GURU PEMBELAJAR MODUL

GURU PEMBELAJAR MODUL Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas (SMA)

Kelompok Kompetensi I Profesional: Learning Hortatory Expositions Pedagogik: Pemanfaatan Hasil Penilaian Penulis: Taufik Nugroho Dkk

Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016

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Penulis: 1. Dra. Eha Julaeha, M.Pd 2. Drs. Sugiharto 3. Sudiro, S.Pd 4. Sri Wulandari Imaningtyas, S.Pd

Penelaah: 1. Erma Wahyuni, S.Pd 2. Ira Wijayanti, S.Pd 3. Drs.Taufik Nugroho, M.Hum

Copyright © 2016 Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bidang Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan

Hak Cipta Dilindungi Undang-Undang Dilarang mengcopy sebagian atau keseluruhan isi buku ini untuk kepentingan komersial tanpa izin tertulis dari Kementerian Pendidikan Kebudayaan.

Kata Sambutan Peran guru profesional dalam proses pembelajaran sangat penting sebagai kunci keberhasilan belajar siswa. Guru profesional adalah guru yang kompeten membangun proses pembelajaran yang baik sehingga dapat menghasilkan pendidikan yang berkualitas. Hal tersebut menjadikan guru sebagai komponen yang menjadi fokus perhatian pemerintah pusat maupun pemerintah daerah dalam peningkatan mutu pendidikan terutama menyangkut kompetensi guru. Pengembangan profesionalitas guru melalui program Guru Pembelajar merupakan upaya peningkatan kompetensi untuk semua guru. Sejalan dengan hal tersebut, pemetaan kompetensi guru telah dilakukan melalui uji kompetensi guru (UKG) untuk kompetensi pedagogik profesional pada akhir tahun 2015. Hasil UKG menunjukkan peta kekuatan dan kelemahan kompetensi guru dalam penguasaan pengetahuan. Peta kompetensi guru tersebut dikelompokkan menjadi 10 (sepuluh) kelompok kompetensi. Tindak lanjut pelaksanaan UKG diwujudkan dalam bentuk pelatihan guru pascaUKG melalui program Guru Pembelajar. Tujuannya untuk meningkatkan kompetensi guru sebagai agen perubahan dan sumber belajar utama bagi peserta didik. Program Guru Pembelajar dilaksanakan melalui pola tatap muka, daring (online), dan kombinasi (blended) tatap muka dengan online. Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Kelautan Perikanan Teknologi Informasi danKomunikasi (LP3TK KPTK) dan Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah (LP2KS) merupakan Unit Pelaksanana Teknis di lingkungan Direktorat Jenderal Guru dan Tenaga Kependidikan yang bertanggung jawab dalam mengembangkan i

perangkat dan melaksanakan peningkatan kompetensi guru sesuai bidangnya. Adapun perangkat pembelajaran yang dikembangkan tersebut adalah modul untuk program Guru Pembelajar tatap muka dan daring untuk semua mata pelajaran dan kelompok kompetensi. Dengan modul ini diharapkan program Guru Pembelajar memberikan sumbangan yang sangat besar dalam peningkatan kualitas kompetensi guru. Mari kita sukseskan program Guru Pembelajar ini untuk mewujudkan Guru Mulia Karena Karya.

Jakarta, Maret 2016 Direktur Jenderal Guru dan Tenaga Kependidikan,

Sumarna Surapranata, Ph.D. NIP 195908011985031002

KATA PENGANTAR Puji dan syukur kami panjatkan ke hadirat Allah SWT atas selesainya Modul Pendidikan dan Pelatihan (diklat) Guru Pembelajar Bahasa Indonesia SMP dan SMA, Bahasa Inggris SMP dan SMA, Bahasa Arab SMA, Bahasa Jerman SMA, Bahasa Perancis SMA, Bahasa Jepang SMA, dan Bahasa Mandarin SMA. Modul ini merupakan dokumen wajib untuk kegiatan diklat bagi guru pembelajar. Program diklat guru pembelajar merupakan tindak lanjut dari hasil Uji Kompetensi Guru (UKG) dan bertujuan meningkatkan kompetensi guru dalam melaksanakan tugasnya sesuai dengan mata pelajaran yang diampunya. Sebagai salah satu upaya untuk mendukung keberhasilan suatu program diklat, Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Bahasa pada tahun 2015 melaksanakan pengembangan modul yang berisi materi-materi pembelajaran yang akan dipelajari oleh para peserta selama mengikuti program diklat tersebut. Modul diklat guru pembelajar bahasa ini diharapkan dapat menjadi bahan bacaan wajib bagi para peserta diklat untuk dapat meningkatkan pemahaman tentang kompetensi pedagogik dan profesional terkait dengan tugas pokok dan fungsinya. Saya menyampaikan ucapan terima kasih dan penghargaan yang tinggi kepada para pejabat, widyaiswara di PPPPTK Bahasa, dosen perguruan tinggi, dan guru yang terlibat di dalam penyusunan modul ini. Jakarta, Februari 2016 Kepala PPPPTK Bahasa,

Dr. Luizah F. Saidi, M.Pd. NIP 196312191986012002

KOMPETENSI PROFESIONAL LEARNING HORTATORY EXPOSITIONS

Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016

DAFTAR ISI

Kata Sambutan .......................................................................................................... i KATA PENGANTAR ................................................................................................... DAFTAR ISI ................................................................................................................ PENDAHULUAN....................................................................................................... 1 A.

Latar belakang ............................................................................................... 1

B.

Tujuan ............................................................................................................ 2

C.

Peta kompetensi ......................................................................................... 2

D.

Ruang Lingkup ........................................................................................... 5

E.

Saran cara penggunaan modul ...................................................................... 5

PROGRAM UMUM ................................................................................................... 7 A.

KEBIJAKAN KEMDIKBUD ............................................................................. 7

Kegiatan Pembelajaran 1........................................................................................ 11 Introduction to Social Function, Organization Structures, and Language Features . 11 A.

Tujuan .......................................................................................................... 11

B.

Indikator Pencapaian Kompetensi ................................................................ 11

C.

Uraian Materi ............................................................................................ 11

1.

Struktur Teks ............................................................................................ 14

2.Language features ........................................................................................ 17 D.

Aktivitas Pembelajaran ............................................................................. 23

E.

Latihan/ Kasus/Tugas .................................................................................. 23

F.

Rangkuman.................................................................................................. 27

G.

Umpan Balik Dan Tindak Lanjut ............................................................... 28

H.

Kunci Jawaban ......................................................................................... 28

Kumpulan LK Kegiatan Belajar 1: ............................................................................ 30 Kegiatan Pembelajaran 2........................................................................................ 35 Learning Hortatory Exposition ................................................................................ 35 A.

Tujuan .......................................................................................................... 35

B.


C.

Uraian MaterI ............................................................................................ 36

1.

Hortatory Exposition ................................................................................. 36

2.

Cara mengajarkan teks hortatory exposition pada peserta didik ............... 40

3.

Penilaian pada pembelajaran teks hortatory exposition ............................ 44

D.

Aktivitas Pembelajaran ............................................................................. 44

E.

Latihan dan Tugas ....................................................................................... 44

F.

Rangkuman.................................................................................................. 51

G.

Umpan Balik dan Tindak Lanjut ................................................................ 52

H.

Kunci jawaban .......................................................................................... 53

Kumpulan LK Kegiatan Belajar 2 ............................................................................ 54 LK-2.1Mengidentifikasi Teks Hortatory Exposition ........................................... 54 LK-2.2Menganalisis Teks Hortatory Exposition ................................................. 55 LK-2.3 Mendesain Teks Hortatory Exposition ................................................... 56 LK-2.4Membuat Skenario Pembelajaran ........................................................... 57 Kegiatan Pembelajaran 3........................................................................................ 59 Language Expression and Modality ........................................................................ 59 A.

Tujuan .......................................................................................................... 59 i

B.


C.

Uraian Materi ............................................................................................ 59

1.

Functional Language ................................................................................ 59

2.

Expressing Request (permohonan) .......................................................... 60

3.

Expressing Sympathy ............................................................................... 63

4.

Expressing Prohibition .............................................................................. 64

5.

Expressing invitation ................................................................................. 65

6.

Accepting an Invitation.............................................................................. 66

7.

Declining an Invitation............................................................................... 67

8.

Expressing suggestion/advice .................................................................. 67

9.

Expressing frustration or annoyance ......................................................... 68

10.

Modality ................................................................................................ 71

D. AktivitasPembelajaran .................................................................................... 75 E. ........................................................................................................................ 75 Latihan/Tugas/Kasus........................................................................................... 75 F. Rangkuman..................................................................................................... 90 G. Umpan Balik dan Tindak Lanjut ...................................................................... 91 H. Kunci Jawaban ............................................................................................... 91 Kumpulan LK Kegiatan Belajar 3 ............................................................................ 94 LK-3.1 Jenis ekspresi bahasa Inggris ....................................................... 94 LK-3.2 Mengungkapkan ekspresi bahasa Inggris ................................... 95 LK-3.3 Analisis Penggunaan Modal dalam Konteks ........................................... 96 DAFTAR PUSTAKA................................................................................................ 98 GLOSSARIUM...................................................................................................... 100 ii

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PENDAHULUAN

A. Latar belakang

Guru adalah ujung tombak dalam pelaksanaan pendidikan. Dalam peran pentingnya untuk mencerdaskan kehidupan bangsa maka dituntut keprofesionalannyadalam melaksanakan tugas.

Sebagai pendidik profesional dengan tugas mendidik,

mengajar, membimbing, mengarahkan, melatih, menilai dan mengevaluasi guru diharapkan dapat senantiasa mengembangkan diri secara terus menerussejalan dengan kemajuan ilmu pengetahuan, teknologi dan seni. Untuk itulah Uji Kompetensi Guru dilakukan guna memetakan kompetensi yang dimiliki masing-masing guru.

Hal ini dirasa perlu karena

masing-masing guru

memiliki perbedaan dalam menguasai kompetensi yang disyaratkan. Dari evaluasi hasil pelaksanaan UKG sebelumnya pemerintah merasa masih diperlukan adanya peningkatan kualifikasi hasil UKG. Oleh karena itu, pemerintah memprogramkan Modul Pendidikan dan PelatihanGuru Pembelajar sebagai tindak lanjut dari hasil UKG sebelumnya.

Diklat tersebut dilengkapi dengan bahan ajar yang disusun

berdasarkan Kelompok Kompetensi hasil perolehan UKG sebelumnya berdasarkan mata pelajaran. PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan tenaga pendidik dan kependidikan yang menyelenggarakan berbagai program diklat bidang bahasa perlu melengkapi sarana dan prasara diklat salah satunya modul atau bahan ajar. Modul ini disusun bersama guru-guru terseleksi melibatkan perguruan tinggi terbagi ke dalam sepuluh tingkatan (Kelompok Kompetensi) yang bertingkat jenjang. Adapun kegiatan pengembangan diri melalui diklat tersebut dibagi dalam empat jenjang, yaitu 1) Diklat Jenjang Dasar; 2) Diklat Jenjang Lanjut; 3) Diklat Jenjang menengah; 5) Diklat Jenjang Tinggi. Diklat jenjang dasar terdiri atas 5 Kelompok Kompetensi, yaitu Kelompok Kompetensi 1 sampai dengan 5, diklat jenjang lanjut Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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terdiri atas dua Kelompok Kompetensi yaitu Kelompok Kompetensi 6 dan 7; diklat menengah terdiri atas dua Kelompok Kompetensi yaitu Kelompok Kompetensi 8 dan 9, dan diklat jenjang tinggi adalah Kelompok Kompetensi 10. Atas dasar itulah modul ini disusun, untuk disajikan sebagai bahan belajar bagi guru yang meraih Kelompok Kompetensi 9 pada uji kompetensi guru.

Adapun isi modul Kelompok Kompetensi 9 ini meliputi 1) materi umum yang terdiri dari kebijakan Kemdikbud dan PKG;

2) materi pokok

yang meliputi materi

pedagogik dan materi profesional; dan materi penunjang yang meliputi Pre-Test, Post-Test, English Proficiency Test dan Orientasi Program Diklat.

B. Tujuan Modul ini disusun guna mendukung pelaksanaan

Modul Pendidikan dan

PelatihanGuru Pembelajar Bahasa Inggris SMA kelompok kompetensi. Modul ini juga bisa digunakan sebagai bahan bacaan mandiri tanpa kehadiran pengajar dengan pembahasan yang mudah dipahami. Materi yang dikembangkan mencakup kajian pedagogik 30% dan kajian profesional 70%. Setelah

menempuh

proses

pembelajaran

peserta

mampu

meningkatkan

pengetahuan dan keterampilan baik dibidang pengajaran maupun dibidang profesional Bahasa Inggris yang diampu.

C. Peta kompetensi Kompetensi yang dituntut di dalam modul ini merujuk pada Permendiknas nomor 16 Tahun 2007 dengan mengembangkan kompetensi profesional menjadi indikator pencapaian kompetensi pada kelompok kompetensi I Guru Bahasa Inggris SMA

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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Modul kelompok kompetensi I ini dipetakan sebagai berikut: Tabel 1 Peta Kompetensi Profesional Guru Pembelajar Bahasa Inggris SMA Kompetensi I

No

Kompetensi Inti

Indikator Pencapaian Kompetensi

Kompetensi Guru Mapel

pengetahuan Menentukan sosial teks. tentang berbagai aspek Menentukan kebahasaan dalam teks.

fungsi

Memiliki

1

bahasa

Inggris Menentukan language

(linguistik,wacana,sosiolin

features

guistik dan strategis)

konteks.

Menguasai Materi, struktur, konsep, pola pikir, keilmuan, yang Menguasai bahasa Inggris mendukung mata lisan dan tulisan, reseptif pelajaran dan produktif dalam yang diampu 2

struktur

segala

aspek

komunikatifnya (linguistik,wacana,sosiolin guistik dan strategis)

dalam

Menentukan gambaran umum teks tertulis

fungsional

berbentuk

hortatory

exposition Menentukan informasi rinci

tersurat

tertulis

teks

fungsional

berbentuk

hortatory

exposition Menentukan informasi rinci

tersurat

tertulis berbentuk Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

teks

fungsional hortatory 3

exposition

Menentukan informasi tertentu teks tertulis fungsional berbentuk hortatory exposition Menentukan informasi tersirat

teks

berbentuk

tertulis hortatory

exposition Menentukan

makna

kata

tertulis

teks

fungsional berbentuk hortatory exposition Menentukan coherency

dan

cohesiveness

teks

tertulis

berbentuk

hortatory exposition. Menentukan

cara

pengajaran

teks

tertulis berbentuk

fungsional hortatory

exposition.


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Menggunakan ragam bahasa

dengan

kepantasan, Meningkatkan

kesopanan dan atau

penguasaan

materi, ragam formal/ struktur, konsep, dan pola informal berdasarkan pikir keilmuan yang situasi penggunaan

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mendukung

mata bahasa tertentu. pelajaran yang diampu. Menggunakan modality yang tepat sesuai konteks.

D. Ruang Lingkup Modul ini terdiri dari beberapa kegiatan pembelajaran. kompetensi profesional. Kegiatan-kegiatan

pembelajaran

Introduction to Social Function;

tersebut

meliputi

kegiatan

pembelajaran

Text Organization dan Language Features ;

Learning Hortatory Expositions dan Language Expression and Modality.

E. Saran cara penggunaan modul Agar Anda berhasil dengan baik dalam mempelajari modul ini, ikutilah petunjuk belajar sebagai berikut: 1. Bacalah dengan cermat bagian pendahuluan modul ini sampai Anda memahami betul apa, untuk apa dan bagaimana mempelajari modul ini.


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2. Baca sepintas bagian demi bagian dan temukan kata-kata kunci dan kata-kata yang Anda anggap baru. Carilah dan baca pengertian katakata kunci dalam daftar kata-kata sulit modul ini atau dalam kamus yang ada. 3. Pahamilah isi modul ini baik secara mandiri maupun denganbertukar pikiran dengan teman atau mentorAnda. 4. Mantapkan pemahaman Anda dalam diskusi kelompok dalam tutorial.


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PROGRAM UMUM

A. KEBIJAKAN KEMDIKBUD Pada bagian ini Anda akan mempelajari materi kebijakan pemerintah dalam PKB dan PKG. Kebijakan pemerintah dalam pembinaan dan pengembangan profesi guru diprioritaskan

untuk

pengembangan keprofesian

berkelanjutan sebagaimana

diamanatkan dalam Undang-undang Nomor 14 tahun 2005 tentang Guru dan Dosen yang telah ditindaklanjuti dengan ditetapkannya Peraturan Menteri Pendidikan Nasional Nomor 35 Tahun 2010 tentang Petunjuk Teknis Pelaksanaan Jabatan Fungsional Guru dan Angka Kreditnya Salah satu bagian penting dalam penetapan jabatan fungsional guru dan penetapan angka kreditnya adalah Penilaian Kinerja Guru (PK Guru). PK Guru dimaksudkan untuk menjaga profesionalitas guru dalam melaksanakan tugasnya, disamping itu PK Guru juga berdampak pada pembinaan karir, peningkatan kompetensi, dan pemberian tunjangan profesi guru. Penilaian kinerja guru dapat diartikan sebagai sebuah proses penilaian pencapaian tentang unjuk kerja guru pada masa lalu atau saat ini berdasarkan lingkungan kerja mereka dan tentang potensi masa depan guru yang bermanfaat dan berkontribusi bagi kemajuan dan kualitas sekolah. (Sedarmiyanti, 2008 : 270), menyatakan bahwa proses penilaian kinerja adalah kegiatan mendesain untuk menilai prestasi individu atau kelompok yang bermanfaat bagi organisasi. Mangkunegara (2008 : 9-10) mendefinisikan penilaian kinerja sebagai berikut : a. Penilaian kinerja adalah suatu proses yang digunakan pemimpin untuk menentukan apakah seorang karyawan melakukan pekerjaanya sesuai dengan tugas dan tanggung jawabnya. b. Penilaian kinerja adalah evaluasi yang sistematis dari pekerjaan pegawai dan potensi yang dapat dikembangkan yang dapat dijadikan dasar sebagai penentu


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kebijakan dalam hal promosi jabatan atau penentuan imbalan.Penilaian kinerja adalah kegiatan mengukur/menilai untuk menetapkan seorang pegawai/seorang karyawan sukses atau gagal dalam melaksanakan pekerjaannya dengan mempergunakan standar pekerjaan sebagai tolok ukurnya. Kinerja guru adalah proses atau hasil yang diraih seorang guru atas tugas yang diberikan kepala sekolah sesuai dengan tanggung jawabnya. Kepala sekolah selaku pimpinan tertinggi di sekolah, perlu menciptakan suasana kerja yang kondusif, nyaman dan tenang. Bila semangat kerja tertanam kuat pada semua guru dan staf maka akan berpengaruh terhadap aktivitas mereka di sekolah. . Penilaian kinerja guru bertujuan untuk mengetahui mengapa seorang guru melaksanakan

pekerjaan

seperti

yang

telah

dilakukannya.

Unsur penilaian kinerja guru menurut Departemen Pendidikan Nasional (2004 : 35) yaitu : (1). Pengembangan pribadi, dengan indikator aplikasi mengajar, kegiatan ektrakurikuler, kualitas guru; (2). Pembelajaran, dengan indikator perencanaan, dan evaluasi; (3). Sumber belajar, dengan indikator ketersediaan bahan ajar, pemanfaatan sumber belajar; (4). Evaluasi belajar, dengan indikator penyiapan soal/tes, hasil tes program tindak lanjut. Penilain kinerja guru dari tahun ke tahun terus mengalami perubahan, hal ini dimungkinkan sepertinya kinerja guru masih diragukan oleh pihak-pihak tertentu. Banyak hal dan kegiatan yang intinya mengacu pada peningkatan profesionalisme guru. Berbagai pelatihan, workshop, seminar, studi banding, dan banyak kegiatan lain yang nama dan istilahnya berbeda. Seiring regulasi pemerintah atas kebijakan penilaian kinerja guru, sistem penilaian kinerja yang akan dilakukan mulai efektif pada 1 Januari 2013 Adapun prinsip‐prinsip utama dalam pelaksanaan PK GURU adalah sebagai berikut. a. Berdasarkan ketentuan,PK GURU harus dilaksanakan sesuai dengan prosedur dan mengacu pada peraturan yang berlaku.


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b. Berdasarkan kinerja, aspek yang dinilai dalam PK GURU adalah kinerja yang dapat diamati dan dipantau, yang dilakukan guru

dalam

melaksanakan

tugasnya sehari‐hari, yaitu dalam melaksanakan kegiatan pembelajaran, pembimbingan,

dan/atau tugas tambahan yang relevan dengan fungsi

sekolah/madrasah. c. Berlandaskan dokumen PK GURU, Penilai, guru yang dinilai, dan unsur yang

terlibat

dalam

proses

PK

GURU

harus memahami

semua

dokumen yang terkait dengan sistem PK GURU. Guru dan penilai harus

memahami

pernyataan

kompetensi

dan

indikator

kinerjanya

secara utuh, sehingga keduanya mengetahui tentang aspek yang dinilai serta dasar dan kriteria yang digunakan dalam penilaian. d. Dilaksanakan secara konsisten, PK GURU dilaksanakan secara teratur setiap tahun diawali dengan penilaian formatif di awal tahun dan penilaian sumatif di akhir tahun dengan memperhatikan hal‐hal berikut. 1) Obyektif, Penilaian kinerja guru dilaksanakan secara obyektif sesuai dengan kondisi nyata guru dalam melaksanakan tugas sehari‐hari. 2) Adil, Penilai kinerja guru memberlakukan syarat, ketentuan, dan prosedur standar kepada semua guru yang dinilai. 3) Akuntabel,

Hasil

pelaksanaan

penilaian

kinerja

guru

dapat

dipertanggungjawabkan. 4) Bermanfaat, Penilaian kinerja guru bermanfaat bagi guru dalam rangka peningkatan kualitas kinerjanya secara berkelanjutan dan sekaligus pengembangan karir profesinya. 5) Transparan, proses penilaian kinerja guru memungkinkan bagi penilai, guru yang dinilai dan pihak lain yang berkepentingan, untuk memperoleh akses informasi atas penyelenggaraan penilaian tersebut. 6) Praktis, Penilaian kinerja guru dapat dilaksanakan secara mudah tanpa mengabaikan prinsip‐prinsip lainnya. 7) Berorientasi pada tujuan, Penilaian dilaksanakan dengan berorientasi pada tujuan yang telah ditetapkan. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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8) Berorientasi pada proses, penilaian kinerja guru tidak hanya terfokus pada hasil, namun juga perlu memperhatikan proses, yakni bagaimana guru dapat mencapai hasil tersebut. 9) Berkelanjutan, Penilaian kinerja guru dilaksanakan secara periodik, teratur, dan berlangsung secara terus menerus selama seseorang menjadi guru.


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Kegiatan Pembelajaran 1 Introduction to Social Function, Organization Structures, and Language Features

A. Tujuan Peserta

program Guru Pembelajar dapat meningkatkan penguasaan materi,

struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.

B. Indikator Pencapaian Kompetensi 1. Menentukan fungsi sosial teks. 2. Menentukan struktur teks 3. Menentukan language features dalam konteks

C. Uraian Materi Dalam pembelajaran bahasa Inggris anda dituntut untuk memiliki keterampilan mendengarkan, berbicara,membaca, , dan menulis. Empat keterampilan tersebut harus dikuasai secara integrated sehingga menghasilkan guru yang profesional dalam penguasaan akademik dari mata pelajaran yang diampu. Keterampilan tersebut bisa dilakukan salah satunya melalui teks lisan dan tulis. Teks adalah rentetan kalimat-yang berkaitan dan menghubungkan proposisi yang satu dengan lainnya.Teks merupakan satu kesatuan ide sehingga terbentuklah makna yang serasi

diantara

rentetan

kalimat

tersebut.

Teks

lisan

adalah

teks

yang

diperdengarkan sedangkan teks tulis adalah teks sebagai bahan bacaan. Ada


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banyak jenis teks yang dibedakan berdasarkan fungsi sosial dari masing masing teks. Di dalam kurikulum 2013, peserta didik diharapkan menguasai fungsi sosial, struktur teks, dan ciri kebahasaan.

1. Fungsi sosial sebuah teks adalah untuk menyampaikan tujuan komunikatifnya kepada pendengar atau pembaca. Jika dilihat dari sudut tujuan komunikatif, setiap bentuk penggunaan bahasa, baik lisan maupun tulis, memiliki tujuan untuk meminta dan memberi informasi dan aksi. Fungsi komunikasi (communicative function) mencakup (1.) ideational function dan (2.) interpersonal function. Ideational function adalah penggunaan bahasa Inggris oleh seseorang sebagai sarana untuk mengungkapkan informasi yang objektif atau untuk mengungkapkan realitas. , yang kebenarannya berasal dariluar diri seseorang. Fungsi ini diwujudkan melalui pemilihan dan penggunaan kata kerja (predicate)yang tepat misalnya: study, write, listen, eat dan lain lain, sedangkan interpersonal function adalah penggunaan bahasa Inggris sebagai sarana mengungkapkan informasi subyektif atau maksud hati dari diri seseorang. Fungsi ini diwujudkan melalui pemilihan dan penggunaan: 

Subject

: the people, they, she, I you etc.



Finite

: do, does, is, am, are,(present), did, was, were(past).



Modal

: will, would, could etc



Mood adjunct

: always, usually, really.

Fungsi sosial teks berbeda antara satu dengan lainnya. Berikut ini adalah jenis teks dan fungsi sosialnya:


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Tabel 1 No. 1.

2. 3.

4. 5.

6. 7. 8.

9. 10.

11. 12.

: Tabel Fungsi Sosial Jenis-jenis Teks Text type Procedure

Recount Report

Discussion Explanation

Exposition (analytical) Exposition (hortatory) News item

Anecdote Narrative

Description Review

Social Function To help us do a task or make something. They can be set of instruction or directions. To describe how something is accomplished through a sequence of actions or steps. To retell events for the purpose of informing or entertaining To describe the way things are, with reference to a range of natural man-made and social phenomena in our environment. To present (at least) two points of view about an issue To explain the processes involved in the formation or working of natural or socio cultural phenomena To persuade the reader or the listener that something is the case To persuade the reader or listener that something should or should not be the case. To inform the reader, listeners or viewers about events of the day which are considered newsworthy or important. To share with others an accounts of an unusual or amusing incident. To amuse, to entertain, and to deal with actual or vicarious experience in different ways ; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. To describe a particular person, place, or thing. To criticisean art work, event for public audience, such as movies, TV shows, plays,


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operas, recording, exhibitions, concerts, and ballets. Source: Emilia, E. (2010). Teaching Writing: Developing Critical Learner

1. Struktur Teks Jenis teks atau genre dalam konteks komunikasi lisan dan tulis memiliki bagian-bagian yang terstruktur.. Genre diibaratkan suatu budaya, adab, atau sopan

santun

dalam

berkomunikasi.

Tanpa

bagian-bagian

tersebut

dapatdipastikan infomasi yang diterima pendengar tidak akan efektif . Komunikasi lisan dan tulismencakup dialog dan monolog. 

Dalam konteks dialog, terdapat tata-cara atau budaya setempat yang berlaku. Setiap konteks perbincangan lisan (dialog) dalam berbagai macam topikselalu memiliki rhetorical element, yaitu : a. Opening/ greeting b. Talk discussion c. Ending / closing



Konteks monolog berbeda dengan konteks dialog. Target untuk setiap bentuk monolog adalah efektivitas, yaitu penyampaian informasi atau pesan secara efektif oleh pembicara atau penulis sehingga dapat diinterpretasikan oleh pendengar atau pembaca. Agar lebih efektif, sebuah teks harus dikemas dengan genre tertentu berdasarkan fungsi sosial yang sudah di tentukan.

Contoh : Jika ingin memberikan informasi tentang aktivitas yang anda lakukan dimasa lalu atau informasi mengenai suatu peristiwa yang terjadi di masa lalu maka informasi tersebut harus dikemas dalam bentuk teks recount dengan social function: to retell the reader about past events through Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

14

sequence of events dengan tetext organization: (1) orientation,(2) series of events, (3) re-orientation.

Berikut ini adalah tabeljenis teks dan text organization-nya. Tabel 2 No 1.

: Tabel Organisasi Teks Text Organization

Text Type Recount

a. b.

2.

Report

c. a. b.

3.

4.

5.

Discussion

a. b.

c. explanation a. b. Exposition (analytical)

a.

b.

c.

Orientation : provides the setting and introduces participants Series of events : tell what happened through sequence of events Re-orientation: optional closure of events. General Classification: tell what the phenomenon under discussion is. Description: tells what the phenomenon under discussion isin terms of (1) parts, (2) qualities, (3) habit or behaviors, if living; uses, if non-natural. Issue :opening statement and preview Arguments or evident for different points of view, argument for and argument against. The arguments include point and elaboration Conclusion or recommendation. General statement to position the reader. Sequenced explanation of why or how something occurs. Thesis : 1. position : introduces topic and indicates writer‟s position. 2. Preview : outlines the main arguments to be presented. Arguments 1. Point : restates main arguments outlined in preview. 2. Elaboration : develops and supports each points/argument Reiteration : restates writer‟s position.


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6.

7.

8.

9.

10.

11.

12.

Exposition (hortatory)

News Item

Anecdote

narrative

Procedure

Description

Review

a. Thesis : announcement of an issue concern. b. Arguments : reasons for concerns, leading to recommendation. c. Recommendation : statement of what ought or ought not to happen. a. Newsworthy event(s) : recounts the events in summary form. b. Background events : elaborate what happened, to whom, in what circumstances. c. Sources : comments by participants in, witnesses to and authorities expert on the event. a. Abstract : signals the retelling of unusual incidents b. Orientation : sets the scene c. Crisis : provides details of the unusual incident. d. Reaction : reaction to crises e. Coda : optional reflection on or evaluation of the incident a. Orientation : sets the scene and introduces the participants. b. Evaluation : a stepping back to evaluate the plight. c. Complication : crisis arises d. Resolution : the crisis is resolved, for better or for worse e. Re-orientation : optional a. Goal b. Materials (not required for all procedural texts) c. Steps a. Identification : identifies phenomenon to be described. b. Description : describes parts, qualities, characteristics. a. Orientation :places the work in its general and particular context b. Interpretative recount :summaries the plot c. Evaluation : provides an evaluation of the work d. Evaluative summation : provides a punch line which sums up the reviewer‟s opinion of the art.

[Sumber: Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan Madrasah Aliyah, Depdiknas tahun 2003]


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2.Language features Dalam setiap teks lisan dan tulis bahasa Inggris selalu memiliki gambaran unsur kebahasaan. Gambaran unsur kebahasaan dalam teks lisan dan tulis bahasa Inggris disajikan pada tabel 2.3 berikut ini. Tabel 3: Tabel Language Feature of Text No

1.

Language Features of text

Text Type

Recount

2.

Report

3.

Discussion

          

  4.

Explanation

  

5.

Exposition (analytical)

Focus on specific participants Use of material process Circumstances of place and time Past tense Focus on temporal sequence Focus on generic participants Use of relational processes to state what is and which it is Use of simple present tense No temporal sequence Focus on generic human and non human participants  Use of relational processes Use of material process  Use of comparative contrastive and consequential conjunction  Reasoning expressed as verb and nouns Focus on generic non human participants Use of relational processes to state what is and which it is Use of material process  Use of conjunction Some use of passive voice Focus on generic human and non human participants Use of simple present tense  Use of relational processes  Use of internal conjunction to state argument  Reasoning through causal


17

 6.

Exposition (hortatory)

7.

News Item

8.

Anecdote

9.

Narrative

10.

Procedure

11.

Description

                       

conjunction or nominalization. Focus on generic human and nonhuman participants Use of relational processes Use of material process Use of mental process  Use of simple present Use of past tense Use of passive voice Use of conjunction to show sequence Action verb Use of participants Use of material process Use of temporal conjunction Use of rhetorical questions, intensifiers Focus on specific participants Use of past tense Use of material process Use of relational process Use of temporal conjunction Focus on generalized special agent Use of present tense Use of material process Use of relational process Use of temporal conjunction Focus on specific participant Attributive and identifying prodcess Use simple present tense.

(Sumber: Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan Madrasah Aliyah, Depdiknas tahun 2003)


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Berikut Anda bisa membaca berbagai contoh jenis teks yang sudah disebutkan sebelumnya. Teks1 (Contoh teks Recount) Last week my friend and I were bored after three weeks of holidays, so we rode our bikes to Smith Beach, which is only five kilometers from where I live. When we arrived at the beach, we were surprised to see there was hardly anyone there. After having a quick dip in the ocean, which was really cold, we realized one reason there were not many people there. It was also quite windy. After we bought some hot chips at the takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part of the sand. We had the wind behind us and, before we knew it, we were many miles down the beach. Before we made the long trip back, we decided to paddle our feet in the water for a while, and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly dawned on us that all the way back, we would be riding into the strong wind. When we finally made it back home, we were both totally exhausted! But we learned some good lessons that day.

Teks2 (Contoh teks narrative) Once upon a time, there lived a kind hearted man and his wife. One morning, his wife found a poor little sparrow. She took it gently and fed it. To show its gratitude, the sparrow stayed with them and sang every morning. But there was an ill-tempered old woman who didn't like the sparrow. She cut the sparrow's tongue. That's why the bird flew away to its previous nest. Knowing that their sparrow flew away, the kind man and his wife looked for the sparrow. They walked a long way, crossed the bridges, climbed the mountains and passed the woods. At last, they could find the sparrow's nest. The sparrow welcomed them and provided a feast for them. Before they went home, the sparrow brought two baskets; one was large and looked heavy, and the other one was small and light. The sparrow Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

19

asked them to choose only one. They chose the small and that was the best choice. There were many rolls of silk and piles of gold in it. Being jealous, the ill-tempered old woman did the same thing as the kind man and his wife did. She chose the big basket which actually contained wasps and venomous crawlers, such as scorpions, centipedes, and other horrible creatures. Finally, they stung and bit her to death. [Source: www.understandingtext.com]

Teks3 (Contoh teks Explanation) How a cell phone work is really wonderful. A cell phone or in long term "cellular telephone' works by transmitting signals of radio to towers of cellular. The towers are networked to a central switching station. The connection usually uses wire, fiber optic-cables, or microwave. Then the central switching station which handles calls in certain given area is directed connected to the wire-based telephone system. Cellulars are pick up by the towers and relayed to another cellular telephone user or the user of wire-based telephone network. The towers vary in the capacity and capability to receive signals. Some can receive the signal from short distance and the others can receive more distance. However, there are usually more than one tower in certain given area so that the system can handle the increasing telephone traffic. [Source;typesoftext.blogspot.com]

Teks 4 (Contoh teks Analytical Exposition) Learning a foreign language is an investment for the future that can produce many benefits whether it is for one’s career, travel adventures or personal growth. Learning a foreign language can take many months of dedication, however the venture will more than likely open the door to many opportunities. Learning a foreign language takes time, patience and sometimes money. Nevertheless, French, Arabic and Mandarin Chinese, among many others, are all languages that can provide great improvement to career, travel or intellect. Firstly, learning a foreign language can be advancement in our career.The 21st century trend in progress is globalization, and with improvement in technology


20

that provides the ability to communicate with anyone, anywhere, more and more companies are working internationally. Employers will be looking for a valuable employee, one that can correspond with an international partner, investor, customer, etc. The fact that one is fluent in a foreign language will give an edge on their resume, which can make a stand out applicant. In other words, many companies will actually increase pay for those who can speak a foreign language and have used their skill towards increasing career performance. Secondly, learning foreign language can also enhance travel experience. Always dreamed of going to China, Egypt, Italy or Croatia? A dream vacation can be even better if one knows the language of the locals. By knowing the language of the land, one can increase their travel experience by being able to explore freely. An individual who is fluent in a specific foreign language is able to speak to the local people, shop, dine and respectfully enjoy a foreign land. Thirdly is, it can expand our intellect. Learning a language can be ultimately good for the mind. Through engaging in a foreign language, one is able to increase vocabulary, pushing the brain to its fullest capacity. Learning a foreign language also exercises the memory. Learning a foreign language can help to increase mental power by being able to speak and think in another language. Again, learning a foreign language is an investment of time and money, depending on the route chosen. However, the benefits of learning a foreign language are superior and can improve many aspects of a person's life greatly. Whether it is for a career opportunity, a dream vacation or personal growth, a foreign language is a fantastic asset. Adapted

from;

http://rebecca-wrenn.suite101.com/benefits-of-learning-a-foreign-language-

a130160

Text 5 (Contoh Hortatory Exposition)


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In advanced countries around the world, reading is encouraged in children from an early age. It is an essential thing for younger generations to compete in the global marketplaces of the future. Based on the observation done in Indonesia, statistics show that the reading interest and reading habit in Indonesia still low. From 41 countries observed Indonesia was in the 39th than other ASEAN countries. It was approved by the study done by Vincent Greanary that the sixth grade of Elementary students’ reading ability in Indonesia was at the last rank (51,7). In view of these statistics, it is obvious that Indonesians are not reading enough and steps must be taken to promote the reading habit. For one thing, the reading habit has to be cultivated from a young age. Children must be made aware that reading can expand the imagination, improve vocabulary and increase knowledge. From this stepping stone, children should grow to appreciate reading as natural and not a chore. Furthermore, parents should set the example by reading at home, be it newspaper, magazines or story books.

Children should be brought up in an

environment where books and other reading materials constitute part of their daily lives. Home libraries could also provide this conducive environment. All homes should have a library, no matter how small, to encourage family members to read and to make reading a passion. Children should also be given books as presents, taken regularly to bookshops and public libraries, and encourage to read during their leisure hours.

Children should look upon books as ultimate prizes when they

achieve excellent results in schools.

In fact, libraries should be established in

housing estates in town, and mobile libraries should travel to the rural areas. More reading campaigns should be organized at the state and districts level. Undoubtedly, steps should also be taken to reduce the prices of imported books. The prices of such books have increased by as much as 40 percent and that puts them beyond the budget of the average Indonesian.


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As the country is marching into the era of science and technology, it is necessary for all Indonesians, especially students, to gain greater knowledge and hone their thinking skills through reading. Therefore, it is certain beyond any doubt, that the reading habit has to be cultivated among Indonesians. [Adapted from Focus SPM English]

D. Aktivitas Pembelajaran Pada bagian ini Anda akan melakukan kegiatan yang berkaitan dengan social function of text, organization of text, dan language feature of text. Sebelumnya Anda harus memahami teori tentang kegiatan diatas. Dengan membaca ulang teori tersebut. Anda akan membaca berbagai teks dan diharapkan mampu menentukan social function of text, organization of text dan language feature of text.

E. Latihan/ Kasus/Tugas Identifikasi Jenis dan Fungsi Sosial teks-teks di bawah ini. Teks 1 The Return of Dracula There were two little boys who loved horror movies very much. They said, “Scary movies give us a lot of excitement and pleasure.” One night both of them watched the Return of Dracula on cable TV at their grandmother‟s house. Their grandmother asked, “Aren‟t you frightened by horror movie?” “No! We have grown up. All those wolves and Draculas are a bluff and don‟t scare us anymore, Grandma,” both replied. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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Throughout the movie, Dracula appeared as an ugly bloodthirsty vampire, who always preyed upon lonely men, women and children.

Watching Dracula, the

children felt the same fear as what the victims in the movie really felt. When the movie came to an end, one of the boys wanted to go to the bathroom door, they were shocked to see someone sitting on the toilet seat. Affected by the movie they had just seen, the boys believed that they had seen a Dracula. When the “Dracula” gave a broad grin, the two boys realized suddenly that they were frightened and ran towards the grandmother‟s room. The two little boys got into the bed, then cuddled up together under the blanket. A few minutes later, their grandmother awoke because she felt the bed shaking violently.

It turned out that the two little boys were trembling with fear.

The

grandmother asked, “What‟s wrong?” “We wanted to go to the bathroom, but we saw Dracula sitting on the toilet seat,” the boys replied. “Boys! I thought you have grown up. That was your grandpa, not Dracula,” their grandmother laughed hysterically. Ever since that night, the boys chose their TV program wisely. They only watched programs that were suitable for them.

Jenis teks di atas adalah ____________________________________________ Fungsi sosial teks di atas adalah ______________________________________

Teks 2 Spiders are predatory invertebrate animals. They are not classified in the class of insect. A spider has eight legs while an insect never has more than six legs.


24

Spiders have a body with two main divisions, four pairs of walking legs and two other pairs of abdominal spinnerets for spinning threads of silk. This silk can be used to aid in climbing, build egg sacs and catch prey. Spiders kill so many insects, but they never do the least harm to man‟s belonging. Spiders are busy for at least half of the year killing insects. It is impossible to find out how many insects they kill, since they are hungry creatures which cannot be content with only three meals a day. [Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008]


Teks 3 What Causes Weather Weather is the physical condition of the atmosphere at a particular time. It includes temperature, air pressure and water content. Weather is produced when air moves from place to place. This moving air is known as wind. Winds are caused by warm air rising and cooler air moving to replace it. Warm air is usually less dense than cool air; therefore, it creates low air pressure. Cool air is more dense and creates high air pressure. Usually we have fine weather when the air pressure is high, and we will have clouds, rain or snow when air pressure drops. [Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008]


25


Teks 4 Integrated Pest Management There is no one best way to deal with pests in agriculture. Pesticides are commonly used, but this may cause many problems. First, the chemicals in pesticides may build up as residues in the environment. This reduces the quality of farm‟s products. As well, pests can gradually become resistant to pesticides. This means that newer and stronger ones have to be developed. Some pesticides also affect non target animals such as a fish and bees. This affects natural balance To wipe out agriculture pests completely may be very expensive. Sometimes, pests damage costs less than the method of control. Finally, understanding the ecology of the area will help a lot in a pest control. Natural enemies can be used to control pests. IN other words, it can be said that an integrated pest management is safer and more effective to be used as a solution to deal with pests in agriculture [Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008]



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Text 5 “Cire Perdue” is French words of Lost Wax. It is a process of wax casting used in making metal sculpture. First, a model is coated with wax. The solidified wax is encased in a two layer mold of plaster or clay. It is then melted or otherwise removed from the mold, and metal is poured into the space where the wax had been. After cooling, the mold is broken to free the metal object. This ancient method is used to produce sculpture, jewelry, and utilitarian products such as dentures. [Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008]


F. Rangkuman Dalam mempelajari sebuah teks, ada beberapa factor yang perlu dipahami yaitu social function of the text, organization of the text, dan language feature of the text tersebut. Masing masing factor sudah dijelaskan diatas. Setiap jenis text selalu memiliki fungsi sosial yang berbeda namun ada beberapa teks yang memiliki unsure kebahasaan yang sama


27

G. Umpan Balik Dan Tindak Lanjut Pada bagian ini anda diminta untuk menjawab pertanyaan sebagai umpan balik. 1. Materi apa yang sudah anda kuasai? 2. Apakah anda memiliki permasalahan pada saat mempelajari modul ini. 3. Untuk lebih memahami tentang jenis teks, fungsi sosial text, dan unsure kebahasaan teks, anda diharapkan untuk mencari referensi lain yang berkaitan dengan bahasan tersebut.

H. Kunci Jawaban Latihan: Teks 1

Jenis Teks

Fungsi Sosial

Narrative

To amuse, to entertain, and to deal with actual or vicarious experience in different ways ; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.

2

Report

To describe the way things are, with reference to a range of natural manmade and social phenomena in our environment.

3

Explanation

To explain the processes involved in the formation or working of natural or socio cultural phenomena

4

Analytical Exposition

To persuade the reader or the listener that something is the case


28

5

Explanation

To explain the processes involved in the formation or working of natural or socio cultural phenomena


29

Kumpulan LK Kegiatan Belajar 1: LK-1.1 Analisis

jenis dan fungsi sosial teks

Tentukan dan tulis nama jenis teks serta fungsi sosial dari teks di bawah ini : After the flood stopped, the area turned into a big lake. People named the lake as Situ Bagendit to remind us that being stingy is not good and can be harm to ourselves. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________ 1. Therefore, a nation-wide effective campaign of the importance of reading by all elements of the nation should be done, facilitated by the government, to face the tighter competition. The world has forced globalization. Those people with little knowledge will be left behind. To speed up the better change in this country, a good reading habit is really important. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. I think it‟s good to be bald. Firstly, you don‟t have to wash your hair. Secondly you don‟t have to comb your hair. And thirdly you don‟t have to go to the barber. So you‟re lucky you‟re bald. _____________________________________________________________ _____________________________________________________________


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_____________________________________________________________ _____________________________________________________________

3. Jakarta governor to build 50,000 apartments by 2017 thejakartapost.com, Jakarta | Wed, 09/16/2015 8:31 PM Jakarta Governor Basuki "Ahok" Tjahaja Purnama has revealed his ambition to construct 50,000 apartments in the capital city by 2017. “Both types of lowcost apartments – rusunawa [for rent] and rusunami [for ownership] – are set to be built in Jakarta,” said Ahok as quoted by Antara news agency on Wednesday. According to Ahok, the apartments are not just for the poor and needy, but also for the middle class. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

4. Last morning, Dinar, my roommate woke up late and she had to go to campus. When she wanted to take her motorcycle, in fact she couldn‟t move it because there were some motorcycles that blocked up her motorcycle. She tried to move all of the motorcycles, so that her motorcycle could move from the garage. But she couldn‟t do it. Then, she called Adel who had that motorcycle which blocked it up. After that, her friend who had that motorcycle helped her. Finally, she could move her motorcycle and rode it to go to campus. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


31

5. Shopowners are losing a lot of money because of shoplifting. Should first offenders be let off lightly?On the one hand, it‟s not fair to punish people the first time they make a mistake. The police should talk sternly to them and give them a warning.On the other hand, every day shops lose thousands of dollars‟ worth of valuable items. This affect us all because prices increase and we have to pay extr So shopowners should come down heavy the first time to set an example. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

6. Have you ever wondered about butterflies? Despite their small size, butterflies are some of the World‟s most wondrous animals. Their beauty, seemingly miraculous metamorphosis, and apparently carefree flight all spark our imaginations. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

7. As advanced insects, butterflies and moths have a “complete” life cycle. This means that there are four separate stages, each of which looks completely different and serves a different purpose in the life of the insect. They are eggs, caterpillars, chrysalises, and colorful butterflies. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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8. My mother is a beautiful person.She is not tall but not short, and she has curly hair and brown. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight likes 120 lbs. She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She is a very good child, wife and mother. She always takes care of her family. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

LK-1.2

Analisis

Kemiripan

teks

analytical

exposition, hortatory exposition, dandiscussion Compare analytical exposition, hortatory exposition, and discussion text to each other. Find out the texts that belong to the texts. Examine the similarities and differences among them and write them in the table below. The similarities

No

Analytical Exposition Text

Hortatory Exposition Text


Discussion Text

33

LK-1.3 Analisis Perbedaan teks analytical

exposition,hortatory exposition, dan discussion

Compare analytical exposition, hortatory exposition, and discussion text to each other. Find out the texts that belong to the texts. Examine the similarities and differences among them and write them in the table below. - The differences No

Analytical Exposition Text

Hortatory Exposition Text

Discussion Text


34

Kegiatan Pembelajaran 2 Learning Hortatory Exposition

A. Tujuan Peserta didik mampu menguasai bahasa Inggris lisan dan tulis, reseptif dan produktif

dalam

segala

aspek

komunikatifnya

(linguistic,

wacana,

sosiolinguistik dan strategis), fungsi sosial (social function), struktur teks (text structure), dan unsure kebahasaan (language features).

B. Indikator Pencapaian Kompetensi 

Menentukan

gambaran umum teks tertulis fungsional berbentuk

hortatory exposition 

Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk hortatory exposition



Menentukan informasi tertentu teks tertulis fungsional berbentuk hortatory exposition



Menentukan informasi tersirat teks tertulis berbentuk hortatory exposition



Menentukan makna kata teks tertulis fungsional berbentuk hortatory exposition



Menentukan coherency dan cohesiveness teks tertulis berbentuk hortatory exposition.



Menentukan cara pengajaran teks tertulis fungsional

berbentuk

hortatory exposition.


35

C. Uraian MaterI Dalam pembelajaran kali ini peserta program Guru Pembelajarakan mempelajari secara lebih detil tentang text discussion dan hortatory exposition.

1. Hortatory Exposition Teks exposition bertujuan untuk menyajikan pendapat, ide, pandangan, atau argumen penulis atau pembicara akan suatu perkara atau topik, permasalahan, atau fenomena tertentu. Teks expositionterdiri dari dua jenis yaitu analytical exposition dan hortatory exposition. Namun yang akan dibahas detil pada kegiatan pembelajaran ini adalah hortatory exposition.

a. Definisi Hortatory Expositionmenurut Gerot, L & Wignell, P (1995) adalah “A text which has a purpose to persuade the reader or listener that something should or should not be the case”. Hal ini berarti bahwa teks hortatory exposition adalah teks yang digunakan oleh penulis atau penutur untuk meyakinkan atau membujuk pembaca atau pendengar untuk melakukan sesuatu atau tidak melakukan sesuatu sesuai dengan saran atau rekomendasinya.

b. Tujuan komunikatif Hortatory exposition memiliki tujuan komunikatif : mempengaruhi pembaca atau pendengar agar menyetujui dan atau menerima pendapat yang disajikan oleh penulis.

c. Struktur teks


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Struktur teks hortatory exposition paling sedikit terdiri dari tiga paragraph yaitu : 

Thesis. Thesis adalah pernyataan pendapat penulis akan suatu kasus atau fenomena tertentu. Thesis ini bisa disebut juga isu atau hal yang dipersoalkan. Isu atau thesis bisa kita dapatkan dari realita atau fenomena yang kita hadapi sehari haribaik berupa fenomena alam atau sosial. Fenomena

yang

terjadi

biasanya

menimbulkan

masalah

sehingga

memunculkan pendapat atau opini tertentu yang kemudian di sajikan dalam bentuk tulisan teks yang berisi tentang sebuah pendapat terhadap isu tertentu yang kemudian disajikan secara persuasif dengan harapan pembaca atau pendengar setuju atau sependapat dengan penulis. 

Argument Dalam argument inipenulis menyajikan alasan mengapa ada perhatian atau keprihatinan terhadap suatu isu atas sebuah fenomena. Dalam argumennya penulis harus menyajikan alasan alasan yang didukung oleh fakta fakta dan bukti bukti yang cukup yang bisa meyakinkan pembaca atau pendengar dan selanjutnya bisa mempengaruhi pembaca atau pendengar untuk setuju atu sependapat dengan penulis dan menerima saran yang disajikan oleh penulis.



Recommendation Dalam paragraph ini penulis menyajikan pernyataan tentang saran atau ajakan bagaimana seharusnya atau tidak seharusnya sesuatu itu ada atau dilakukan. Fungsi dari recommendation ini adalah untuk memperkuat pendapat penulis dengan cara mempengaruhi perasaan pembaca atau pendengar dan mengarahkan mereka untuk menyetujui atau mengikuti saran dari penulis.

d. Unsur kebahasaan Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

37

Teks hortatory sering kali menggunakan unsur kebahasaan tertentu, antara lain:

Unsur kebahasaan Abstract Noun Jargon Simple present tense

Contoh Policy, government, starvation, hunger etc Species, mammal,   

Modal auxiliaries : Will, must, can, should etc

  

Words that qualify statements



Words that link arguments



Passive voice

  

Connectors



Evaluative language



Thinking verb



poverty,

I find traffic jam happens everyday in Jakarta. Drinking alcohol is the way to relieve stress. Traffic jam makes people stress You will have to make some careful decisions which job to take to advance in your career. People should be aware of their eating habit if they want to avoid heart attack. People must obey traffic regulation if they want no traffic jam. Usually, probably, perhaps, possibly,etc Firstly, on the other hand, therefore hence etc It become rocky because the earth was washed away by the rain. Many factors have been found to be the most dangerous cause of heart attack. Heart attack is viewed as a disease of modern living. Then, after that, next, etc Necessary, important, significant, valuable, etc Believe, think, suppose, etc

Unsur kebahasaan yang tercantum dalam table diatas dapat anda temukan pada contoh contoh teks dibawah ini. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

38

e. Contoh 1: teks hortatory exposition Online Job

passive voice Online Thesis

jobs

are

selected

in

part-time

employment for many, and some have taken more seriously. A growing number of people

evaluative

are willing to take a job online. Working online

word

has its advantages if we manage effectively. Why not? It offers flexibility and convenience that no other

present tense

job can give. We can work from home with minimal investment and get a good income. The idea of adding weight to our pocket and makes life

easier

and

comfortable

is

the

most

reassuring. The reason behind this great opportunity is that every day there are new companies to join. Every day and every minute men are seeking Arguments

information about everything under the sky of the Internet. As we know, the Internet is the answer to every question, web sites need to update each section and also add reports on developments that have recently joined. Therefore, it is an expansive space for articles. There are a number of jobs we can work online.

modality

Some of them which strongly recommended are writing, marketing, stock trading, and online


39

Recommendation

education. However we should be very careful because scamming opportunities are always there.

Contoh 2: More dust bin will be cleaner To improve comfort and cleanliness at the school, there should be an increasing number of dust bins. When we look at classroom, school corridors and schoolyard, there papers, mineral water cops, straws, and napkin everywhere. The condition of unseemliness really hinders learning and teaching environment. They can be filled out with water coming from the rain. This can be placed for mosquito to spread out. Anyway I notice that most of the students have responsibilities for their school environment. They put their litter on the proper place but some of them are not diligent enough to find the dust bins. The numbers of the dust bins in the school are not enough. More dust bins should be put beside each step, outside of the classrooms and some along of the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily. When school is equipped with sufficient dust bins, students do not have problem of discomfort any more. So provide more dust bins and school will be very clean and become a very nice place to study. (source: Djuharie, Otong Setiawan.2009.Essay Writing Book 3.Yrama Widya Bandung.)

2. Cara mengajarkan teks hortatory exposition pada peserta didik Pada kurikulum 2013 materi ajar hortatory eksposition di ajarkan pada semester dua peminatan. Peserta didik sudah memiliki pengetahuan tentang Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

40

analytical exposition pada silabus materi wajib. Oleh karena itu peserta didik yang menempuh mata pelajaran peminatan kelas XI dan akan mempelajari materi ajar hortatory exposition diharapkan telah memiliki dasar pengetahuan menyampaikan pendapat beserta argumentasinya. Pada pembelajaran hortatory exposition pendidik diharapkan mengajarkan teks tersebut secara lengkap dari tujuan komunikatif, struktur teks dan unsure kebahasaannya. Pendekatan pembelajaran yang digunakan tentu saja menggunakan pendekatan saintifik dengan model pembelajaran yang disesuaikan dengan karakteristik

peserta

didik.

Langkah

langkah

pembelajaran

dengan

menggunakan pendekatan saintifik adalah:

1. Mengamati Pada langkah pembelajaran mengamati pendidik bisa meminta peserta didik mengamati gambar atau video tersaji tentang isu isu yang menjadi perhatian. Isu isu yang disajikan bisa tentang isu sosial ataupun isu tentang fenomena alam. Sebelum gambar atau tayangan video disajikan peserta didik diberi beberapa pertanyaan yang mengarahkan peserta didik tentang hal hal yang harus diamati. Setelah peserta didik mengamati gambar atau tayangan video tentang isu tertentu, selanjutnya peserta didik menjawab pertanyaan pertanyaan awal. Pertanyaan awal inilah yang akan mengarahkan peserta didik

mengetahui

tujuan

pembelajaran

tentang

hortatory

exposition.

Selanjutnya pendidik bisa menyajikan sebuah teks hortatory lengkap dengan petunjuk tentang tujuan komunikatif, struktur teks dan unsur kebahasaannya. Contoh pertanyaan awal:  What is the video about?  What do you think about the video content?  What happened to the people in the video?  Why do you think the Phenomenon happens?


41

 What do think the people should do in order the phenomenon does not happen?

2. Menanya Pada tahap menanya pendidik memberi kesempatan peserta didik atau merangsang peserta didik mengajukan pertanyaan yang berkaitan dengan teks tersaji. Pertanyaan bisa berupa kata kata sulit dalam teks dan hal hal yang berkaitan dengan tujuan komunikatif struktur teks dan unsure kebahasaan teks tersaji. Pada tahap ini pendidik bisa mendiskusikan jawaban dengan peserta didik atau bisa menjawabnya langsung. Jawaban yang diberikan mengarah pada target pembelajaran sesuai dengan teks hortatory exposistion.

3. Mengumpulkan informasi Pada tahap ini pendidik meminta peserta didik untuk membentuk kelompok dan mengumpulkan informasi tentang hal hal yang berkaitan dengan teks hortatory exposition. Pendidik dapat membantu siswa dengan menyajikan teks lain dengan jenis yang sama.sehingga siswa mendapatkan informasi yang lebih banyak tentang tujuan komunikatif, struktur teks dan unsure kebahasaan dari teks hortatory exposition. Selain itu pendidik menyajikan pertanyaan pertanyaan sehingga peserta didik memiliki acuan dalam tugasnya untuk mengumpulkan informasi. Pertanyaan yang diberikan adalah pertanyaan yang mengarah pada penemuan tentang tujuan komunikatif, struktur teks dan unsure kebahasaan teks hortatory exposition. Contoh : 

Read the other text you have!



Answer the following questions! 1. What is the text about? 2. What is the main idea of paragraph one?


42

3. What the main idea of paragraph two/ 4. What is the main idea of paragraph three? 5. What do you call paragraph one? 6. What do you call paragraph two? 7. What do you call paragraph three? 8. What tenses covers the text? 9. Mention abstract noun from the text! 10. Do you find passive voice sentence in the text? Write one!

4. Mengasosiasi Pada tahap ini peserta didik akan membandingkan berbagai text hortatory exposition

secara

berkelompok.

Peserta

didik

menggunakan

acuan

pertanyaan pertanyaan pada tahap mengumpulkan informasi sebagai dasar untuk

menganalisa

tujuan

komunikatif

teks,

struktur

teks

dan

unsurkebahasaan teks hortatory exposition. Setelah berdiskusi dengan kelompoknya masing masing peserta didik diharapkan untuk menyampaikan hasil diskusinya di kelas. Pendidik memberikan arahan sehingga peserta didik mencapai sebuah kesimpulan yang memenuhi target pembelajaran tentang hortatory exposition. 5. Mengomunikasikan Pada tahap ini peserta didik menyusun teks lisan atau tulis hortatory exposition berdasarkan struktur teks dan unsur kebahasaan yang sudah mereka pelajari. Pendidik bisa menyajikan topik tertentu untuk dipilih atau menyerahkan

pilihan

topik

kepada

peserta

didik

dengan

syarat

dikonsultasikan pada pendidik terlebih dahulu sebelum disusun dalam bentuk teks yang dimaksud. Contoh topik yang bisa disajikan pada siswa: 

More dust bin to improve cleanliness at school.


43



Be aware of diet to avoid heart attack.



Stop smoking to avoid lung cancer.

Pendidik dapat meminta peserta didik untuk mengumpulkan hasil karya berbentuk tulisan dan juga mempresentasikannya di depan kelas.

3. Penilaian pada pembelajaran teks hortatory exposition Penilaian pada pembelajaran teks ini adalah penilaian sikap dengan teknik observasi pada saat diskusi, penilaian diri dan atau penilaian antar teman. Penilaian pengatahuan dengan tes tulis dengan serangkaian pertanyaan pada

tahap

mengumpulkan

informasi

dan

mengasosiasi.

Penilaian

ketrampilan dilakukan pada tahap mengomunikasikan yaitu penilaian portofolio dan unjuk kerja. Secara detil materi tentang penilaian akan disajikan pada halaman selanjutnya.

D. Aktivitas Pembelajaran Setelah mempelajari teks Hortatory Exposition dan mengerjakan soal pada latihan, anda diharapkan mampu merancang suatu desain pembelajaran untuk mengajarkan teks tersebut. Contoh desain pembelajaran bisa anda pelajari pada poin e dalam modul ini.

E. Latihan dan Tugas

Latihan 1 Boarding School Education There are many arguments in favor of a boarding school education. Nevertheless, the boarding school is not always the best education institution for everyone. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

44

At an early age interacting and communicating with people is very important for a child‟s personal life and can be especially helpful for his/her future. In a boarding school, shy children can take advantage of interaction through communal activities. The boarding school also offers a great variety of activities such as arts, sports, and music that allow children to demonstrate and develop specialized skills in their free time. Furthermore, the structured way of life and strict rules at the boarding school may helps students to get used to a well ordered way of life. The manners and social skills will help them to become more responsible and confident, and to develop their talents in leadership. Professionally trained teachers and educators in the boarding school can offer excellent education without the parents‟ constant supervision. In spite of these good points, it is not advisable to send a child to a boarding school if he/she is a dependent learner. A boarding school usually demands that student learn independently. In addition, the boarding school should not be seen as a measure to solve inappropriate behavior or unsatisfactory study performance. Instead of improving, problematic children may close off their relationship with their peers and teachers. In conclusion although a boarding school may provide good education to many children, it is not recommended for those who are strongly attached to their families. They may become frustrated and socially isolated.

After reading the text,find itslanguage features based on the following indicators! 1. Generic human and non human participants 2. Abstract noun 3. Action verb 4. Thinking verb 5. Modal adverb 6. Temporal connective Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

45

7. Evaluative words 8. Passive voice 9. Simple present tense 10. Mental process

Latihan 2. Read the text carefully and answer the following questions! Text 1 Nowadays, many people have realized that agriculture is much more important than other supporting tools in economic development. In Indonesia, agriculture should be the priority of development because of some good reasons. First of all, the agriculture‟s contribution in the beginning of the development of the country was the highest of all sectors. At present, almost half of the total Indonesian labors are working in the agriculture sectors, but the contribution of the agriculture sector does not reach 30 percents. Second, the agriculture sector is expected to fulfill the need of food in the country. As the number of population increases in an alarming rate each year, food supply must also increase but the agricultural production per capita never increases more than one percent each year, and in some extreme cases, it is ever stagnant. Last but not least, without agricultural development, the growth of the industrial sector will be hampered because the growth that comes from industry will bring a wider gap into the internal economy in that country. In turn, this gap will create serious poverty problems, wider inequality of income distribution, and increase unemployment.


46

It is therefore, obvious that the government should put agriculture as the priority of national development. [Taken from Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung]

1. What is the percentage of the agriculture sector‟scontribution to the Indonesian economic development? A. Less than ten percent. B. About twenty percent. C. About thirty percent. D. Below thirty percent E. Above thirty percent. 2. According to the text, in order to support economic development, the government should … A. Produce more food as the priority B. Reduce labors in the agriculture sector C. Supply more food for the national needs D. Increase the industrial sector as the first priority E. Prioritize the development of agricultural 3. As the number of population increases in an alarming rate each year. (paragraph

3)

The underlined word is closest in meaning to … A. Awakening B. Growing C. Exciting D. Wording E. Frightening Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

47

Text 2 Boarding School Education There are many arguments in favor of a boarding school education. Nevertheless, the boarding school is not always the best education institution for everyone. At an early age interacting and communicating with people is very important for a child‟s personal life and can be especially helpful for his/her future. In a boarding school, shy children can take advantage of interaction through communal activities. The boarding school also offers a great variety of activities such as arts, sports, and music that allow children to demonstrate and develop specialized skills in their free time. Furthermore, the structured way of life and strict rules at the boarding school may helps students to get used to a well ordered way of life. The manners and social skills will help them to become more responsible and confident, and to develop their talents in leadership. Professionally trained teachers and educators in the boarding school can offer excellent education without the parents‟ constant supervision. In spite of these good points, it is not advisable to send a child to a boarding school if he/she is a dependent learner. A boarding school usually demands that student learn independently. In addition, the boarding school should not be seen as a measure to solve inappropriate behavior or unsatisfactory study performance. Instead of improving, problematic children may close off their relationship with their peers and teachers. In conclusion although a boarding school may provide good education to many children, it is not recommended for those who are strongly attached to their families. They may become frustrated and socially isolated. Taken from Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung


48

4. According to the writer, children in a boarding school can develop specialized skills in… a. Entrepreneurship b. Community service c. Reading d. Drama e. Music 5. Why do parents send their children to boarding school? Because… a. It is good for shy children b. It gives good education for adults c. Interacting and communicating with people is very important d. It does not allow children demonstrate excellence and develop their skills e. It is safe and makes children become responsible and develop talents in leadership 6. From the text, we can conclude that… a. The boarding school can be very expensive b. There are good and bad boarding schools c. The boarding school is the solution to our educational problems d. It‟s not necessary to send children to a boarding school because the students can live independently e. Not everyone thinks that the boarding school is the best educational institution for children


49

Text 3 If you want to advance in your career, you will have to make some careful decision about which jobs to take. Evaluate a job offer for the value it has to your career. It may mean sacrifice at first. You may have to move to a different region or a different country to get a job that is right for you. You may have to work late hours, at last temporarily. You might even have to take lower salary for job that offers you the experience that you need. But you should never accept a job if it is not related to your career goals. Accepting a job that is not within your career path will not give you the training or experience you need or want. You will find yourself frustrated in such position and consequently will not perform your best. This will have an effect on the people around you who will not feel as if you are being a part of the team. The best advice is to think carefully before accepting any position and make sure the job is the one you want to have. [Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS]

7. What is the most significant factor in evaluating a job? a. Location b. Salary c. Value to your career d. How much you like it e. Prestige 8. Which is not mentioned as a sacrifice for a valuable job? a. Moving to other region b. No benefits c. Bad working hours d. Moving to other country e. Low salary Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

50

9. What is wrong with taking a job outside your career path? a. You will earn less b. You won‟t perform well c. People will give you advice d. You will be part of a team e. People will complain to you 10. What is the writer‟s best advice? a. Take the first job offered b. Consider changing career c. Don‟t work with other people d. Think before accepting a job e. Find a job with the highest salary

F. Rangkuman

1. Hortatory exposition adalah jenis teks persuasive yang menyajikan informasi secara logis dan argumentasinya. 2. Tujuan komunikatif dari teks hortatory adalah mempengaruhi pembaca atau pendengar agar menyetujui dan atau menerima pendapat yang disajikan oleh penulis. 3. Struktur

teks

hortatory

exposition

adalah

thesis

–

arguments

–

recommendation. 4. Unsur kebahasaan yang ada pada teks hortatory adalah: a. Generic human and non human participants Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

51

b. Abstract noun c.

Action verb

d.

Thinking verb

e. Modal adverb f.

Temporal connective

g. Evaluative words h.

Passive voice

i.

Simple present tense

j.

Mental process

5. Cara mengajarkan teks hortatory exposition adalah dengan pendekatan saitifik dan model pembelajaran yang disesuaikan dengan peserta didik. 6. Penilaian pembelajaran mencakup tiga ranah yaitu sikap pengetahuan dan ketrampilan.

G. Umpan Balik dan Tindak Lanjut Sebagai umpan balik dari pembelajaran di atas, jawablah pertanyaan-pertanyaan di bawah ini sesuai dengan kondisi anda sebenarnya. Sudahkah anda memahami cara: 1. Menentukan gambaran umum teks tertulis fungsional berbentuk hortatory exposition? 2. Menentukan informasi spesifik teks tertulis fungsional berbentuk hortatory exposition? 3. Menentukan rujukan kata teks tertulis fungsional berbentuk hortatory exposition? 4. Menentukan coherency dan cohesiveness teks hortatory exposition? 5. Menentukan cara pengajaran teks hortatory exposition?


52

H. Kunci jawaban 1. 2. 3. 4. 5.

D E B E A

6. E 7. C 8. B 9. B 10. D


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Kumpulan LK Kegiatan Belajar 2

LK-2.1Mengidentifikasi Teks Hortatory Exposition

Boarding School Education There are many arguments in favor of a boarding school education. Nevertheless, the boarding school is not always the best education institution for everyone. At an early age interacting and communicating with people is very important for a child‟s personal life and can be especially helpful for his/her future. In a boarding school, shy children can take advantage of interaction through communal activities. The boarding school also offers a great variety of activities such as arts, sports, and music that allow children to demonstrate and develop specialized skills in their free time. Furthermore, the structured way of life and strict rules at the boarding school may help students to get used to a well ordered way of life. The manners and social skills will help them to become more responsible and confident, and to develop their talents in leadership. Professionally trained teachers and educators in the boarding school can offer excellent education without the parents‟ constant supervision. In spite of these good points, it is not advisable to send a child to a boarding school if he/she is a dependent learner. A boarding school usually demands that student learn independently. In addition, the boarding school should not be seen as a measure to solve inappropriate behavior or unsatisfactory study performance. Instead of improving, problematic children may close off their relationship with their peers and teachers.


54

In conclusion although a boarding school may provide good education to many children, it is not recommended for those who are strongly attached to their families. They may become frustrated and socially isolated. After reading the text. Find the language features of the text above based on the following indicators! 1. Generic human and non human participants 2. Abstract noun 3. Action verb 4. Thinking verb 5. Modal adverb 6. Temporal connective 7. Evaluative words 8. Passive voice 9. Simple present tense 10. Mental process

LK-2.2Menganalisis Teks Hortatory Exposition

Carilah satu buah teks hortatory explanation, kemudian analisa dan berikanlah pendapat tentang hal-hal sebagai berikut: -

Tujuan komunikasi

-

Struktur Teks

-

Fitur bahasa

-

“Who are the writer writing for?”

-

“Why are the writer writing this exposition?”


55

LK-2.3 Mendesain Teks Hortatory Exposition

1. Put the following words to make a logically coherent sentence. begunillegaladditionthecrackdownPublic Order AgencyofInoplosanhascity‟saondistributionthe ______________________________________________________ ______________________________________________________ ______ .

2. Put the following words to make a logically coherent sentence. hygenicUsingcollectionmakesdisposaloforganiccompostableforwaste morebags ______________________________________________________ ______________________________________________________ ________ . Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

56

3. Use correct capital letters and punctuation marks to make the following stretch of words a good sentence. a joint search and rescue (sar) team at the site of the recent landslide in banjarnegara central java ceased work on sunday declaring 13 residents still missing in the disaster ______________________________________________________ ______________________________________________________ ________ . 4. Use correct capital letters and punctuation marks to make the following stretch of words a good sentence. when i began planning to move to auckland to study my mother who had never been abroad before was a little worried about the uncertainty of living in a place that was so different from india including a lack of jobs cultural differences and racism ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ __________________________ .

LK-2.4Membuat Skenario Pembelajaran


57

Untuk

tugas

selanjutnya,

cobalah

anda

membuat

skenario

pembelajaran dengan kegiatan “information gap activities” yang dikembangkan dari isi pidato teks hortatory.


58

Kegiatan Pembelajaran 3 Language Expression and Modality

A. Tujuan Peserta dapat meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.

B. Indikator Pencapaian Kompetensi 

Menggunakan ragam bahasa dengan kepantasan, kesopanan dan atau ragam formal/ informal berdasarkan situasi penggunaan bahasa tertentu.



Menggunakan modality yang tepat sesuai konteks.

C. Uraian Materi 1. Functional Language Sesuai maknanya functional language adalah kemampuan memahami bahasa sesuai dengan fungsinya. Functional language dalam pemakaiannya disesuaikan dengan fungsinya. Sebagai contoh; “If I were you…” atau “my suggestion is…” digunakan dalam giving advice (memberikan nasehat). Sementara “it was my fault” atau “please forgive me” digunakan dalam apologizing (permintaan maaf).

Functional language dalam komunikasi antara lain berfungsi sebagai berikut: a. Expressing request, permission, and offer (permohonan, izin, dan penawaran) Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

59

b. Expressing sympathy (rasa ikut bersedih) c. Expressing prohibition (larangan) d. Expressing invitation(mengundang), accepting (menerima) dan declining (menolak) e. Expressing suggestion/recommendation/advice f.

Expressing frustration or annoyance

g. Expressing unfulfilled or unrealized actions or events

Masih ada banyak ungkapan-ungkapan lain yang bisa digunakan. dapat

Anda

mencari ungkapan-ungkapan tersebut dengan membaca beberapa

teori tentang hal itu dari sumber-sumber yang lain.

2. Expressing Request (permohonan) Dalam kehidupan sehari-hari, Anda tidak pernah lepas dari campur tangan orang lain.

Mengingat Anda tidak hidup sendirian dan tidak akan mungkin dapat

melakukan segala sesuatu sendirian, maka Anda memerlukan bantuan orang lain. Ungkapan-ungkapan yang dipakai untuk melibatkan orang lain dalam kehidupan sangat penting untuk

diketahui.

Anda dapat memperhatikan contoh-contoh di

bawah ini; 

Can you help me?



Would you please ……..for me?



Could you do me a favor?



Could you ……



Would you mind …



Is it alright if I use this pen?


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Waiter: Can I take your order, sir? Mr. X: Haddock and chips for me, please. Waiter: May I take your order, sir? Mr. N: Yes, I‟d like to try the steak, please. A: Can you help me? B: Sure, I can. A: Can you help me lift this car? B: I‟m sorry I can‟t. A: Why not? B: It‟s much too heavy. Perhatikan table berikut untuk mempelajari kata-kata yang mempunyai fungsi hampir sama. Polite request

Permission

Can/Could/May/Might

 Could I get a price list, please?

Can/Could/Would

 Would you drop off the flowers tomorrow, please

May/Might/Can/Could

 May I use please?

(Asking for permission)

your

computer,

 You can attend Mr. Tom‟s lecture even if you don‟t like his refusing subject.

May/Can/Can‟t/Could (Giving or permission) Offers

Can/Could (statement)

May/Can/Could (Question)

 I could help you translate your paper if you‟re having trouble making it.  May I drive you home after the meeting/

Adapted from The Advanced Grammar Book 295 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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Berikut ini contoh lain yang ungkapan yang lazim digunakan untuk menawarkan sesuatu kepada orang lain; 

Would you like some coffee?



What can I do for you?



What would you like to have for dinner?



Do you need a hand?

Contoh A: Here. Have a cookie. B: Thanks A: Would you like some cake? B: No thank you. It looks delicious though A: How about a glass of coffee? B: Thanks, but I don‟t drink coffee. A: What will you have (to drink)? B: Mango juice will be fine. A: Would you like some more pie? B: Sure. It‟s really good. Did you bake it yourself? A: Can I get you some milk or something? B: Well, a glass of water would be okay.


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Catatan khusus Request Dalam hal request perlu diperhatikan siapa yang melakukan tindakan atas suatu permohonan.

May close the door? Can I close the door? May I close the door?

The speaker closes the door.

Would you mind if I closed the door? (Never use would I for a request.

Could you close the door? Can you close the door?

The listener closes the door.

Would you close the door? Would you mind closing the door?

3. Expressing Sympathy Ungkapan sympathy ini digunakan dalam situasi ketika orang lain tertimpa musibah atau mendapat hal yang tidak menyenangkan. 

Oh, I am sorry to hear that.



That‟s too bad



How poor.



Oh sorry about it.


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Contoh; A : Hi, why are you in hurry? B : I have to go home now. A : Why? What‟s going on? B : I got a call that my grandma is sick and we have to go to hometown. A : Oh, I‟m sorry to hear that. I hope your grandma will be okay soon. B : Thanks.

4. Expressing Prohibition Untuk tujuan melarang atau menyarankan untuk tidak melakukan sesuatu, Anda dapat menggunakan kalimat larangan. 

Don‟t do that!



Keep silent!



Would you please not smoke here?



I‟m afraid not!



No you can‟t

Contoh: Rita and her uncle are in the air–conditioned room. Rita warns her uncle not to smoke in the air conditioned room. Uncle : Wow! How comfortable this room is. Rita

: Yes, sure. This is an air-conditioned room. Everyone should stay here

before seeing a doctor. But sorry uncle, look at the warning on the wall. You are warned of the danger of smoking cigarette in this room. Uncle : Thanks a lot, dear. I didn't see it. Rita, your cellular phone is still on. It must not be active. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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Rita

: Oh, no. There is no prohibition of turning on our cell phone. But ....

Uncle : But, why don't you use vibration? The sound can disturb others. Rita

: Thank you, Uncle. I'll change the sound to vibration.

Uncle : By the way, how long should we wait our turn? We have been here for half an hour. Rita

: Be patient, please. We have our turn after that lady.

5. Expressing invitation Ketika Anda ingin mengundang seseorang ke suatu acara maka sebaiknya Anda juga menyebutkan nama, acara, jam, dan tempat serta pernyataan „mengundang‟. 

I want to celebrate my birthday party tomorrow at 7 in my house, would you like to come?



There is an important seminar on IT at Graha Hall at 8 in the morning. Do you want to come with me



The movie “The Boy in the Stripped Pijamas” will be released in cinemas tonight, would you like to come with me there?

Contoh Ludi Invites Maya to go to a Movie Ludi : Hi, Maya. There will be a great film tonight. It‟s about vampire. Would you like to go to the movie with me? Maya : Yes, I‟d like to very much. When will you pick me up? Ludi : I‟ll pick you at 7.00. Be ready, OK! Maya : Alright.


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6. Accepting an Invitation Untuk menerima suatu undangan Anda dapat menggunakan ungkapan yang ada pada contoh di bawah ini; 

That‟s a good idea.



I‟d love to. What time shall we go?



That sounds nice.



Okay, I‟ll go with you



That‟s great. I can‟t wait to go

Contoh: Indra : Hi, Anya. Have you seen The Conjuring movie? Anya : Hi, Indra. I have not seen that movie. Why? Indra : Would you like to see The Conjuring movie with me tonight? Anya : Unfortunately. I can‟t because I am scared horror movie. Indra : Okay if you are scared horror movie. Shall we come to fireworks party in the downtown? Anya : When it happen? Indra : Tonight, dear. How? Anya : Really? Indra : Yeah, if you can. Anya : With pleasure, Ndra. I like fireworks very much. Indra : Okay, I will pick you up at 8 pm. Anya : Thank you, Ndra.


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7. Declining an Invitation Jika Anda ingin menolak suatu undangan jangan lupa untuk memberikan alasan 

That‟s sound good, but I have another thing to do tonight.



I‟m sorry I can‟t. I have to stay at home for my parents out of town.



I‟d love to but I don‟t like it.

Contoh Tika : Hi, Mit. Mita : Hi, Tika. What‟s up? Tika : By the way, are you free next Saturday? Mita : I think so. What‟s going on? Tika : I have a plan to visit my grandmother in Malang for a day and I don‟t have a friend to chat in the journey. How would you like to join me? Mita : That sounds nice. But I have to ask my parents for permission. Tika :

That‟s

good

then.

Okay,

I‟ll

wait

the

news

from

you

tonight.Bye…bye… Mita : Bye… 8. Expressing suggestion/advice Berikut ini adalah contoh ungkapan-ungkapan yang dipakai untuk memeberikan saran: 

You should see a doctor.



You ought to go to school earlier.



You had better leave after the rain stops.



You should lock the door before leaving home.



You should reconsider before you choose such an expensive wedding ring.


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9. Expressing frustration or annoyance Untuk mengungkapkan rasa frustrasi atau kebencian atas suatu permasalahan, Anda dapat menggunakan modal seperti: has to/had to, must, would atau would have to. Berikut ini adalah contoh-contoh ungkapan yang dapat Anda gunakan: 

They had to lower the tax deduction for married couples, didn‟t they?



Must the media print every detail about the lives of the rich and famous?



You would show up at this party!



The teacher would have to announce my engagement to class.



Of course, since we‟re having the reception outside, it has to rain.

Dari contoh-contoh ungkapan di atas Anda dapat mengenali penggunaan modal. Di antaranya adalah; 

Can



Will



Must



Shall



Can’t



Would



Could

Untuk menunjukkan tingkat kesopanan dalam berbahasa modal yang sering dipakai adalah (could dan would). Pembahasan tentang modal itu sendiri secara detail dapat Anda pelajari di bab Grammar Usage.


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Berikut adalah contoh-contoh dialog dengan bentuk modal di dalamnya

Dialog 1 A: Will I meet your family? B: No. They won‟t be here this week. A: When can I meet them? B: Next week. A: I can‟t meet them next week. B: Why not? A: I must be in New York next week.

Dialog 2 A: What do you think I ought to see in London first? B:

Well, historical places, I think. You should go to Westminster Abbey, and if you can, go to the Houses of Parliament and the National Gallery.

A: And what about the British Museum? I was told one ought to see it. B: I suppose you must go there. There you can find masterpieces of the world‟s best artists. A: How can I get to the centre? B: I think you can go by steamer down the Thames from Westminster to Tower Bridge. That‟s a very pleasant way to travel, and you can see London bridges and quite a number of buildings on the way.


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Dialog 3 A: Excuse me. Could you tell me where South Street is, please? B: Take the second turning on the left and then ask again. A: Is it far? B: No, you can walk it under ten minutes. A: Thanks very much. B: It‟s a pleasure.

Dialog 4 A: Excuse me, please. Could you tell me how to get to the town centre? B: First right, second left. You can‟t miss it. A: Thank you. B: That‟s OK.

Dialog 5 A: Does this bus go to the station? B: No, you‟ll have to get off at the bank, and take 178. A: Can you tell me where to get off? B: It‟s the next stop.

Dialog 6 A: Is this the right bus for the Town Hall? B: No, you should have caught a 12. Get off at the bridge and get one there. A: Could you tell me when we get there? B: It‟s the next stop but one.


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Dialog 7 A: Let‟s go shopping. I have got quite a number of things to buy, and I believe I can get them all in this shop. You see, I ought to buy a present for my friend. She has invited me to her birthday. What shall we look at first? B: Gloves, I think. They must be on the ground floor. Yes, here we are, and I can see just the kind I want. A: Well, that didn‟t take us long, now let‟s go up by the escalator to the third floor. B: We‟ll just take a quick look around to see if there is anything we could take back as presents for the family. A: I like these books, and do you? Shall we ask how much they are? B: I want to get a comb and some hair clips. Where do you think I can find them? A: Oh, you must go to the haberdashery department. That‟s on a lower floor, I believe. We‟ll get them on our way out. B: How do you like those white shoes just over there, on the right? A: I like them very much, indeed. They are perfect for summer wear. B: Do you think they‟re my size? They look just about right. A: You should try them on.

10. Modality Modal Auxiliaries adalah salah satu kata kerja bantu yang menghubungkan subjek dengan predikatnya. Modal Auxiliaries memiliki makna sendiri sendiri. Modal auxiliaries di ikuti oleh kata kerja bentuk pertama tanpa “to” (infinive without to). Modal meliputi : can, could, shall , should, ought, may, might, will, would. Modal menyatakan ide seperti menyatakan kemampuan, kemungkinan dan keharusan. Untuk membentuk kalimat negative modal tidak memerlukan kata kerja bantu yang lain. Cukup dengan menambahkan not pada modal Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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auxiliary nya. Untuk membentuk kalimat tanya maka cukup dengan meletakkan modal di awal kalimat sebelum subjek.

Tabel berikut menyajikan daftar modal auxiliaries dan fungsinya : Tabel 4.1 : Tabel daftar modal auxiliaries dan fungsinya : No 1.

Modals Must

Interpersonal Function Bermakna harus atau wajib dilakukan. Jika tidak dipenuhi ada sangsi dari luar diri, misalnya dari peraturan yang mengharuskan nya. Contoh : Students must come to school on time Driver must have driving license „must‟ juga bermakna kepastian (certainty) Contoh : You saw the film last night so you must know what it is about. She has worked since hours ago. She must be tired now

2.

3.

Have to

can

Bermakna harus atau wajib dilakukan. Keharusan ini berasal dari diri sendiri dan jika tidak dilakukan akan menanggung konsekuensi dari diri sendiri. Contoh : I have to study hard. I have to buy a dictionary Bermakna dapat yang menunjukkan kemampuan untuk melakukan sesuatu. Contoh : She can speak English fluently. She can play guitar „Can” juga bermakna meminta ijin dan member ijin Contoh : You can use my pen You can sit here with me Can I borrow your pencil? Can I come to your house tonight? Kita menggunakan „can‟t‟ untuk sesuatu yang tidak mungkin. Contoh : This can‟t be her dress. She hates blue.


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.

will

Bermakna „akan‟ yaitu untuk suatu hal yang akan terjadi atau akan dilakukan. Contoh : He will come here soon I will call you tonight „will‟ juga bermakna sebuah asumsi atau perkiraan. Contoh : Please, don‟t ring him now. He will be at work.

6.

may

„ will juga bermakna undangan. Contoh : Will you come to my house tonight? Bermakna „mungkin‟, boleh, yaitu suatu hal diperbolehkan untuk dilakukan atau dimugkinkan untuk terjadi. Contoh : It may this afternoon.; She may come tomorrow at 10 „may‟ juga bermakna meminta ijin dan member ijin Contoh : Yes, you may come.; May I go home earlier?

7.

8.

9.

Should

would

could

„may‟ juga bermakna tawaran. Contoh : May I help you? Bermakna seharusnya, yaitu suatu hal sebaiknya dilakukan oleh seseorang. Contoh: You should make everything clear. You should call your parents. Bermakna bermaksud, berkeinginan, yaitu keinginan untuk melakukan suatu hal. Contoh: They would come The school would visit Borobudur „would‟ juga bermakna kebiasaan di waktu lampau. Contoh: When I was kid I would play kite at the yard at sunny day Bermakna kemauan untuk melakukan suatu hal tertentu. Biasanya modal ini digunakan dalam kalimat permintaan atau „request‟ Contoh: Could you call me tonight?


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Could you understand me?

10.

Will

have

+

verb3/been

11.

Might

have

+verb3/been

12.

Must

have

+verb3/been

13.

Should

have

+verb3/ been

14.

Could

have

+verb3/been

15.

Would

have

+verb3/been

Bisa juga bermakna kemampuan melakukan suatu hal dimasa lalu sekarang tidak lagi. Contoh: I could run fast when I was kid He could read without glasses before accident Bermakna akan sudah yaitu suatu hal akan sudah dilakukan pada periode waktu tertentu. Contoh: He will have finished his examination by ten I will have done all my work this afternoon. Bermakna mungkin sudah yaitu suatu hal yang diperkirakan mungkin sudah dilakukan di waktu lalu. Contoh : He might have cheated during exam. He might have been asleep when I called him last night. Bermakna pasti sudah terjadi sesuatu di masa lalu berdasar bukti. Contoh : When I got home I saw my door open. I had everything messy in my living room. Someone must have broken the door and come into my house. Bermakna seharusnya sudah yaitu penyesalan tentang hal yg seharusnya dilakukan namun tidak dilakukan di masa lalu Contoh : You should have come on time. Why were you late? You should have got up early. Sebenarnya bisa dilakukan tapi tidak dilakukan di masa lalu. Contoh : He could have met the headmaster to tell about his problem. Sebenarnya akan dilakukan yaitu suatu penyesalan tentang hal yang terlanjur tidak dilakukandi masa lalu. Contoh : I would have done the homework.


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D. AktivitasPembelajaran Dalam modul ini peserta mempelajari ulasan teori tentang language expression dengan tujuan peserta dapat menggunakannya dalam berbagai situasi sesuai konteks sebagai ukuran dari indicator pencapaian dalam modul ini.

Dari ulasan teori tersebut diharapkan juga peserta mampu menjawab pertanyaan-pertanyaan terkait dengan apa yang sudah dipelajari sebelumnya

Pada bagian ini anda diharapkan sudah memiliki pengetahuan tentang modal auxiliaries dengan baik. Setelah itu Anda mengerjakan latihan soal berdasarkan pemahaman yang anda miliki tentang modal auxiliaries.

E. Latihan/Tugas/Kasus

Latihan 1a: The following exercises refer to the previous theory of language expressions given. Exercise 1 1.

Mention the various kinds of language expressions known beyond the laguage expressions you learned in this section!

2.

Give example in the form of dialog the language expression you found!

3.

Read carefully the following dialogs:

Dialog 1 Amin

: Another piece of cherry pie?

Budi

: No, thanks. I‟m on a diet.

Amin

: Please, do. You‟ve hardly eaten anything.

Budi

: It‟s delicious, but I don‟t think I ought to.

Answer the following questions based on dialog 1 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

75

a. The expressions used on dialog 1 are ... b. Write Modal Verbs found on dialog 1 above!

Dialog 2 Asti

: Can Tom go out to lunch?

Bimo

: No, he can‟t.

Asti

: Why can‟t he go to lunch?

Bimo

: He must go to the doctor.

Asti

: The doctor? Is he sick?

Bimo

: No. He must get a physical

Answer the following questions based on dialog 2 a.

The expressions used on dialog 1 are ...

b.

Write Modal Verbs found on dialog 1 above!

Exercise 2 Choose the right answer by crossing (X) A, B, C, D, or E! 1. Intan

: Hi, Ndra. What‟s your result for the English test?

Indra

: Not too bad. I got 90.

Intan

: What! You said it is not bad. It‟s really good mark you know. Well done guys.

In the underline sentence above Intan shows her expressions of… A. congratulation.

C. surprise.

B. unbelieve.

D. believe.

E. shock.


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2. Irham: Hi. I heard that you‟ve been accepted in one of the best school in town Yuli : Yeah, that‟s right. It makes me so nervous before. But, I‟m relief now. Irham: Congratulation on that. Yuli : Thanks anyway. The underline phrase in the dialogue shows the expression of… A. compliment.

C. agreement.

B. congratulation.

D. like.

3. Isfa Vika

E. surprise.

: Congratulation, Vika! You‟re really the best Javanese dancer. : No, not at all. I just want to share what I know.

The underlined expression means that Vika…. A. can‟t deny that

D. wanted to say that Isfa was wrong

B. didn‟t believe Isfa

E. really wished to become a good

C. agreed with Isfa

4. Suci Ami

dancer

: Hey you look nice with that dress. : Thanks. I made it by myself.

Suci : Really. What a wonderful dress. You are such a talented tailor The underlined sentence in the dialogue above shows the expression of… A. like

D. giving attention

B. gratitude

E. pleasure

5. Bintang

C. Complement

: Sorry, I came late.

Firda

: You look pale. What‟s the matter with you?

Bintang

: My head is a little bit dizzy.


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: That‟s bad. I‟m sorry for asking you to come. Should I take you

Firda

to see a doctor? Bintang

:________________________

The suitable expression to complete the dialogue is … A. Sorry, I can‟t. B. Thanks for your help. C. Are you sure about it? D. That‟s a terrible thing. E. No, thanks. I‟ll be just fine. : What‟s wrong with you? You look unhappy today.

6. Mirna Sinta

: I lost my purse this morning.

Mirna

: Oh, how awful! I‟m sorry to hear that.

The underlined sentence shows the expression of … A. gratitude.

D. giving attention.

B. congratulation.

E. disappointment.

C. compliment.

7. Son

: Dad, I will join a football competition next week, but I‟m so nervous.

Father: Take it easy, son. I believe you can handle it. You have good ability in football. The underlined utterance shows that his father …. A. giving encouragement

D. asking suggestion

B. warning his son

E. giving opinion

C. praising his son


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The following text is used to answer no. 8, 9, and 10 School I think children should go to school. It is a place where they can learn, make friends and have fun. If they don‟t go to school children may never learn to read and write. This means that they might not get a good job or any job at all At school children can learn about lots of different things like maths, science, famous people and different countries. At school you can also play sport and go on excursions to visit interesting places. That‟s why children should go to school. Adopted from Knapp and Watkins, 2005

8. The modal verb which indicates ability is found in ... a. Paragraph one and two

d. Paragraph three and four

b. Paragraph one and three

e. Paragraph two and three

c. Paragraph two and four

9. The followings are the function of modal verbs which is found in the text except ... a. Expressing possibility

d. Expressing ability

b. Expressing invitation

e. Expressing necessity

c. Expressing suggestion 10. The modal verb of “can” can be used to express ... a. Ability, offer, invitation, possibility, necessity b. Ability, offer, invitation, possibility, prohibition c. Ability, offer, invitation, possibility, acceptance d. Ability, offer, invitation, possibility, refusal e. Ability, offer, invitation, possibility, suggestion


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Latihan 1b: Choose thecorrect answer! 1. Dodi

: What‟s wrong, Budi? You look unhappy.

Budi

: My family will move to Bali this week.

Dodi

: ______________

A. Poor you! B. Are you kidding? That‟s so fast C. I hate Bali D. I don‟t care E. I couldn‟t do that

2. Alex

: Good afternoon, Mr. Hermawan

Mr. Hermawan : Alex! Thank you for coming Alex

: I am very sorry to hear about your daughter. It must be very hard for you.

Mr. Hermawan

: It is, but I have to let her go. She had suffered for years because of cancer.

The underline utterance expresses… A. advice

D. invitation

B. surprise

E. agreement

C. sympathy


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3. Dedi : I really don‟t know what I have to do to make Mr. Burhan pass me next term. Dodi : Mr. Burhan exam will be about understanding. You just have study hard and make sure you understand all the materials. Dedi : Oh..that‟s the problem. I have a problem in understanding the materials Dodi : Don‟t worry. I‟ll help you. The underlined sentence shows … A. support

D. compliment

B. necessity

E. preference

C. agreement

4. Dono

: Dini, what are you going to do this Saturday

Dini

: Nothing

Dono : How about going to the cinema tonight? Dini

: Sure

Dini is … an invitation A. offering

D. holding

B. refusing

E. assuring

C. accepting

5. Bertha

: Gaby where will you spend your holiday?

Gaby

: I don‟t know, any idea?

Bertha

: Why don‟t you join us going to Bali!

Gaby

: it sounds great!

Bertha is …


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A. refusing advice

D. giving help

B. showing disagreement

E. making a request

C. offering an invitation

6. A. I need more data about this topic. B. “Haqi might be able to help you. The underlined sentence means… A. Perhaps Haqi can help you B. Haqi can help you right now C. I‟m sure Haqi will be able to help you D. Haqi will certainly be able to help you E. Haqi was able to help you

7.

A : Why didn‟t you call this summer? B : I was working hard at my job all summer, and also taking classes for my bachelor‟s degree. I didn‟t have a moment to rest. A : Well now that fall is here. I‟ll give you a ring next week. We can talk about going out on a dinner date B : That sounds nice, but you‟d better make it the week after. I‟ll be busy with my family all next week From the dialogue about we may conclude that… A. B refuses to have dinner date B. B never wants to go with A for dinner C. A offering B to have dinner date D. A is busy for having dinner next two weeks E. A is busy for his bachelor‟s degree


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8. Dinda

: I‟m glad we are finally done writing this project proposal. We‟ll have to show it to Mr. Kim, though, before we can submit it to the director.

Dini

: I know, but we‟d better proofread it before we do that

Dinda

: Of course, Let‟s go over the proposal now before lunch

Dini

: No. I‟m hungry and tired.

Let‟s eat first, then we‟ll go over it

afterwards. The underlined expression shows… A. giving advice

D. requesting to read the proposal

B. offering something

E. asking for something

C. inviting to have lunch

9. Dahlan

: Do you have everything you need for your trip?

Anie

: I even have what I don‟t need

Dahlan : You can never take too much, I always say Anie

: I can‟t say that I disagree with you. I seldom travel with fewer than three suitcases.

In the dialogue above Dahlan advising Anie for… A. Bringing three suitcases B. Travelling with three suitcases C. Bringing anything she needed for the trip D. Not taking too much things with her E. Travelling without her suitcases


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10. A : Did you attend the reception last night? B : I would have gone if I had been free A : You didn‟t miss anything.

I wish I had been somewhere else more

interesting B : That‟s too bad. I‟m not sure about tomorrow‟s party, either. I panned to go, but now I might not be able to. It depends on whether I can get this report finished on time. From the dialogue above we may conclude that… A. The party was interesting B. B enjoyed the party last night C. B didn‟t attend the party D. B attend the party alone E. A enjoyed the party

11. All her friends believe that she can do her job well. It means: She …do her job well A. may

D. might

B. could

E. is able to

C. will

12. Rini looks very thin and pale. She …ill A. shall be

D. ought to be

B. will be

E. would have been

C. must be


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13. I heard Anwar speak English, French, Dutch, and even Japanese to tourists. He …the best tourist guide in the town A. must be

D. had better be

B. should be

E. would rather be

C. ought to be

14. The doctor …arrive late because of the traffic jam A. may

D. rather

B. has to

E. should

C. ought to 15. “Anton left an hour ago” “Then he …by now.” A. can arrive

D. ought to arrive

B. could arrive

E. should have arrived

C. must arrive

16. “Has Rina called from London?” “Not yet, she … it right after she arrived a week ago.” A. had better do

D. should have done

B. must have done

E. would rather have done

C. might have done

17. Ardan is playing games on the computer, but actually he …be working on his assignment. A. can

D. might

B. may

E. should

C. would Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

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18. I could have asked my sister to go shopping alone. It means … A. I went shopping alone B. I didn‟t go shopping C. My sister went shopping with me D. My sister went shopping alone E. My sister asked me to go shopping

19.He must have seen me eat the fish. It means … A. I must eat the fish B. He must see me eat the fish C. I‟m sure that he saw me eat the fish D. He could see me eat the fish E. I expect that he saw me eat the fish

20.The thief …into the room through this window because there are footprints near the window A. may get

D. would rather get

B. should get

E. must have got

C. was to get


86

Latihan 2 Complete the sentences using the words listed below can

could

have to

must

might

should

1. Ted's flight from Amsterdam took more than 11 hours. He ___________be exhausted after such a long flight. He ___________ prefer to stay in tonight and get some rest.

2. If you want to get a better feeling for how the city is laid out, you ___________ walk downtown and explore the waterfront.

3. Hiking the trail to the peak ______________ be dangerous if you are not well prepared for dramatic weather changes. You ____________research the route a little more before you attempt the ascent.

4.

When you have a small child in the house, you _______________leave small objects lying around. Such objects _____________ be swallowed, causing serious injury or even death.

5.

Dave: _______________ you hold your breath for more than a minute? Nathan: No, I can't.

6. Jenny's engagement ring is enormous! It ________________ have cost a fortune.

7.

Please make sure to water my plants while I am gone. If they don't get enough water, they ___________ die.


87

8.

I ______________ speak Arabic fluently when I was a child and we lived in Egypt. But after we moved back to Canada, I had very little exposure to the language and forgot almost everything I knew as a child. Now, I ______________ just say a few things in the language.

9.

The book is optional. My professor said we ______________read it if we needed extra credit. But we ______________read it if we don't want to.

10. Leo: Where is the spatula? It ______________ be in this drawer but it's not here. Nancy: I just did a load of dishes last night and they're still in the dish washer. It ______________ be in there. That's the only other place it _ _____________ be.

11. You ______________take your umbrella along with you today. The weatherman on the news said there's a storm north of here and it ______________ rain later on this afternoon.

12. ______________ we pull over at the next rest stop? I really ______________ use the bathroom and I don't know if I ______________ hold it until we get to Chicago.

13. Oh no! Frank's wallet is lying on the coffee table. He ______________ have left it here last night.

14. Ned: ______________ I borrow your lighter for a minute? Stephen: Sure, no problem. Actually, you ______________ keep it if you want to. I've given up smoking.


88

15.

I

______________

believe

she

said

that

to

Megan!

She

______________insult her cooking in front of everyone at the party last night. She ______________ have just said she was full or had some salad i f she didn't like the meal.

16. Do you ______________chew with your mouth open like that? Geez, it's making me sick watching you eat that piece of pizza.

17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's still warm! Nobody has left the mansion this evening, so the killer ______________ be someone in this room. It ______________ be any one of us!!!

18. Ted: I don't know why Denise starting crying when I mentioned the wedding. Pamela: It ______________ have been what you said about her brother. Or, perhaps she is just nervous. After all, the big day is tomorrow.

19. ______________ you always say the first thing that pops into your head? _____________you think once in awhile before you speak?

20. I was reading the book last night before I went to bed. I never took it out of this room. It ______________ be lying around here somewhere. Where ______________ it be? be swallowed, causing serious injury or even death.


89

F. Rangkuman Sesuai maknanya functional language adalah kemampuan memahami bahasa sesuai dengan fungsinya. Functional language dalam pemakaiannya disesuaikan dengan fungsinya seperti, “If I were you…” atau “my suggestion is…” digunakan dalam giving advice (memberi nasehat) dan “it was my fault” atau “please forgive me” digunakan dalam apologizing (permintaan maaf).

Beberapa fungsi komunikasi dalam functional language tersebut antara lain sebagai berikut: a. Expressing request, permission, and offer (permohonan, izin, dan penawaran) b. Expressing sympathy (rasa ikut bersedih) c. Expressing prohibition (larangan) d. Expressing invitation(mengundang), accepting (menerima) dan declining (menolak) e. Expressing suggestion/recommendation/advice f.

Expressing frustration or annoyance

g. Expressing unfulfilled or unrealized actions or events

Seperti yang sudah di jelaskan di atas bahwa modal auxiliaries memiliki makna dan fungsi yang berbeda beda secara kontekstual. Fungsi „can‟ sebagai pemberian ijin akan menggunakan susunan yang sama dengan fungsi “can‟ menunjukkan kemampuan. Namun keduanya akan berbeda secara kontekstual. „Should‟ memiliki fungsi mengungkapkan keharusan, saran, nasihat dan penyesalan. Fungsi „will‟ mengungkapkan keinginan, rencana, kemungkinan dan janji.

Fungsi

„may‟

mengungkapkan

pemberian

ijin,

permintaan

ijin,

kemungkinan,penawaran. Fungsi „must‟ mengungkapkan keharusan, kepastian. Fungsi „might‟ mengungkapkan kemungkinan.


90

Bentuk negative dengan modal auxiliaries tidak memerlukan kata kerja bantu lain cukup hanya dengan menambahkan „not‟ sesudah modal auxiliaries. Bentuk interrogative dengan memposisikan modal auxiliaries diawal kalimat sebelum subjek.

G. Umpan Balik dan Tindak Lanjut Cocokkan jawaban Anda dengan kunci jawaban yang ada di bagian akhir modul ini. Ukurlah tingkat penguasaan materi kegiatan belajar Anda dengan rumus sebagai berikut : Jumlah jawaban benar x 100% 20 Arti tingkat penguasaan yang diperoleh adalah : Baik sekali

= 90 – 100 %

Baik

= 80 – 89 %

Cukup

= 70 – 79 %

Kurang

= 0 – 69 %

Bila tingkat penguasan Anda mencapai 80 % ke atas, silakan melanjutkan ke Kegiatan Belajar 2. Namun bila tingkat penguasaan Anda masih di bawah 80 % Anda harus mengulangi Kegiatan Belajar 1 terutama pada bagian yang belum dikuasai.

H. Kunci Jawaban Latihan 1a: Exercise 1 1. Giving advice 2. Asking and giving opinion 3. Showing care Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

91

4. Showing compliment 5. Congratulating Dialogue 1 a. offering something b. ought to Dialogue 2 c. Showing inability, showing care d. Can, can‟t, must

Exercise 2 1.

A

2.

B

3.

D

4.

C

5.

E

6.

D

7.

C (A)

8.

B

9.

B

10. C

Latihan 1b: 1. B

6. A

11. E

16. D

2. C

7. C

12. C

17. E

3. B

8. C

13. A

18. C

4. C

9. D

14. A

19. C

5. C

10. C

15. C

20. E


92

Latihan 2: 1.

must/might

8.

Could/can

15.

Can‟t/should

2.

should

9.

Could/don‟t have to

16.

Have to

3.

could/must

10.

Should/must/could

17.

Must/could

4.

mustn‟t/might

11.

Should/might

18.

could

5.

can

12.

Can/must

19.

Must/can‟t

6.

must

13.

must

20.

Must/can

7.

will

14.

Can


93

Kumpulan LK Kegiatan Belajar 3

LK-3.1 Jenis ekspresi bahasa Inggris Tuliskan jenis eskpresi bahasa Inggris yang tidak terdapat di materi ajar daring (dalam jaringan = online), kemudian susunlah dalam bentuk percakapan di dalam kotak yang tersedia di bawah ini.


94

LK-3.2 Mengungkapkan ekspresi bahasa Inggris Ucapkanlah beberapa ungkapan yang sudah Anda pelajari (5 ungkapan)

pada

sesi

ini,

Anda

dapat

mengembangkannya,

seperti

ekspresi/fungsi mengundang, menerima undangan, dan menolak undangan. Anda bebas memilih ekspresi yang Anda lebih sukai. Sebagai model Anda dapat

menyimak

beberapa

contoh

expresi

pada

laman

http://www.eslgold.com/speaking/speaking_situations.html Jawaban Anda diunggah melalui Assignment.


95

LK-3.3 Analisis Penggunaan Modal dalam Konteks

Complete the sentences using the words listed below can

could

have to

must

might

should

1. Ted's flight fromAmsterdam took more than 11 hours. He ___________be exhausted after such a long flight. He ___________ prefer to stay in tonight and get some rest. 2. If you want to get a better feeling for how the city is laid out, you ___________ walk downtown and explore the waterfront. 3. Hiking the trail to the peak ______________ be dangerous if you are not well prepared for dramatic weather changes. You ____________research the route a little more before you attempt the ascent. 4.

When you have a small child in the house, you _______________leave small objects lying around. Such objects _____________ be swallowed, causing serious injury or even death.

5.

Dave: _______________ you hold your breath for more than a minute? Nathan: No, I can't.

6. Jenny's engagement ring is enormous! It ________________ have cost a fortune. 7.

Please make sure to water my plants while I am gone. If they don't get enough water, they ___________ die.

8. I ______________ speak Arabic fluently when I was a child and we lived in Egypt. But after we


96

PENUTUP Demikian yang dapat kami paparkan mengenai materi yang menjadipokok bahasan dalam modul ini, tentunya masih banyak kekurangan dan kelemahan nya, karena terbatasnya pengetahuan dan kurangnya rujukan atau referensi yang ada hubungan nya dengan modul ini.

Penulis berharap para pembaca yang budiman sudi memberikan kritik dan saran yang membangun kepada penulis demi sempurnanya modul ini dan penulisan modul dikesempatan-kesempatan berikutnya. Semoga modul ini berguna bagi penulis pada khusus nya juga para pembaca yang budiman pada umumnya.


97

DAFTAR PUSTAKA

Source: www.understandingtext.com Source;typesoftext.blogspot.com Adapted

from;

http://rebecca-wrenn.suite101.com/benefits-of-learning-a-foreign-

language-a130160 Adapted from Focus SPM English Adapted from: http://www.oppapers.com/essays/Online-Games-Should-Be-BannedBy/192821 Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008 Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008

Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008 Djuharie, Otong Setiawan.2009.Essay Writing Book 3.Yrama Widya Bandung.) Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS Djuharie, Setiawan Otong. 2008. Extensive Reading Top-Down Reading. Yrama Widya (http://languagetesting.info/whatis/lt.html


98

http://www.ulc.manchester.ac.uk/resources/online/support-advice/learningguide/developing-skills/ (http://www.criticalthinking.org/pages/defining-critical-thinking/766.

(11.30.

3

Desember 2015) http://www.criticalreading.com/learnreadwritetoc.htm) Sumber: https://mugiekonomi.wordpress.com/2013/06/16/mengulik-critical-thinkingskills/) Hammond, Jenny. 1992. English For Social Purpose: a Handbook for Teachers of Adult Literacy. Sidney: NCELTR Macquarie University. Hughes, Glyn and Moate, Josephine. 2007. Practical Classroom English. New York: Oxford University Press. Kiely, Richard, Rea, Paulin-Dickins 2005.:Palgrave Macmilian. Program Evaluation in Language Education

Wallace , Chatrine 2003. Critical Reading in Language Education

http://www.fresh.my.id/2013/10/hortatory-exposition.html) http://englishdiarstewart.blogspot.co.id/2013/01/hortatory-exposition.html/16 September 2015

Adapted from: April 24, 2010http://www.studyskillsblog.com/the-advantages-and diadvatges-of-study-groups/ Adapted from : March 24,2010


99

GLOSSARIUM

concepts

: konsep

concerned

: cemas, terganggu, takut

conclusion

: kesimpulan

conjunctions

: kata sambung

connectives

: kata penghubung

content-based instruction

: instruksi berdasar isi

contextual teaching and learning

: pembelajaran dan pengajaran berdasar konteks

contrary

: yang bertentangan, yang bersebrangan

contrasting

: membedakan, memprtentangkan

cooperative language learning

: pembelajaran bahasa kooperatif

critical thinking skill

: Kemampuan berfikir kritis

coherence

: koherensi

cohesive device

: perangkat kohesif

degrees of certainty

: tingkat kepastian

descriptive

: deskripsi

discussion

: diskusi

dialogue journal

: jurnal percakapan

disadvantage

: ketidak untungan, kekurangan


100

discourse

: wacana

discovery Learning Environment

: lingkungan pembelajaran dengan menemukan

discovery learning

: pembelajaran dengan menemukan

elaborate

: menjelaskan, merinci

elaboration

: tentang pendalaman lebih jauh mengenai sesuatu

e-learning

: pembelajaran berdasar elektronik

establish

: membangun,

evidence

: kejadian, fakta

example

: contoh

expectation

: harapan

explanation

: eksplanasi

exposition

: eksposisi

facebook

: facebook

further

: lebih jauh

factual

: berdasarkan fakta

gambits

: gambit

generic structure

: langkah-langkah retorika

information report

: laporan informasi

language features

: unsur kebahasaan

literary

: sastra

modality

: pengandaian


101

modals

: modals

narrative

: naratif

news item

: item berita

organization structure

: struktur bahasa

orientation

: orientasi

poetry

: puisi

procedure

: proses

quote

: kutipan

recount

: rekon

response

: tanggapan

short functional text

: teks fungsional pendek

social function

: fungsi sosial

sources

: sumber

spoof

: lelucon

sufficient development

: pengembangan yang cukup

twist

: plintiran

unity

: kesatuan


102

GURU PEMBELAJAR MODUL

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