“Students should always let their employers know what their time limits are.”

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 29 Home schooling provides kids with educational opportunities that traditional public schooling has not provided. It offers a refreshing system by which students are encouraged to be creative and express themselves. Students will discover the thrill and sense of accomplishment that self-initiated learning can bring. On the other hand, some people believe that home schooling can be inefficient and expensive. Students’ social life is, indeed, something to be concerned about in home schooling education. Most school districts make sincere attempts to keep their home schooled students active participants in the social, athletic, and extracurricular life of the school. It is strongly recommended that parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling and those who are currently being home schooled. Talking with them would be a great way for parents to make a more informed decision about their kids’ education. 12. The text mainly discusses about … A. kids’ education B. students’ socialization problem C. education problem D. an alternative education system E. popular public schooling 13. What does the writer suggest that parents do before making decision to provide home schooling for their kids? A. Its a good idea concerning socialization and all. B. Parents provide home schooling for their children. C. Public schooling education offers refreshment system. D. Parents seek home schooling resource’s information. E. Parents always keep their home schooled kids active. 30 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 14. “… parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling”. The phrase ‘put in touch’ means …. A. connected B. informed C. known D. hang out E. concerned Text 5 THE ISSUE OF POLYGAMY Polygamy has still become an actual topic to discuss. People reacts this issue in different opinions. Today in the 21 st Century polygamy persists and is legally permitted in Muslim majority in Indonesia. The 1974’s Marriage Act in Article 3 states that a husband may have up to four wives on condition that the wife consents. Further Article 5 cites three instances where a husband may practise polygamy: the wife is unable to execute the obligation of a wife; the wife has acquired a bodily handicap or incurable disease; the wife is unable to bear children. Woman’s rights advocates reject this provision of the law as it works against women. They perceive the conditions that allow a husband to practise polygamy from perspective of the husband’s interests. Islam allows a man to have up to four wives in the context of caring for orphans, and it emphasizes that the women must be treated equally. If the man is unable to do this, the man may only have one wife. The Koran does not issue a recommendation or a command to commit polygamy. Thus, the principle marriage in Islam is monogamy, not polygamy. Because of this polygamy should be banned. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 31 15. From the text we infer that … A. polygamy can be accepted by all people. B. polygamy is the women’s rights. C. all religions let men do polygamy. D. men are let perform polygamy by strict requirements. E. Indonesian laws ban polygamy. 16. What makes most women disagree with Polygamy? A. The husband’s unequal treatment B. The husband’s interest C. The husband’s attention D. The money condition E. The daily needs fulfilment 17. Husbands are not allowed to practise polygamy when … A. his wife approves it B. his wife refuses it C. his wife cannot give birth to a child D. his wife suffers from incurable diseases E. his wife cannot perform her obligation

F. Rangkuman

Discussion is a text that which explores two different main ideas. It presents in pro and contra ways. Discussion is commonly found in philosophical, historic, and social text. The generic structure of discussion text is listed below. ƒ Statement of issue; stating the issue which is to discussed ƒ List of supporting points; presenting the point in in supporting the presented issue ƒ List of contrastive point; presenting other points which disagree to the supporting point ƒ Recommendation; stating the writer’ recommendation of the discourse 32 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

G. Umpan Balik dan Tidak Lanjut

In order to get the depth understanding of discussion text, teacher should have a compilation of discussion text with the exercises. It can ease teacher in preparing classroom material.

H. Kunci Jawaban

1. B 2. B 3. D 4. A 5. C 6. B 7. A 8. D 9. C 10. B 11. A 12. C 13. D 14. A 15. D 16. A 17. B Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 33 Kegiatan Pembelajaran 3 Discussion Text Type 3

A. Tujuan

Guru Pembelajar mampu meningkatkan pengetahuan tentang berbagai aspek kebahasaan dalam Bahasa Inggris linguistik, wacana, sosiolinguistik dan strategis dengan baik

B. Indikator Pencapaian Kompetensi

Peserta diklat mampu: • Menentukan tujuan komunikatif teks tertulis berbentuk discussion • Menentukan informasi tertentu teks tertulis berbentuk discussion • Menentukan makna kata teks tertulis berbentuk discussion • Menentukan teks discussion yang tepat sesuai konteks yang diberikan. • Menentukan gambaran umum teks tertulis berbentuk discussion • Menentukaninformasi rinci tersurat teks tertulis fungsional berbentuk discussion • Menentukan pikiran utama paragraf tertentu teks tertulis fungsional berbentuk discussion • Menentukan coherency dan cohesiveness teks discussion • Menentukan cara pengajaran teks tertulis berbentuk discussion.

C. Uraian Materi

Pada bagian ini, Anda akan mendiskusikan bagaimana menemukan: GENERAL IDEA, MAIN IDEA, AND COMMUNICATIVE PURPOSE OF THE TEXT General idea questions ask you to identify the most important thought in the passage. 34 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Sample Questions: 1. What is the general idea of the passage? 2. The primary idea of the passage is …. 3. Which of the following best summarizes the author’s idea? When there is not a single, readily identified general idea, the questions can be: 1. The main topic of the passage is …. 2. What does the passage mainly discuss? 3. The passage is primarily concerned with…. Communicative purpose questions ask why an author wrote a text. Sample questions: 1. The author’s purpose in writing the text is …. 2. What is the author’s main purpose in the passage? 3. The main point of this passage is …. 4. Why did the author write the passage? The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not too general when they include ideas outside the scope of the passages. Distractors for this type of question have one of these characteristics: 1. They are too specific. 2. They are too general. 3. They are incorrect according to the passage. 4. They are irrelevant unrelated to the main idea of the passage. If you are not sure of the answer for one of the questions, go back and quickly scan the passage. You can usually infer the main idea, main topic, or main Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 35 purpose of the entire passage from an understanding of the main ideas of the paragraphs that make up the passage and the relationship between them. FACTUAL TEXT-BASED QUESTIONS Factual questions ask about explicit facts and details given in the passage. They often contain one of the wh-question words: who, what, when, where, why, how much, and so on. Factual questions often begin with the phrases” According to the passage, …” or “According to the author….” When you see these phrases, you know that the information needed to answer the question is directly stated somewhere in the passage unlike answers for inference questions. To answer factual questions, you have to locate and identify the information that the question asks about. If you are not sure from your first reading where to look for specific answers use the following scanning techniques: 1. Focus on one or two key words as you read the stem of each question. Look these words in your mind. 2. Scan the passage looking for the key words or their synonyms. Look only for these words. Do NOT try to read every word of the passage. 3. It may help to use the eraser end of your pencil as a pointer to focus your attention. Don’t reread the passage completely_just look for these words. 4. When you find the key words in the passage, carefully read the sentence in which they occur. You may have to read the sentence preceding or following that sentence as well. 5. Compare the information you read with the four answer choices. The order or detail questions about a passage almost always follows the order in which ideas are presented in the passage. In other words, the information you need to answer the first detail question will usually come near the beginning of the passage; the information for the second will follow that, and so on. Knowing this should help you locate the information you need.