the English teachers and the students in terms of interacting teaching learning process effectively and improving their wide knowledge.

MOTTO The human value confirms with his will power. His honesty confirms

with the quality of his humanity. His courage confirms with the quality of his rejection to any bad deeds

(Adapted from ALI BIN ABI THALIB ) There shell be no envy but (emulate) two :

The person, when Allah has given wealth and the power to spend it in the service of truth. And the person whom Allah has granted

knowledge of things and judges by it (to others) (Adapted from Al-Hadisth )

Allah will exalt those who believe among you, and those have knowledge to high ranks. How should we not believe in Allah SWT and

that which hatch come onto as of the Truth. And how should we not hope that our Lord will bring us in along with

right pious folk ? (Adapted from Holy Qur'an 5 : 84 ) INDONESIAN MOTTO :

Berfikir adalah ciri hidup manusia Apabila manusia tidak berfikir Maka ia seolah olah mati dalam hidupnya

ENGLISH OVERVIEW First of all we wished to preface that in this part of

Learning Material Based on Web and ICT, SMAN 2 Mataram designed firstly English Learning Material for Senior High School grade X, XI, & XII Academic Year 2009 / 2010. They are written and designed by H.M. Sartono.

Nowadays, Mastering English is a challenge for some people, this is because of the Modern Technology which accelerates the development of any field including Education.

To fulfill the Standard of Competence these English Learning Materials, we have to concern with Badan Standar Nasional Pendidikan as it is legitimated by Peraturan Menteri No 22 Tahun 2006 and it is applied in KTSP SMA which is elaborates completely in Syllabus Design.

The main teacher's roles are as mediator and facilitator. The students and the teachers are to be active and creative .

The students' activity is focused on four skills such as Listening, Speaking, Reading and Writing Skills. All skills enable the students to work actively, while vocabulary Mastery is given indirectly in every task and also functional skills which is available in orally that is intended to make students to be able to communicate in English orally. Then the acceleration task are implemented in every topic and section.

Furthermore, in these part of design English Learning Materials in order to meet the students' needs, to offer a wide knowledge which are useful to their daily life or activity. So we can say that the students from SMAN 2 Mataram joining these materials are aware of English. And during the process of study, the students will discover something new, also encourage them to communicate in English.

Finally, we would like to express our appreciation to those who have taken apart, helped and given the motivation, or supported to these designs. Hopefully, if there were some suggestions, criticisms for the improvement of these designs will be warmly appreciated.

STANDARD OF COMPETENCY : Communicating in oral and written texts, using proper language fluently and accurately in the

interactional discourse and/ or monologue,especially in the passages of Hortatory Exposition

BASIC COMPETENCY : Expressing the nuance of meaning, using the correct rhetorical steps in the written texts of

Hortatory Exposition , and using simple written languages.

Achievement Indicator : Students are able to communicate using proper language fluently and accurately in the interactional discourse and/ or monologue

especially to expressions of anger Students are able to communicate using proper language fluentlyand accurately in the interactional discourse and/ or monologue

especially to expressions of annoyance

Students are able to communicate using proper language fluentlyand accurately in the interactional discourse and/ or monologue

especially to expressions of embarrassment Students are able to express the nuance of meaning, using the

correct rhetorical steps in the written texts of Hortatory Exposition, and using simple written languages.

MAPPING CONCEPT UNIT 7 HORTATORY EXPOSITION

MAIN TOPIC : ENVIRONMENTAL ISSUES

Listening: • Responding to expressions of anger

• Responding to expressions of annoyance • Responding to expressions of

embarrassment • Responding to a hortatory exposition

Speaking: • Expressing anger

• Expressing embarrassment • Expressing annoyance

• Performing a monologue of hortatory exposition text

Reading: • Reading hortatory exposition texts

• Identifying the structure of a hortatory exposition text

Writing: • Writing a hortatory exposition

LEARNING MATERIALS

LEARNING OBJECTIVES

A. Oral Cycle Respond to hortatory exposition

monolog carefully Respond to expressions of anger

Respond to expressions of annoyance Respond to expressions of

embarrassment Identify sentence patterns main ideas

Use expressions of anger Use expressions of annoyance

Use expressions of embarrassment Developing a dialog into a longer one

B. Written Cycle Respond to hortatory

exposition text Identify various textual

meanings Write hortatory expositiontext

using correct structure

LEARNING MATERIALS

HORTATORY EXPOSITION Definition of Hortatory Exposition

Hortatory exposition is a text which represent the attempt of the writer to have the addressee do something or act in certain way.

Generic Structure of Hortatory Exposition1. Thesis

2. Arguments3. Recommendation

Language Feature of Hortatory Exposition1. Focusing on the writer

2. Using abstract noun; policy, advantage, etc3. Using action verb

4. Using thinking verb5. Using modal adverb; certainly, surely, etc

6. Using temporal connective; firstly, secondly, etc7. Using evaluative words; important, valuable, trustworthy, etc

8. Using passive voice9. Using simple present tense

HORTATORY EXPOSITION A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. Hortatory expositions are popular among science, academic community and educated people. The generic structure of Hortatory exposition usually has three components: (1) Thesis, (2) Arguments and (3) Recommendation.

LEARNING MATERIALS

A.Generic Structure of Hortatory Exposition 1. Thesis : Statement or announcement of issue concern 2. Arguments : Reasons for concern that will lead to recommendation 3. Recommendation : Statement of what should or should not happen or be done based

on the given arguments B.Generic Features of Hortatory Exposition 1. A Hortatory exposition focuses on generic human and non human participants, except for

speaker or writer referring to self. 2. It uses mental processes. It is used to state what the writer or speaker thinks or feels

about something. For example: realize, feel etc. 3. It often needs material processes. It is used to state what happens, e.g. ….has

polluted… etc. 4.It usually uses Simple Present Tense and Present Perfect Tense. 5.Enumeration is sometimes necessary to show the list of given arguments: Firstly,

secondly …, Finally, etc.

LEARNING MATERIALS

To make it clear, please remember the concept of Hortatory exposition below: Purpose : to persuade the readers or listeners that something should or should not be the case. Text Organization A thesis Arguments RecommendationLanguage Features: •The use of emotive words (e.g. worried, alarmed etc) •The use of words that qualify statements (e.g. usual, probably etc) •The use of words that link arguments (e.g. firstly, However, therefore etc) •The use of compound and complex sentence •The use of modals and adverbs (e.g. may, must, should, etc) •The use of subjective opinions using pronouns I and we

FUNCTIONAL SKILLS

FUNCTIONAL SKILLS

Genre Social Function/ Purpose

Generic Structure Linguistics Features Examples

2. Hortatory Exposition

To persuade the readers that something should or should not be the case

a. Thesis Announcement of an issue concern b. Arguments : reasons for concern, leading to recommendation c. Recommendation : statement of what ought or ought not to happen

- Focus on generic human and non human participant except for speaker or writer referring to themselves - Use of mental process - use of material process - Relational process - Use of simple present tense

Porn web must be eradicated from the web

THE GENERIC STRUCTURE

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

LEARNING ACTIVITY

A. ORAL CYCLE

LISTENING

Activity 1 In your age, you may find someone that you fall in love with. You need to express your love to the one using acceptable

expressions. Do you know how to do it very well?

You like reading English stories, don’t you? The stories that you read may include love stories. Can you also write such stories

effectively? Learn those and more in this unit through challenging tasks.

Activity 2 Have you ever fallen in love with someone? Have you ever told your

parents that you love him/her very much? Reflect on your experience to answer the following questions. Compare your

answers with your classmate’s. 1. Have you got a boyfriend or a girlfriend?

2. What makes you love him/her? 3. How do you express love to him/her?

4. Do you feel that expressing love to your parents is different from that of to your girlfriend or boyfriend? Why?

5. What will you feel if someone you love leaves you?

A. ORAL CYCLE

SPEAKING

Activity 3 How do you feel if someone you love leaves you? Here is an example of the situation. Listen to the

dialogue between Ayu and Denias and then answer the questions.

The listening script is in the next slide. Situation: Denias tells Ayu that his father will send him

to a boarding school far away. Questions

1. What does Denias tell Ayu? 2. What is Ayu’s feeling about what Denias tells her?

3. Why does Denias leave Ayu? 4. Where is he going to go?

5. When is Denias going to leave? 6. What does Ayu feel when she knows that the one she

loves is going to leave her? 7. How do they express their feelings

A. ORAL CYCLE

SPEAKING

Activity 4 1. In the dialogue between Denias and Ayu, you find an expression:

I love you. The expression is used to express ‘love’.

2. In the dialogue between Denias and Ayu, you also find an expression of sadness. Ayu says “Oh no, It’s very hard for me, Denias,” to express

that she is sad because Denias has to leave her

A. ORAL CYCLE

SPEAKING

Activity 5 Listen to the dialogue among Adib, Virga, and Ayu. Do not forget

to complete he summary to check your comprehension. The listening script is in the TAPE RECORDER

Activity 4

In the dialogue between Denias and Ayu, you find an expression: I love you. The expression is used to express ‘love’.

A. ORAL CYCLE

SPEAKING

TAPE SCRIPTS Adib : Hi Denias, what happens? You look nervous.

Denias : It’s nothing. Adib : Really? Your face tells me that something is going on. Denias : Yes, you’re right. Actually I’ve had an embarrassing experience. Adib : What is it? Denias : When I was on my way home, I saw an old lady trying to cross the

street. Adib : Why didn’t you help her to cross the street? Denias : I did. I helped her to cross the street. Adib : That’s great. So, why do you look nervous? Denias : Actually, she didn’t want to cross the street. She’s just looking for her

shopping bag. Adib : Hi, Ayu. How are you? Ayu : Hi, Adib. You know, I’m a bit annoyed. Adib : What’s up? Is it related to the English test you’ve just had? Ayu : Yes, you’re right.

Activity 4

In the dialogue between Denias and Ayu, you find an expression: I love you. The expression is used to express ‘love’.

TAPE SCRIPTS Adib : Were there some questions you couldn’t answer? Ayu : No. Actually, I can answer all the questions. Adib : So, what made you annoyed? Ayu : The next door class was very noisy. We couldn’t concentrate well. Adib : Did your teacher warn them or ask them to be quiet or something that

made them quiet?

Ayu : No. She said that that was okay because that was the nature of performance classes.

Adib : I think our school should provide special room for performance classes. Ayu : Yes, I agree with you. If performance classes have their own room, there

will be no such a disturbance. Adib : And there will be no people annoyed because of such a noise. Ayu : Absolutely, there won’t any.

Activity 6

A. ORAL CYCLE

SPEAKING

Activity 6

A. ORAL CYCLE

SPEAKING

Andi : Hi, Retno. I watched your performance last night. You’re great. You can be a great actress.

Retno : Really? Thanks. Actually I wasn’t that great. Andi : What are you talking about? You did it very well. Retno : Actually, I can’t do any play. Andi : Why? I think your performance was great. Your acting in

the play was just great. Retno : It wasn’t me. It’s my twin sister, Ratna. Andi : Really? I thought it was you. I’m sorry. Retno : That’s fine. Andi : No. It embarrasses me. Retno : That’s all right. We are identical twins. Virga : Hi Denias. Do you know what has happened to Adib?

He’s been sacked. He is no longer student of our school. Denias : Adib Ismawan? The one who always wears black

jacket? Virga : Yes.

A. ORAL CYCLE

SPEAKING

Denias : Oh. Once, he put rubbish in my locker and some pebbles into my bag.

Virga : He did? What a naughty boy. You know, he put a stone inside my bag and I didn’t know when he did it.

Denias : What did you do, then? Virga : I reported it to the school principal. Denias : What happened then? Virga : He was punished. Denias : He deserved harsh punishments. Virga : Yes, he did.

A. ORAL CYCLE

SPEAKING

EXERCISES

SPEAKING

EXERCISES

SPEAKING

1. The main character of the story is ...

a guy

a girl

a couple of husband and wife

a family

a group of people

2. Why did the guy break up with his girlfriend?

He wanted to concentrate on his career.

The girl said that she wanted to go to Paris and would not come back.

The guy had found another girl for him.

The guy’s parents did not like the girl at all.

The girl’s parents did not allow her to marry the man.

EXERCISES

A

B

C

D

E

A

B

C

D

E

3. He.......................... after he broke up with his girlfriend.

got very frustrated

found another girl who could understand him a lot

got married with another girl

regained his confidence and worked very hard.

met the girl’s parents4. Finally, he could......................................... ....................

establish his own company and succeeded in his business.

find another woman and got married with her.

recover himself after a long period of frustration.

meet the girl again and got married with her.

find her and got married and lived happily ever after.

EXERCISES

A

B

C

D

E

A

B

C

D

E

5. ..........................................., he saw his ex-girlfriend’s parents going to the cemetery.

When he was in his office

When he was driving his saloon

When he was in a vacation

When he visited a friend’s house

When he is in a funeral

6. He wanted to show his ex-girlfriend’s parents that...............................

he had got another girl and was ready to get married.

their daughter did a bad thing by leaving him.

he was happy to break up with their daughter.

his parents were their friends.

he had become a rich man after he broke up with their daughter.

EXERCISES

A

B

C

D

E

A

B

C

D

E

7. Actually, the girl died because of.............. ...................

committing suicide

an accident

cancer

a fire in Paris

giving birth

8. Why did the girl want her parents put the paper cranes next to her tomb?

because she wanted the man to know that she loved him

because she hated the paper cranes

because her parents did not know where to put it

because the man asked her to do

because her parents told her to

EXERCISES

A

B

C

D

E

A

B

C

D

E

9. The man knew that she................................. and he could only weep next to her tombstone.

left him

got to Paris

died

hated him

always loved him

10. “...if the day comes when fate brings him to her again he can take some of those back

with him.” What does the statement mean?

She wanted her parents to bring him to her.

She wanted the man to take back his paper cranes.

She hated the paper cranes so that she wanted the man to take them back.

He believed that the girl would return his paper cranes.

The girl wanted the man to know that she loved him very much.

EXERCISES

A

B

C

D

E

A

B

C

D

E

IT IS WRONG TRY AGAIN

1 2 3 4 5 6 7 8 9 10

WELL DONE YOU ARE RIGHT

1 2 3 4 5 6 7 8 9 10

RECORDING TEXT

B.WRITTEN CYCLE

READING

B.WRITTEN CYCLE

READINGActivity 2 Read the text

quickly (scan read) to get the topic of the text.

B.WRITTEN CYCLE

READINGActivity 2 Read the text

quickly (scan read) to get the topic of the text.

B.WRITTEN CYCLE

READING

Activity 3.

B.WRITTEN CYCLE

READING

Activity 4 & 5

B.WRITTEN CYCLE

WRITING

Activity 1

Arrange the following jumbled sentences into a paragraph.

1. I don't have to spend time picking out my clothes every morning.

2. There are many reasons why I like wearing a uniform to school.

3. Wearing a uniform also saves money. 4. First of all, it saves time.

5. It is cheaper to purchase a few uniforms than to go out and buy lots of school clothes.

6. Most importantly, wearing a school uniform gives me a sense that I belong.

7. In addition, I don't have the pressure of keeping up with the latest styles.

8. I really think it adds to the feeling of school spirit and community.

9. So, why should we be uncomfortable wearing it?

B.WRITTEN CYCLE

WRITING

Activity 2

Answer the following questions ! 1. What is the topic of the paragraph?

2. Does the writer express his/her arguments?

3. What are his/her arguments? 4. Does the writer recommend

something concerning the issue? 5. What is the recommendation?

B.WRITTEN CYCLE

WRITINGActivity 3 Read the

following text

B.WRITTEN CYCLE

WRITINGActivity 3 Read the

following text

B.WRITTEN CYCLE

WRITING

Activity 4

REVIEW

WRITING

Activity 4

Indonesian People Should Value All the Different Cultures to Promote Unity of the Nation.Indonesia is a culturally-diverse country. Many different religions and cultures from many

provinces are now seen living side by side in many places. One of the biggest questions facing Indonesian today is how to deal with a culturally diverse citizenry and then promote unity. Therefore, Indonesians should appreciate differences among culture for the following reasons. Firstly, Indonesia is vulnerable to separation for its archipelago and culture diversity. Raising tolerance among people is the best way to maintain the unity among differences. Many ways or cultures of living are equally legal, even if they are not regarded as normal by some people. If a society claims to be tolerant of personal choice, then it must respect the personal choice to retain their heritage. Then, unity of the nation can be preserved.

Secondly, Indonesians must recognize that every culture has different customs and beliefs. Thus, people are forbidden to make judgments of comparative value, for it is measuring something unmeasured. A plurality of nations, especially in the modern era, can allow for cultural development and cultural exchange that benefits both parties. The cross-cultural understanding among cultures makes the world a better place and preserves the unity of the nation. Lastly, raising nationalism is one way to preserve unity of the nation. It is a sense of fellow feeling between group members. This promotes cooperation and social cohesion within the group. The sense of social cooperation makes welfare, social security and medical programs much more likely and stronger.

Cultural differences are sometime a sensitive matter for people. Indonesian people must teach younger generation about the importance of the cultural identity and nationalism to promote unity of the nation. Source: http://www.idebate.org

UJI KOMPETENSI

UJI KOMPETENSI

Questions1. What issue does the author argue?2. Why should Indonesian people raise the tolerance among them?3. Why is it forbidden to make a judgement of comparative value of

other cultures?4. What is the benefit of a plurality of a nation?5. What recommendation does the author propose?

UJI KOMPETENSI

UJI KOMPETENSI

1. What does the text tell us?A. Some complaints on home schoolingB. Children’s complaints on homeschoolingC. Ban on home schoolingD. Some criticisms and suggestions on home schoolingE. The government’s concern in home schooling

2. Where does home schooling meet state requirements for compulsory education?

F. In IndonesiaG. In Canada and the USH. In JapanI. In Canada and JapanJ. In the US and in Great Britain

3. How many important points of home schooling should be noticed according to the text?

K. One onlyL. Two pointsM.Three pointsN. Four pointsO. Five points

UJI KOMPETENSI

4. What do our children need to live in such big country?A. creativityB. financial supportC. computer skillD. independenceE. social awareness

5. What should be prepared for children to fit into the society according to the text?

F. creativityG. financial supportH. the sense of unityI. independenceJ. high quality school

6. Where do children get the sense of unity easily according to the text?

K. In home schoolsL. In public schoolsM. In their own homeN. In their own communityO. In their own ethnic society

UJI KOMPETENSI

7. Considering the weakness of home schooling, what should be done according to the text?

A. Parents should give them many social opportunities.B. Parents should be able to tell them to study harder.C. Home schools teachers should be able to teach social sciences.D. The government must ban home schooling.E. Parents should not have their children home schooled.8. The word “it” in line 16 refers to ...

F. a social communityG.an ethnic groupH.a public schoolI. home schoolingJ. the government

9. The word “them” in the last line refers to ...K. The governmentL. parentsM.childrenN. home schoolsO. public schools

UJI KOMPETENSI

10. The Indonesian equivalent of “scouting troop” is ...A. Karang tarunaB.OSISC.PMRD.Pecinta alamE. Pramuka

Abbs, Brian, et al. 2001. Take Off. Essex: Pearson Education Limited.Badan Standar Nasional Pendidikan. 2006. Standar Isi. Jakarta: Departemen Pendidikan Nasional.Baxter, Nicola. 2000. My Treasury of Five Minute Stories. Leicester: Armadillo Books.Blanchard, Karen and Christine Root. 2003. Ready to Write. New York: Pearson Education.Cain, Joyce S.. 2002. Eye on Editing 1. New York: Pearson Education.Cain, Joyce S.. 2003. Eye on Editing 2. New York: Pearson Education, Inc.Calandra, Angelo and Grace Ciavarella. 2000. SOSE: Studies of Society & Environment. Milton: John Wiley & Sons Australia.Childcraft Team. 1993. Nature in Danger: Volume 4. Chicago: World Book Inc.Conrad, Joseph. 1997. Selected Short Story. Hertfordshire: Wordsworth Editions Ltd.Cunningham, Sarah and Peter Moor. 2003. Cutting Edge. Essex: Pierson Books.Davis, Colin. Exploring Poetry: Workbook 2. Singapore: Federal Publication.Duff, Allan and Maley Alan. 2003. Literature. New York: Oxford University Press

REFERENCE

Ellis, Rod, et al. 2001. High Impact. Quarry Bay: Pearson Education North Asia.Frank, Steven. 2000. Public Speaking. Massachusetts: Adams Media Corporation.Haris, M., dkk. 2001. Opportunities. Essex: Pearson Education.Ibrahim, Farida J. and Beatrice TiyagaRajah. 1990. English Form 4. Kuala Lumpur:Mutiara Cemerlang.Klarer, Mario. 1998. An Introduction to Literary Studies. London: Routledge.Littlejohn, Andrew and Diana Hicks. 2000. Cambridge English for Schools: Student′sBook Three. Cambridge: Cambridge University Press.Maurer, Jay and Irene E. Schoenberg. 1998. True Colors: An EFL Course for RealCommunication 1. New York: Addison Wesley Longman.Mickie, Anne. 2002. 50 Bedtime Stories. North Parade: Grandreams Books.Pickett, William P.. 1997. The Chicken Smells Good. New York: Prentice Hall Regents.Rahim. 2002. Tales of Wisdom. Delhi: Rohan Book Company.Randle, Damian. 1993. Natural Resources. New York: Thomson Learning.Sun, Ruth Q.. 1998. The Asian Animal Zodiac. Tokyo: Charles E. Tuttle Publishing s

REFERENCE

The World Book Encyclopedia. 2007. London: World Book.The World Book Student Discovery Encyclopedia. 2006. Chicago: World Book.Vurnkes, Claudia. 1999. As a Matter of Fact: Nonfi ction Reading Comprehension.Michigan: Instructional Fair Publishing Group.Walker, Michael. 1990. Addison–Wesley Kids 4: An English Course. Reading: Addison–Wesley. Websitesen.wikipedia.orghttp://www.pitt.edu/www.rd.comwww.jokestogo.comwww.metrolyrics.comwww.hundland.comwww.st.rim.or.jpwww.conferenceleaders.comwww.fcps.edu

REFERENCE

H. M. SARTONO, S.Pd

Pembina IV/aNIP : 19601231 198601 1 055

AUTHOR

THE

END