Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
43 Adapted with some changes from Hand Out No 1 of ― Text-linguistics for
students of translation ― of King Saud University.
2. Expressing idea in a sentence : Simple, compound and complex sentence:
Sentences: Simple, Compound, and Complex
A common weakness in writing is the lack of varied sentences. Becoming aware of three general types of sentences--simple, compound, and
complex--can help you vary the sentences in your writing. The most effective writing uses a variety of the sentence types explained
below.
1. Simple Sentences
A simple sentence has the most basic
elements that make it a sentence: a subject, a verb, and a completed
thought.
Examples of simple sentences include the following:
1. Joe waited for the train. Joe = subject, waited = verb
2. The train was late. The train = subject, was = verb
3. Mary and Samantha took the bus. Mary and Samantha = compound subject, took = verb
4. I looked for Mary and Samantha at the bus station. I = subject, looked = verb
5. Mary and Samantha arrived at the bus station early but waited until noon for the bus.
Mary and Samantha = compound subject, arrived and waited = compound verb
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Tip: If you use many simple sentences in an essay, you should consider
revising some of the sentences into compound or complex sentences explained below.
The use of compound subjects, compound verbs, prepositional phrases such as at the bus station, and other elements help lengthen simple
sentences, but simple sentences often are short. The use of too many simple sentences can make writing choppy and can prevent the writing
from flowing smoothly.
A simple sentence can also be referred to as an independent clause. It
is referred to as independent because, while it might be part of a compound or complex sentence, it can also stand by itself as a complete
sentence.
2. Compound Sentences
A compound sentence refers to a sentence made up of two independent
clauses or complete sentences connected to one another with
a coordinating conjunction. Coordinating conjunctions are easy to
remember if you think of the words FAN BOYS:
For
And
Nor
But
Or
Yet
So Examples of compound sentences include the following:
1. Joe waited for the train, but the train was late. 2. I looked for Mary and Samantha at the bus station, but they arrived at
the station before noon and left on the bus before I arrived.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
45
3. Mary and Samantha arrived at the bus station before noon, and they
left on the bus before I arrived.
4. Mary and Samantha left on the bus before I arrived, so I did not see
them at the bus station.
Tip: If you rely heavily on compound sentences in an essay, you should
consider revising some of them into complex sentences explained below. Coordinating conjunctions are useful for connecting sentences, but
compound sentences often are overused. While coordinating conjunctions can indicate some type of relationship between the two independent
clauses in the sentence, they sometimes do not indicate much of a relationship. The word and, for example, only adds one independent
clause to another, without indicating how the two parts of a sentence are logically related. Too many compound sentences that use and can
weaken writing. Clearer and more specific relationships can be established through the
use of complex sentences.
3. Complex Sentences
A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A dependent clause is similar
to an independent clause, or complete sentence, but it lacks one of the elements that would make it a complete sentence.
Examples of dependent clauses include the following:
because Mary and Samantha arrived at the bus station before noon
while he waited at the train station
after they left on the bus
Dependent clauses such as those above cannot stand alone as a
sentence, but they can be added to an independent clause to form a complex sentence.
Dependent clauses begin with subordinating conjunctions. Below are
some of the most common subordinating conjunctions:
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
after
although
as
because
before
even though
if
since
though
unless
until
when
whenever
whereas
wherever
while A complex sentence joins an independent clause with one or more
dependent clauses. The dependent clauses can go first in the sentence, followed by the
independent clause, as in the following:
Tip: When the dependent clause comes first, a comma should be used to
separate the two clauses. 1. Because Mary and Samantha arrived at the bus station before noon, I
did not see them at the station. 2. While he waited at the train station, Joe realized that the train was late.
3. After they left on the bus, Mary and Samantha realized that Joe was waiting at the train station.
Conversely, the independent clauses can go first in the sentence, followed by the dependent clause, as in the following:
Tip: When the independent clause comes first, a comma should not be
used to separate the two clauses. 1. I did not see them at the station because Mary and Samantha arrived at
the bus station before noon. 2. Joe realized that the train was late while he waited at the train station.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
47 3. Mary and Samantha realized that Joe was waiting at the train station
after they left on the bus. Complex sentences are often more effective than compound sentences
because a complex sentence indicates clearer and more specific relationships between the main parts of the sentence. The word before,
for instance, tells readers that one thing occurs before another. A word such as although conveys a more complex relationship than a word such
as and conveys.
The term periodic sentence is used to refer to a complex sentence
beginning with a dependent clause and ending with an independent clause, as in While he waited at the train station, Joe realized that the train was
late. Periodic sentences can be especially effective because the completed
thought occurs at the end of it, so the first part of the sentence can build up to the meaning that comes at the end.
Taken from : http:www2.ivcc.eduramboeng1001sentences.htm
3. Expressing ideas in a paragraph.
Paragraphs and Topic Sentences
A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is
longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay
begin and end, and thus help the reader see the organization of the essay and grasp its main points.
Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a
general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into
categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One
of the most important of these is a topic sentence.
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4. Topic Sentences
A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic
sentence has several important functions: it substantiates or supports an essay‘s thesis statement; it unifies the content of a paragraph and directs
the order of the sentences; and it advises the reader of the subject to be
discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and
perspective of the paragraph. That‘s why it‘s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however,
it‘s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or
one providing background information. Although most paragraphs should have a topic sentence, there are a few
situations when a paragraph might not need a topic sentence. For example, you might be able to omit a topic sentence in a paragraph that narrates a
series of events, if a paragraph continues developing an idea that you introduced with a topic sentence in the previous paragraph, or if all the
sentences and details in a paragraph clearly refer —perhaps indirectly—to a
main point. The vast majority of your paragraphs, however, should have a topic sentence.
Paragraph Structure
Most paragraphs in an essay have a three-part structure —introduction,
body, and conclusion. You can see this structure in paragraphs whether they are narrating, describing, comparing, contrasting, or analyzing
information. Each part of the paragraph plays an important role in communicating your meaning to your reader.
Introduction: the first section of a paragraph; should include the topic
sentence and any other sentences at the beginning of the paragraph that give background information or provide a transition.
Body: follows the introduction; discusses the controlling idea, using facts,
arguments, analysis, examples, and other information.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
49
Conclusion: the final section; summarizes the connections between the
information discussed in the body of the paragraph and the paragraph‘s controlling idea.
5. Coherence
In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a
paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties
between old information and new information to make the structure of ideas or arguments clear to the reader.
Along with the smooth flow of sentences, a paragraph‘s coherence may also be related to its length. If you have written a very long paragraph, one
that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original
paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short only one or two sentences, perhaps, you may
need to develop its controlling idea more thoroughly, or combine it with another paragraph.
A number of other techniques that you can use to establish coherence in paragraphs are described below.
Repeat key words or phrases. Particularly in paragraphs in which you
define or identify an important idea or theory, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together
and help your reader understand your definition or description.
Create parallel structures. Parallel structures are created by constructing
two or more phrases or sentences that have the same grammatical structure and use the same parts of speech. By creating parallel structures
you make your sentences clearer and easier to read. In addition, repeating a pattern in a series of consecutive sentences helps your reader see the
connections between ideas. In the paragraph above about scientists and the sense of sight, several sentences in the body of the paragraph have
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been constructed in a parallel way. The parallel structures which have
been emphasized help the reader see that the paragraph is organized as
a set of examples of a general statement.
Be consistent in point of view, verb tense, and number. Consistency in
point of view, verb tense, and number is a subtle but important aspect of coherence. If you shift from the more personal you to the impersonal
―one,‖ from past to present tense, or from ―a man‖ to ―they,‖ for example, you make your paragraph less coherent. Such inconsistencies can also
confuse your reader and make your argument more difficult to follow.
Use transition words or phrases between sentences and between paragraphs. Transitional expressions emphasize the relationships
between ideas, so they help readers follow your train of thought or see connections that they might otherwise miss or misunderstand. The
following paragraph
shows how
carefully chosen
transitions CAPITALIZED lead the reader smoothly from the introduction to the
conclusion of the paragraph.
I don‘t wish to deny that the flattened, minuscule head of the large-bodied stegosaurus houses little brain from our subjective, top-heavy perspective, BUT I
do wish to assert that we should not expect more of the beast. FIRST OF ALL, large animals have relatively smaller brains than related, small animals. The
correlation of brain size with body size among kindred animals all reptiles, all mammals, FOR EXAMPLE is remarkably regular. AS we move from small to large
animals, from mice to elephants or small lizards to Komodo dragons, brain size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow faster
than brains, AND large animals have low ratios of brain weight to body weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we have no
reason to believe that large animals are consistently stupider than their smaller relatives, we must conclude that large animals require relatively less brain to do as
well as smaller animals. IF we do not recognize this relationship, we are likely to underestimate the mental power of very large animals, dinosaurs in particular.
Stephen Jay Gould, ―Were Dinosaurs Dumb?‖
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51
Some Useful Transitions
modified from Diana Hacker, A Writer’s Reference
To show addition:
again, and, also, besides, equally important, first second, etc., further, furthermore, in addition, in the first place, moreover, next, too
To give examples:
for example, for instance, in fact, specifically, that is, to illustrate
To compare:
also, in the same manner, likewise, similarly
To contrast:
although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still,
though, yet
To summarize or conclude:
all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up
To show time:
after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then,
thereafter, until, when, while
To show place or direction:
above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left north, etc.
To indicate logical relationship:
accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus
‘.
Produced by Writing Tutorial Services, Indiana University, Bloomington, taken from : http:www.indiana.edu~wtspamphletsparagraphs.shtml
A
TYPICAL EXPOSITORY PARAGRAPH STARTS WITH A CONTROLLING IDEA OR CLAIM
, which it then explains, develops, or supports with evidence. Paragraph sprawl occurs when digressions are introduced into an otherwise focused and
unified discussion. Digressions and deviations often come in the form of irrelevant details or shifts in focus.
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When I was growing up, one of the places I enjoyed most was the cherry tree in the back yard. Behind the yard was an alley and then
more houses. Every summer when the cherries began to ripen, I used to spend hours high in the tree, picking and eating the sweet,
sun-warmed cherries. My mother always worried about my falling out of the tree, but I never did. But I had some competition for the
cherries — flocks of birds that enjoyed them as much as I did and
would perch all over the tree, devouring the fruit whenever I wasnt there. I used to wonder why the grown-ups never ate any of the
cherries; but actually when the birds and I had finished, there werent many left.
Read the following text.
Irrelevant Details
No sentence is completely irrelevant to the general topic of this paragraph the cherry tree, but the sentences Behind the yard was an
alley and then more houses and My mother always worried about my falling out of the tree, but I never did do not develop the specific idea in
the first sentence: enjoyment of the cherry tree. It is a fact that capital punishment is not a deterrent to crime.
2
Statistics show that in states with capital punishment, murder rates are the same
or almost the same as in states without capital punishment.
3
It is also true that it is more expensive to put a person on death row than in life
imprisonment because of the costs of maximum security.
4
Unfortunately, capital punishment has been used unjustly.
5
Statistics show that every execution is of a man and that nine out of ten are black.
6
So prejudice shows right through.
Once again, no sentence in this paragraph to the left is completely irrelevant to the general topic capital punishment, but the specific focus
of this paragraph shifts abruptly twice. The paragraph starts out with a
clear claim in sentence 1: It is a fact that capital punishment is not a
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
53
deterrent to crime. Sentence 2 provides evidence in support of the initial
claim: Statistics show that in states with capital punishment, murder rates are the same or almost the same as in states without capital
punishment. Sentence3, however, shifts the focus from capital
punishment as a deterrent to crime to the cost of incarceration: It is also true that it is more expensive to put a person on death row than in life
imprisonment because
of the
costs of
maximum
security. Sentence 4 once again shifts the focus, this time to issues of
justice:Unfortunately, capital
punishment has
been used
unjustly. Sentences 5 and 6, Statistics show that every execution is of a
man and that nine out of ten are black and So prejudice shows right through, follow from 4 if one believes that executing men and blacks is in
fact evidence of injustice and prejudice. More importantly, however, we are now a long way off from the original claim, that capital punishment
does not deter crime. The focus has shifted from deterrence to expense to fairness
D.Aktifitas Pembelajaran
Exercise 1: Try to write only a topic sentence for this paragraph.
I hate lie. I always try not to tell lies and I want that from my friends, too. I think it is the most important behavior. I can believe everything my friends say. In addition, a
good friend must say his ideas to me firstly. I mean, he shouldnt talk about me with other people. Especially about the bad thing, he doesnt have to talk because it
might be wrong. Secondly, a good friend must help me. He must do his best. He should ask help from me too. If we solve problems together, our friendship will be
better and it will become stronger. Thirdly, the talking time is important. I can talk with my friends for a long time, and during that time I must be happy. Thats why we
should like the same things. In conclusion, trust is the basics of a friendship.
Exercise 2.Write your topic sentence in the box. A good friend is a person who doesnt tell me lies, who helps me and let me
help him, and who I can talk to in trust.
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Exercise 3. Read the information below
Development of the ideas: It means that every idea discussed in the
paragraph should be adequately explained and supported through evidence and examples.
We generally believe that people would easily understand us when we write. Unfortunately, our use of language may not be perfect and our ideas may be
different. If we want our ideas to be understood, we need to explain them and give specific examples of each. Listing our ideas is never enough. See the
example below: Exercise 4: list the ideas from the following paragraph and read the
explanation below
.
First of all, a friend mustnt tell lie. He must always tell me the truth and he must be honest because if there is honesty between two friends, their
relationship will last until death. In addition to honesty, helping or being near a friend on a bad day is very important. Another point to consider is that he
must criticize me if I make a mistake.
If we list the ideas, here is what we get: A friend must:
not tell a lie
be there for him on a bad day
criticize when necessary The list and the paragraph are the same length because the ideas in the
paragraph are also listed without explanation. This means, the ideas are not developed. It also lacks a topic sentence. Let‘s write the paragraph again
creating a topic sentence and some explanation of the ideas provided.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
55 Exercise 5.Lets read the original student paragraph below and read the
explanation:
Friends play a great role in our lives. They effect our lives negatifly or positifly. We should choose them very carefully. First,
we can look at his behaviors. If it is OK, no problem but if it is not, we cant become a Kanka. After that, we can look at his activities. It is very
important to do something together. We must beware of people who has bad habits such as smoking, bad speaking, etc. Some people dont
think so but I think finally we should look at his phsical aparians because if you have diffirentphsical aparianse than him, you cant be relaxable.
For example if you are taller than him, this generally does unrelaxable to him. As a consequently, it is very important to choose a friend according
to your especialities.
Here it is the discusson. First of all, negatif and positif are written in Turkish or almost in Turkish
pozitif. We, Turkish learners of English, generally make this mistake both in writing and in speaking consider psychology, sociology. We may have
similar words in both languages; however, we must pay attention to their spellings and pronunciations.
Secondly, Kanka is a Turkish word. It is correct to highlight it either by using double quotations or writing in italics, but does this explain what Kanka
means? Do all of us including foreign instructors reading this writing need to know this word which is used mostly by teenagers? It is common practice to
use foreign words or expressions. If we use them, we need to make ourselves clear by explaining their meanings.
Thirdly, we see many misspelled words. We can deduce what they are but do we have to? Unless we write words correctly, we cannot expect others to
understand us. This attitude This is how I write talk. If they want to understand me, they should get used to my style would not help anyone, and
should not be.
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Now, lets get rid of the Turklish in the sample paragraph and write it again, without changing the meaning much.
http:www.buowl.boun.edu.trstudentsParagraph20Writing20Exercises.htmLack_of_Thesis_Statement
Exercise 6.Read the text and define the coherence.
Coherence: It means that the sentences should be organized in a logical
manner and should follow a definite plan of development. Exercise 7. Read the original student paper and
I live in a house in Izmit. It isnt old or modern. Its a normal Turkish house. We can say it is near the sea. It takes about 10 minutes to go to the
sea side on foot. We have one bedroom, one living room. We also have two other rooms, too. We use them as a dining room. Naturally, we have a
kitchen, a bathroom, and a toilet. I live with my parents. And our house has a little garden; my parents spend their time there to grow vegetables and fruit.
Here it is the explanation. First, lets see the order of the ideas:
1. Where the house is 2. Type of the house
3. The location 4. The rooms in the house
5. The fact that he lives with his parents 6. The garden
The paragraph is well organized until he says he lives with his parents. It looks like this idea interrupted his description of the house. It should be put
somewhere else in the paragraph.
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57
Exercise 8. Read the explanation below and get the point of the text. Coherence and Unity
Coherence refers to a certain characteristic or aspect of writing. Literally, the word
means to stick together. Coherence in writing means that all the ideas in a paragraph flow smoothly from one sentence to the next sentence. With coherence,
the reader has an easy time understanding the ideas that you wish to express. Consider the paragraph below:
Exercise 9.Read the explanation about Major Connectors Major Connectors
Look at the words in bold font. Do you see how they help guide the reader? For example, consider the words, First, Second, andThe third amazing feature. We
can call these words major connectors. Major connectors help organize the main parts of your paragraph. This paragraph has three main parts: 1 a part about the
Wheaton River, 2 a part about Wheaton Hill, and 3 a part about the Big Old Tree.
My hometown is famous for several amazing natural features. First, it is
noted for the Wheaton River, which is very wide and beautiful. On either
side of this river, which is 175 feet wide, are many willow trees which
have long branches that can move gracefully in the wind. In autumn the
leaves of thesetrees fall and cover the riverbanks like golden snow. Second, on the other side of the town is Wheaton Hill, which is
unusual because it is very steep. Even though it is steep,
climbing this hill is not dangerous, because there are some firm rocks
along the sides that can be used as stairs. There are no trees
around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This
tree stands two hundred feet tall and is probably about six hundred years
old. These three landmarks are truly amazing and make my hometown
a famous place.
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Another way of saying this is that this paragraph has three main points which are
indicated by the major connectors. Using such major connectors is an important way of providing coherence in a paragraph.
Exercise 10. Read the explanation about Minor Connectors. What about the other words in bold, such as those appearing in the phrases
these trees and this hill? We can call these minor connectors. Minor connectors
provide coherence to a paragraph by connecting sentences within each of the main parts of your paragraph. That is, when you write about your main points, you can
use minor connectors to link your details to each main point. Now, look at this paragraph. Can you identify the main points?
Each of the U.S. manned space exploration projects had specific major goals. The Mercury project was designed to test whether or not human beings
could survive and function in outer space. The Mercury project tested rockets with the new Mercury space capsule, which could hold one person. The Gemini
project was intended to find out whether two people could work in the weightless environment of space. Gemini astronauts took spacewalks. They
floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini astronauts tried out new flying skills. Some astronauts flew two
spacecraft extremely close together; this procedure was called rendezvous. On some Gemini flights, astronauts physically linked two spacecraft together.
Linking, or space docking, was a major goal of the Gemini program. The Apollo project, with three astronauts, was intended to test spacecraft and skills
so that people could actually fly to the Moon and land on it. Performing scientific experiments on the lunar surface and collecting rocks for study on
Earth were goals.
Was this paragraph a little confusing to read? Now consider the same paragraph with a few changes:
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
59 Each of the U.S. manned space exploration projects had specific
major goals. For example, the Mercury project was designed to test whether or not human beings could survive and function in outer space. In
addition, the Mercury project tested rockets with the new Mercury space capsule, which could hold one person. As another example, the Gemini
project was intended to find out whether two people could work in the weightless environment of space. One way of doing this was by having
Gemini astronauts take spacewalks. That is, they floated outside their spacecraft in a spacesuit, connected to it by a tether. Gemini
astronauts alsotried out new flying skills.For example, some astronauts flew two spacecraft extremely close together; this procedure was called
rendezvous. On some Gemini flights, astronauts physically linked two spacecraft together. This linking, or space docking, was a major goal of
the Gemini program. Finally, the Apollo project, with three astronauts, had the goal of testing spacecraft and skills so that people could actually fly to
the Moon and land on it. Other goals includedperforming scientific experiments on the lunar surface and collecting rocks for study on Earth.
Do you see which of the connectors above are major and which are minor?
The major ones are For example in the second sentence, which introduces the first
supporting point the Mercury program; As another example, which begins the second main point the Gemini program; and the word Finally, which introduces
the third and last main point the Apollo moon program. In the paragraph above, all of the major connectors are underlined.
As for the minor connectors, we can divide them into three groups. The first group
of minor connectors provides coherence for the first main point the Mercury program. There is only one minor connector in this first group, In addition, although
it is possible to have more than one, depending on how many details you have to support your first main point.
The second group of minor connectors consists of That is, also, and also the phrase For example in the sentence, For example, some astronauts... Notice that
this last minor connector is the same as the major connector at the beginning of the
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paragraph. However, the function of each is different, depending on the meaning of the sentences.
The third group of minor connectors in this particular paragraph also has one member, which is Other goals included....
Here is a table of a few common connectors also called transitions:
For example, For instance,
One example of this is
First, Second, Third, etc.
As another example, Another example of
[xxx] is that Finally,
In conclusion, To summarize,
On the one hand, On the other hand,
However, ..., but...also
Paragraph Unity Unity is a very important characteristic of good paragraph writing. Paragraph unity
means that one paragraph is about ONLY ONE main topic. That is, all the sentences -- the topic, supporting sentences, the detail sentences, and sometimes
the concluding sentence -- are all telling the reader about ONE main topic. If your paragraph contains a sentence or some sentences that are NOT related to the main
topic, then we say that the paragraph lacks unity, or that the sentence is off- topic.
Look at the following paragraph, which is similar to the paragraph that we have studied above. Does it have perfect unity? Try to find the sentence that is off-topic:
Each of the Russian manned space exploration projects had specific major goals. For example, the Vostok project was designed to test whether or not human
beings could survive and function in outer space. For another example, the Voshkhod project was intended to find out whether people could work in the
weightless environment of space. One Voshkhod cosmonaut experimented with weightlessness by taking a spacewalk. That is, he floated in a spacesuit outside
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
61 his Voshkhod spacecraft, connected to it by a tether. The cosmonaut to do this was
Alexei Leonov. Several weeks later, Leonovs spacewalk was followed by that of U.S. astronaut Ed White. Finally, the Soyuz project, with three cosmonauts, had
goals of testing spacecraft and spaceflight skills so that people could fly long missions in Earth orbit.
This paragraph is generally good, but the sentence, Several weeks later, Leonovs spacewalk was followed by that of U.S. astronaut Ed White, does not have anything
to do with the major goals of the various Russian space projects. That is, it is an off- topic sentence, so we can say that the paragraph somewhat lacks unity. In order to
improve the paragraph, we should omit this sentence, even though it is historically accurate.
Taken from : http:lrs.ed.uiuc.eduStudentsfwalterscohere.html
E. Latihan Kasus Tugas
Aktivitas pembelajaran
berikut ini
memberikan anda
pengalaman membedakan teks dan non-teks sekaligus mengasah keterampilan ada dalam
mengungkapkan gagasan dalam kalimat dan paragraf.
Activity 1: DIFFERENTIATING TEXT AND NON-TEXT
In the previous session, you have learned the definition of text and non-text. These following activities will help you understanding more about text and non-
text.Read them enjoyfully and make a shot summary about text and non text. Give three examples for each text and non text.
Stage 1 Observing text and non-text
Look at these following pictures What do the pictures mean? In which situation can you understand the meaning?
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Figure 1 gambar –gambar teks dan non teks
Read these following sentences What do the sentences mean? 私は学生です。
Soy un estudiante. मंप़ताह ं। Я
н .
If you can totally understand the meaning, you find a text If you can not understand the meaning, it means that you find a non-text
Untuk mengecek pemahaman anda, kerjakan Exercise 1
Stage 2 Asking and Exploring textnon-text
Find out many things that can be categorized as text and non-text Give the reasons why you can say the things you find as text and non-text
Discuss with your friends To check your understanding, please do the exercises
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
63
Activity 2 : EXPRESSING IDEAS IN A SENTENCE
In the previous session, you have learned that something can be a text if it is meaningful and put in certain situation. These following activities will
help you expressing your ideas in a sentence or sentences. Read the instruction and make them done.
Stage 1 Observing Pictures
To express your ideas, you need something to represent your ideas. Observe these pictures that guide you to make a sentence or sentences
Write down a word below each picture
... ...
... ...
Figure 2 gambar- gambar teks dan non teks 2
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Stage 2 Asking and Exploring The Details
Using the pictures and the words in the stage 1, make the details of each picture Look at the following example
watermelon : red, fruit, fresh
Stage 3 Writing Sentences
Based on the detail of each word you have made in the stage 2, make the sentences Study the following example
Detail watermelon: red, fruit, fresh
Sentences red: I like red watermelon
fruit: It is a fruit which is rich of Vitamin A. fresh: The farmers bring the fresh watermelon to the market.
Agar anda dapat mengungkapkan gagasan dalam kalimat dengan lebih baik, Exercise 2 dapat anda kerjakan
Activity 3 : EXPRESSING IDEAS IN A PARAGRAPH
You have been able to express ideas in word and sentence. Now you will
make a paragraph. Read the explanation and make some summary. Stage 1 Determining a main idea
In Activity 2 you have expressed ideas in sentences. To write a paragraph, you need to define your main ideas.
Stage 2 Making an outline of paragraph
you make an outline consisting the detail of your main idea. Your main idea is reflected in your main sentence. Then, your detail will be your
supporting sentences. Look at the example Outline Example
Main idea: watermelon Supporting idea: red, fruit, fresh
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
65 Sentence Example
Watermelon: Watermelon is my favourite fruit red: I like red watermelon
fruit: It is a fruit which is rich of Vitamin A. fresh: The farmers bring it fresh.
Paragraph Example Watermelon is my favourite fruit. I like red watermelon. It is a fruit is rich
of Vitamin A. The farmers bring it fresh. Pada kegiatan pembelajaran 2 ini, disajikan materi tentang fungsi sosial,
struktur teks, dan unsur kebahasaan yang harus dikuasai dalam mempelajari teks notice, announcement, dan letter.
JenisTeks Text Types
FungsiSosial Social
Function StrukturTeks
Generic Structure Ciri
Kebahasaan Language Features
Notice
prohibition, caution,
guidance, informational
notice Melarang,
memberi peringatan,
panduan, danpemberitahu
aninformasi Judul title
Keterangan explanation
Kalimatimperatif, positifdannegatif
Positive and negative Imperative
sentencesmisalnya: caution: watch your
step, No Smoking, dsb.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
JenisTeks Text Types
FungsiSosial Social
Function StrukturTeks
Generic Structure Ciri
Kebahasaan Language Features
Announcement Memberiinforma
sitentangsuatua caraatauperistiw
a event or ocassion
Pembuka judul Pengumumanopening
title Isi Pengumuman
content; Penutupclosing
Kosakataterkaitdenga nkejadian, peristiwa,
danhari-haripenting Kalimatimperatifpositif
dannegatif positive and negative
imperative sentences Penggunaan nominal
singular dan plural denganatautanpaa
an, the, this, those, my, their, dsb.
Letter
personal letter, formal
letter
Memberipesans ecaratertulistent
angsuatuinform asi,
maksud,atauber bagaihal
Head Salutation
Introduction Body
Closing Signature
harusdicantumkanda lammenulissuratres
mi formal letter
Present tenses
simple present tense, present continuous,
present perfect tense
Past tense
Table 1 .Beragam jenis teks dan karakteristiknya masing- masing
Activity 4. Read the following explanation and make some summary. Teks Fungsional Pendek Short Functional Text
Teks fungsional pendek Short Functional Textadalah teks pendek yang yang berisi perintah, larangan, panduan, informasi, dan pesan tertentu
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
67 baik secara resmi maupun tidak resmi yang sering kita temukan dalam
kehidupan sehari-hari. Teks fungsional pendek dapat kita temui di tempat- tempat umum public places dalam bentuk larangan prohibition,
peringatan caution, panduan guidance, undangan invitation, Kartu Ucapan Greeting Cards, pesan pendek short message, daftar belanja
shopping list,dan informasi lain yang mengandung makna dan digunakan dalam komunikasi sehari-hari.
Pada modul ini akan diulas secara singkat tentang teks fungsional pendek berbentuk notice, announcement, dan letter.
1. NOTICE
Notice adalah teks fungsional pendek short functional text yang berfungsi untuk memberikan larangan, peringatan, panduan instruksi,
informasi serta ajakan kepada publik agar mentaati dan mengikutinya. Notice dapat berupa tanda symbol atau tulisan yang bermakna
peringatan atau pengumuman. Ada beberapa jenis teks fungsional berbentuk notice yang banyak
ditemui ditempat tempat umumseperti di rumah sakit, sekolah, jalanan, pusat perbelanjaan, toko buku, tempat rekreasi, hotel, dsb.
a. Prohibition
Prohibition larangan dimaksudkan untuk memberikan peringatan
kepada publik untuk tidak melakukan sesuatu.
Biasanya prohition banyak ditemukan di tempat-tempat umum seperti di taman, rumah sakit, lembaga pemerintahan, pusat
rekreasi, dsb. Di bawah ini contoh prohibition dalam bentuk gambar atau simbol:
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Sumber:http:ziamel.blogspot.co.id
Sumber:http:ninasofianaishaq-life.blogspot.co.id
Sumber:http:es.all-free-download.comvectores-gratisvector-miscelaneos
b. Caution
Caution peringatan dimaksudkan untuk memberi peringatan kepada publik untuk berhati-hati dalam melakukan atau
menangani sesuatu. Caution peringatan sering ditemukan di tempat-tempat umum
seperti di rumah sakit, gedung-gedung perkantoran, dsb. Selain itu, caution juga biasa kita temukan pada perangkat elektronik,
pemadam kebakaran, dan perangkat umum lainnya yang memerlukan penanganan khusus. Apabila pengguna jasa alat
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
69 tidak mengindahkan peringatan ini, maka akan terjadi kerusakan
pada alat bahkan cedera pada penggunanya. Berikut ini contoh caution dalam bentuk gambar atau simbol:
Sumber:https:nurinuryani.wordpress.com
Sumber: http:catatancallysta.blogspot.co.id
Sumber: http:1.bp.blogspot.com
Figure 3 beragam signs dan symbols c. Informational notice
Informational notice pemberitahuan informasibertujuan untuk memberikan informasi yang akurat tentang suatu hal. Seperti
halnya caution, Informational notice sering kita temukan di tempat umum seperti bandara, stasiun kereta api, terminal, hotel, pusat
pertokoan, dsb. informational notice dapatberbentuk lisan, misalnya informasi tentang keberangkatan departure dan
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
kedatangan arrival di bandara, jadwal keberangkatan kereta api bus, berita kehilangan dan penemuan lost and found, dsb.
Berikut ini adalah beberapa contoh informational notice:
https:estriani.files.wordpress.com
http:2.bp.blogspot.com
Figure 4 beragam notice
sumber: http:www.belajarbahasainggrisku.com
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
71 Selain berupa gambar atau simbol, notice sering kali kita temui dalam
bentuktulisan. Berikut ini contoh notice dalam bentuk tulisan:
Activity 6. Choose 5 pictures above randomly and make a dialog context for each picture.
Activity 7. Choose 5 other pictures and describe or explain each picture
in a short paragraph.
Activity 8. Answer the following questions.
1. Based on your opinion, what is a text? What is a non-text? 2. Based on your experience, identify these following pictures into text or
non-text.
a When the table is used in the context of business meeting, is it categorized into a text or non text ? why ?
b When the table is put on the announcement wall of public area, is it categorized into a text or non text ? give the reason.
Figure 5 beragam teks dan non teks
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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Activity 9
1. Observe these following words and find their meanings then make a sentence for each word.
a.notice b. ignore
c. verify d. valid
e. zero
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
2. Read the material about how to make sentence and paragraph above and make an outline for the following topic:
a. my students b. teacher quality
c. green school 3. Based on the outline in number 1, please develop a paragraph from
each outline
Activity 10 .Identify these sentences by choosing a Simple, b Compound or c Complex for each number.
1. The training rooms of these college athletes smell of grease and gasoline.
2. Their practice field is a stretch of asphalt, and their heroes make a living driving cars.
3. Their tools are screwdrivers and spanners rather than basketballs and footballs.
4. This new brand of college athlete is involved in the sport of auto racing
5. Most of the students are engineering majors, and they devote every minute of their spare time to their sport.
6. Although the sport is new, it has already attracted six collegiate teams in the Southeast
7. The students work on special cars designed for their sport. 8. The cars are called Legends cars, models of Fords and Chevys from
1932 to 1934, and they are refitted by the students with 1200 cc motorcycle engines
9. Although their usual speed ranges from 50 to 90 miles an hour, Legends cars can move up to 100 miles an hour on a straightaway
10. The Saturday morning races of the competing teams have attracted as many as 3,500 fans, but the students concede they are no threat
to the nations fastest growing sport of stock car racing.
Taken from : http:highered.mheducation.comsites
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
75
F. Rangkuman
People deliver messages through text and non-text. We should know how words, sentences, and paragraphs can be texts or can not be non-texts. A
text is related to its meaningfulness and contexts for the readers.
G. Umpan Balik dan Tindak Lanjut
P ut a tick √ in the box showing how you understand this leson
1. I know the difference between text and non-text. Activity 1
very good
good
fair
less
bad
2. I know how to express ideas in sentences. Activity 2
very good
good
fair
less
bad
3. I know how to expressi ideas in paragraphs. Activity 3
very good
good
fair
less
bad
H.Kunci Jawaban
The answer may vary.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
77
KEGIATAN PEMBELAJARAN 4 SOCIAL FUNCTION, GENERICSTRUCTURE AND
LANGUAGE FEATURES OF TEXT
A. Tujuan
Setelah mempelajari bagian ini, peserta diklat diharapkan dapat menentukan fungsi sosial, struktur teks dan unsur kebahasaandari teks fungsional pendek
berbentuk Notice, Announcement, Personal Letter, Advertisementdengan tepat.
B. Indikator Pencapaian Kompetensi
1. Menentukanfungsi sosial dari teks fungsional pendek berbentuk Notice, Announcement, Personal Letter, Advertisement.
2. Menentukan struktur dari teks fungsional pendek berbentuk Notice, Announcement, Personal Letter, Advertisement.
3. Menentukan unsur kebahasaan dari teks fungsional pendek berbentuk Notice, Announcement, Personal Letter, Advertisement.
C. Uraian Materi
Berdasarkan definisi genre dari Martin 1984, tujuan pendidikan bahasa berbasis genre adalah membentuk kompetensi melaksanakan fungsi sosial
dengan menggunakan teks yang memiliki struktur dan unsur kebahasaan yang tepat dan benar sesuai dengan tujuan dan konteks komunikatifnya.
Karena kualitas teks ditentukan oleh tujuan dan konteks penggunaannya, aktivitas berbahasa bukan hanya sekedar kebiasaan menggunakan kata-
kata, tetapi suatu kemampuan yang kompleks untuk senantiasa menentukan dan memilih langkah komunikatif dan unsur kebahasaannya.
Fungsi sosial teks adalah maksud atautujuan yang hendak dicapai oleh penulis melalui teks yang dibuatnya.
Struktur teks adalah urutan bagian-bagian teks secara logis dan runtut untuk mencapai maksud atau fungsi sosialnya.
