CHAPTER II

SOCIETY AND SOCIAL INTERACTION

A. Introduction to Society and Social Interaction

I. Reading Comprehension
Read the Following Passage Loudly and Answer the Questions.

Early in the morning, a group of male warriors creeps out of the village and heads
for the savannah. They must be careful not to wake the other members of the tribe, lest
they be accosted by the women or elders. Once they have regrouped on the plains, the
warriors begin preparing for the hunt. The eldest members of the group choose the most
qualified hunters, known as ilmeluaya, meaning men who are not afraid of death.
Warriors who are not selected are sent home in shame.
Once the select group has been chosen, the warriors begin the hunt. They scour
the plains for footprints or droppings, and search for dense bushes or tall termite
mounds that might conceal their resting prey. The search can take ten minutes to ten
hours, but once a lion is found, the warriors quickly move into place.
Selected hunters ring bells and rattle the brush, forcing the lion away from its
protected hiding spot. The goal is to face the beast one-on-one on the open savannah.
There will be no tricks or cheating, simply warrior against warrior. If all goes as
planned, the lion will be brought down with a single spear.
When the warriors return to the village with their trophy, it is the beginning of a
weeklong celebration. Although the hunt must be planned in secret, news of the
warriors’ success spreads quickly, and all village members come to congratulate the
victors. The warrior who wounded the lion first is honored and given a nickname based
on his accomplishment. Songs are sung about the warrior, and from now on he will be
remembered and acknowledged throughout the community, even among other tribes.
To the Maasai, lion hunting is about more than food and security. It is a way to
strengthen the bonds of community and the hierarchy among the hunters. Disputes over
power are settled before the hunt, and roles are reinforced at the end, with the bravest
warrior receiving the lion’s tail as a trophy (Maasai Association 2011). Although
Maasai society is very different from contemporary America, both share the human
need to cooperate and live together in order to survive.

1) When does the male warriors group 2) Who are the people that allow to
creep out the village and head for prepare for the hunt?
the savvanah? a) Warriors that are sent home
a) Early in the morning b) The most qualified hunters
b) After sunrise c) Men who are afraid of death
c) In the evening d) Those who are not selected
d) After waking the other
members of the tribe
 3) ‘Rattle’ has the synonym 5) ‘He’ in the line 19 refers
with............ to...............
a) Clatter a) The trophy
b) Plant b) The warrior
c) Hide c) Nickname
d) Platter d) Village members
4) What is the goal of bustling the 6) ‘Dispute’ has the closest meaning
lion? to..........................
a) To defeat the beast one-on-one a) Contend
on the open savannah. b) Maintain
b) To bring down the warrior c) Advance
c) Celebrate the hunting process d) Receive
d) To wake the women and the
elders up

B. Types of Society
II. Choose and match the most suitable information for the heading.

Headings:

1. Preindustrial Society a) Hunter-gatherer

2. Industrial Society b) Pastoral
3. Postindustrial Society c) Horticultural
d) Agricultural
e) Feudal
f) Technological Invention
g) Steam power
h) Town and cities
developing a nightlife
i) Capitalism increased
j) Selling services
k) Social classes are divided
by access to education
l) Production of information
and software program.
III. Speaking: Express your ideas about these pictures of the societies

1) 2)

3) 4)
 5) 6)

7) 8)

C. Structure Focus: Verb (Kata Kerja)

a) Ordinary Verbs
Ordinary verbs adalah kata kerja yang bentuknya dapat berubah sesuai konteks
kalimat dan jika dipakai dalam kalimat tanya atau negatif harus menggunakan kata
bantu ‘do’ atau ‘did’.
e.g.:
 Write: to write (to infinitive) – wrote (Past tense) – written (past participle) –
writing (gerund).
 Swim: to swim (to infinitive) – swam (past tense) – swum (past participle) –
Swimming (gerund)
b) Auxiliary Verbs
 Be (am, is, are, was, were)
 I am reading a comic
 Helen is loved by him
 Raisa and Rossa are singers
 Brad Pitt was Agelina Jolie’s husband
 The students were absent
 Do (does, did)
 I do not understand French
 Does Leony sing at 999 every evening?
 Do you love them?
 I do love you (affirmative)
  Don’t forget me! (imperative)
 Have (has, had): untuk membentuk perfect tense dan kalimat pasif
 have you ever seen Raknamo dam?
 She has bought a horse
 How long have you been in Jakarta?

c) Regular and Irregular Verbs

Regular verb adalah kata kerja yang mengalami perubahan bentuk dengan teratur
pada past tense dan past participle. Biasanya hanya menambahkan akhiran ‘–ed’ atau ‘-d’.
Infinitive (v1) Past Tense (V2) Past Participle Meaning
(V3)
Amaze Amazed Amazed Mengherankan
Agree Agreed Agreed Menyetujui
Apply Applied Applied Memakai, melamar
Bake Baked Baked Memanggang
Beg Begged Begged Mengemis,
memohon
Call Called Called Memanggil
Close Closed Closed Menutup
Fire Fired Fired Menembak,
memecat
Happen Happened Happened Terjadi
Qualify Qualified Qualified Memenuhi syarat

Irregular verb adalah kata kerja yang mengalami ketidakteraturan perubahan bentuk
past tense dan past participle.
Infinitive (v1) Past Tense (V2) Past Participle Meaning
(V3)
Feed Fed Fed Memberi makan
Lead Led Led Memimpin
Stick Stuck Stuck Merekatkan
Shoot Shot Shot Menembak
Become Became Become Menjadi
Begin Began Begun Memulai
Sleep Slept Slept Tidur
Tell Told Told Menceritakan,
mengatakan
Lay Laid Laid Meletakkan
Hear Heard Heard Mendengar
Understand Understood Understood Mengerti
Freeze Froze Frozen Membeku
Forget Forgot Forgotten Melupakan
Choose Chose Chosen Memilih
Break Broke Broken Memecahkan
Hide Hid Hidden Bersembunyi
Bear Bore Born Melahirkan
Eat Ate Eaten Makan
 Give Gave Given Memberi
Fall Fell Fallen Jatuh
Feel Felt Felt Merasa
Rise Rose Risen Meninggi
Write Wrote Written Menulis
Do Did Done Mengerjakan
Go Went Gone Pergi
Make Made Made Membuat
Fly Flew Flown Terbang

d) Gerund [ˈjerənd]
Gerund adalah kata kerja yang berubah menjadi kata benda karena mendapat akhiran
‘-ing’.
i. Gerund as the subject of the 3. Flying makes me nervous.
sentence 4. Brushing your teeth is
1. Eating people is wrong. important.
2. Hunting tigers is dangerous. 5. Smoking causes lung cancer.

ii. Gerund as the complement of the verb ‘to be’.

1. One of his duties is attending meetings.
2. The hardest thing about learning English is understanding the gerund.
3. One of life's pleasures is having breakfast in bed.

iii. Gerund after prepositions.

1. She is good at painting.
2. They are proud of winning
the competition.
3. We arrived in Labuan Bajo after
driving all night.

4. Can you sneeze without opening your

mouth?
D. Social Interaction
Read the brief opinion about the importance of social interaction and find out the verbs on it.
‘Begin’, ‘to establish’ and ‘to learn’ are the examples

The Importance of Social Interaction

The opportunity for social interactions with others is very important for the development
of all children. Through social interactions, children begin to establish a sense of “self” and to
learn what others expect of them. Although social interactions for very young children
primarily occur within the family, as children grow and develop, they become more and more
interested in playing and interacting with other children. When playing with others children
learn appropriate social behaviors, such as sharing, cooperating, and respecting the property
of others. In addition, while interacting with their peers, young children learn
communication, cognitive, and motor skills. Most opportunities for social interactions among
young children occur during play. This opportunity to play with others is critical if a child is
to develop appropriate social skills.
Therefore, encouraging children with disabilities and nondisabled children to play
together is an extremely important part of instruction in integrated preschools. The children
must have the opportunity to play together if they are to become friends. These friendships
will help the nondisabled child form positive, accepting attitudes toward persons who are
disabled. In addition, the child who is disabled will have the opportunity to learn age-
appropriate social skills. Children who learn appropriate social skills often have a higher self-
esteem and show a greater willingness to interact with their environment as they grow.
Opportunities for social interaction not only enhance development in the early years, but
also may be important for the future of the young child who is disabled. The ability to interact
competently with is a skill that is required throughout life and may affect future educational
and vocational opportunities. Assisting young children who are disabled to learn through
positive social interaction with nondisabled children may help them acquire skills from which
they will benefit throughout their life