The Advantage and Disadvantage of Nuclear Power



1861820-299720GURU PEMBELAJARMODUL Mata Pelajaran Bahasa InggrisSekolah Menengah Pertama (SMP)Kelompok KompetensiGProfesional :Learning Discussion TextsPedagogik : Komunikasi Efektif Penulis: Fathur Rohim DkkDirektorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016Penyusun:Fathur RohimLasti’ahDoes IchnatunWahyu AmbarwatiKusriyantoEuis LesminiPenelaah:Prof. Emi EmiliaDr. FuraidaCopyright ? 2016Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bahasa, Direktorat Jenderal Guru dan Tenaga KependidikanHak Cipta Dilindungi Undang-UndangDilarang mengopi sebagian atau keseluruhan isi buku ini untuk kepentingan komersial tanpa izin tertulis dari Kementerian Pendidikan dan Kebudayaan.KATA SAMBUTANPeran 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 professional 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 pasca UKG 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 Pendidikdan Tenaga Kependidikan (PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidikdan Tenaga Kependidikan Kelautan Perikanan Teknologi Informasi dan Komunikasi (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 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 2016DirekturJenderalGuru dan Tenaga Kependidikan,Sumarna Surapranata, Ph.D.NIP 195908011985031002KATA PENGANTARPuji 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 pelajaranyang 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 tinggikepada para pejabat, widyaiswara di PPPPTK Bahasa, dosen perguruan tinggi, dan guru yang terlibat di dalam penyusunan modul ini.Jakarta, Februari2016Kepala PPPPTK Bahasa,Dr. Luizah F. Saidi, M.Pd.NIP 1963121919860120021865630-115570KOMPETENSI PROFESIONALLEARNING DISCUSSION TEXTSDirektorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016DAFTAR ISIKataSambutanKata PengantarDaftarIsiiPendahuluan1Latar Belakang1Tujuan 1Peta Kompetensi2Ruang Lingkup 2Cara Penggunaan Modul 2Kegiatan Pembelajaran 1: Discussion Text 14Tujuan4Indikator Pencapaian Kompetensi4Uraian Materi4Aktivitas Pembelajaran7Latihan / Kasus/ Tugas11Rangkuman17Umpan Balik dan Tindak Lanjut 19Kunci Jawaban19Kegiatan Pembelajaran2: DiscussionText220Tujuan20Indikator Pencapaian Kompetensi20Uraian Materi20Aktivitas Pembelajaran24Latihan / Kasus/ Tugas25Rangkuman34Umpan Balik dan Tindak Lanjut 34Kunci Jawaban34Kegiatan Pembelajaran 3: Discussion Text 335Tujuan35Indikator Pencapaian Kompetensi35Uraian Materi36Aktivitas Pembelajaran40Latihan / Kasus/ Tugas42Rangkuman48Umpan Balik dan Tindak Lanjut 49Kunci Jawaban49Kegiatan Pembelajaran 4: Language Expression and Modality50Tujuan50Indikator Pencapaian Kompetensi50Uraian Materi50Aktivitas Pembelajaran59Latihan / Kasus/ Tugas60Rangkuman64Umpan Balik dan Tindak Lanjut 64Kunci Jawaban65Penutup66Daftar Pustaka67PENDAHULUANLatar BelakangPengembangan Keprofesian Berkelanjutan (Continuing Professional Development) adalah salah satu faktor penentu utama dari peningkatan kinerja guru dan tenaga kependidikan serta peningkatan prestasi peserta didik. Pengalaman negara-negara lain menunjukan bahwa partisipasi guru dan tenaga kependidikan dalam program pengembangan kompetensi yang searah dengan kondisi pembelajaran dapat meningkatkan kualitas guru dan tenaga kependidikan secara signifikan.Untuk melaksanakan kegiatan Guru Pembelajar baik melalui diklat tatap muka ataupun program diklat E-learning diperlukan modul-modul penunjang.PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan tenaga pendidik dan kependidikan yang meyelenggarakan berbagai program diklat bidang bahasa perlu melengkapi sarana dan prasarana diklat salah satunya modul atau bahan ajar. Modul ini disusun bersama guru-guru terseleksi melibatkan perguruan tinggi terbagi ke dalam sepuluh kelompok kompetensi.TujuanModul ini disusun bertujuan guna mendukung pelaksanaan diklat guru Bahasa Inggris SMP Kelompok Kompetensi G. Modul ini juga bisa dipergunakan sebagai bahan bacaan mandiri tanpa kehadiran pengajar dengan pembahasan yang mudah dipahami. Materi yang dikembangkan mencakup kajian pedagogik 30% dan kajian profesional 70%. Setelah menguasi modul G diharapkan mampu meningkatkan kemampuan professional dan pedagogisnya. Peta KompetensiKompetensi profesional dalam modul ini mencakup kemampuan sebagai berikut.Menentukan gambaran umumteks tertulis fungsional berbentuk discussionInformasi tertentuteks fungsional berbentuk discussionInformasi tersuratteks fungsional berbentuk discussion, Informasi tersirat teks fungsional berbentuk discussion,Menentukan cara pengajarannyateks fungsional berbentuk discussionMenentukan fungsi sosial teksfungsional berbentuk discussionMenentukan struktur teksfungsional berbentuk discussionMenggunakanlanguage features dalam konteksMenggunakan ragam bahasa dengan kepantasan, kesopanan, dan atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa tertentuRuang LingkupUntuk mencapai kompetensi yang diharapkan tersebut disusunlah materi yang harus dipelajari yang dikemas dalam kegiatan pembelajaran. Materi tersebut meliputi :Discussion text 1Discussion text 2Discussion text 3Language expression and modalityCara menggunakan modulModul diklat guru bahasa Inggris kelompok kompetensiG ini mencoba menguraikan materi yang harus dikuasai oleh guru tidak hanya untuk bahan mengikuti Uji Kompetensi Guru saja tetapi sebagai bahan ajar untuk ditransfer kepada peserta didik Anda melalui pendekatan Scientific atau model pembelajaran lainnya seperti: problem-based learning (PBL), project-based learning (PjBL), discovery.Selanjutnya agar proses belajar mandiri Anda dapat berjalan dengan efektif, kiranya perlu Anda cermati petunjuk umum dalam mempelajari materi modul berikut ini:Bacalah tinjauan modul ini dengan cermat agar Anda memahami betul ruang lingkup materi (Peta Kompetensi), tujuan, dan manfaat, serta bagaimana mempelajari modul ini.Bacalah modul ini, pahami benar-benar uraian di tiap kegiatan pembelajaran. Cermati konsep-konsep penting yang Anda jumpai, beri tanda khusus untuk menunjukkan bahwa materi dan pernyataan tersebut penting bagi Anda.Bila Anda menemukan penjelasan yang tidak Anda pahamisebaiknya Anda catat. Bila Anda berinisiatif membentuk kelompok belajar dengan teman-teman Anda, Anda dapat mendiskusikannya dalam kelompok.Untuk mengerjakan tugas mandiri (latihan-latihan) yang terdapat di bagian akhir kegiatan pembelajaran ini, sebaiknya Anda telah mempelajari materi modul yang lain.Kegiatan Pembelajaran 1Discussion Text 1A. TujuanMeningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.B. Indikator Pencapaian KompetensiMenentukangambaran umumteks tertulis fungsional berbentuk discussionMenentukaninformasi rinci tersurat teks tertulis fungsional berbentuk discussionMenentukaninformasi tertentu teks tertulis fungsional berbentuk discussionMenentukaninformasi tersirat teks tertulis fungsional berbentuk discussionMenentukanmakna kata teks tertulis fungsional berbentuk discussionMenentukan coherency dan cohesiveness teks discussion teks tertulis berbentuk discussion.Menentukan cara pengajaran teks discussionC. Uraian MateriDefinition of DiscussionDiscussion is a text which present a problematic discourse. This problem will be discussed from different viewpoints; the for and against, the positive and negative, or the good and bad points. Discussion is commonly found in philosophical, historic, and social text.It can be in oral or written form. Generic Structure of DiscussionIssue: -statement -previewArguments for (supporting points) and against statement (contrasting points)of differing points of view: - point or main idea - ellaborationConclusion or Recommendation: stating the writer' s recommendation of the discourseLanguage Features of DiscussionFocus on generic participantUse of material processes (has produced, have developed, to feed)Use of relational process (is, could have, cause, are)Use of mental process (feel,hope, believe, etc)Using additive, contrastive, and causal connection; similarly, on the hand, however, etcUsing modalities; must, should, could, may, etcUsing adverbial of manner; deliberately, hopefully, etcUse of comparative: contrastive adn consequential conjunctionsReasoning expressed as verbs and nouns (abstraction)Contoh teks DiscussionPerhatikan contoh teks discussion dibawah ini, amatilah generic structure dan lexico grammatical features dari teks tersebut.passive voiceIssueThe Advantage and Disadvantage of Nuclear PowerNuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.present tense Supporting PointSome military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world's energy needed, and produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:It costs about the same coal, so it is not expansive to make.It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect. It produces huge amounts of energy from small amount of uranium.It produces small amount of waste.??? It is reliable.contrasting conjunctionadditional conjunctionmodalityContrasting PointOn the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident can be a major accident.Conclusionor RecomendationPeople are increasingly concerned about this matter. In the 1990's nuclear power was the fastest growing source of power in many parts of the world.Examples of discussion texts include:talkback radiodebatescurrent affairs interviewsletters to the editoressaysnewspaper articlesD. Aktifitas PembelajaranAktifitas Pembelajaran 1Langkah-langkah Pembelajaran:Kegiatan awalSiswa mengamati video pendek (dari You Tube) tentang bahaya dan keuntungan nuklir.Bersama teman, siswa mendiskusikan bahaya dan keuntungan nuklir dari video.Membahas kosakata baru terkait materi bacaan.Kegiatan intiSiswa membaca teks dan mengidentifikasi Generic structure dan Lexico Grammatical Features teks Discussion.Siswa menjawab pertanyaan tentang isi bacaan. Sesuai dengan tujuan pembelajaran, pertanyaan bacaan meliputi:gambaran umum teksinformasi tertentutujuan komunikatifinformasi rinci coherency dan cohesivenessPada kegiatan ini, guru dapat menggunakan berbagai teknik dan media atau alat peraga yang dapat membantu siswa dalam memahami teks. Misalnya: gambar peristiwa, video pendek, Siswa membuat paragraf berbentuk Discusion dengan cara mengurutkan paragraf acak.Kegiatan AkhirSiswa merangkum apa yang telah dipelajari.Siswa membuat daftar kemungkinan pendapat yang pro dan kontra terhadap suatu topik.Siswa membuat teks sederhana discussion.Aktifitas Pembelajaran 2Silakan anda cermati contoh teks discussion di bawah ini kemudian silakan anda kerjakan tugasnya.Tuliskan bagian-bagian paragraf di bawah ini sesuai generic structure-nya!Generic StructureAktifitas PembelajaranIssueTwo students were discussing the school's new rule that all the students must wear a cap and a tieSupporting PointOne of them showed her annoyance. She said that wearing a cap and a tie was only suitable for a flag rising ceremony. So, she was against the rule.Contrasting PointContrary to the girl's opinion, the other student was glad with it. He said that he didn't mind with the new rule because wearing a cap and a tie will make the students look great and like real educated persons.Contrasting PointThe first student gave the reasons that they would feel uncomfortable and hot. Moreover, the classrooms were not air conditioned. The second said it wasn't a big problem.Conclusion orRecomendationHe was sure that the students would wear them proudly. They would surely be used to it any way. 2. Analisislah bacaan di atas. Carilah kata/frasa/kalimat yang menunjukkan:generic participantmaterial processes relational process mental process additive, contrastive causal connectionmodalitiesadverbial of mannerCara Mengajarkan teks Table 6.g.1: Cara mengajarkan teksPendekatan SaintifikKegiatan BelajarMengamatiAnda dapat menayangkan video orang yag sedang berdebat. Mintalah siswa untuk mengamati topik yang diperdebatkan beserta argumen yang disampaikan. Mintalah siswa untuk mencatat hal-hal yang penting.MenanyaDoronglah siswa untuk mengajukan pertanyaan seputar topik yang diperdebatkan. Diskusikan jawabannya.Mengumpulkan InformasiMintalah siswa untuk berkelompok mendiskusikan beberapa bacaan discussion dan membuat tabel kesimpulanMengasosiasiMintalah siswa untuk membandingkanHasil diskusi kelompoknya dengan kelompok lain MengomunikasikanMintalah siswa untuk berpasangan memperdebatkan suatu topic, siswa yang satu menjadi pihak yang pro dan yang lainnya menjadi pihak yang kontra.E. Latihan/Kasus/TugasChoose the best answer by crossing either A, B, C, D, or E.Text 1Beggars have become a big problem for us today. They come as street musicians, street boys, "sick" people, "lost" people, or just beggars. As their number is getting bigger, the municipal government feels the need to set a regulation to ban beggars. Many people support this.They say that begging makes people lazy and bad survivors. They are like parasites. Criminals take advantage of their existence. Car drivers are strong-armed in crossroads, motorbikes are seized, trucks are hijacked, etc. A man in a rural area takes them to the city with his truck in the morning and pick them up in the afternoon. They have made an agreement to share what they get. Some children are reported to have been kidnapped not for ransom. They are forced to be beggars.Some people, however, say that we must help beggars. They become beggars because they have no choice. What they get everyday is only enough for buying food. Being a beggar is better than being a thief or a robber. So it is a high time to apply their religious teaching to care for others. In addition, what they do is to help the government to check crime-rates.Despite the controversy of their existence, beggars continue to color the life of urban people. 1. Where are beggars mostly found?In cities.In rural areas.In small towns.In country sides.In small villages.2. Why do some people disagree to help beggars?They are rich.They are not criminals.They are mostly villagers.They are lazy and bad survivors.They only make use of their time.3. What does the writer think about the man who transports beggars from their villages to the city?He is generous.He is exploitative.He is very helpful.He is their protector.He is doing business.Text 2GM foods have called ”Frankenfoods”after the scientist in Mary Shelley’s novel Frankenstein. In the book, Frankenstein creates a monster that turns against him and his family. Off all the things genetic engineering can do, GM (genetically modified ) foodsAre probably the most talked about GM foods could help and end hunger around the word, but many people worry about now safe they are.The GM foods people eat have all been tested for safety. Millions of people have already eaten GM foods. For example, to make GM tomatoes, some tomatoes have had their genes altered to stop them from going soft while they are growing. For several years they were widely sold in tomato paste.However, many people protest against GM foods. They often imagine GM foods are weird combinations of different species although in fact, the foods usually look exactly like normal foods. The are still afraid that the food could be bad for them in ways they do not yet understand.Due to the controversies, many shops have stopped selling them.Adopted from: Anna Claybourne, Introdution to genes 7 DNA, London, Us borne Publishing Ltd, 20034. Why do people protest against DM foods?A. They are not safe for health.B. They have uninteresting forms.C. They imagine GM foods as weird combination of different species.D. GM foods have heir genes to remain fresh.E. They have not been tasted for safety.5. What is the main idea of paragraph three?A. Arguments pros GM foodsB. Arguments against GM foodsC. The consequence of the pros and cons of GM foodsD. The advantage of GM foodsE. Another name of GM foods6. “....while they are growing”. ( Paragraph 2)The underlined word refers to ...... The genesThe foodsThe peopleThe tomatoesAnother name of GM tomatoeText 3Most people agree that the family planning programme is desirable for the good of family and society. But individuals and religious groups differ sharply on the methods of birth control that they consider moral and acceptable.Couples that practice birth control do so for various reasons. They may want to limit or space their children, or to have no children at all. Young couples often postpone having children so that both partners can work full-time. Other couples space their children so they can give each as much attention as possible. Some women are advised by their doctor to avoid pregnancy for health reasons. In many countries with rapidly growing populations, the government encourages couples to limit the number of their families.Even thought birth control has gained in acceptance, opposition to the practice iscontinuous. Some people fear that birth control encourages sexual outside marriage or that government might impose birth control. Some religious groups oppose birth control on moral grounds.Some religious groups teach that artificial methods of birth control are immoral because they separate the purposes of intercourse in marriage-conjugal love and the procreation of children. Although they oppose all artificial birth control, they consider natural family planning to be acceptable.7. Some religious groups refuse to use … birth control because of moral values.A. home-madeB. man-madeC. naturalD. originalE. high quality8. Paragraph two tells us about …A. the government’s encouragement for happy family.B. the reasons why a woman avoids to have baby.C. the reasons why couples do birth control.D. the postponement to having children.E. the small and big families.9. We learn from the text that …A. all couple want to limit their children.B. most couples want to postpone giving birth.C. people space children to give them less attention.D. not everybody agrees with the birth control methods.E. women avoid being pregnant because of economic problems.Text 4Male chauvinism (men's believe in male superiority) extends even into the area of automobile driving, it seems. They believe that they are far better drivers than women. Men consider women drivers incompetent, inattentive and even dangerous behind the wheel.However, statistics prove that women are, in fact, safer drivers than men. For example, insurance rates for women are 20 percent than they are for men. Another proof is that more accidents are caused by male drivers between the ages of 18?and?25 than by any other groups. Also the greater percentage of accident involving death is caused by men. Although women are criticized for being too cautious, they are really just being safe drivers.The reason for women driver's safer habits can perhaps be? found in the differing attitudes of sexes toward automobiles as a convenience, like a washing machine.On the other hand, men regard the automobile as an extension of their egos. Using it as a weapon when they feel particularly aggressive or using it as a status symbol.In all, women are safer drivers because of their attitude. Men can learn to become safe drivers if they adopt the attitude that an automobile is merely a convenience.10. The text is about ….A. Road accidentsB. Women attitude towards automobileC. Male superiority in automobile drivingD. A comparison between men and women driversE. Statistics about the number of road accidents??????11. In term of car accidents, the statistics proves that car accidents caused by ….A. men are higher than those of womenB. men are lower than that of womenC. men are as high as that of womenD. women are equal to that of menE. women are the same as that of men12. Which of the following you don’t agree with about men drivers?A. They are safe and careful?drivers.B. They cause more accidents than women.C. They consider themselves to be competent drivers.D. They feel that using a car shows status of symbol.E. They regard automobiles as an extension of their egos.13. We can?understand?from the text that ….A. men always criticize women for their bad driving attitudeB. women show their egos by aggressive drivingC. the statistic shows women drive the car carelesslyD. young women drivers get many accidentsE. men underestimate women14. “Men consider women drivers incompetent, inattentive, and even dangerous behind the wheel. (Paragraph 1)The underlined word means ….A. IntentB. FuriousC. WatchfulD. CarelessE. IndisciplineText 5The government has decided to submit the draft of the bill against pornography and pornographic acts. The bill states that anyone engaging in pornography is punishable by law. This includes public acts such as spouses kissing and people sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.The government argues that the bill is made to protect women’s right. Women have so far been the object of exploitation in mass media and this only gives more benefits to the owner of the business.?Woman activists, on the other hand, argue that the bill will limit women’s freedom. They believe the bill will dictate what women should wear and on how to dress and behave. If they fail following the rule they will get penalties between Rp50 million and Rp1 billion.Nevertheless, I do support the bill against pornography and pornographic acts. I believe that the bill can decrease the rampant pornography shown or written in mass media that gives bad effects on young generations.15. What is the purpose of the text?A.??????to persuade people that the bill against pornography is necessaryB.??????to describe the bill against pornography and pornographicC.??????to present two points on of view about the bill against pornographyD.??????to explain the process involved in the draft-making of the bill against pornographyE.???????to inform the reader about the bill against pornography16.?Why did woman activists object to the bill?A.??????because it protects women from exploitationB.?????because the freedom of women will be limitedC.??????because women will get more benefitsD.??????because women cannot wear sexy clothesE.??????because the bill will give bad effect on young generation17.What is the first paragraph called?A.??????IssueB.??????OrientationC.??????ArgumentD.??????PreviewE.???????conclusion18.???“I believe that the bill can decrease the?rampant?pornography…”??????The synonym of the underlined word is …..dangerousirritatingcirculatinguncontrolledfewF. RangkumanDiscussion Tujuan Komunikatif Teks:Mengetengahkan suatu masalah (isu) yang ditinjau minimal dari 2 (dua) sudut pandang sebelum sampai pada suatu kesimpulan atau rekomendasi.Struktur Teks/Generic structureIsu: (statement of issue and Preview)Pendapat yang mendukung:Gagasan Pokok 1,Elaborasi (uraian),Gagasan Pokok 2,Elaborasi (uraian).Pendapat yang menentang:(Statement of various viewpoints)Gagasan Pokok,Elaborasi (uraian),Kesimpulan.(conclusion or recomendation)Ciri Kebahasaan teks discussion menggunakan:general nouns untuk menyatakan kategori, misalnya uniforms, alcohol, dsb,relating verbs untuk memberi informasi tentang isu yang didiskusikan, misalnya smoking is harmful, dsb.thinking verbs untuk mengungkapkan pandangan pribadi penulis, misalnya feel, believe, hope, dsb.additives, contrastives dan causal connectives untuk menghubungkan argumen, misalnya similarly, on the hand, however, dsb.detailed noun groups untuk memberikan informasi secara padu, misalnya the dumping of unwanted kittens, dsb.modalities, seperti perhaps, must, should, should have been, could be, dsb.adverbials of maner, misalnya deliberately, hopefully, dsb.G. Umpan Balik dan Tindak LanjutSebagai umpan balik, silakan Anda jawab pertanyaan-pertanyaan di bawah ini.Apakah Anda telah dapat memahami cara:Menentukan gambaran umum teks tertulis fungsional berbentuk discussion?Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk discussion?Menentukan informasi tertentu teks tertulis fungsional berbentuk discussion?Menentukan informasi tersirat teks tertulis fungsional berbentuk discussion?Menentukan makna kata teks tertulis fungsional berbentuk discussion?Menentukan coherency dan cohesiveness teks discussion teks tertulis berbentuk discussion?Menentukan cara pengajaran teks discussion?H. Kunci JawabanLatihan A 9. D 17.AD 10.D 18.D B 11.AC 12.AB 13.ED 14.DB 16.B Kegiatan Pembelajaran 2Discussion Text 2TujuanSetelah menyelesaikan Kegiatan Pembelajaran ini peserta mampumeningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampuIndikator Pencapaian Kompetensi Menentukan gambaran umum teks tertulis fungsional berbentuk discussionMenentukan informasi rinci tersurat teks tertulis fungsional berbentuk discussionMenentukan informasi tertentu teks tertulis fungsional berbentuk discussionMenentukan informasi tersirat teks tertulis fungsional berbentuk discussionMenentukan makna kata teks tertulis fungsional berbentuk discussionMenentukan coherency dan cohesiveness teks discussion teks tertulis berbentuk discussionMenentukan cara pengajaran teks discussionUraian Materi Discussion is a text which present a problematic discourse. This problem will be discussed from different viewpoints. Discussion is commonly found in philosophical, historic, and social text. The generic structure of discussion text is listed below.Statement of issue; stating the issue which is to discussedList of supporting points; presenting the point in in supporting the presented issueList of contrastive point; presenting other points which disagree to the supporting pointRecommendation; stating the writer’ recommendation of the discourseLanguage Feature of DiscussionIntroducing category or generic participantUsing thinking verb; feel, hope, believe, etcUsing additive, contrastive, and causal connection; similarly, on the hand, however, etcUsing modalities; must, should, could, may, etcUsing adverbial of manner; deliberately, hopefully, etcTake a look of the following examples.First example:Tabel 6.4 DiscussionHomeworkIssueI have been wondering if homework is necessary.Statement of issue and PreviewI think we should have homework because it helps us to learn and revise our work.Homework helps people who aren’t very smart to remember what they have learned. Homework is really good because it helps with our education.Statement of various viewpointsBut, many times, doing homework is not a great idea. I think we shouldn’t have homework because I like to go out after school to a restaurant or the movies. Sometimes homework is boring and not important.I think homework is bad because I like to play and discuss things with my family.Second example:The Advantage and Disadvantage of Nuclear PowerNuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.Some military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world’s energy needed, and produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:It costs about the same coal, so it is not expansive to make.It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.It produces huge amounts of energy from small amount of uranium.It produces small amount of waste.It is reliable.On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.People are increasingly concerned about this matter. In the 1990’s nuclear power was the fastest growing source of power in many parts of the world.Note on the Generic Structure of Discussion TextDiscussion is a process to find the meet point between two different ideas. It is important to to get the understanding between the two differences. In many social activities, discussion is the effective way to calm down any friction and difference in thought, perception and recommendation.This example of discussion text present the two poles, between the advantage and disadvantage of using nuclear plant to fulfill the energy needed. It is a case which need to be talked and discussed from two points. They are represented in the generic structure which is used:Stating the Issue: In the first paragraph, it is stated that using nuclear power can be the choice in fulfilling the needed energy.Supporting Point: In the second paragraph, it is presented the advantages of nuclear power plant to be used as the source of the world’s energy neededContrastive Point: The third paragraph shows the balance. It gives the contradictory idea in using nuclear power plant as the resource of energy.Recommendation:?This text is ended with a similar recommendation on how people should concern in the matter of nuclear energy.Third example:Hunting FoxFoxhunting is a subject that provokes very strong feelings. Many people believe that it is cruel to hunt a fox with dogs and totally agree with its ban.Many farmer and even conservationists, however, have always argue that the fox is a pest which attacks livestock and must be controlled.?(Taken from:?bbc.co.uk)Generic Structure AnalysisStating the issue; hunting fox.Supporting point; farmers and conservationists agree to hunt fox because they attack livestok.Contrastive point; many people disagree hunting fox with dog because it is cruel.Recommendation; Do not be cruel in hunting fox just control it in safe way.Language Feature AnalysisIntroducing category participant; farmer, conservationists.Using thinking verb; believe.Using connectives;Using modalities; must, alwaysThere are several ways to deliver discussion text to students as follows.In the beginning of the meeting, teacher gives a brainstorming concern to discussion test through questions and students are hoped to answer them.Teacher gives several example of discussion text.Teacher divides students into groups.Teacher gives task to do.Students are asked to present their task result in front of the classroom.Teacher guides the discussion forum.Teacher gives test concern to the material.Teacher gives a project of writing a discussion text in group form.Aktivitas Pembelajaran Tabel 6.5 Aktifitas PembelajaranNo.Tahap PembelajaranKegiatan PembelajaranFasilitatorPeserta1.MengamatiMemberi kesempatan kepada peserta mengamati paparan materi yang ada di modul.Mengamati materi yang ada di modul.2.MempertanyakanMendorong peserta menanyakan hal-hal yang belum dipahami.Menanya hal-hal yang belum dipahami kepada teman dan fasilitator.3.Menemukan informasiFasilitator memberi kesempatan kepada para peserta untuk menggali mengerjakan tugas menganalisis teks discussionPeserta mengerjakan tugas menganalisis teks discussion4.MengasosiasiMembantu peserta mengelabaorasi hasil pekerjaan/tugas.Mencocokkan tugas bersama peserta lain dan fasilitator.5.MempublikasiMemberi kesempatan peserta mempublikasi hasil pembelajaran.Mempublikasikan hasil pekerjaan pada topik ini.Latihan/Kasus/TugasText 1Family PlanningMost people agree that the family planning program is desirable for the good of family and society. But individuals and religious groups differ sharply on the methods of birth control that they consider oral and acceptable.Couples that practice birth control do so for various reasons. They may want to limit or space their children, or to have no children at all. Young couples often postpone having children so that both partners can work full-time. Other couples space their children so they can give each as much attention as possible. Some women are advised by their doctor to avoid pregnancy for health reasons. In many countries with rapidly growing populations, the government encourages couples to limit the number of their families.Even thought birth control has gained in acceptance, opposition to the practice is continuous. Some people fear that birth control encourages sexual outside marriage or that government might impose birth control. Some religious groups oppose birth control on moral grounds.Some religious groups teach that artificial methods of birth control are immoral because they separate the purposes of intercourse in marriage-conjugal love and the procreation of children. Although they oppose all artificial birth control, they consider natural family planning to be acceptable.Some religious groups refuse to use … birth control because of moral values.home-mademan-madenaturaloriginalhigh qualityParagraph two tells us about …the government’s encouragement for happy familythe reasons why a woman avoids to have babythe reasons why couples do birth controlthe postponement to having childrenthe small and big familiesWe learn from the text that …all couple want to limit their childrenmost couples want to postpone giving birthpeople space children to give them less attentionnot everybody agrees with the birth control methodswomen avoid being pregnant because of economic problems.Soal Ujian Nasional (UN) 2012/2013Text 2Balancing High School and Part-Time WorkYou have to consider a number of factors when deciding whether or not to get a job. The important thing is to arm yourself with as much information as possible, so you can figure out what choice makes the most sense for you.If you are considering working part-time, schedule a meeting with your school counselor to discuss this move. Talk to your counselor about why you want to work and what type of position you’re seeking. Simply explaining your goals to someone else can help you make decisions and figure out your priorities.Schoolwork, including homework and studying for tests, should always be your top priority. “The activities and courses students choose vary considerably, so it’s important for young people to keep their individual situations clearly in mind,” says Brad McGowan, director of the Career Centre at Newton North High School in Massachusetts. Further, McGowan cautions students who do decide to work: “If you are rushing through your assignment or not studying enough for tests because of work, it’s time to cut back or quit and find a less time-consuming job.” He adds, “Students should always let their employers know what their time limits are.” If you are being pressured to work more hours than you can handle, you need to find a new place to work. You also need to make sure that a job won’t prevent you from getting enough rest.Adapted from: should a student do first when considering working part time?Schedule a meeting with the employer of the job.Discuss with the school counselor.Schedule a meeting with the school principal.Discuss with your friendsSchedule a meeting and discuss with the class.What does Brad McGowan do?Brad McGowan is a student who takes part time jobBrad McGowan is the director of the Career Centre at Newton North High SchoolBrad McGowan is the school counselor of Newton North High School in Massachusetts.Brad McGowan is the employer of some students at Newton North High SchoolBrad McGowan is the principal at Newton North High School in Massachusetts.“If you are rushing through your assignment or not studying enough for tests because of work, it’s time to cut back or quit and find a less time-consuming job.” (paragraph 3)What does the word “it” in refers to?Studentindividual situationyoung peopleto keep to individual situations clearly in mindto keep to individual situations clearly in mind is important.What does Brad McGowan suggest when students don’t have enough time to study?Quit and find a less time-consuming jobTalk to the employerDiscuss with the school counselorKeep doing both working while studyingSue the employer for the compensationText 3The government has decided to submit the draft of the bill against pornography and pornographic acts. The bill states that anyone engaging in pornography is punishable by law. This includes public acts such as spouses, kissing, and people sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.The government argues that the bill is made to protect women’s right. Women have so far been the object of exploitation in mass media and this only gives more benefits to the owner of the business.Woman activists, on the other hand, argue that the bill will limit women’s freedom. They believe the bill will dictate what women should wear and on how to dress and behave. If they fail following the rule they will get penalties between Rp50 million and Rp1 billion.Nevertheless, I do support the bill against pornography and pornographic acts. I believe that the bill can decrease the rampant pornography shown or written in mass media that gives bad effects on young generations.What is the purpose of the text?to persuade people that the bill against pornography is necessaryto describe the bill against pornography and pornographicto present two points on of view about the bill against pornographyto explain the process involved in the draft-making of the bill against pornographyto inform the reader about the bill against pornographyWhy did woman activists object to the bill?because it protects women from exploitationbecause the freedom of women will be limitedbecause women will get more benefitsbecause women cannot wear sexy clothesbecause the bill will give bad effect on young generationWhat is the first paragraph called?IssueOrientationArgumentPreviewConclusion“I believe that the bill can decrease the?rampant?pornography…”The synonym of the underlined word is …..DangerousIrritatingCirculatingUncontrolledfewText 4Many young people have difficulty deciding where they will live when the time comes to leave home and make their own way in the world. Among the more common alternatives are sharing a house or flat with other young people, and finding full board and lodgings in someone else's home.Renting a house with other young people offers the advantage of a high degree of freedom and independence. On the down side, renting involves a variety of responsibilities that may be more than you wish to take on. This would mean you would be responsible for making large rental payments if one or more of the people you are sharing with should move out of the house or flat. It might also mean that you are held financially responsible if they damage the dwelling.Finding board and lodgings, on the other hand, has significant advantages. Generally you have no responsibility for the cleaning or maintenance of the dwelling or its gardens, other than to take reasonable care of your room. However, living in board and lodging circumstances has its drawbacks too. You have less freedom and flexibility in your lifestyle.In the end, the decision each person makes will depend on their own personal valuing of independence and of convenience, as well as their feeling of readiness for taking on the considerable financial and other responsibilities of house or flat rental.The text mainly discusses about …sharing a housecleaning a housedeciding where to liverenting a housefinding full board?“Finding board and?lodgings, on the other hand, has significant advantages.”The underlined word means …gained positionrooms rented to livesupply of materials??????????????????work of cutting down treesability to convinceThe writer’s purpose of writing the text is …to present two points of view about deciding where to liveto persuade readers to rent a house with other young peopleto describe how to decide to find a rented houseto inform readers how to decide where to liveto explain how to find board and lodgingsText 5What do you think about home schooling? Do you think it's a good idea concerning socialization and all? Believed to be first introduced in the?U.S.?decades ago, home schooling is now mushrooming in the country. This phenomenon seems to be in response to the fact that children's rights are sidelined in the arena of formal education. As an alternative education system, home schooling could become a popular choice for children of school ageHome schooling provides kids with educational opportunities that traditional public schooling has not provided. It offers a refreshing system by which students are encouraged to be creative and express themselves. Students will discover the thrill and sense of accomplishment that self-initiated learning can bring.?On the other hand, some people believe that home schooling can be inefficient and expensive. Students’ social life is, indeed, something to be concerned about in home schooling education. Most school districts make sincere attempts to keep their home schooled students active participants in the social, athletic, and extracurricular life of the school.It is strongly recommended that parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling and those who are currently being home schooled. Talking with them would be a great way for parents to make a more informed decision about their kids’ education.The text mainly discusses about …kids’ educationstudents’ socialization problemeducation probleman alternative education systempopular public schoolingWhat does the writer suggest that parents do before making decision to provide home schooling for their kids?It's a good idea concerning socialization and all.Parents provide home schooling for their children.Public schooling education offers refreshment system.Parents seek home schooling resource’s information.Parents always keep their home schooled kids active.“… parents contact home schooling resource that may be able to put them?in touch?with kids who have gone through home schooling”.The underlined phrase means ….connectedinformedknown????????????????????hang outconcerned??????????????Text 6THE ISSUE OF POLYGAMYPolygamy has still become an actual topic to discuss. People reacts this issue in different opinions.Today in the 21st?Century polygamy persists and is legally permitted in Muslim majority Indonesia. The 1974 Marriage Act in Article 3 states that a husband may have up to four wives on condition that the wife consents.Further Article 5 cites three instances where a husband may practise polygamy: the wife is unable to execute the obligation of a wife; the wife has acquired a bodily handicap or incurable disease; the wife is unable to bear children.Woman’s rights advocates reject this provision of the law as it works against women. They perceive the conditions that allow a husband to practise polygamy are from perspective of the husband’s interests.Islam allows a man to have up to four wives in the context of caring for orphans, and it emphasizes that the women must be treated equally. If the man is unable to do this, the man may only have one wife. The Koran does not issue a recommendation or a command to commit polygamy.Thus the principle marriage in Islam is monogamy, not polygamy. Because of this polygamy should be banned.?From the text we infer that …Polygamy can be accepted by all people.Polygamy is the women’s rights.All religions let men do polygamy.Men are let perform polygamy by strict requirements.Indonesian laws ban polygamy.What makes most women disagree with Polygamy?the husband’s unequal treatmentthe husband’s interestthe husband’s attentionthe money conditionthe daily needs fulfilmentHusbands are let practise polygamy when … ,?except?…his wife approves ithis wife refuses ithis wife cannot give birth to a childhis wife suffers from incurable diseaseshis wife cannot perform her obligationRangkuman Discussion is a text that which explores two different main ideas. It presents in pro and contra ways. Discussion is commonly found in philosophical, historic, and social text. The generic structure of discussion text is listed below.Statement of issue; stating the issue which is to discussedList of supporting points; presenting the point in in supporting the presented issueList of contrastive point; presenting other points which disagree to the supporting pointRecommendation; stating the writer’ recommendation of the discourseUmpan Balik dan Tidak LanjutIn order to get the depth understanding of discussion text, teacher should have a compilation of discussion text with the exercises. It can ease teacher in preparing classroom material.Kunci Jawaban BCDBBEACBADABACDADABKegiatan Pembelajaran 3Discussion Text Type 3Pada mata Diklat Peserta diklat mempelajari text type khususnya yang berbentuk teks Discussion dengan berbagai aspek yang berhubungan dengan teks tersebut.TujuanPeserta diklat mampu meningkatkan pengetahuan tentang berbagai aspek kebahasaan dalam bahasa Inggris (linguistik, wacana, sosiolinguistik dan strategis) dengan baikIndikator Pencapaian KompetensiPeserta diklat mampu:Menentukan tujuan komunikatif teks tertulis berbentuk discussion Menentukan informasi tertentu teks tertulis berbentuk discussionMenentukan makna kata teks tertulis berbentuk discussion Menentukan teks Discussion yang tepat sesuai konteks yang diberikan.Menentukan gambaran umum teks tertulis fungsional berbentuk discussion Menentukaninformasi rinci tersurat teks tertulis fungsional berbentuk discussion Menentukan pikiran utama paragraf tertentu teks tertulis fungsional berbentuk discussion Menentukan coherency dan cohesiveness teks discussion Menentukan cara pengajaran teks tertulis berbentuk discussion.Uraian MateriAnda mendiskusikan keterangan bagaimana menentukan hal hal dibawah ini:MAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE QUESTIONSThe first point we are going to see is an overview question about the main idea, main topic, or main purpose of a passage. Main idea questions ask you to identify the most important thought in the passage.Sample Questions:What is the main idea of the passage?The primary idea of the passage is ….Which of the following best summarizes the author’s idea?When there is not a single, readily identified main idea, main topic questions may be asked. These ask you what the passage is generally “about”.Sample questions:The main topic of the passage is ….What does the passage mainly discuss?The passage is primarily concerned with….Main purpose questions ask why an author wrote a passage. The answer choices for these questions usually begin with infinitives.Sample questions:The author’s purpose in writing is ….What is the author’s main purpose in the passage?The main point of this passage is ….Why did the author write the passage?The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not too general when they include ideas outside the scope of the passages. Distractors for this type of question have one of these characteristics:They are too specific.They are too general.They are incorrect according to the passage.They are irrelevant (unrelated) to the main idea of the passage.If you are not sure of the answer for one of the questions, go back and quickly scan the passage. You can usually infer the main idea, main topic, or main purpose of the entire passage from an understanding of the main ideas of the paragraphs that make up the passage and the relationship between them.FACTUAL /TEXT-BASED QUESTIONSFactual questions ask about explicit facts and details given in the passage. They often contain one of the wh-question words: who, what, when, where, why, how much, and so on.Factual questions often begin with the phrases” According to the passage, …” or “According to the author….” When you see these phrases, you know that the information needed to answer the question is directly stated somewhere in the passage (unlike answers for inference questions).To answer factual questions, you have to locate and identify the information that the question asks about. If you are not sure from your first reading where to look for specific answers use the following scanning techniques:Focus on one or two key words as you read the stem of each question. Look these words in your mind.Scan the passage looking for the key words or their synonyms. Look only for these words. Do NOT try to read every word of the passage.It may help to use the eraser end of your pencil as a pointer to focus your attention. Don’t reread the passage completely_just look for these words.When you find the key words in the passage, carefully read the sentence in which they occur. You may have to read the sentence preceding or following that sentence as pare the information you read with the four answer choices.The order or detail questions about a passage almost always follows the order in which ideas are presented in the passage. In other words, the information you need to answer the first detail question will usually come near the beginning of the passage; the information for the second will follow that, and so on. Knowing this should help you locate the information you need.INFERENCE QUESTIONSThe answers to these questions are not directly provided in the passage you must “read between the lines”. In other words, you must make conclusions based indirectly on information in the passage. Inference questions may be phrased in a number of ways. Many of these questions contain some form of the words infer or imply. Sample questions:Which of the following can be inferred from the passage?It can be inferred from the passage that…The author implies that….Which of the following does the passage imply?Which of the following would be the most reasonable guess about….?The author suggests that…It is probable that…REFERENCE QUESTIONSReference questions ask what noun (called the referent) a pronoun or some other expression refers to. The correct answer is NOT always the noun that is closest to the pronoun in the passage. Incorrect choices are usually other nouns that appear in the passage. If you are unable to decide immediately which answer is correct, substitute the choices for the word that is being asked about. Which one is the most logical substitute?In general, reference questions tend to be the easiest type of reading question.Sample questions:The word “them” in line 4 refers to….To which of the following does the word “these” in line 5 refer?The phrase “another type” in line 7 is a reference to another type of….The word “this” in line 9 refers to….What does the word “its” in line 11 refer to?Sedangkan bagaimana teks Discussion terbentuk adalah berdasarkan struktur yang dimiliki sebagai berikut:SOCIAL FUNCTIONTo present (at least) two points of view about an issue.GENERIC STRUCTUREIssueArgument for?Point(s)?Elaboration(s)Argument Against?Point(s)?Elaboration(s)ConclusionLEXICOGRAMMATICAL FEATURESFocus on Generic Human and Generic Non-human ParticipantsUse of?Material Processes, e.g. has produced, have developed, to feed?Relational Processes, e.g. is, could have, cause, are?Mental Processes, e.g. feelUse of Comparative: Contrastive and Consequential ConjunctionReasoning expressed as verbs and noun (abstraction)Aktifitas PembelajaranDiskusikan pernyataan berikut ini: What is the characteristic of question related toMAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE FACTUAL /TEXT-BASED INFERENCE REFERENCEDiskusikan pernyataan berikut ini:Discussion text appears most typically in two particular situation. What are they?The first is where an issue divides public opinion; that is, most people hold a firm opinion either for or against a particular idea or course of actionWhat is the social function of Discussion text?To present (at least) two points of view about an issue.How is Discussion text structured?IssueArgument for?Point(s)?Elaboration(s)Argument Against?Point(s)?Elaboration(s)ConclusionPerhatikan bagaimana teks Discussion dapat disajikan dengan menggunakan Pendekatan Saintifik bisa juga disisipi dengan model Pembeajaran yang lain seperti misalnya: Model Discovery Learning, Model Problem Based-Learning atau Model Project Based- LearningLakukan dengan Pendekatan saintifik/pendekatan berbasis proses keilmuan merupakan pengorganisasian pengalaman belajar dengan urutan logis meliputi proses pembelajaran:mengamati;menanya;mengumpulkan informasi/mencoba;menalar/mengasosiasi; danmengomunikasikan.Bisa menggabungkan dengan Model Discovery Learning dengan langkah langkah sebagai berikut:Stimulation (stimulasi/pemberian rangsangan) Pertama-tama pada tahap ini pelajar dihadapkan pada sesuatu yang menimbulkan kebingungannya, kemudian dilanjutkan untuk tidak memberi generalisasi, agar timbul keinginan untuk menyelidiki sendiri. Disamping itu guru dapat memulai kegiatan PBM dengan mengajukan pertanyaan, anjuran membaca buku, dan aktivitas belajar lainnya yang mengarah pada persiapan pemecahan masalah. Stimulasi pada tahap ini berfungsi untuk menyediakan kondisi interaksi belajar yang dapat mengembangkan dan membantu siswa dalam mengeksplorasi bahan. Problem statement (pernyataan/ identifikasi masalah) Setelah dilakukan stimulasi langkah selanjutya adalah guru memberi kesempatan kepada siswa untuk mengidentifikasi sebanyak mungkin agenda-agenda masalah yang relevan dengan bahan pelajaran, kemudian salah satunya dipilih dan dirumuskan dalam bentuk hipotesis (jawaban sementara atas pertanyaan masalah) Data collection (Pengumpulan Data) Ketika eksplorasi berlangsung guru juga memberi kesempatan kepada para siswa untuk mengumpulkan informasi sebanyak-banyaknya yang relevan untuk membuktikan benar atau tidaknya hipotesis. Pada tahap ini berfungsi untuk menjawab pertanyaan atau membuktikan benar tidaknya hipotesis, dengan demikian anak didik diberi kesempatan untuk mengumpulkan (collection) berbagai informasi yang relevan, membaca literatur, mengamati objek, wawancara dengan nara sumber, melakukan uji coba sendiri dan sebagainya. Data Processing (Pengolahan Data) Pengolahan data merupakan kegiatan mengolah data dan informasi yang telah diperoleh para siswa baik melalui wawancara, observasi, dan sebagainya, lalu ditafsirkan. Semua informai hasil bacaan, wawancara, observasi, dan sebagainya, semuanya diolah, diacak, diklasifikasikan, ditabulasi, bahkan bila perlu dihitung dengan cara tertentu serta ditafsirkan pada tingkat kepercayaan tertentu Verification (Pembuktian) Pada tahap ini siswa melakukan pemeriksaan secara cermat untuk membuktikan benar atau tidaknya hipotesis yang ditetapkan tadi dengan temuan alternatif, dihubungkan dengan hasil data processing. Verification menurut Bruner, bertujuan agar proses belajar akan berjalan dengan baik dan kreatif jika guru memberikan kesempatan kepada siswa untuk menemukan suatu konsep, teori, aturan atau pemahaman melalui contoh-contoh yang ia jumpai dalam kehidupannya. Generalization (menarik kesimpulan/generalisasi) Tahap generalisasi/ menarik kesimpulan adalah proses menarik sebuah kesimpulan yang dapat dijadikan prinsip umum dan berlaku untuk semua kejadian atau masalah yang sama, dengan memperhatikan hasil verifikasi. Berdasarkan hasil verifikasi maka dirumuskan prinsip-prinsip yang mendasari generalisasi Bisa juga digabung dengan Model Problem based learning dengan langkah langkah sebagai berikut:Orientasi Peserta didik kepada Masalah /Konsep Dasar (Basic Concept) Fasilitator memberikan konsep dasar, petunjuk, referensi, atau link dan skill yang diperlukan dalam pembelajaran tersebut. Hal ini dimaksudkan agar peserta didik lebih cepat masuk dalam atmosfer pembelajaran dan mendapatkan ‘peta’ yang akurat tentang arah dan tujuan pembelajaranMengasosiasikan Peserta didik /Pendefinisian Masalah (Defining the Problem)Dalam langkah ini fasilitator menyampaikan skenario atau permasalahan dan peserta didik melakukan berbagai kegiatan brainstorming dan semua anggota kelompok mengungkapkan pendapat, ide, dan tanggapan terhadap skenario secara bebas, sehingga dimungkinkan muncul berbagai macam alternatif pendapatMembimbing Penyelidikan Individu dan Kelompok Pembelajaran Mandiri (Self Learning) Peserta didik mencari berbagai sumber yang dapat memperjelas isu yang sedang diinvestigasi. Sumber yang dimaksud dapat dalam bentuk artikel tertulis yang tersimpan di perpustakaan, halaman web, atau bahkan pakar dalam bidang yang relevan. Tahap investigasi memiliki dua tujuan utama, yaitu: (1) agar peserta didik mencari informasi dan mengembangkan pemahaman yang relevan dengan permasalahan yang telah didiskusikan di kelas, dan (2) informasi dikumpulkan dengan satu tujuan yaitu dipresentasikan di kelas dan informasi tersebut haruslah relevan dan dapat dipahami.Mengembangkan dan Menyajikan hasil Karya / Pertukaran Pengetahuan (Exchange Knowledge)Setelah mendapatkan sumber untuk keperluan pendalaman materi dalam langkah pembelajaran mandiri, selanjutnya pada pertemuan berikutnya peserta didik berdiskusi dalam kelompoknya untuk mengklarifikasi capaiannya dan merumuskan solusi dari permasalahan kelompok. Pertukaran pengetahuan ini dapat dilakukan dengan cara peserrta didik berkumpul sesuai kelompok dan fasilitatornya. Menganalisa dan Mengevaluasi Proses Pemecahan MasalahAnda dapat melakukan evaluasi hasil belajar tentang materi yang telah dipelajari /meminta kelompok presentasi hasil kerjaKemungkinan lain digabung dengan Project Based Learning/ Pembelajaran Berbasis Proyek dengan langkah-langkah sebagai berikut:Penentuan Pertanyaan MendasarAnda menyiapkan penugasan proyek pembelajaran dengan memformulasikan pertanyaan pertanyaanMendesain Perencanaan ProyekProyek pengembangan dapat anda sepakati dengan peserta didik tentang format dan kedalaman serta poin-poin yang akan dinilaiMenyusun JadwalDalam diskusi kelompok peserta didik anda bimbing bagaimana menyelesaikan tugas hingga selesai. Sementara peserta didik mendiskusikan strategi pelaksanaan proyek misal:Siapa melakukan apaTanggal-tanggal proses melaksanakan penyelesaian proyekPeserta didik dari masing-masing kelompok bisa berbagi dan menjelaskan mengapa memilih strategi penyelesaian kegiatan tersebutMemonitor Peserta didik dan Kemajuan ProyekAnda memonitor aktivitas peserta didik selama menyelesaikan proyek dengan menanyakan kemajuan penyelesaian proyek dan hambatan yang dihadapi. Anda dapat melakukannya di kelas pada pertemuan-pertemuan dalam rentang tanggal penyelesaian proyek tersebut. Anda bisa membuka helpdesk secara on-line (media sosial. E-mail atau messanger ) bila memang ada fasilitas tersebutMenguji HasilSetelah menyelesaikan penegrjaan proyek, peserta didik dalam kelompok menyajikan hasil didepan kelas dan menempel hasilnya di mading kelas atau sekolah atau dofoto dan diup-load dihalaman media sosial untuk mendapatkan impanbalik(feedback) dan komentar (comment). Buat penyajian semenarik mungkin sehingga peserta didik merasa senang menyelesaikan proyek iniMengevaluasi PengalamanBimbing peserta didik merefleksikan proses penyelesaian tugas untuk mendapatkan masukan yang konstruktif. Refleksi ini dapat didokumentasi dalam jurnal belajarE. Latihan/Kasus/Tugas. Latihan 1Reading: Read the following text.May divorce mean happier lives for the children?You see, divorce changes childhood- but not necessarily for the worse. Why? Because many children from broken homes go on establish loving relationships with both their parents. It is difficult for children to be party to any ongoing dispute between parents. One child spoke of the “Bermuda Triangle” – the mythical space between the homes of her parents into which socks and schoolbooks, games kit and pencil sharpeners, always seemed to disappear. Another child complained bitterly that one mother refused to let her on the weekends she spent with her dad. They hated being told secrets and carrying messages to and fro between their parents. Worrying about how the kids will be affected by divorce often leads parents into crooked thinking. What matters is overcoming and dealing with those difficulties. In life we are always going to face difficulties and that we should never have problems is not a good way at looking at childhood. Rather than wringing their hands about the harmful effects of splitting up, parents can be positive and look at strategies for dealing with problems that might arise. As a proof, a lot of parents that we interviewed stayed together longer than they should have done though they were so worried about the effect of divorce on their time thinking that any kind of adolescent rebellion was because of the divorce Do you know what we are saying? Well, young people can strive under these circumstances. And that it’s the quality of the relationships that matter. Divorce might be a whole lot better than a really grim family situation. And children can often be extraordinarily happy and contented after their parents divorce. (taken from School Based Curriculum Students English Module For S H S – Xii)Write your answer based on the following questions.What do you think the writer wants in writing this kind of text?Why does he/she state the first paragraph?Is there any relationship between paragraph 2 and paragraph 3? What is it?How about paragraph 4 and 5?What does the writer want to say in the last paragraph?Latihan 2Observe the reading text above and match the words with the given synonym of the following wordsABEstablishRefuseDisappearExtraordinarilyRebellionAffectedStriveSplitDealingDispute1. Set up2. Heated discussion3. Fade away4. Reject5. Divide 6. Influnced7. Sharing out8. Revolt9. Struggle10. AmazinglyLatihan 3Let’s talk about DIVORCE. Give your opinion to the following questions:Do you agree if our parents should get divorced?Can you give your reasons why you agree or disagree?Before you give your answer, make a list of your reasons in a piece of paper!Do you think that the children with their divorced parents will always be broken home? Why or why not?RangkumanMain idea questionsThese kind of questions ask the reader to identify the most important thought in the passage.Main topic questionsTheyusually ask you what the passage is generally “about”.Main purpose questionsThey oftenly ask why an author wrote a passage. The answer choices for these questions usually begin with infinitives.The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not too general when they include ideas outside the scope of the passages.Factual questionsFactual questions ask about explicit facts and details given in the passage. They often contain one of the wh-question words: who, what, when, where, why, how much, and so on.Factual questions often begin with the phrases” According to the passage, …” or “According to the author….” When you see these phrases, you know that the information needed to answer the question is directly stated somewhere in the passage (unlike answers for inference questions).Inference questionsThese questions are not directly provided in the passage. Readers must “read between the lines”. In other words, you must make conclusions based indirectly on information in the passage.Factual questions.To answer factual questions, you have to locate and identify the information that the question asks about. If you are not sure from your first reading where to look for specific answers use the following scanning techniques.8. Reference questions ask what noun (called the referent), a pronoun or some other expression refers to. The correct answer is NOT always the noun that is closest to the pronoun in the passage. Incorrect choices are usually other nouns that appear in the passage. If you are unable to decide immediately which answer is correct, substitute the choices for the word that is being asked about.G. Umpan Balik dan Tindak Lanjut.In order to get the deeper understanding of discussion text in this level, teacher should have a compilation of discussion text with the exercises. Besides, knowinghe shouldIt can ease teacher in preparing classroom material. H. Kunci JawabanLatihan 1Any correct answer is accepted.Latihan 2Set upRejectFade awayAmazinglyRevoltInfluencedStruggleDivideHeated discussionLatihan 3Any correct answer is accepted.Kegiatan Pembelajaran 4Language Expression and ModalityTujuanPeserta dapat meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.Indikator Pencapaian KompetensiMenggunakan ragam bahasa dengan kepantasan, kesopanan, dan atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa tertentuMenetukan modality yang tepat sesuai konteks Uraian MateriSesuai 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:Expressing request, permission, and offer (permohonan, izin, dan penawaran)Expressing sympathy (rasa ikut bersedih) Expressing prohibition (larangan)Expressing invitation(mengundang), accepting (menerima) dan declining (menolak)Expressing suggestion/recommendation/adviceExpressing frustration or annoyanceExpressing unfulfilled or unrealized actions or eventsMasih banyak ungkapan lain yang bisa digunakan. Anda dapat mencari ungkapan-ungkapan tersebut dengan membaca beberapa teori tentang hal itu dari sumber-sumber yang lain.Contoh:Expressing greetingUngkapan greeting biasa dipakai jika bertemu dengan seseorang baik yang sudah dikenal sebelumnya atau yang baru pertama bertemu. Beberapa contoh ungkapan yang bisa dipakai antara lain;Hi, can I help you?Hello, how are you doing?Good morning, good afternoon, good evening.Hi, it is nice to see you here.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 dibawah 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?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.Perhatikan table berikut untuk mempelajari kata-kata yang mempunyai fungsi hampir sama.Polite requestCan/Could/May/MightCan/Could/WouldCould I get a price list, please?Would you drop off the flowers tomorrow, pleasePermissionMay/Might/Can/Could(Asking for permission)May/Can/Can’t/Could(Giving or refusing permission)May I use your computer, please?You can attend Mr. Tom’s lecture even if you don’t like his subject.OffersCan/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 295Berikut 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?Catatan khususRequestDalam 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?Expressing SympathyUngkapan 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.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.Expressing ProhibitionUntuk 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’tExpressing invitationKetika Anda ingin mengundang seseorang kesuatu 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 meThe movie “The Boy in the Stripped Pijamas” will be released in cinemas tonight, would you like to come with me there?ContohLudi Invites Maya to go to a MovieLudi? :? 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.Accepting an InvitationUntuk menerima suatu undangan Anda dapat menggunakan ungkapan yang ada pada contoh dibawah ini;That’s a good idea.I’d love to. What time shall we go?That sounds nice.Okay, I’ll go with youThat’s great. I can’t wait to goContoh: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.Declining an InvitationJika Anda ingin menolak suatu undangan jangan lupa untuk memberikan alasanThat’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.ContohTika: 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…Expressing suggestion/adviceBerikut 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.Expressing frustration or annoyanceUntuk 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 he reception outside, it has to rain.ModalityDari contoh-contoh ungkapan diatas Anda dapat mengenali penggunaan modal. Di antaranya adalah;CanWillMustShallCan’t WouldCould 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.Berikut adalah contoh-contoh dialog dengan bentuk modal di dalamnyaDialog 1A: 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 2A: 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.Dialog 3A: 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 4A: 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 5A: 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 6A: 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.Dialog 7A: Let’s go shopping. I have got quite a number of things to buy, and I believe I?can getthem 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.AktifitasPembelajaranDalam 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 sebelumnyaLatihan/Tugas/KasusThe following exercises refer to the previous theory of language expressions given.Exercise 1Mention the various kinds of language expressions known beyond the laguage expressions you learned in this section!Give example in the form of dialog the language expression you found!Read carefully the following dialogs:Dialog 1Amin: 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 1The expressions used on dialog 1 are ...Write Modal Verbs found on dialog 1 above!Dialog 2Asti: 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 physicalAnswer the following questions based on dialog 2The expressions used on dialog 1 are ...Write Modal Verbs found on dialog 1 above!Exercise2Choose the right answer by crossing (X) A, B, C, D, or E!Inta: 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…congratulation.unbelieve.C. surprise.D. believe.E. shock.Irham: Hi. I heard that you’ve been accepted in one of the best school in townYuli: 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…compliment.C. agreement.E. surprise.congratulation.D. like.Isfa: Congratulation, Vika! You’re really the best Javanese dancer.Vika: No, not at all. I just want to share what I know.The underlined expression means that Vika….can’t deny thatD. wanted to say that Isfa was wrongdidn’t believe IsfaE. really wished to become a good agreed with Isfa dancer Suci: Hey you look nice with that dress. Ami: Thanks. I made it by myself.Suci: Really. What a wonderful dress. You are such a talented tailorThe underlined sentence in the dialogue above shows the expression of…like D. giving attention C. ComplementgratitudeE. PleasureBintang: Sorry, I came late.Firda: You look pale. What’s the matter with you?Bintang: My head is a little bit dizzy.Firda: That’s bad. I’m sorry for asking you to come. Should I take youto see a doctor?Bintang:________________________The suitable expression to complete the dialogue is …Sorry, I can’t.Thanks for your help.Are you sure about it?That’s a terrible thing.No, thanks. I’ll be just fine.Mirna: What’s wrong with you? You look unhappy today.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 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 encouragementD. asking suggestionB. warning his sonE. giving opinion C. praising his sonThe following text is used to answer no. 8, 9, and 10SchoolI 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 allAt 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, 2005The modal verb which indicates ability is found in ...Paragraph one and twoD. Paragraph three and fourParagraph one and threeE. Paragraph two and threeParagraph two and fourThe followings are the function of modal verbs which is found in the text except ...Expressing possibilityD. Expressing abilityExpressing invitationE. Expressing necessityExpressing suggestion The modal verb of “can” can be used to express ...Ability, offer, invitation, possibility, necessityAbility, offer, invitation, possibility, prohibitionAbility, offer, invitation, possibility, acceptanceAbility, offer, invitation, possibility, refusalAbility, offer, invitation, possibility, suggestionF. RangkumanSesuai 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:Expressing request, permission, and offer (permohonan, izin, dan penawaran)Expressing sympathy (rasa ikut bersedih) Expressing prohibition (larangan)Expressing invitation(mengundang), accepting (menerima) dan declining (menolak)Expressing suggestion/recommendation/adviceExpressing frustration or annoyanceExpressing unfulfilled or unrealized actions or eventsG. Umpan Balik dan Tindak LanjutCocokkan jawaban di atas dengan kunci jawaban yang ada di bagian akhir modul ini. Ukurlah tingkat penguasaan materi kegiatan belajar 1 dengan rumus sebagai berikut :Tingkat penguasaan latihan 1 = (Jumlah jawaban benar : 6 ) x 100 %Tingkat penguasaan latihan 2 = (Jumlah jawaban benar : 10) x 100 %Tingkat penguasaan latihan 3 = (Jumlah jawaban benar : 7) x 100 %Arti tingkat penguasaan yang diperoleh adalah :Baik sekali= 90 – 100 %Baik???????????????? =?80 – 89 %Cukup???????????? =?70 – 79 %Kurang??????????? =?? 0 – 69 %Bila tingkat penguasan mencapai 80 % ke atas, silakan melanjutkan ke Kegiatan Belajar 2. Bagus. Namun bila tingkat penguasaan masih di bawah 80 % harus mengulangi Kegiatan Belajar 1 terutama pada bagian yang belum dikuasai.H. Kunci JawabanExercise 1Giving adviceAsking and giving opinionShowing careShowing complimentCongratulatingDialogue 1offering somethingought toDialogue 2Showing inability, showing careCan, can’t, mustExercise 2ABDCEDCBBCPENUTUPAnda telah berhasil menyelesaikan tugas membaca dan memahami materi yang disajikan di modul kelompok kompetensi G Bahasa Inggris SMP ini. Pengetahuan, keterampilan yang didapat hendaknya bisa dipraktikkan dalam menunaikan tugas melaksanakan pembelajaran sehari-hari. Di atas langit masih ada langit adalah ungkapan yang tepat agar kita tidak mudah puas akan sebuah prestasi. Selalu meningkatkan kualitas diri adalah hal bijaksana agar kita bisa terus untuk memberikan karya prestasi yang maksimal. DAFTAR PUSTAKAA. J. Thomson &A. V. Martinet. 1986.A Practical English Grammar, 4th edition Oxford University Press.Abdulrahman, Sarah Aububaker. 2014. EFL Students Errors in Differentiating Between Adjectives and Nouns in Usage. Paper. 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