Bab 11 : The Battle Of Surabaya

The Battle Of Surabaya

A. Warmer

Observe the crossword puzzle below. In the puzzle, there are 10 regular and 10 irregular verbs in past tense. Work in pairs to find them as fast as possible. Write your answer on a piece of paper. Post your answer on the white/black board or on a wall of your classroom as soon as you finish doing it. Those who can finish the earliest are the winners. As the winners, you can tell the class to sing an English song that you like and tell them to dance too.

Regular Verb
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Irregular Verb

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B. VOcabulary Builder

Check whether these English words have been correctly matched with their Indonesian equivalents. Compare your work to your classmates’.

remembrance (noun) : kekuatan militer
surrender (verb) : menyerahkan
weaponry (noun) : persenjataaan
defiant (adjective) : menantang
drop (verb) : memperlambat
leaflet (noun) : selebaran
anger (verb) : membuat marah
be betrayed (verb) : ter/dikhianati
siege (verb) : mengepung
reinforcement (noun) : peringatan
casualties (noun) : korban
hamper (verb) : menjatuhkan
militia (noun) : kelompok pejuang
advance (verb) : bergerak maju
rally (verb) : berkumpul untuk mendukung

C. PRONUNCIATION PRAC TICE

Listen to your teacher reading the following words. Repeat after him/her.

remembrance : (/rəmem.brənts/)
bloody : (/blʌd.i/ )
surrender : (/s ə ren.dər/)
weaponry : (/wep.ən.ri/)
defiant : (/dɪfaɪ.ənt/)
drop : (/drɒp/)
leaflet : (/li.flət/)
anger : (/æŋ.gə r /)
militia : (/mɪlɪʃ.ə/)
feel betrayed : (/fil/ /bɪtreɪd/)
reinforcement : (/ri.ɪnfɔ.smənt/)
casualty : (/kæɜ.ju.əl.ti/)
hamper : (/hæm.pə r /)
advance :

D. READING

Task 1: Reading Comprehension

As you know on every 10 November we all celebrate Heroes Days. Why do you think the Heroes Day took that special date to commemorate our heroes’ sacrifice? Discuss with your partners and come to a conclusion why the date has became special. After that, read through the passage and check whether your conclusion is the same as the reason stated in the text.

On 10 November, Indonesia celebrates Hari Pahlawan or Heroes Day in remembrance of the Battle of Surabaya which started on that very date in the year 1945. The bloody battle took place because Indonesians refused to surrender their weaponry to British army. British Army at that time was part of the Allied forces. The defiant Bung Tomo is the well-known revolutionary leader who played a very important role in this battle.

It all started because of a misunderstanding between British troops in Jakarta and those in, under the command of Brigadier A. W. S. Mallaby. Brigadier Mallaby already had an agreement with Governor of East Java Mr. Surya. The agreement stated that British would not ask Indonesian troops and militia to surrender their weapons.

However, a British plane from Jakarta dropped leaflets all over Surabaya. The leaflet told Indonesians to do otherwise on 27 October 1945. This action angered the Indonesian troops and militia leaders because they felt betrayed

On 30 October 1945, Brigadier Mallaby was killed as he was approaching the British troops’ post near Jembatan Merah or Red Bridge, Surabaya. There were many reports about the death, but it was widely believed that the Brigadier was murdered by Indonesian militia. Looking at this situation, Lieutenant General Sir Philip Christison brought in reinforcements to siege the city

In the early morning of 10 November 1945, British troops began to advance into Surabaya with cover from both naval and air bombardment. Although the Indonesians defended the city heroically, the city was conquered within 3 days and the whole battle lasted for 3 weeks. In total, between 6,000 and 16,000 Indonesians died while casualties on the British side were about 600 to
2000.

Battle of Surabaya caused Indonesia to lose weaponry which hampered the country’s independence struggle. However, the battle provoked Indonesian and international mass to rally for the country’s independence which made this battle especially important for Indonesian national revolution.

Task 2: Comprehension questions

Answer the following questions briefly.
1. What is the passage about?
2. When did the battle take place?
3. Where did it happen?
4. What caused the battle? Draw a diagram that shows chronologically the
events that led to the battle
5. What do think about the Indonesian military power compared to that of the
British army at that time?
6. What made the Indonesians dare to face the British army military aggression?
7. Did the Indonesian lose or win the battle? Why do you think so?
8. How did the battle influence the national revolution at that time?
9. Who was the prominent figure in the battle? What did he do?
10. Indonesia had gone through many battles. Why do you think the date of
the Battle of Surabaya is used as a momentum to commemorate our hero’s
contribution?
11. Describe in one word the Indonesians who defended their city at that time.
12. Do you think that the information in the text is clear?
13. Have you read other texts that tell about similar events? What are they?

E. TEXT STRUCTURE

Recounts record a series of events in the order in which they occurred. There are several types of recounts, for example, diaries, letters/postcards, journals, autobiographies and biographies, or anything related to histories (historical recounts). In this chapter, you are studying historical recounts. Do you know how a historical recount is told or written? Similar to other types of recounts, historical recounts usually start with orientation, followed with a series of events, and ends with a reorientation. The orientation part include information about who, what, when, and where. The series of events are presented in the order they really happened. The r ecount ends with a reorientation which s tates personal comments about the events. Now, together with your partner, complete the following sentences that show how The Battle of Surabaya happened.

F. VOCABULARY

Task 1: Fill in the blanks with the right word. Don’t forget to change the verbs into past tense when necessary.

1. The freedom fighters were forced to ____________, but their faith in God and people’s dream strengthened them to keep on fighting against the aggressor.
2. The ________ militia refused to obey the British army’s instruction to surrender their weaponry to them.
3. The city was under _______ so that nobody could get in or get out of the city. Luckily, the people depended on no one for their food.
4. To ensure that they would win the battle, the foreign army sent ______________ to the battle ground, some of which include weaponry and logistical support.
5. Do not betray me. Be loyal to our agreement. Your betrayal will _________me. I can be really angry, and that can mean that there will be no more collaboration between us.
6. Last week, teenagers _________ in the center of the city to support the beginning of bike-to-school program. They all came riding their bicycles.
7. The defeat in the Battle of Surabaya __________the militia movement only for a while. The heroic spirit had spread out and inflamed others to continue fighting for the country’s independence.
8. The militia ___________ secretly to take back the conquered city from the
   aggressor.
9. On every November 10, my school holds a ceremony in __________ of our national heroes. We pray together and I usually go to the library to read again the biography of General Sudirman and then pray for him. He is my favorite hero.
10. Do not ___________to life problems. Keep on looking for the best solutions. Our responsibility is to do our best, and leave the rest to God.
11. Students from many schools held a mass ________to protest the rampant corruption and demanded the corruptors in that institution to be arrested.
12. Priski’s mother told her to drop out from school because Priski’s father died last month. Priski _______ that because she knows that education is important for her future. She ________ her mother earns money by making some snack that she sells in the school canteen every day.

G. GRAMMaR REVIEW

Task 1: Read the following incomplete sentences. Complete them with am/is/are (present) or was/were (past).

1. In 1945, they _____ 17, so they ______ 85 now.
2. Today the weather _____ cold, but last Monday it _______ terribly hot.
3. I _____ very thirsty. Can somebody give me a glass of water, please?
4. The defiant freedom fighters _______ very brave. They fought till death to
   defend the city.
5. I _____ happy with Surabaya now. Years ago, it _____ very dirty and
   messy.
6. Don’t buy those weapons. They _____ dangerous and illegal.
7. Hey, I like your new hat. It fits you well, and when you wear it, it reminds me of the 1945 freedom fighters. ____ it expensive?
8. This time seventy years ago my grandfather ________ in Surabaya joining the militia to fight against the British army.
9. “Where ______ the veterans?” “I don’t know. They _______ in the lobby of the hotel five minutes ago.”
10. The generals and the veterans ______ happy and optimistic about us now. They know we _______always busy with good activities and never think of
    using drugs. When we met them last year, they ________ pessimistic.

Task 2: Complete the sentences. Choose the right words and change them into the simple past or present tense according to the context of the sentences.

1. His unruly behavior frequently __________ many teachers and classmates. However, Mrs. Sabariah never gets tired of giving him advice every time he makes problem.
2. The city was in fire. After analyzing the situation, the general finally ordered his soldiers to move. They _________ secretly to go out of the besieged city.
3. She cannot buy gadget, clothes, shoes, and textbooks. However, the poverty never __________ the progress of her study. For textbooks, she usually borrows them from the school library.
4. Don’t cheat in exam. Cheating means that you __________ your own life
   principle.
5. The robber__________ to surrender, but the police persuaded them to give in.
6. Never _________ best friends for our own advantage because best friends are like precious treasure.
7. On every Sunday morning, the student organizations and their members regularly __________ to the town square to entertain and educate people to reduce the use of plastic in daily life.
8. He could finally graduate from high school despite the financial problems that he faced. He __________his life problems successfully. Learn from him.
9. The ceremony in remembrance of our founding fathers and mothers ______ _______ in the training field. The ceremony was a tribute to them.
10. When I was in Columbus, America, I heard Tanah Pusaka song. I __________ very emotionally touched, and I even cried. I missed Indonesia, my beloved
    country.

H. LISTENING

Your teacher is going to read you an experience of a boy who had to go out of Surabaya when the city was surrounded by the British Army. Listen carefully. You may take notes if necessary. Then, answer the teacher’s questions.

I. SPEAKING

Task 1: Read the following dialog. Take turns practice reading it.

Ami : Riza, look! That heroic monument stands high and strong.
Riza : Hmm…. It is a remembrance for us to our heroes’ struggle in
conquering this country.
Ami : Yeah, many of them became casualties of the war.
Riza : I had an unforgettable experience there.
Ami : Really? What was it?
Riza : When I was in Junior High School, my school held a program
called “Save our city clean and green”
Ami : What did you do?
Riza : My schoolmates, my teachers, and I rallied in the monument
area at 6 a.m and began to clean around the monument until it’s
clean and tidy.
Ami : That’s a very good program.
Riza : Yes, it was. We also planted some trees around it.

Task 2: Sharing an experience
Do you still remember the boy’s experience you just listened to? You can make
a new recount text based on the boy’s experience, treating it as if it were your
own experience.

Imagine that you were the boy who had to continue the trip after staying
overnight in the village. Tell your imaginary experience based on the last part
of the story. Do that in groups of four students. Follow the instructions below:

1. Remember the story you just listened to.
2. Retell the story. Each member of the group takes turns saying one sentence.
3. The first student says one sentence to begin retelling the story. ( The first sentence should serve as the orientation)

4. The second student continues saying the next sentence containing the next
event.
5. The third student goes on saying the following event and so does the fourth
student.
6. Continue doing that until the story is finished.
7. After that, based on the last part of the story, the group begins to make up the
group’s own story.
8. Do that by taking turns saying one sentence.
9. When the teacher says that the time is up the group stop doing the activity.
10. Present ‘your experience’ during the battle of Surabaya in front of the class.

Task 2: Speaking Game

a. Play this game in groups of four students. Divide each group into halves. Each half opposes the other half. Now do the following things:
b. Read the Battle of Surabaya again carefully.
c. Choose the words that you like. You must know the meaning of the chosen words.
d. Then, take turns telling your opposing partners to make sentences based on the words that you chose. Those who can make communicative sentences get score. Each communicative sentence will get 100. Don’t forget to count the minutes used to make it. You can decide the length of time for making one sentence.
e. The winners are those who can make more sentences in less time.

J. WRITING

Write a recount text. You can rewrite the chronology of the battle of Surabaya. If you choose that, read the passage again and (part D) task 3, then close the book. Now try to rewrite the chronology of the events in the Battle of Surabaya using your own words.

You can also rewrite the experience of the boy you listened to (part G), or the one your group created (part H), or write your own experience. The experience can be a real or an imaginary one.

Study again the following arrangement of ideas in a recount text to help you write
the recount text:

K. REFLECTION

At the end of this chapter, ask yourself the following questions to know how effective your learning process is.

1. Do you know how to tell or write a historical recount?
2. Do you give information about who, where, and when at the beginning?
3. Do you tell or write the events in the order they happened.
4. Do you have personal comments to end the historical recount?
5. Can you explain the function of a recount text?
6. Where do you think you can find a recount text?