Mister Guru

Membuat RPP (Rencana Pelaksanaan Pembelajaran) atau Lesson Plan adalah suatu kewajiban yang harus dilakukan guru sebagai bagian dari tugasnya mengajar. Tanpa RPP atau Lesson Plan, guru tidak akan memiliki pedoman dalam proses mengajar sehingga pada akhirnya akan mengalami kesulitan dalam meningkatkan kualitas pendidikan yang dia berikan kepada siswanya.

Dalam PPG (Pendidikan Profesi Guru), menyiapkan RPP / Lesson Plan untuk peer-teaching merupakan salah satu point penting yang harus bisa dilakukan seorang guru. Kesesuaian RPP dengan tujuan dan praktek pembelajaran sangat menentukan keberhasilan guru dalam uji sertifikasi. Meskipun membuat RPP sudah merupakan tugas sehari-hari, masih banyak guru yang dipusingkan oleh RPP agar bisa tampil dengan sebaik-baiknya dalam peer-teaching.

Karena itu, dengan tujuan untuk berbagi, Mister Guru sengaja mempublikasikan salah satu contoh RPP Bahasa Inggris tingkat SMK yang pernah dipakai saat mengikuti PLPG di Universitas Jember (Unej) tahun 2012 yang lalu. Semoga contoh RPP Bahasa Inggris tingkat SMK yang ada disini bisa membantu rekan-rekan guru terutama saat mereka mengikuti PLPG agar bisa lolos sertifikasi.

LESSON PLAN

• School: SMK
• Subject: English
• Class/Semester: XI/3
• Language Skills: Listening
• Text Type: Functional Texts
• Time Allocation: 2 x 45 minutes

A. STANDARD COMPETENCE

B. BASIC COMPETENCE

C. INDICATORS

1. Cognitive
   1. Product:
      1. Finding specific information from the oral texts about past events correctly.
      2. Finding general information from the oral texts about past events correctly.
      3. Retelling the content of the oral texts about past events correctly.
   2. Process:
      1. In small groups, identifying the literal information from the oral texts about past events correctly.
      2. In small groups, identifying the inferential information from the oral texts about past events correctly.
      3. In small groups, identifying the language structures in the oral texts about past events correctly.
2. Affective
   1. Showing curiosity and cooperative manner in identifying information from the oral texts about past events with the group.
   2. Listening attentively to the oral texts about past events.
   3. Showing enthusiasm and communicative manner in retelling the content of the oral texts about past events.
3. Psychomotoric
   1. In groups, identifying the literal information from the oral texts about past events by doing the exercise on the worksheet.
   2. In groups, retelling the content of the oral texts about past events in the front of the class.

D. LEARNING OBJECTIVES

1. Students are able to find specific information from the oral texts about past events correctly.
2. Students are able to find general information from the oral texts about past events correctly.
3. Students are able to retell the content of the oral texts about past events correctly.

E. LEARNING MATERIAL

1. Functional texts: Dialogs
2. The use of the Simple Past tense in talking about completed actions or events in the past.
3. Asking and responding to Wh-questions and Yes/no questions about completed actions or events in the past.

F. APPROACH/METHOD

• Approach: Cooperative learning
• Method: TBLL - STAD

G. TEACHING-LEARNING ACTIVITIES

H. MEDIA & RESOURCES

1. Top Notch TV – Fundamentals, Unit 11.
2. Lap top / DVD Player.
3. Loudspeakers

Bentuk-bentuk Comparison

1. Kata-kata bersuku kata tunggal diberi akhiran "–er" dan "–est".

Positive	Comparative	Superlative
new old big soon late	newer older bigger sooner later	newest oldest biggest soonest latest

2. Kata-kata dengan dua atau lebih suku kata didahului oleh "more" dan "most".

Positive	Comparative	Superlative
interesting convenient beautiful easily carefully	more interesting more convenient more beautiful more easily more carefully	most interesting most convenient most beautiful most easily most carefully

3. Kata-kata dengan dua suku kata dan berakhir dengan "–y" atau "–ly", "-ow", "-le" dan "–er" diberi akhiran "–er" dan "–est".

Positive	Comparative	Superlative
tiny speedy early friendly shallow narrow clever	tinier speedier earlier friendlier shallower narrower cleverer	tiniest speediest earliest friendliest shallowest narrowest cleverest

4. Kata-kata lainnya dengan dua suku kata kebanyakan diawali dengan "more" dan "most".

Positive	Comparative	Superlative
careful careless boring awful complex	more careful more careless more boring more awful more complex	most careful most careless most boring most awful most complex

5. Beberapa kata dengan dua suku kata bisa berakhiran "-er", "-est" atau di dahului "more", "most".

Positive	Comparative	Superlative
common gentle quiet	commoner/more common gentler/more gentle quieter/more quiet	commonest/most common gentlest/most gentle quietest/most quiet

6. Kata keterangan (adverb) berakhiran –ly didahului oleh "more" dan "most".

Positive	Comparative	Superlative
quickly slowly badly	more quickly more slowly more badly	most quickly most slowly most badly

7. Beberapa kata sifat (adjective) dan kata keterangan (adverb) memiliki bentuk comparative dan superlative tidak beraturan (irregular).

Positive	Comparative	Superlative
bad far good many badly far little much well	worse farther/further better more worse farther/further less more better	worst farthest/furthest best most worst farthest/furthest least most best

Penggunaan Bentuk Perbandingan (Comparison)

1. Equivalence atau positive:
   Bentuk perbandingan positive digunakan untuk mengungkapkan atau menggambarkan kesetaraan, atau tingkatan yang sama atau serupa dalam hal kualitas, tingkatan, jumlah, atau perkiraan antara dua benda atau orang.
   Contoh:
   1. Here, the term ‘processor’ is equivalent to the central processing unit.
   2. Fatin has become as famous as Agnes Monica.
   3. Some companies have as many computers as employees.
   4. Some companies use both computers and conventional filing systems for storing data.
   5. A computer virus is like a virus in the human body. It can do a lot of damage.
   6. Many chat engine softwares are similar in that they share certain common functions.


2. Non-equivalence atau Comparative:
   Bentuk comparative digunakan untuk membandingkan atau menggambarkan ketidak-samaan dalam hal kualitas, tingkatan, jumlah, atau perkiraan antara dua benda atau orang.
   Contoh:
   1. American cars are usually larger and more expensive than Japanese cars.
   2. Learning to use a computer is not as difficult as learning to program.
   3. Riding a motorcycle is not the same as driving a car.
   4. A notebook costs less than a lap top.
   5. Unlike factory-sealed software, pirated versions may contain viruses.
   6. You can save money with a network because you will need fewer printers.


3. The highest degree atau superlative:
   Bentuk superlative digunakan untuk membandingkan suatu benda atau seseorang yang memiliki kualitas, tingkatan, jumlah, atau perkiraan tertinggi atau terendah dengan sekelompok benda atau orang lainnya.
   Contoh:
   1. This is the most popular type on the market today.
   2. For me, English is the least difficult language to learn.
   3. The best programs are those adapted specifically to your own needs.


4. Parallel increase:
   Bentuk parallel increase adalah dua bentuk comparative yang digunakan untuk mengungkapkan atau menggambarkan dua perubahan kualitas, tingkatan, jumlah, atau perkiraan yang terjadi secara paralel.
   Contoh:
   1. The more memory your computer has, the more data it can store.
   2. The bigger your computer system, the less time you spend waiting.
   3. The more training you give to your employees, the better they will perform.

One day, her father asked, "My Daughter, when will you get married?"

Dewi Sanggalangit replied, "Father, I never think about it. If you really want me to get married, then I will only marry a man who is able to fulfill my wishes."

"Then, what are your wishes?" asked her father.

"I still don't know. Please let me contemplate and seek for revelations from Gods. When I'm done, I will let you know," Dewi Sanggalangit made a request, which was agreed by his father.

On the fourth day of her contemplation, Dewi Sanggalangit, accompanied by Biyung Emban, the chief lady-in-waiting, went to meet the King in the audience hall. After bowing before him, she said, "Father, whoever wishes to be my husband must be able to perform an extraordinary show that has never existed before. It is a dance accompanied by musical hornets and gamelan, with a procession of one hundred forty twin horses. There must be a two-headed animal as well."

The request was announced publicly and soon became a contest for everyone who had been wishing to marry her. All of them failed, except two men, Raja Singabarong, the King of Lodaya kingdom, and Raja Kelanaswandana, the King of Bandarangin.

This worried Dewi Sanggalangit and her father for they knew who the two men were. Raja Singabarong was a cruel and vicious lion-headed man. He was big and tall, with a lion face and neck covered with fur. On the other hand, Raja Kelanaswandana was a handsome man. Yet, he had a strange behavior. He was so fond of boys that he treated them as beautiful girls. Now that the contest had run, there was no way to cancel it.

In spite of his many mistresses, Singabarong had long expected Dewi Sanggalangit to be his queen. In order to fulfill Dewi Sanggalangit's requests, he had ordered his servants to find twin horses. He had also had the best artists create an attractive show and find a two-headed animal. However, the last two requests proved to be difficult to meet.

Raja Singabarong got very upset and told Iderkala to prepare a well-armed troop and attack Bandarangin at any time. He sent spies to locate Kelanaswandana's route from Wengker to Kediri, where he would ambush Kelanaswandana and seize the procession.

Somehow, the spies were caught by Kelanaswandana's men. Kelanaswandana, who was now aware of Singabarong's plan to attack, alerted Patih Pujanggeleng and prepared a sudden invasion to Lodaya before Singabarong started his move.

Filled with anxiety as his spies had not returned, Singabarong sent Iderkala to find out what had happened. His furry head was itching from fleas, so he went back to his castle where his peacock would peck at the annoying insects. As the bird was perching on his shoulder eating the fleas on his head, he fell asleep. He was unaware of what was going on, but as usual no one was dare to disturb and wake him up.

Meanwhile, Kelanaswandana's troop had advanced far into Lodaya. They didn't meet heavy resistance as the enemy was totally unprepared. Iderkala and his troop had also been defeated near the border. Now, they were nearing Singabarong's castle.

The noise of the troop woke Singabarong up. He rushed furiously outside his castle to see what was going on. He saw most of his soldiers had been defeated by Bandarangin troop, but what surprised him most was the sight of Raja Kelanaswandana among his troop. He shouted in anger, "Hey, Kelanaswandana. What in the world are you doing here?"

Raja Kelanaswandana replied, "Stop acting like a fool! I know you've been planning to seize what I've prepared for Dewi Sanggalangit. You must be punished!" As he said that, he directed his magical power towards Singabarong, whose head suddenly changed. The lion head had merged with the peacock perching on his shoulder. It made Singabarong look like a two-headed animal.

Blazing in anger, Singabarong drew his keris and charged at Kelanaswandana. He moved so fast that Kelanaswandana could not evade the attack. His left shoulder was scratched. The scar soon blistered, blackened, and fumed.

Kelanaswandana barely had time to make a stance when Singabarong charged at him with another attack. This time, he managed to block it with his hand, making Singabarong stagger a few steps back. Kelanaswandana didn't waste the chance. He launched a powerful kick which dropped the keris in Singabarong's hand.

Singabarong roared and sprang to Kelanaswandana as if he had been his prey. His claws, punches, and kicks landed on Kelanaswandana mercilessly. He obviously overpowered Kelanaswandana in that fight.

On the verge of his defeat, Kelanaswandana got up and removed a rope-like belt from his waist. It was his secret weapon, the magical whip of Kyai Pecut Samandiman. He slashed it at Singabarong. The whiplash sounded like an explosion, leaving a trail of fume in the air, and tossed Singabarong's body as if it had been a coin. Singabarong fell to the ground. As he tried to get up, he felt so weak that he tottered.

Raja Kelanaswandana approached Singabarong, who was now unable to move. "Be a two-headed animal!" he said. Suddenly, Singabarong turned into a strange animal. It had two heads, one was that of a lion, the other was a peacock's right above the lion's head. Kelanaswandana immediately asked his men to capture the animal and bring it home to Bandarangin.

Several days later, Raja Kelanaswandana came to Kediri to propose a marriage to Dewi Sanggalangit. One hundred forty twin horses were tailing behind him, accompanied by a strange two-headed animal which was dancing in excitement to the music of gamelan and hornet. Everyone was happy to see the show.

Dewi Sanggalangit accepted his proposal and became the Queen of Bandarangin in Wengker. Raja Kelanaswandana had managed to stop his bad habit and ruled Bandarangin in peace and harmony.

The show itself is still very popular today, known as Reog Ponorogo. It takes the name of its origin, Ponorogo, which is another name of Wengker, in East Java, Indonesia.

Pada umumnya, peserta ujian TOEFL berpendapat bahwa Listening section dalam TOEFL sangat sulit, karena percakapan dan pembicaraan tidak dapat diulangi. Peserta TOEFL diharuskan mampu memahami serta merekam informasi yang dibutuhkan hanya setelah satu kali mendengarkan. Tidak ada pengulangan, dan peserta juga tidak bisa mencatat informasi yang didengar. Karena itulah, Listening section dalam TOEFL cukup membuat calon peserta TOEFL khawatir dengan kemampuan mereka.

Bagaimana jika materi Listening section tidak dapat terdengar dengan baik dan jelas?

Sedangkan, dalam Paper-Based TOEFL, supervisor atau pengawas ujian bertanggung-jawab dalam memastikan apakah materi Listening section bisa terdengar dengan baik dan jelas oleh seluruh peserta TOEFL. Jika peserta TOEFL tidak dapat mendengarkan materi Listening section dengan baik, dia boleh mengangkat tangan dan meminta pengawas ujian menyesuaikan dan mengatur volume suara.

Strategi Belajar sebagai Persiapan Menghadapi TOEFL Listening section

Berikut ini, Mister Guru akan berbagi strategi berlatih Listening section agar peserta TOEFL bisa mendapatkan hasil yang baik.

1. Jangan mencatat atau menghentikan rekaman
   Saat berlatih Listening section, jangan mencatat informasi apapun dan jangan menghentikan rekaman sebelum latihan berakhir. Hal ini penting sebagai latihan atau pembiasaan untuk menjaga konsentrasi terhadap soal-soal Listening section. Setelah latihan berakhir, periksalah jawaban dengan melihat kunci jawaban.
2. Ulangi Latihan
   Jika pada latihan pertama anda melewatkan banyak pertanyaan, atau tidak mampu merekam informasi yang cukup, kerjakan latihan sekali lagi. Mulailah dari awal, dan jangan menghentikan rekaman sebelum latihan berakhir. Lalu periksa jawaban sekali lagi, kali ini dengan melihat penjelasan atau pembahasan jawaban. Cara ini akan mengasah kemampuan mendengarkan (listening-comprehension skill).
3. Perhatikan informasi rinci
   Saat mendengarkan pembicara, berikan perhatian khusus pada contoh-contoh, diagram, atau grafik yang ada di layar (untuk Computer-Based TOEFL) serta nama-nama spesifik, tempat, dan tanggal yang disebutkan sang pembicara. Seringkali muncul pertanyaan-pertanyaan tentang hal-hal itu.
4. Pahami hubungan antara para pembicara
   Jika ada lebih dari satu pembicara, pikirkan dan pahami hubungan mereka. Apakah mereka teman kuliah (college friends), teman sekamar (roommates), teman sekelas (classmates), atau dosen (lecturer) dengan mahasiswa? Apakah mereka mahasiswa dengan pegawai/staf administratif? Dengan memahami hubungan mereka, pembicaraan mereka akan menjadi lebih mudah untuk dipahami.
5. Bacalah pilihan jawaban secara sepintas lalu (teknik skimming)
   Meskipun TOEFL Listening section dirancang untuk menguji kecakapan mendengarkan (Listening) dan memahami bahasa Inggris lisan, secara tidak langsung tes ini juga menguji kemampuan membaca (Reading) karena peserta TOEFL harus membaca pilihan jawaban. Waktu yang sangat singkat dan terbatas mengharuskan peserta TOEFL mampu membaca secara cepat. Salah satu teknik membaca cepat adalah skimming. Dalam teknik ini, peserta TOEFL melihat semua pilihan jawaban secara sepintas, tapi bukan membaca setiap baris secara perlahan. Cobalah berlatih dengan melihat pilihan jawaban dari atas ke bawah secara sepintas lalu, tanpa harus membaca maupun mencoba memahami setiap kalimat secara seksama. Lakukan hal berikut ini:
   1. Carilah kata dan frase yang hampir sama dalam dua atau lebih pilihan jawaban. Kata-kata atau frase yang serupa tersebut dapat memberikan petunjuk tentang topik dan dapat membantu peserta dalam memahami suatu informasi yang didengar secara terperinci.
   2. Jangan memilih suatu jawaban hanya karena tampak sama atau terdengar sama dengan kata-kata yang terdengar. Kata-kata dengan bunyi yang hampir sama bisa memiliki makna berbeda, dan berfungsi sebagai "jebakan" dalam TOEFL.
6. Lihatlah pilihan jawaban secara sekilas terlebih dahulu (khusus Paper-Based TOEFL)
   Prosedur standar dalam mengerjakan TOEFL adalah mendengarkan lalu membaca pilihan jawaban dalam naskah soal. Akan tetapi, dalam prakteknya, melihat pilihan jawaban secara sepintas sebelum mendengarkan pembicara dalam rekaman seringkali merupakan teknik yang sangat membantu memahami apa yang akan dibicarakan. Dengan melihat pilihan jawaban secara sekilas, peserta TOEFL seringkali mendapatkan petunjuk tentang topik umum yang akan dibicarakan, baik itu berupa percakapan, pembahasan, maupun pertanyaan.
7. Baca pilihan jawaban dengan teliti saat mendengarkan rekaman (khusus Paper-Based TOEFL)
   Saat mendengarkan pembicara, melihat pilihan jawaban secara teliti seringkali dapat membantu peserta TOEFL dalam memahami informasi-informasi rinci yang sedang dibicarakan. Cobalah mencocokkan beberapa kata yang didengar dengan kata-kata yang ada dalam pilihan jawaban. Dengan teknik mengamati pilihan jawaban, peserta TOEFL biasanya dapat menebak pertanyaan yang akan diberikan. Meskipun begitu, tetaplah ingat bahwa pilihan jawaban kadang-kadang seperti serupa dan seringkali membingungkan. Dan ketika teknik ini ternyata tetap tidak bisa memberikan petunjuk, berhentilah membaca dan pusatkan perhatian secara penuh pada rekaman.

Baca lebih lanjut tentang tes TOEFL®:

1. Tips Sukses Tes TOEFL
2. Tips TOEFL®: Strategi Mengerjakan Test TOEFL Dengan Mengenali Testing Point
3. TOEFL® Preparation Exercise: Reducing An Adjective Clause In
4. TOEFL® Preparation 1: Written Expression - Error Recognition
5. Klik disini untuk mengunduh soal latihan TOEFL

In this post, we are going to learn how to use "Would you like" and "Do you like" correctly.

1. Using "Would you like" to offer things

   • "Would you like some coffee?" ~ "No, thank you."
   • "Would you like an orange?" ~ "Yes, please."
   • "What would you like, tea or coffee?" ~ "Tea, please."

2. Using "Would you like" to invite somebody.

   • "Would you like to go for a walk?" ~ "Why not? Let's."
   • "Would you like to come for dinner tomorrow night?" ~ "Yes. I'd love to."
   • "What would you like to do this weekend?" ~ "I think I'll go to the beach with my friends."

3. Using "I'd like" as a polite way to say "I want".

   • "I'm hungry. I'd like something to eat."
   • "I'd like some information about hotels, please."
   • "I'd like to see his performance at the hall this evening."

4. Comparing "would like" and "like".

   • "Would you like some apples (Do you want some apples)?" ~ "Yes, please."
   • "Do you like apples (Do you think apples are nice)?" ~ "Yes, I do. It's my favorite fruit."
   • "Would you like to go for a picnic this weekend (Do you want to go for a picnic this weekend)?" ~ "Yes, I'd love to."
   • "Do you like going for a picnic?" (in general) ~ "Not really. I seldom go for a picnic."
   • "I'd like an orange, please. (Can I have an orange?)"
   • "I like oranges." (in general)
   • What would you like to do next weekend? (What do you want to do next weekend?)
     I'm going to stay at home.
   • "What do you like to do at weekends?" ~ "I like doing some DIY's."

Exercise 1: Use "Would you like ...?", "I'd like ...." or "Do you like ...?"

1. You want to go to the museum on Sunday morning. Perhaps your friend will go with you.
   You say: ....
2. You want to go dining out this evening. Perhaps your friend want to go too.
   You say: ....
3. You ask your friend whether he/she likes action movies.
   You say: ....
4. You are offering your friend something to drink.
   You say: ....
5. You ask your friend whether he/she likes reading.
   You say: ....
6. You ask your friend whether she likes dancing.
   You say: ....
7. You want to dance. You offer your friend to dance with you.
   You say: ....
8. You work at a travel agent. You ask a customer politely whether he/she wants to pay by credit card or cash.
   You say: ....
9. You want to know whether your friend likes his/her present job.
   You say: ....
10. You are trying on a shirt but it's too small. You want a bigger size.
    You say: ....

Exercise 2: Which is right?

1. "Do you like / Would you like some bread?" ~ "Yes, please."
2. "Do you like/Would you like fishing?" ~ "Yes, very much. I usually go fishing in weekends."
3. "Do you like/Would you like to leave a message?" ~ "No, thanks. I'll call back after lunch."
4. "What do you like/would you like?" ~ "Chicken fried rice and orange juice, please."
5. "What do you like/would you like to have for lunch?" ~ "Some rice, fish and vegetables."
6. "What color do you like/would you like?" ~ "Blue is my favorite."
7. "Do you like/Would you like tea or coffee?" ~ "Coffee, please."
8. "How do you like/would you like your coffee?" ~ "With cream and sugar, please."
9. "I like/would like to reserve a room, please." ~ "When is that for, Sir?"
10. "Do you like/Would you like living in a big city?" ~ "No. I prefer living in a quiet place."

The old woman wanted her son to marry a woman, so that she would have a daughter in law who would help her with the house chores. However, the young Brahmin was too poor to afford even the most humble wedding. He was sad because of this.

One day he made a decision. He would go to the city and only return home when he had enough money to marry a woman. He wanted to make his mother happy. "I'll go to the city," said the young man to his mother. "I'll raise some money. When I return, I'll get married and we'll live happily." His mother disagreed because she didn't want her son to be away from her. She tried to hold him back and change his mind, but her son was determined to leave.

Meanwhile, a ghost who lived on an old tree near the hut heard their conversation. He thought, "It's a golden opportunity to live in the hut. As soon as the Brahmin leaves, I'll assume his shape and pretend to be him. I'll live comfortably in the hut and have my meals prepared everyday. I'm tired of living on this cold old tree. I'm tired of being a ghost."

One night, not long after the young man had left for the city, the ghost took the shape of the young Brahmin and went to the hut. While knocking at the door, he said in a loud voice, "Mother, it's me. I'm back."

The old woman was surprised to hear what she thought to be her son's voice and immediately opened the door. She asked, "You said you would be away for quite long. What has happened? Are you sick?"

Pretending to be her son, the ghost answered, "I've changed my mind, Mother. I just can't leave you alone. I will stay and take care of you." The old woman cried. She was happy to have her son back. Then, she prepared a nice dinner for him. Since then, the ghost lived in the hut as the old woman's son. It was much more comfortable than living on the cold old tree.

A year later, the young Brahmin went home. He knocked at the door happily. To his surprise, when the door opened, he saw a young man who looked exactly like him. The young man stood at the door and looked at him with furious eyes. "Who are you? What are you doing here?" he asked rudely.

The young Brahmin was shocked, and asked back, "Hey, who are you? What are you doing here in my house?" He called his mother, "Mother, what has happened? Who is this young man?"

However, his mother didn't seem to recognize him. She said angrily, "What do you mean? He is my son. Who are you?" The young Brahmin tried to convince her that he was her true son. It was all in vain. His mother and the ghost slammed the door and left him outside.

Not knowing what to do, the young Brahmin went to the King and told him about what had happened. The King listened attentively, then ordered both young men to appear before him. The King looked at them carefully, one after the other. He was confused since they looked exactly the same. The King then asked them questions. However, he was still unable to tell which of the two young men was the old woman's true son.

One day, while he was on his way home from the King’s castle trying to convince the King, he met a boy who was playing near a field. The boy asked him, “Why do you look so sad?”

The young Brahmin replied in a desperate voice, “No one can help me. I’m homeless. A stranger has lived in my home and my mother believes that he is me, her true son. There’s no justice in this kingdom.”

“Come and meet our King,” said the boy. “Tell him about your problem. I’m sure he can help you.”

“I have met the King. He can’t help me,” replied the young Brahmin.

“No, not that King. Let me take you to our King,” said the boy.

“Who’s your King? There could be no other king in this kingdom,” said the young Brahmin. However, the boy soon took the Brahmin’s hand and led him to his friends who were gathering in the field. They were sitting in circle, surrounding a boy with a bright face who was sitting on a mound in the middle of the field. The boy bowed before him and said, “Your Majesty, this young man wishes to tell you about his strange problem. He is seeking for justice.”

“We will listen to you. Now tell us about your problem, good young Man,” said the boy who seemed to be their king. The young Brahmin thought it was a joke and started to get angry. However, the little king's words convinced the Brahmin and he was now willing to tell him about his problem.

"I will help you," said the little 'King', "I will solve it tomorrow. However, the King, his ministers, and the whole village must be present here."

The Brahmin had no other choice but to go to the King and ask him to come. Fortunately, instead of becoming offended with the request, the King was curious about how the little "King" would solve the problem.

On the following day, the King, his ministers, his escorts, and the whole village gathered on the field. So did the young Brahmin, his mother, and the ghost, who was still confident that the little "King" would not be able to solve a mystery that the King could not solve.

As the boy bowed before him, the King said in a stern voice, "I'm here because you've promised us to solve this young Brahmin's problem. If you fail, I will give you a severe punishment."

"Alright, Your Majesty," said the boy calmly. Everybody was waiting anxiously. The King who ruled the kingdom only stood there and watched him as he sat down on the mound. Then, the boy showed a bottle with a long and narrow neck, and said, "Whichever of the two young men who is able to enter the bottle is the true son of the old woman. He is also the rightful owner of the hut."

The Brahmin was shocked to hear what seemed to be an unfair judgment. However, before he could say a word of protest, the ghost, who at that time was sure that he would win, suddenly made himself smaller and smaller. He turned into a small insect, and flew into the bottle. As soon as he entered the bottle, the young "King" closed the bottle tightly.

He said to the audience, "He is a ghost who has assumed the young man's shape. He has convinced everyone, even the young man's mother. In fact, this young man is the true son of the old woman." Then he asked the young Brahmin to take the bottle and throw it away into the sea.

The King, who was pleased with the brilliant solution, asked, "How can you be so wise at your age?"

"We are not more than cowherds, Your Majesty. We come here to let our cows graze. One day, we found this mound, which seemed to be a perfect place for us to play on. Then, we built our own little castle here. We believe that he who sits on the mound will gain the wisdom and ability to solve even the most complicated problem. We sit on it in turn, and today it happens to be mine. I don't have such power, Your Majesty. It is all due to this magical mound," the little boy explained.

Filled with curiosity, the King ordered his men to dig the mound. What they found below was a beautiful throne which looked like a stage, decorated with pearls and jewelry and held up by thirty-two sculptures of beautiful goddesses.

The King wanted to sit on the throne. Suddenly, before he could even touch the throne, a voice was heard. "No, don't," it said. "The throne belongs to Raja Wikrama. Before you can sit on it, prove us that you have the same courage and wisdom as Raja Wikrama's. Now listen, we will tell you how wise Raja Wikrama is."

Then, in turn, the thirty-two goddesses told the tales about the courage and wisdom of Raja Wikrama. Soon after the last story was told, the thirty-two goddesses lifted the throne high up in the air, then flew and disappeared.

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