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 and/or spatial extension.

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.

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

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": 

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.

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: 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:

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.

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.edu/rambo/eng1001/sentences.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 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

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. 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 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

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?”

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: To summarize or conclude:

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/~wts/pamphlets/paragraphs.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.

Irrelevant Details

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 wasn't 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 weren't many left.

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 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

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

costs of maximum security. Sentence 4 once again shifts the focus, this time to issues of justice:Unfortunately,

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

capital

punishment

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 shouldn't talk about me with other people. Especially about the bad thing, he doesn't 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. That's 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 doesn't 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

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 mustn't 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.

Exercise 5.Let's 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 can't 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 don't think so but I think finally we should look at his phsical aparians because if you have diffirentphsical aparianse than him, you can't 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, let's get rid of the "Turklish" in the sample paragraph and write it again, without changing the meaning much.

http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm#Lack_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 isn't old or modern. It's 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, let's 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.

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:

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.

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. 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:

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 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

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,

As another example,

On the one hand, For instance,

Another example of

On the other hand, One example of [xxx] is (that) However, (this) is

Finally,

..., but...also First, Second,

In conclusion,

Third, etc.

To summarize,

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 Each of the Russian manned space exploration projects had specific major goals. For example, the Vostok project was designed to test whether or not

This paragraph is generally good, but the sentence, Several weeks later, Leonov's 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.edu/Students/fwalters/cohere.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?

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!

Stage 2 Asking and Exploring text/non-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!

... 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!

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.

Ciri JenisTeks (Social

FungsiSosial

StrukturTeks

Kebahasaan (Text Types) Function)

(Generic

(Language Features) Notice

Structure)

Kalim (prohibition,

Melarang,

at imperatif, positif caution,

memberi

udul (title)

dan negatif (Positive guidance,

peringatan,

and negative informational pemberitahuan

panduan, dan

eterangan

Imperative notice)

(explanation)

informasi sentences) misalnya: caution: watch your step, No Smoking, dsb.

Announcem Memberi

kata terkait dengan tentang suatu

embuka/ judul

kejadian, peristiwa, acara atau

pengumuman

dan hari-hari penting peristiwa (event 

(opening/ title)

Kalim or ocassion)

at imperatif positif

Pengumuman

dan negatif (positive

(content);

and negative

Peng gunaan nominal singular dan plural dengan atau tanpa a/ an, the, this, those, my, their, dsb.

Letter

Memberi pesan 

Pres

(personal secara tertulis

ent tenses (simple letter, formal

ead

tentang suatu

present tense, letter) informasi,

alutation

present continuous,

Ciri JenisTeks

FungsiSosial

StrukturTeks

Kebahasaan (Text Types) Function)

(Language Features)

maksud, atau

present perfect berbagai hal

Harus dicantumkan dalam menulis surat resmi (formal letter)

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 Text)adalah 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.

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

Sumber:http://es.all-free-download.com/vectores-gratis/vector-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

Sumber: http://catatancallysta.blogspot.co.id

Sumber: http://1.bp.blogspot.com

Figure 3 beragam signs dan symbols

c. Informational notice

Informational notice (pemberitahuan informasi)bertujuan 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 https://estriani.files.wordpress.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.

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

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.

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 nation's fastest growing sport of stock car racing. Taken from : http://highered.mheducation.com/sites/

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 ฀ fair ฀

good ฀ less good ฀ less

2. I know how to express ideas in sentences. ( Activity 2) ฀

very good

3. I know how to expressi ideas in paragraphs. ( Activity 3) ฀

very good

H.Kunci Jawaban

The answer may vary.

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

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. Unsur kebahasaan teks adalah ungkapan, kosa kata, dan tata bahasa yang dipilih untuk mencapai maksud dan fungsi sosial teks

1. Teks Notice

a. Fungsi Sosial Fungsi sosial dari teks Notice adalah:  untuk memberikan petunjuk  untuk memberikan peringatan  untuk menyatakan larangan

b. Struktur Teks Struktur teks Notice terdiri dari:  Attention Getter yaitu ungkapan atau kalimat yang bertujuan untuk

menarik perhatian pembaca, biasanya menggunakan kata “Notice”, “Warning” atau “Caution”.

 Information yaitu informasi yang disampaikan.

c. Unsur Kebahasaan Teks Notice biasanya berbentuk;  Gambar, tanda, atau rambu

 Kata atau frasa  Kalimat pernyataan positif maupun negative  Kalimat imperatif positif atau negative

d. Contoh Teks.

NOTICE ALL VISITORS MUST SIGN IN AT OFFICE

Gambar 5

2. Teks Announcement

a. Fungsi Sosial Fungsi sosial dari teks Announcement adalahuntuk memberikan informasi kepada publik (orang banyak)

b. Struktur Teks Struktur teks Announcement terdiri dari:  Attention Getter yaitu ungkapan atau kalimat yang bertujuan untuk

menarik perhatian pembaca, biasanya menggunakan kata “Attention”.

 Target yaitu kepada siapa pengumuman itu ditujukan.  Information yaitu informasi yang disampaikan.  Announcer yaitu siapa yang memberikan pengumuman.

c. Unsur Kebahasaan Teks Pengumuman biasanya menggunakan Future Tense.

d. Contoh Teks

Announcement

Please remain in your seat until the aircraft come to a complete stop. The local time here is 11:30 a.m. All

passengers leaving the aircraft here are requested to have their passport, vaccination certificates and

disembarkation cards ready for immigration. We hope that you have enjoyed your trip.

3. Teks Personal Letter

a. Fungsi Sosial Fungsi sosial dari teks Personal Letter adalah:  untuk menyampaikan informasi  untuk menceritakan pengalaman  untuk meminta maafdan lain-lain

b. Struktur Teks

Struktur teks Personal Letter terdiri dari:  heading atau kepala surat yang berisikan alamat dan tanggal.  Greeting; biasanya dimulai dengan kata “Dear” dan nama

penerima serta tanda koma.  Body yaitu isi surat.  Closing atau penutup; biasanya berupa ungkapan pendek seperti

“Sincerely” atau “Love” yang diikuti tanda koma.  Signature; tanda tangan yang dibubuhkan diatas nama pengirim.

c. Unsur Kebahasaan Ciri-ciri kebahasaan teks Personal Letter adalah:  Menggunakan Simple Present Tense.  Kadang juga menggunakan Simple Past Tense jika yang

informasi yang disampaikan terjadi pada waktu lampau.

d. Contoh Teks

Clifton School

Newport, Gwent Wales

15 September 2012 Dear Tia,

I don’t live in England, I live in Wales! Newport is a big town in the south of Wales. It has got a population of 120, 000 people. My school is in the north of the town. Near the school there are shops, offices and cafes.

A lot of students like football. After school they play football in the park near the sea. I don’t like football. I go to the swimming pool near the bus station after school. I’m in the school swimming team. I live about four kilometers from school. I don’t walk to school. I go on the school bus. There are a lot of factories near my flat. My mother works in one of the factories. My father doesn’t work.

On Saturday mornings I have guitar lessons in my teacher’s house near the library and museum. Write and tell me about your town and school. Love, Anne

4. Advertisement

a. Fungsi Sosial Fungsi sosial dari teks Advertisement adalah:  untuk menawarkan atau mempromosikan suatu produk atau jasa

 untuk membujuk orang supaya membeli ataumenggunakan suatu produk atau jasa  untuk memberikan informasi tentang produk atau jasa

b. Struktur Teks Struktur teks Advertisement terdiri dari:  Attention Getter yaitu ungkapan atau kalimat yang bertujuan untuk

menarik perhatian pembaca.  Information/product yaitu berisi materi informasi atau produk yang akan dijual  Advertiser yaitu pihak yang memberikan informasi kepada

pembaca

c. Unsur Kebahasaan Teks Advertisement menggunakan gaya Bahasa yang persuasif.

d. Contoh Teks

Gagak Travel Fair 2015

3 days only. For 19 – 22 May 2015. Travel time in Dec 2015. Special Travel Fare to domestic & international Destinations.

Organized by : raja Mice.COM

Official Contractor : Samudra

Official GDS : abacus Broadband by : BIZNET Info :WWW.GTF2015.com 08124405865 (Geofrey)

D. Aktifitas Pembelajaran

Activity 1 Read the following texts carefully! Then write down the kinds of the text bellow it.

Gambar 6

1. …………………………………………………… Attention!

To: All Students of SMP Pemuda Bangsa

In the coming end of semester vacation, we are going to go camping at Cibodas from December 30 to January 1. The contribution is Rp. 150.000, for each participant. If you are interested to join the activity please contact Miss Erda at 081316633595. Registration will be opened starting from December 1 until 20. For further information, please contact the committee.

Chairperson of the Student Union Rangga .

Gambar 7

Jakarta, 14 February 2015

5 th Avenue Beverly Hills, Los Angeles

CA 45623

Dear Annabelle, How’s life? Hope it’s great. How was your last vacation? Here, I tell

you about my last vacation in Yogyakarta.

I went there with my roommate Shiela. We stayed there for 4 days

only. We visited many places. On the first day, we visited Parangtritis beach. The scenery was very beautiful there. Then in the afternoon we continued our journey to Keraton Yogyakarta. We saw many historical things there. The second day, we visited Gembira Loka Zoo, and then continued to Prambanan Temple. On our third day we went to Taman Sari and shopped at Malioboro street market. On the last day we went to Mirota Batik class to learn how to make batik. We went back to Jakarta in the evening by train. For me, that was

a beautiful experience. We really enjoyed it, and I hope I could visit Yogyakarta again.

I have told you my story. How about yours? Tell me about it. Please also send my best regards to Aunt Lisa and Uncle Edward.

Activity 2 Complete the tables below the texts with the suitable information from the text above it.

1. Attention!

To: All Students of SMP Pemuda Bangsa

Chairperson of the Student Union

Rangga .

Attention Getter

Target

Information

Announcer

2. Jakarta, 14 February 2015

th 5 Avenue Beverly Hills, Los Angeles

CA 45623 Dear Annabelle,

How’s life? Hope it’s great. How was your last vacation? Here, I tell you about my last vacation in Yogyakarta.

I went there with my roommate Shiela. We stayed there for 4 days only. We visited many places. On the first day, we visited Parangtritis beach.

The scenery was very beautiful there. Then in the afternoon we continued our journey to Keraton Yogyakarta. We saw many historical things there. The

second day, we visited Gembira Loka Zoo, and then continued to Prambanan Temple. On our third day we went to Taman Sari and shopped at Malioboro

street market. On the last day we went to Mirota Batik class to learn how to make batik. We went back to Jakarta in the evening by train. For me, that was a

beautiful experience. We really enjoyed it, and I hope I could visit Yogyakarta

again.

I have told you my story. How about yours? Tell me about it. Please also send my best regards to Aunt Lisa and Uncle Edward.

Love Ranti

Signature& Name

E. Latihan/Kasus/Tugas

Latihan Soal.

Choose A, B, C, or D as the most appropriate answer!

Read the following text to answer question number 1.

Gambar 8

1. The purpose of the writer in writing the text is to ….

A. tell writer’s experience

B. ask the readers to do something

C. describe something specific

D. persuade people to buy a product

Read the text for question number 2-3.

Announcement

All students of Year Ten are requested to gather in the school yard next Saturday at 08:00 a.m. There will be an opening ceremony of the extracurricular activities, opened by the principal. Feel free to choose your favorite programs. Don’t miss it. Thank you.

Dara Fajra Chairperson of OSIS

2. What is the writer’s intention in writing the text?

A. To promote the extracurricular activities.

B. To entertain the readers with extracurricular activities.

C. To describe the opening ceremony of the extracurricular activities.

D. To inform about the opening ceremony of the extracurricular activities.

3. Who is requested to gather in the school yard?

A. The school principal.

B. The chairperson of OSIS.

C. The students of grade ten.

D. The participants of extracurricular activities.

Read the text for question number4-6. From

: Stella <stellahillary@yahoo.com) To

: Deni Pandra <pandradeni@yahoo.com>

Hello Deni. My name is Stella, 15 years old. I am from Australia. I saw your profile at Facebook.com. We have many similarities especially on our hobby: photography. I decided to contact you to offer a friendship. If you accept my request, please reply this email. I will send you my photos and more about me. I believe we can make good friends. Let distance not be a barrier but let friendship connected, because friendship is a bridge connecting distance.

I am waiting for your email. Best regards

Stella Hillary http://www.englishbaby.com/forum/AskEnglish/thread/36826

4. The writer wrote the above email in order to ….

A. inform about herself

B. tell her own experience

C. inform about her hobby

D. invite the reader to Australia

5. What did Stella offer to Deni in her email?

A. Her profile

B. A photograph

C. A friendship

D. A bridge

6. “… request, please reply this email.” The word underlined is closest in meaning to ….

A. sent

B. read

C. forward

D. answer

Read the text for question number7-8.

Gambar 9

7. The text is written to ….

A. describe a company

B. announce something

C. provide information about a service

D. to warn the readers about something

8. “Next session starts July 10th.” The underlined word has similar meaning as ….

A. term

B. part

C. time

D. course

F. Rangkuman

1. Teks Notice Fungsi sosial dari teks Notice adalahuntuk memberikan petunjuk, peringatan atau larangan. Struktur teks Notice terdiri dari; Attention Getter dan Information. Teks Notice biasanya berbentuk; Gambar, tanda/rambu, Kata/frasa, Kalimat pernyataan positif maupun negative, serta Kalimat imperatif positif atau negative.

2. Teks Announcement Fungsi sosial dari teks Announcement adalahuntuk memberikan informasi kepada publik. Struktur teks Announcement terdiri dari: Attention Getter, Target, Information dan Announcer.Teks Pengumuman biasanya menggunakan Future Tense.

3. Teks Personal Letter Fungsi sosial dari teks Personal Letter adalahuntuk menyampaikan informasi, menceritakan pengalaman, meminta maaf dan lain-lain Struktur teks Personal Letter terdiri dari:heading, Greeting, Body, Closing serta Signature and Name.Ciri-ciri kebahasaan teks Personal Letter adalah: biasanya menggunakan Simple Present Tense, tapibisa juga menggunakan Simple Past Tense jika yang informasi yang disampaikan terjadi pada waktu lampau.

4. Advertisement Fungsi sosial dari teks Advertisement adalah:untuk menawarkan atau mempromosikan suatu produk atau jasa, membujuk orang supaya membeli ataumenggunakannya dan memberikan informasi tentang produk atau jasatersebut. Struktur teks Advertisement terdiri dari:Attention

Getter, Information/product dan Advertiser.Teks Advertisement menggunakan gaya Bahasa yang persuasif.

G. Umpan Balik dan Tindak Lanjut

Setelah peserta diklat memhami fungsi sosial, struktur teks dan dan unsur kebahasaan dari teks fungsional pendek berbentuk Notice, Announcement, Personal Letter, Advertisementdengan baik, peserta diklatdiharapkan bisa mencari atau membuat sendiriberbagai teks diatas dengan tema atau topik yang lain, kemudian lanjutkan dengan membuat soal sendiri mengacu kepada keterampilan yang baru saja dipelajari.

H. Kunci Jawaban

Kunci jawaban untuk Latihan Soal:

1. B

2. D

3. C

4. A

5. C

6. D

7. C

8. A

KEGIATAN PEMBELAJARAN 3 LEXICAL, SENTENCE AND PARAGRAPH 2