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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
D. original E. high quality
8 . Paragraph two tells us about …
A. the government‟s encouragement for happy family. B. the reasons why a woman avoids to have baby.
C. the reasons why couples do birth control. D. the postponement to having children.
E. the small and big families. 9
. We learn from the text that … A. all couples want to limit their children.
B. most couples want to postpone giving birth. C. people space children to give them less attention.
D. not everybody agrees with the birth control methods. E. women avoid being pregnant because of economic problems.
Text 4
Male chauvinism mens believe in male superiority extends even into the area of automobile driving, it seems. They believe that they are far better drivers than women.
Men consider women drivers incompetent, inattentive and even dangerous behind the wheel.
However, statistics proves that women are, in fact, safer drivers than men. For example, insurance rates for women are 20 percent than they are for men. Another proof
is that more accidents are caused by male drivers between the ages of 18 and 25 than by any other groups. Also the greater percentage of accident involving death is caused by
men. Although women are criticized for being too cautious, they are really just being safe drivers.
The reason for women drivers safer habits can perhaps be found in the differing attitudes of sexes toward automobiles as a convenience, like a washing machine.
On the other hand, men regard the automobile as an extension of their egos. Using it as a weapon when they feel particularly aggressive or using it as a status symbol.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
15 In all, women are safer drivers because of their attitude. Men can learn to become
safe drivers if they adopt the attitude that an automobile is merely a convenience.
10 . The text is about ….
A. road accidents B. women attitude towards automobile
C. male superiority in automobile driving D. a comparison between men and women drivers
E. statistics about the number of road accidents 11
. In term of car accidents, the statistics proves that car accidents caused by …. A. men are higher than those of women
B. men are lower than that of women C. men are as high as that of women
D. women are equal to that of men E. women are the same as that of men
12 . Which of the following you don‟t agree with men drivers?
A. They are safe and careful drivers. B. They cause more accidents than women.
C. They consider themselves to be competent drivers. D. They feel that using a car shows status symbol.
E. They regard automobiles as an extension of their egos. 13. We can understand
from the text that …. A. men always criticize women for their bad driving attitude
B. women show their egos by aggressive driving C. the statistic shows women drive the car carelessly
D. young women drivers get many accidents E. men underestimate women
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
14 . “Men consider women drivers incompetent, inattentive, and even dangerous behind
the wheel. Paragraph 1. The underlined word means ….
A. intent B. furious
C. watchful D. careless
E. indiscipline
Text 5
The government has decided to submit the draft of the bill against pornography and pornographic acts. The bill states that anyone engaging in pornography is punishable by
law. This includes public acts such as spouses kissing and people sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.
The government argues that the bill is made to protect women‟s right. Women have
so far been the object of exploitation in mass media and this only gives more benefits to the owner of the business.
Woman activists, on the other hand, argue that the bill will limit women‟s
freedom. They believe the bill will dictate what women should wear on and how to dress and behave. If they fail following the rule they will get penalties between Rp50 million
and Rp1 billion. Nevertheless, I do support the bill against pornography and pornographic acts. I
believe that the bill can decrease the rampant pornography shown or written in mass media that gives bad effects on young generations.
15. What is the social function of the text? A. to persuade people that the bill against pornography is necessary
B. to describe the bill against pornography and pornographic C. to present two points of view about the bill against pornography
D. to explain the process involved in the draft-making of the bill against pornography
E. to inform the reader about the bill against pornography
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
17 16. Why did woman activists object to the bill?
A. because it protects women from exploitation B. because the freedom of women will be limited
C. because women will get more benefits D. because women cannot wear sexy clothes
E. because the bill will give bad effect on young generation 17.What is the first paragraph called?
A. Issue B. Orientation
C. Argument D. Preview
E. Conclusion 18.
“... that the bill can decrease the
rampant
pornography…” paragraph 4 The underlined word means
….. A.
violent B.
extreme C.
dangerous D.
uncontrolled E.
controlled
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
F. Rangkuman
Discussion Text
1. Tujuan Komunikasi Teks
The Communicative Purpose of the Text
: ”
to present two different points of view about an issue
” .
2. Struktur Teks
Generic structure
a. Issue:
statement preview
b. Arguments for supporting points:
point or main idea elaboration
c. Arguments against contrasting points of differing points of view:
point or main idea elaboration
d. Conclusion or Recommendation: stating the writer s recommendation of the
discourse
3. Ciri Kebahasaan teks
discussion
menggunakan:
general nouns
untuk menyatakan kategori, misalnya
uniforms, alcohol
, dsb,
relating verbs
untuk memberi informasi tentang isu yang didiskusikan, misalnya
smoking is harmful
, dsb.
thinking verbs
untuk mengungkapkan pandangan pribadi penulis, misalnya
feel, believe, hope, dsb.
additives, contrastives
dan
causal connectives
untuk menghubungkan argumen, misalnya
similarly, on the hand, however
, dsb.
detailed noun groups
untuk memberikan informasi secara padu, misalnya
the dumping of unwanted kittens
, dsb.
modalities, seperti perhaps, must, should, should have been, could be, dsb.
adverbials of maner, misalnya deliberately, hopefully, dsb.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
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G. Umpan Balik dan Tindak Lanjut
Sebagai umpan balik, silakan Anda jawab pertanyaan-pertanyaan di bawah ini. Apakah Anda telah dapat memahami cara:
1. Menentukan gambaran umum teks tertulis berbentuk
discussion
? 2.
Menentukan informasi rinci tersurat teks tertulis berbentuk
discussion
? 3.
Menentukan informasi tertentu teks tertulis berbentuk
discussion
? 4.
Menentukan informasi tersirat teks tertulis berbentuk
discussion
? 5.
Menentukan makna kata teks tertulis berbentuk
discussion
? 6.
Menentukan
coherence
dan
cohesiveness
teks tertulis berbentuk
discussion
? 7.
Menentukan cara pengajaran teks
discussion
?
H. Kunci Jawaban
Latihan 1.
A 7. B 13. E 2.
D 8. C 14. D 3.
B 9. D 15. C
4. C 10. D
16. B 5.
B 11. A 17. A
6. D 12. A
18. D
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
Kegiatan Pembelajaran 2 Discussion Text 2
A. Tujuan
Setelah menyelesaikan Kegiatan Pembelajaran ini peserta mampu meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata
pelajaran yang diampu
B. Indikator Pencapaian Kompetensi
1. Menentukan gambaran umum teks tertulis berbentuk
discussion
2. Menentukan informasi rinci tersurat teks tertulis berbentuk
discussion
3. Menentukan informasi tertentu teks tertulis berbentuk
discussion
4. Menentukan informasi tersirat teks tertulis berbentuk
discussion
5. Menentukan makna kata teks tertulis berbentuk
discussion
6. Menentukan
coherence
dan
cohesiveness
teks discussion teks tertulis berbentuk
discussion
7. Menentukan cara pengajaran teks
discussion
C. Uraian Materi
Discussion is a text which presents a problematic discourse. This problem will be discussed from different viewpoints. Discussion is commonly found in philosophical,
historic, and social text.
The generic structure of a discussion text is listed below:
Issue; stating the issue which is to discussed.
Arguments for: list of supporting points; presenting the point in in supporting the presented issue.
Arguments against: list of contrastive point; presenting other points which disagree to the supporting point.
Conclusionr ecommendation; stating the writer‟ recommendation of the discourse.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
21
Language Features of a Discussion Text:
Introducing category or generic participant
Using thinking verb; feel, hope, believe, etc
Using additive, contrastive, and causal connection; similarly, on the hand, however, etc
Using modalities; must, should, could, may, etc
Using adverbial of manner; deliberately, hopefully, etc Take a look of the following examples.
Example: Tabel 6.4 Discussion
Homework
Issue
I have been wondering if homework is necessary.
Statement of issue and
Preview
I think we should have homework because it helps us to learn and revise our work. Homework helps people who
aren‟t very smart to remember what they have learned. Homework is really good because it helps with our
education.
Statement of various
viewpoints
But, many times, doing homework is not a great idea. I think we shouldn‟t have homework because I like to go
out after school to a restaurant or the movies. Sometimes homework is boring and not important.
I think homework is bad because I like to play and discuss things with my family.
Recommendation
For me, the most important thing is that homework should not be given during the day-offs because
weekdays are the days we will do our work, and weekends or holidays are the days we will have a break.
The example of discussion text above presents the two poles, between whether homework is necessary or not. It is a case which needs to be talked and discussed from
two points. They are represented in the generic structure which is used:
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G
Stating the Issue: In the first paragraph, it is stated the writer have been wondering
whether homework is necessary or not.
Arguments for Supporting Point: In the second paragraph, it is presented the reasons
why homework is necessary.
Argument against Contrastive Point: The third paragraph shows the balance. It
gives the contradictory idea that homework has some negative impacts.
Recommendation: This text is ended with a similar recommendation on how
homework should be given to students. There are several ways to deliver discussion text to students as follows.
In the beginning of the meeting, teacher gives a brainstorming concern to discussion test through questions and students are hoped to answer them.
Teacher gives several example of discussion text. Teacher divides students into groups.
Teacher gives task to do. Students are asked to present their task result in front of the classroom.
Teacher guides the discussion forum. Teacher gives test concern to the material.
Teacher gives a project of writing a discussion text in group form.