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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
KEGIATAN PEMBELAJARAN 3
LEXICAL, SENTENCE AND PARAGRAPH 2
A. Tujuan
Peserta memiliki pengetahuan dan keterampilan tentang berbagai aspek kebahasaan dalam bahasa Inggris linguistik,wacana,sosiolinguistik dan
strategis
B. Indikator Pencapaian Kompetensi
1. Membedakan teks dan non teks 2. Mengungkapkan gagasan dalam teks berbentuk kalimat.
3. Mengungkapkan gagasan dalam teks berbentuk paragraf
.
C. Uraian Materi
1. Text and Non text
Text is one of the main elements that play a significant role in communication. People communicating in language do not do so simply by
means of individual words or fragments of sentences, but by means of texts. We speak text, we read text, we listen to text, we write text, and we
even translate text. Text is the basis for any discipline such as law, religion, medicine, science, politics, etc. Each of these is manifested in its own
language, i.e. it has its special terminologies. A text is above all a multidimensional unit and as such is not liable to a simple unifying
definition. Werlich 1976: 23 defines text as follows:
A text is an extended structure of syntactic units [i.e. text as super-sentence] such as words, groups, and clauses and
textual units that is marked by both coherence among the elements and completion…. [Whereas] A non-text consists
of random sequences of linguistic units such as sentences, paragraphs, or sections in any temporal andor spatial
extension.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Whereas Beaugrande and Dressler 1981: 63 define the notion ‘text’ as: A naturally occurring manifestation of language, i.e. as a
communicative language event in a context. The SURFACE TEXT is the set of expressions actually used;
these expressions make some knowledge EXPLICIT, while other knowledge remains IMPLICIT, though still
applied during processing.
In Addition, Halliday and Hasan 1976: 1-2 state the notion ‘text’ as: [A term] used in linguistics to refer to any passage-
spoken or written, of whatever length, that does form a unified whole [….] A text is a unit of language in use. It is
not a grammatical unit, like a clause or a sentence; and it is not defined by its size [….] A text is best regarded as a
SEMANTIC unit; a unit not of form but of meaning.
A very comprehensive study of text is displayed in Halliday and Hasan’s 1976 treatment of features of English texts 1976, and Halliday, in
Halliday and Hasan 1985. In their work Cohesion in English, Halliday and Hasan 1976: 2 define the notion ‘text’ by saying:
Text is used in linguistics to refer to any passage, spoken or written, of whatever length, that does form a
unified whole […]. A text is a unit of language in use. It is not a grammatical unit, like a clause or a sentence;
and it is not defined by its size. A text is sometimes envisaged to be some kind of super-sentence, a
grammatical unit that is larger than a sentence but is related to a sentence in the same way that a sentence is
related to a clause, a clause to a group and so on […]. A text is best regarded as a SEMANTIC unit; a unit not of
form but of meaning.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Mary and Samantha = compound subject, arrived and waited = compound verb
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.
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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.
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2. Joe realized that the train was late while he waited at the train station. 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
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information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.
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.
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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. 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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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 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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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:
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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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.
Read the following text.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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.
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
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
punishment. Sentence
3, 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
C. 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.
Exercise 3. Read the information below
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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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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.
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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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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:
6.
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 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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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
Old Tree. 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:
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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.
7. 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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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 paragraph. However, the function of each is different, depending on the meaning of the sentences.
8. 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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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 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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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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. मपढ़ताहूं।
Я студент.
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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 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
...
...
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
... ...
Figure 2 gambar- gambar teks dan non teks 2
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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 details will be your supporting sentences. Look at the example
Outline Example Main idea: watermelon
Supporting ideas: red, fruit, fresh 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.
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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 Notice
prohibition, caution,
guidance, informational
notice Melarang,
memberi peringatan,
panduan, dan pemberitahuan
informasi
udul title
eterangan explanation
Kalim
at imperatif, positif dan negatif Positive
and negative Imperative
sentences misalnya: caution: watch your
step, No Smoking, dsb.
Announcem ent
Memberi informasi
tentang suatu acara atau
peristiwa event or ocassion
embuka judul
pengumuman opening title
si
Pengumuman content;
enutup
closing
Kosa kata terkait dengan
kejadian, peristiwa, dan hari-hari penting
Kalim
at imperatif positif dan negatif positive
and negative imperative
sentences
Peng
gunaan nominal singular dan plural
dengan atau tanpa a an, the, this, those,
my, their, dsb.
Letter personal
letter, formal letter
Memberi pesan secara tertulis
tentang suatu informasi,
ead
alutation
Pres
ent tenses simple present tense,
present continuous,
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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
maksud, atau berbagai hal
ntroduction
ody
losing
ignature
Harus dicantumkan
dalam menulis surat resmi
formal letter 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
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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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:
Sumber:http:ziamel.blogspot.co.id
Sumber:http:ninasofianaishaq-life.blogspot.co.id
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
http:2.bp.blogspot.com
Figure 4 beragam notice
sumber: http:www.belajarbahasainggrisku.com
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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
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.
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
F. Rangkuman
Orang saling bertukar pesan dengan menggunakan teks dan non teks. Kita seyogyanya mengetahui bagaimana kata-kata, kalimat, dan paragraf bisa
menjadi teks atau non teks. Kata-kata, kalimat, dan paragraf itu bisa menjadi text kalau memiliki makna utuh dan konteks yang jelas bagi pembacanya.
G. Umpan Balik dan Tindak Lanjut
Put 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
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional A
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
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. Menentukan fungsi sosial, struktur teks dan unsur kebahasaan dari teks fungsional pendek berbentuk Notice, Announcement, Personal Letter,
Advertisement. 2. Menentukan informasi rinci, informasi tertentu dan gambaran umum dari
teks fungsional pendek berbentuk Notice, Announcement, Personal letter dan Advertisement.
C. Uraian Materi
