MODUL.INGGRIS.KKG.1.FATHUR

GURU PEMBELAJAR

MODUL

Mata Pelajaran Bahasa Inggris

Sekolah Menengah Pertama (SMP)

Kelompok Kompetensi G

Profesional :Learning Discussion Texts

Pedagogik : Komunikasi Efektif

Penulis: Fathur Rohim, dkk

Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan

Copyright © 2016

Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan

Hak Cipta Dilindungi Undang-Undang

Dilarang mengopi sebagian atau keseluruhan isi buku ini untuk kepentingan komersial tanpa izin tertulis dari Kementerian Pendidikan dan Kebudayaan.

Penulis:

1. Fathur Rohim HP. : 081380131404

E-mail: masfathur@gmail.com 2. Lasti‟ah HP : 081357472007

3. Does Ichnatun HP: 081393886388

e-mail: doesichnatun129@gmail.com 4. Wahyu Ambarwati HP: 082227584606

E-mail: infomkkssmpkabsemarang@yahoo.com

5. Kusriyanto

6. Euis Lesmini HP: 085721142589

E-mail : euis_dj2004@yahoo.com

Penelaah:

1. Prof. Dr. Emi Emilia HP: 081321913193

E-mail : emiliami@gmail.com

2. Dr. Furaidah HP: 0813884567

E-mail : furaidah02@gmail.com, furaidaunes@gmail.com

KOMPETENSI PROFESIONAL

LEARNING DISCUSSION TEXTS

Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan

v

DAFTAR ISI

KATASAMBUTAN i

KATA PENGANTAR ii

DAFTAR ISI v

PENDAHULUAN 1

A. _{Latar Belakang} 1

B. _Tujuan 1

C. _{Peta Kompetensi} 2

D. _{Ruang Lingkup} 2

E. _{Cara Penggunaan Modul} 2

Kegiatan Pembelajaran 1: Discussion Text 1 5

A. _Tujuan 5

B. _{Indikator Pencapaian Kompetensi} 5

C. _{Uraian Materi} 5

D. _{Aktivitas Pembelajaran} 7

E. _{Latihan / Kasus/ Tugas} 10

F. _Rangkuman 18

G. Umpan Balik dan Tindak Lanjut 19

H. _{Kunci Jawaban} 19

Kegiatan Pembelajaran 2: DiscussionText2 21

A. _Tujuan 21

B. _{Indikator Pencapaian Kompetensi} 21

C. _{Uraian Materi} 25

D. _{Aktivitas Pembelajaran} 26

E. _{Latihan / Kasus/ Tugas} 25

F. _Rangkuman 34

G. Umpan Balik dan Tindak Lanjut 34

vi

Kegiatan Pembelajaran 3: Discussion Text 3 37

A. _Tujuan 37

B. _{Indikator Pencapaian Kompetensi} 37

C. _{Uraian Materi} 38

D. _{Aktivitas Pembelajaran} 41

E. _{Latihan / Kasus/ Tugas} 47

F. _Rangkuman 49

G. Umpan Balik dan Tindak Lanjut 50

H. _{Kunci Jawaban} 51

Kegiatan Pembelajaran 4: Language Expression and Modality 53

A. _Tujuan 53

B. _{Indikator Pencapaian Kompetensi} 53

C. _{Uraian Materi} 53

D. _{Aktivitas Pembelajaran} 5362

E. _{Latihan / Kasus/ Tugas} 62

F. _Rangkuman 66

G. Umpan Balik dan Tindak Lanjut 67

H. _{Kunci Jawaban} 67

PENUTUP 69

DAFTAR PUSTAKA 71

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 1

PENDAHULUAN

A. Latar Belakang

Pengembangan Keprofesian Berkelanjutan (Continuing Professional Development) adalah salah satu faktor penentu utama dari peningkatan kinerja guru dan tenaga kependidikan serta peningkatan prestasi peserta didik. Pengalaman negara-negara lain menunjukan bahwa partisipasi guru dan tenaga kependidikan dalam program pengembangan kompetensi yang searah dengan kondisi pembelajaran dapat meningkatkan kualitas guru dan tenaga kependidikan secara signifikan.

Untuk melaksanakan kegiatan Guru Pembelajar baik melalui diklat tatap muka ataupun program diklat E-learning diperlukan modul-modul penunjang.

PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan tenaga pendidik dan kependidikan yang meyelenggarakan berbagai program diklat bidang bahasa perlu melengkapi sarana dan prasarana diklat salah satunya modul atau bahan ajar. Modul ini disusun bersama guru-guru terseleksi melibatkan perguruan tinggi terbagi ke dalam sepuluh kelompok kompetensi.

B. Tujuan

Modul ini disusun bertujuan guna mendukung pelaksanaan diklat guru Bahasa Inggris SMP Kelompok Kompetensi G. Modul ini juga bisa dipergunakan sebagai bahan bacaan mandiri tanpa kehadiran pengajar dengan pembahasan yang mudah dipahami. Materi yang dikembangkan mencakup kajian pedagogik 30% dan kajian profesional 70%. Setelah menguasi modul G diharapkan mampu meningkatkan kemampuan professional dan pedagogisnya.

2 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

C. Peta Kompetensi

Kompetensi profesional dalam modul ini mencakup kemampuan sebagai berikut.

a. Menentukan gambaran umumteks tertulis fungsional berbentuk

discussion

b. Informasi tertentuteks fungsional berbentuk discussion

c. Informasi tersuratteks fungsional berbentuk discussion, d. Informasi tersirat teks fungsional berbentuk discussion,

e. Menentukan cara pengajarannyateks fungsional berbentuk discussion

f. Menentukan fungsi sosial teksfungsional berbentuk discussion

g. Menentukan struktur teksfungsional berbentuk discussion

h. Menggunakanlanguage features dalam konteks

i. Menggunakan ragam bahasa dengan kepantasan, kesopanan, dan atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa tertentu

D. Ruang Lingkup

Untuk mencapai kompetensi yang diharapkan tersebut disusunlah materi yang harus dipelajari yang dikemas dalam kegiatan pembelajaran. Materi tersebut meliputi :

a. Discussion text 1 b. Discussion text 2 c. Discussion text 3

d. Language expression and modality

E. Cara menggunakan modul

Modul diklat guru bahasa Inggris kelompok kompetensiG ini mencoba menguraikan materi yang harus dikuasai oleh guru tidak hanya untuk bahan mengikuti Uji Kompetensi Guru saja tetapi sebagai bahan ajar untuk ditransfer kepada peserta didik Anda melalui pendekatan Scientific atau model pembelajaran lainnya seperti: problem-based learning (PBL), project-based learning (PjBL), discovery.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 3 Selanjutnya agar proses belajar mandiri Anda dapat berjalan dengan efektif, kiranya perlu Anda cermati petunjuk umum dalam mempelajari materi modul berikut ini:

1. Bacalah tinjauan modul ini dengan cermat agar Anda memahami betul ruang lingkup materi (Peta Kompetensi), tujuan, dan manfaat, serta bagaimana mempelajari modul ini.

2. Bacalah modul ini, pahami benar-benar uraian di tiap kegiatan pembelajaran. Cermati konsep-konsep penting yang Anda jumpai, beri tanda khusus untuk menunjukkan bahwa materi dan pernyataan tersebut penting bagi Anda.

3. Bila Anda menemukan penjelasan yang tidak Anda pahamisebaiknya Anda catat. Bila Anda berinisiatif membentuk kelompok belajar dengan teman-teman Anda, Anda dapat mendiskusikannya dalam kelompok. 4. Untuk mengerjakan tugas mandiri (latihan-latihan) yang terdapat di

bagian akhir kegiatan pembelajaran ini, sebaiknya Anda telah mempelajari materi modul yang lain.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 5

KEGIATAN PEMBELAJARAN 1

DISCUSSION TEXT 1

A. Tujuan

Meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.

B. Indikator Pencapaian Kompetensi

1. Menentukangambaran umumteks tertulis fungsional berbentuk discussion 2. Menentukaninformasi rinci tersurat teks tertulis fungsional berbentuk

discussion

3. Menentukaninformasi tertentu teks tertulis fungsional berbentuk discussion

4. Menentukaninformasi tersirat teks tertulis fungsional berbentuk discussion 5. Menentukanmakna kata teks tertulis fungsional berbentuk discussion 6. Menentukan coherency dan cohesiveness teks discussion teks tertulis

berbentuk discussion.

7. Menentukan cara pengajaran teks discussion

C. Uraian Materi

1. Definition of Discussion

Discussion is a text which present a problematic discourse. This problem will be discussed from different viewpoints; the for and against, the positive and negative, or the good and bad points.

Discussion is commonly found in philosophical, historic, and social text.It can be in oral or written form.

2. Generic Structure of Discussion

 Issue: -statement -preview

 Arguments for (supporting points) and against statement (contrasting points)of differing points of view:

6 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G - point or main idea

- ellaboration

 Conclusion or Recommendation: stating the writer' s recommendation of the discourse

3. Language Features of Discussion

 Focus on generic participant

 Use of material processes (has produced, have developed, to feed)

 Use of relational process (is, could have, cause, are)

 Use of mental process (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

 Use of comparative: contrastive adn consequential conjunctions

 Reasoning expressed as verbs and nouns (abstraction)

4. Contoh teks Discussion

Perhatikan contoh teks discussion dibawah ini, amatilah generic structure

dan lexico grammatical features dari teks tersebut.

Issue

The Advantage and Disadvantage of Nuclear Power Nuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.

Some military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world's energy needed, and produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:

It costs about the same coal, so it is not expansive to make.

It does not produce smoke or carbon dioxide, so it does

passive voice

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 7 Supporting Point not contribute to the greenhouse effect.

It produces huge amounts of energy from small amount of uranium.

It produces small amount of waste. It is reliable.

Contrasting Point

On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident can be a major accident.

Conclusion or Recomendation

People are increasingly concerned about this matter. In the 1990's nuclear power was the fastest growing source of power in many parts of the world.

Examples of discussion texts include:

 talkback radio

 debates

 current affairs interviews

 letters to the editor

 essays

 newspaper articles

D. Aktifitas Pembelajaran

Aktifitas Pembelajaran 1

Langkah-langkah Pembelajaran: Kegiatan awal

1. Siswa mengamati video pendek (dari You Tube) tentang bahaya dan keuntungan nuklir.

2. Bersama teman, siswa mendiskusikan bahaya dan keuntungan nuklir dari video.

3. Membahas kosakata baru terkait materi bacaan.

contrasting conjunction additional conjunction

8 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Kegiatan inti

1. Siswa membaca teks dan mengidentifikasi Generic structure dan

Lexico Grammatical Features teks Discussion.

2. Siswa menjawab pertanyaan tentang isi bacaan. Sesuai dengan tujuan pembelajaran, pertanyaan bacaan meliputi:

 gambaran umum teks  informasi tertentu  tujuan komunikatif  informasi rinci

 coherency dan cohesiveness

Pada kegiatan ini, guru dapat menggunakan berbagai teknik dan media atau alat peraga yang dapat membantu siswa dalam memahami teks. Misalnya: gambar peristiwa, video pendek,

3. Siswa membuat paragraf berbentuk Discusion dengan cara mengurutkan paragraf acak.

Kegiatan Akhir

1. Siswa merangkum apa yang telah dipelajari.

2. Siswa membuat daftar kemungkinan pendapat yang pro dan kontra terhadap suatu topik.

3. Siswa membuat teks sederhana discussion.

Aktifitas Pembelajaran 2

Silakan anda cermati contoh teks discussion di bawah ini kemudian silakan anda kerjakan tugasnya.

1. Tuliskan bagian-bagian paragraf di bawah ini sesuai generic structure-nya!

Generic Structure Aktifitas Pembelajaran

Issue Two students were discussing the

school's new rule that all the students must wear a cap and a tie

Supporting Point One of them showed her annoyance. She said that wearing a cap and a tie was only

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 9 Generic Structure Aktifitas Pembelajaran

suitable for a flag rising ceremony. So, she was against the rule.

Contrasting Point Contrary to the girl's opinion, the other student was glad with it. He said that he didn't mind with the new rule because wearing a cap and a tie will make the students look great and like real educated persons.

Contrasting Point The first student gave the reasons that they would feel uncomfortable and hot. Moreover, the classrooms were not air conditioned. The second said it wasn't a big problem.

Conclusion or

Recomendation

He was sure that the students would wear them proudly. They would surely be used to it any way.

2. Analisislah bacaan di atas. Carilah kata/frasa/kalimat yang menunjukkan:

 generic participant

 material processes

 relational process

 mental process

 additive,

 contrastive

 causal connection

 modalities

10 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Cara Mengajarkan teks

Table 6.g.1: Cara mengajarkan teks

Pendekatan Saintifik Kegiatan Belajar

Mengamati Anda dapat menayangkan video orang yag sedang berdebat. Mintalah siswa untuk mengamati topik yang diperdebatkan beserta argumen yang disampaikan. Mintalah siswa untuk mencatat hal-hal yang penting.

Menanya Doronglah siswa untuk mengajukan pertanyaan seputar topik yang diperdebatkan. Diskusikan jawabannya.

Mengumpulkan Informasi Mintalah siswa untuk berkelompok mendiskusikan beberapa bacaan discussion dan membuat tabel kesimpulan

Mengasosiasi Mintalah siswa untuk membandingkan

Hasil diskusi kelompoknya dengan kelompok lain Mengomunikasikan Mintalah siswa untuk berpasangan

memperdebatkan suatu topic, siswa yang satu menjadi pihak yang pro dan yang lainnya menjadi pihak yang kontra.

E. Latihan/Kasus/Tugas

Choose the best answer by crossing either A, B, C, D, or E. Text 1

Beggars have become a big problem for us today. They come as street musicians, street boys, "sick" people, "lost" people, or just beggars. As their number is getting bigger, the municipal government feels the need to set a regulation to ban beggars. Many people support this.

They say that begging makes people lazy and bad survivors. They are like parasites. Criminals take advantage of their existence. Car drivers are strong-armed in crossroads, motorbikes are seized, trucks are

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 11 hijacked, etc. A man in a rural area takes them to the city with his truck in the morning and pick them up in the afternoon. They have made an agreement to share what they get. Some children are reported to have been kidnapped not for ransom. They are forced to be beggars.

Some people, however, say that we must help beggars. They become beggars because they have no choice. What they get everyday is only enough for buying food. Being a beggar is better than being a thief or a robber. So it is a high time to apply their religious teaching to care for others. In addition, what they do is to help the government to check crime-rates.

Despite the controversy of their existence, beggars continue to color the life of urban people.

1. Where are beggars mostly found? A. In cities.

B. In rural areas. C. In small towns. D. In country sides. E. In small villages.

2. Why do some people disagree to help beggars? A. They are rich.

B. They are not criminals. C. They are mostly villagers.

D. They are lazy and bad survivors. E. They only make use of their time.

3. What does the writer think about the man who transports beggars from their villages to the city?

A. He is generous. B. He is exploitative.

12 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G C. He is very helpful.

D. He is their protector. E. He is doing business.

Text 2

GM foods have called ”Frankenfoods”after the scientist in Mary Shelley‟s novel

Frankenstein. In the book, Frankenstein creates a monster that turns against him and his family. Off all the things genetic engineering can do, GM (genetically modified ) foods

Are probably the most talked about GM foods could help and end hunger around the word, but many people worry about now safe they are.

The GM foods people eat have all been tested for safety. Millions of people have already eaten GM foods. For example, to make GM tomatoes, some tomatoes have had their genes altered to stop them from going soft while they are growing. For several years they were widely sold in tomato paste.

However, many people protest against GM foods. They often imagine GM foods are weird combinations of different species although in fact, the foods usually look exactly like normal foods. The are still afraid that the food could be bad for them in ways they do not yet understand.

Due to the controversies, many shops have stopped selling them.

Adopted from: Anna Claybourne, Introdution to genes 7 DNA, London, Us borne Publishing Ltd, 2003

4. Why do people protest against DM foods? A. They are not safe for health.

B. They have uninteresting forms.

C. They imagine GM foods as weird combination of different species. D. GM foods have heir genes to remain fresh.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 13 5. What is the main idea of paragraph three?

A. Arguments pros GM foods B. Arguments against GM foods

C. The consequence of the pros and cons of GM foods D. The advantage of GM foods

E. Another name of GM foods

6. “....while they are growing”. ( Paragraph 2) The underlined word refers to ... A. The genes

B. The foods C. The people D. The tomatoes

E. Another name of GM tomatoe

Text 3

Most people agree that the family planning programme is desirable for the good of family and society. But individuals and religious groups differ sharply on the methods of birth control that they consider moral and acceptable.

Couples that practice birth control do so for various reasons. They may want to limit or space their children, or to have no children at all. Young couples often postpone having children so that both partners can work full-time. Other couples space their children so they can give each as much attention as possible. Some women are advised by their doctor to avoid pregnancy for health reasons. In many countries with rapidly growing populations, the government encourages couples to limit the number of their families.

Even thought birth control has gained in acceptance, opposition to the practice iscontinuous. Some people fear that birth control encourages sexual outside marriage or that government might impose birth control. Some religious groups oppose birth control on moral grounds.

14 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

immoral because they separate the purposes of intercourse in marriage-conjugal love and the procreation of children. Although they oppose all artificial birth control, they consider natural family planning to be acceptable.

7. Some religious groups refuse to use … birth control because of moral values. A. home-made

B. man-made C. natural 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 couple 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 (men's 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 prove that women are, in fact, safer drivers than men. For example, insurance rates for women are 20 percent than they are for men.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 15 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 driver's 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.

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 about men drivers? A. They are safe and careful drivers.

B. They cause more accidents than women.

16 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G D. They feel that using a car shows status of 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

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 and on how to dress and behave. If they fail following the rule they will get penalties between Rp50 million and Rp1 billion.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 17 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 purpose 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 on 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

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. “I believe that the bill can decrease the rampantpornography…”

The synonym of the underlined word is ….. A. dangerous

B. irritating C. circulating D. uncontrolled E. few

18 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

F. Rangkuman

Discussion

(a) Tujuan Komunikatif Teks:

Mengetengahkan suatu masalah (isu) yang ditinjau minimal dari 2 (dua) sudut pandang sebelum sampai pada suatu kesimpulan atau rekomendasi.

(b) Struktur Teks/Generic structure  Isu: (statement of issue and Preview)  Pendapat yang mendukung:

 Gagasan Pokok 1,  Elaborasi (uraian),  Gagasan Pokok 2,  Elaborasi (uraian).

 Pendapat yang menentang:(Statement of various viewpoints)  Gagasan Pokok,

 Elaborasi (uraian),

 Kesimpulan.(conclusion or recomendation)

(c) 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.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 19

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 fungsional berbentuk discussion?

2. Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk discussion?

3. Menentukan informasi tertentu teks tertulis fungsional berbentuk discussion?

4. Menentukan informasi tersirat teks tertulis fungsional berbentuk discussion?

5. Menentukan makna kata teks tertulis fungsional berbentuk discussion? 6. Menentukan coherency dan cohesiveness teks discussion teks tertulis

berbentuk discussion?

7. Menentukan cara pengajaran teks discussion?

H. Kunci Jawaban

Latihan

1. A 9. D 17.A 2. D 10.D 18.D 3. B 11.A

4. C 12.A 5. B 13.E 6. D 14.D 7. B 15.C 8. C 16.B

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 21

KEGIATAN PEMBELAJARAN 2

DISCUSSION TEXT 2

A. Tujuan

Setelah menyelesaikan Kegiatan Pembelajaran ini peserta mampumeningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu

B. Indikator Pencapaian Kompetensi

1. Menentukan gambaran umum teks tertulis fungsional berbentuk discussion

2. Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk discussion

3. Menentukan informasi tertentu teks tertulis fungsional berbentuk discussion

4. Menentukan informasi tersirat teks tertulis fungsional berbentuk discussion

5. Menentukan makna kata teks tertulis fungsional berbentuk discussion 6. Menentukan coherency dan cohesiveness teks discussion teks tertulis

berbentuk discussion

7. Menentukan cara pengajaran teks discussion

C. Uraian Materi

Discussion is a text which present 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 discussion text is listed below.

 Statement of issue; stating the issue which is to discussed  List of supporting points; presenting the point in in supporting the

presented issue

 List of contrastive point; presenting other points which disagree to the supporting point

22 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G  Recommendation; stating the writer‟ recommendation of the discourse

Language Feature of Discussion

 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.

First 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.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 23 Second example:

The Advantage and Disadvantage of Nuclear Power

Nuclear power is generated by using uranium which is a metal mined in various part of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.

Some military ships and submarines have nuclear power plant for engine.

Nuclear power produces around 11% of the world‟s energy needed, and

produces huge amounts of energy. It cause no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:

 It costs about the same coal, so it is not expansive to make.

 It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.

 It produces huge amounts of energy from small amount of uranium.  It produces small amount of waste.

 It is reliable.

On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.

People are increasingly concerned about this matter. In the 1990‟s nuclear power

was the fastest growing source of power in many parts of the world.

Note on the Generic Structure of Discussion Text

Discussion is a process to find the meet point between two different ideas. It is important to to get the understanding between the two differences. In many social activities, discussion is the effective way to calm down any friction and difference in thought, perception and recommendation.

This example of discussion text present the two poles, between the advantage and disadvantage of using nuclear plant to fulfill the energy needed. It is a case which need to be talked and discussed from two points. They are represented in the generic structure which is used:

24 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

Stating the Issue: In the first paragraph, it is stated that using nuclear power can be the choice in fulfilling the needed energy.

Supporting Point: In the second paragraph, it is presented the advantages of

nuclear power plant to be used as the source of the world‟s energy needed

Contrastive Point: The third paragraph shows the balance. It gives the contradictory idea in using nuclear power plant as the resource of energy.

Recommendation: This text is ended with a similar recommendation on how people should concern in the matter of nuclear energy.

Third example:

Hunting Fox

Foxhunting is a subject that provokes very strong feelings. Many people believe that it is cruel to hunt a fox with dogs and totally agree with its ban.

Many farmer and even conservationists, however, have always argue that the fox is a pest which attacks livestock and must be controlled.

(Taken from: www.bbc.co.uk)

Generic Structure Analysis Stating the issue; hunting fox.

Supporting point; farmers and conservationists agree to hunt fox because they attack livestok.

Contrastive point; many people disagree hunting fox with dog because it is cruel.

Recommendation; Do not be cruel in hunting fox just control it in safe way. Language Feature Analysis

Introducing category participant; farmer, conservationists. Using thinking verb; believe.

Using connectives;

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 25 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.

D. Aktivitas Pembelajaran

Tabel 6.5 Aktifitas Pembelajaran

No. Tahap

Pembelajaran

Kegiatan Pembelajaran

Fasilitator Peserta

1. Mengamati

Memberi kesempatan kepada peserta mengamati paparan materi yang ada di modul.

Mengamati materi yang ada di modul.

2. Mempertanyakan

Mendorong peserta menanyakan hal-hal yang belum dipahami.

Menanya hal-hal yang belum dipahami kepada teman dan fasilitator.

3. Menemukan informasi

Fasilitator memberi kesempatan kepada para peserta untuk menggali mengerjakan tugas

menganalisis teks discussion

Peserta mengerjakan tugas menganalisis teks discussion

4. Mengasosiasi

Membantu peserta mengelabaorasi hasil pekerjaan/tugas.

Mencocokkan tugas bersama peserta lain dan fasilitator.

5. Mempublikasi

Memberi kesempatan peserta mempublikasi hasil pembelajaran.

Mempublikasikan hasil pekerjaan pada topik ini.

26 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

E. Latihan/Kasus/Tugas

Text 1

Family Planning

Most people agree that the family planning program is desirable for the good of family and society. But individuals and religious groups differ sharply on the methods of birth control that they consider oral and acceptable.

Couples that practice birth control do so for various reasons. They may want to limit or space their children, or to have no children at all. Young couples often postpone having children so that both partners can work full-time. Other couples space their children so they can give each as much attention as possible. Some women are advised by their doctor to avoid pregnancy for health reasons. In many countries with rapidly growing populations, the government encourages couples to limit the number of their families.

Even thought birth control has gained in acceptance, opposition to the practice is continuous. Some people fear that birth control encourages sexual outside marriage or that government might impose birth control. Some religious groups oppose birth control on moral grounds.

Some religious groups teach that artificial methods of birth control are immoral because they separate the purposes of intercourse in marriage-conjugal love and the procreation of children. Although they oppose all artificial birth control, they consider natural family planning to be acceptable.

1. Some religious groups refuse to use … birth control because of moral values. a. home-made

b. man-made c. natural d. original e. high quality

2. 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

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 27 3. We learn from the text that …

a. all couple 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.

Soal Ujian Nasional (UN) 2012/2013

Text 2

Balancing High School and Part-Time Work

You have to consider a number of factors when deciding whether or not to get a job. The important thing is to arm yourself with as much information as possible, so you can figure out what choice makes the most sense for you.

If you are considering working part-time, schedule a meeting with your school counselor to discuss this move. Talk to your counselor about why you want to

work and what type of position you‟re seeking. Simply explaining your goals to

someone else can help you make decisions and figure out your priorities.

Schoolwork, including homework and studying for tests, should always be your

top priority. “The activities and courses students choose vary considerably, so it‟s important for young people to keep their individual situations clearly in mind,”

says Brad McGowan, director of the Career Centre at Newton North High School in Massachusetts. Further, McGowan cautions students who do decide to work:

“If you are rushing through your assignment or not studying enough for tests because of work, it‟s time to cut back or quit and find a less time-consuming job.”

He adds, “Students should always let their employers know what their time limits

are.” If you are being pressured to work more hours than you can handle, you need to find a new place to work. You also need to make sure that a job won‟t

prevent you from getting enough rest.

28 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 4. What should a student do first when considering working part time?

a. Schedule a meeting with the employer of the job. b. Discuss with the school counselor.

c. Schedule a meeting with the school principal. d. Discuss with your friends

e. Schedule a meeting and discuss with the class.

5. What does Brad McGowan do?

a. Brad McGowan is a student who takes part time job

b. Brad McGowan is the director of the Career Centre at Newton North High School

c. Brad McGowan is the school counselor of Newton North High School in Massachusetts.

d. Brad McGowan is the employer of some students at Newton North High School

e. Brad McGowan is the principal at Newton North High School in Massachusetts.

6. “If you are rushing through your assignment or not studying enough for tests because of work, it‟s time to cut back or quit and find a less time-consuming

job.” (paragraph 3)

What does the word “it” in refers to? a. Student

b. individual situation c. young people

d. to keep to individual situations clearly in mind

e. to keep to individual situations clearly in mind is important.

7. What does Brad McGowan suggest when students don‟t have enough time to study?

a. Quit and find a less time-consuming job b. Talk to the employer

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 29 d. Keep doing both working while studying

e. Sue the employer for the compensation

Text 3

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 and on 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.

8. What is the purpose 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 on 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

9. 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

30 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 10. What is the first paragraph called?

a. Issue b. Orientation c. Argument d. Preview e. Conclusion

11. “I believe that the bill can decrease therampant pornography…”

The synonym of the underlined word is …..

a. Dangerous b. Irritating c. Circulating d. Uncontrolled e. Few

Text 4

Many young people have difficulty deciding where they will live when the time comes to leave home and make their own way in the world. Among the more common alternatives are sharing a house or flat with other young people, and finding full board and lodgings in someone else's home.

Renting a house with other young people offers the advantage of a high degree of freedom and independence. On the down side, renting involves a variety of responsibilities that may be more than you wish to take on. This would mean you would be responsible for making large rental payments if one or more of the people you are sharing with should move out of the house or flat. It might also mean that you are held financially responsible if they damage the dwelling.

Finding board and lodgings, on the other hand, has significant advantages. Generally you have no responsibility for the cleaning or maintenance of the dwelling or its gardens, other than to take reasonable care of your room. However, living in board and lodging circumstances has its drawbacks too. You have less freedom and flexibility in your lifestyle.

In the end, the decision each person makes will depend on their own personal valuing of independence and of convenience, as well as their feeling of readiness

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 31 for taking on the considerable financial and other responsibilities of house or flat rental.

12. The text mainly discusses about … a. sharing a house

b. cleaning a house c. deciding where to live d. renting a house e. finding full board

13. “Finding board and lodgings, on the other hand, has significant advantages.”

The underlined word means …

a. gained position b. rooms rented to live

c. supply of materials d. work of cutting down trees e. ability to convince

14. The writer‟s purpose of writing the text is …

a. to present two points of view about deciding where to live b. to persuade readers to rent a house with other young people c. to describe how to decide to find a rented house

d. to inform readers how to decide where to live e. to explain how to find board and lodgings

Text 5

What do you think about home schooling? Do you think it's a good idea concerning socialization and all? Believed to be first introduced in the U.S. decades ago, home schooling is now mushrooming in the country. This phenomenon seems to be in response to the fact that children's rights are sidelined in the arena of formal education. As an alternative education system, home schooling could become a popular choice for children of school age

Home schooling provides kids with educational opportunities that traditional public schooling has not provided. It offers a refreshing system by which students

32 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

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.

15. The text mainly discusses about … a. kids‟ education

b. students‟ socialization problem c. education problem

d. an alternative education system e. popular public schooling

16. What does the writer suggest that parents do before making decision to provide home schooling for their kids?

a. It's 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.

17. “… parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling”.

The underlined phrase means ….

a. connected b. informed

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 33 c. known

d. hang out

e. concerned

Text 6

THE ISSUE OF POLYGAMY

Polygamy has still become an actual topic to discuss. People reacts this issue in different opinions.

Today in the 21st Century polygamy persists and is legally permitted in Muslim majority Indonesia. The 1974 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

are 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.

18. 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.

19. What makes most women disagree with Polygamy? a. the husband‟s unequal treatment

34 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G c. the husband‟s attention

d. the money condition e. the daily needs fulfilment

20. Husbands are let practise polygamy when … ,except…

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.

 Statement of issue; stating the issue which is to discussed

 List of supporting points; presenting the point in in supporting the presented issue

 List of contrastive point; presenting other points which disagree to the supporting point

 Recommendation; stating the writer‟ recommendation of the discourse

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.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 35

H.

Kunci Jawaban

1. B 2. C 3. D 4. B 5. B 6. E 7. A 8. C 9. B 10. A

11. D 12. A 13. B 14. A 15. C 16. D 17. A 18. D 19. A 20. B

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 37

KEGIATAN PEMBELAJARAN 3

DISCUSSION TEXT TYPE 3

Pada mata Diklat Peserta diklat mempelajari text type khususnya yang berbentuk teks Discussion dengan berbagai aspek yang berhubungan dengan teks tersebut.

A. Tujuan

Peserta diklat 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 fungsional 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

38 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

C. Uraian Materi

Anda mendiskusikan keterangan bagaimana menentukan hal hal dibawah ini:

MAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE QUESTIONS

The first point we are going to see is an overview question about the main idea, main topic, or main purpose of a passage. Main idea questions ask you to identify the most important thought in the passage.

Sample Questions:

1. What is the main 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 main idea, main topic questions may be asked. These ask you what the passage is generally

“about”.

Sample questions:

1. The main topic of the passage is …. 2. What does the passage mainly discuss? 3. The passage is primarily concerned with….

Main purpose questions ask why an author wrote a passage. The answer choices for these questions usually begin with infinitives.

Sample questions:

1. The author‟s purpose in writing 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.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 39 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 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.

40 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

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.

INFERENCE QUESTIONS

The answers to these questions are not directly provided in the passage

you must “read between the lines”. In other words, you must make

conclusions based indirectly on information in the passage.

Inference questions may be phrased in a number of ways. Many of these questions contain some form of the words infer or imply.

Sample questions:

1. Which of the following can be inferred from the passage? 2. It can be inferred from the passage that…

3. The author implies that….

4. Which of the following does the passage imply?

5. Which of the following would be the most reasonable guess about….? 6. The author suggests that…

7. It is probable that… REFERENCE QUESTIONS

Reference questions ask what noun (called the referent) a pronoun or some other expression refers to. The correct answer is NOT always the noun that is closest to the pronoun in the passage. Incorrect choices are usually other nouns that appear in the passage. If you are unable to decide immediately which answer is correct, substitute the choices for the word that is being asked about. Which one is the most logical substitute?

In general, reference questions tend to be the easiest type of reading question.

Sample questions:

1. The word “them” in line 4 refers to….

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 41 3. The phrase “another type” in line 7 is a reference to another type of…. 4. The word “this” in line 9 refers to….

5. What does the word “its” in line 11 refer to?

Sedangkan bagaimana teks Discussion terbentuk adalah berdasarkan struktur yang dimiliki sebagai berikut:

SOCIAL FUNCTION

To present (at least) two points of view about an issue.

GENERIC STRUCTURE

฀ Issue

฀ Argument for

• Point(s)

• Elaboration(s)

฀ Argument Against

• Point(s)

• Elaboration(s)

฀ Conclusion

LEXICOGRAMMATICAL FEATURES

฀ Focus on Generic Human and Generic Non-human Participants

฀ Use of

• Material Processes, e.g. has produced, have developed, to feed

• Relational Processes, e.g. is, could have, cause, are

• Mental Processes, e.g. feel

฀ Use of Comparative: Contrastive and Consequential Conjunction

฀ Reasoning expressed as verbs and noun (abstraction)

D. Aktifitas Pembelajaran

1. Diskusikan pernyataan berikut ini:

What is the characteristic of question related to

 MAIN IDEA, MAIN TOPIC, AND MAIN PURPOSE

42 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

 INFERENCE

 REFERENCE

2. Diskusikan pernyataan berikut ini:

Discussion text appears most typically in two particular situation. What are they?

The first is where an issue divides public opinion; that is, most people hold a firm opinion either for or against a particular idea or course of action

What is the social function of Discussion text? To present (at least) two points of view about an issue. How is Discussion text structured?

Issue

Argument for

• Point(s)

• Elaboration(s) Argument Against

• Point(s)

• Elaboration(s) Conclusion

3. Perhatikan bagaimana teks Discussion dapat disajikan dengan menggunakan Pendekatan Saintifik bisa juga disisipi dengan model Pembeajaran yang lain seperti misalnya: Model Discovery Learning, Model Problem Based-Learning atau Model Project Based- Learning a. Lakukan dengan Pendekatan saintifik/pendekatan berbasis proses

keilmuan merupakan pengorganisasian pengalaman belajar dengan urutan logis meliputi proses pembelajaran:

1. mengamati; 2. menanya;

3. mengumpulkan informasi/mencoba; 4. menalar/mengasosiasi; dan

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 43 b. Bisa menggabungkan dengan Model Discovery Learning dengan

langkah langkah sebagai berikut:

 Stimulation (stimulasi/pemberian rangsangan)

Pertama-tama pada tahap ini pelajar dihadapkan pada sesuatu yang menimbulkan kebingungannya, kemudian dilanjutkan untuk tidak memberi generalisasi, agar timbul keinginan untuk

menyelidiki sendiri. Disamping itu guru dapat memulai kegiatan PBM dengan mengajukan pertanyaan, anjuran membaca buku, dan aktivitas belajar lainnya yang mengarah pada persiapan pemecahan masalah. Stimulasi pada tahap ini berfungsi untuk menyediakan kondisi interaksi belajar yang dapat

mengembangkan dan membantu siswa dalam mengeksplorasi bahan.

 Problem statement (pernyataan/ identifikasi masalah) Setelah dilakukan stimulasi langkah selanjutya adalah guru memberi kesempatan kepada siswa untuk mengidentifikasi sebanyak mungkin agenda-agenda masalah yang relevan dengan bahan pelajaran, kemudian salah satunya dipilih dan dirumuskan dalam bentuk hipotesis (jawaban sementara atas pertanyaan masalah)

 Data collection (Pengumpulan Data)

Ketika eksplorasi berlangsung guru juga memberi kesempatan kepada para siswa untuk mengumpulkan informasi sebanyak-banyaknya yang relevan untuk membuktikan benar atau tidaknya hipotesis. Pada tahap ini berfungsi untuk menjawab pertanyaan atau membuktikan benar tidaknya hipotesis, dengan demikian anak didik diberi kesempatan untuk mengumpulkan (collection) berbagai informasi yang relevan, membaca literatur, mengamati objek, wawancara dengan nara sumber, melakukan uji coba sendiri dan sebagainya.

 Data Processing (Pengolahan Data)

Pengolahan data merupakan kegiatan mengolah data dan informasi yang telah diperoleh para siswa baik melalui

44 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

wawancara, observasi, dan sebagainya, lalu ditafsirkan. Semua informai hasil bacaan, wawancara, observasi, dan sebagainya, semuanya diolah, diacak, diklasifikasikan, ditabulasi, bahkan bila perlu dihitung dengan cara tertentu serta ditafsirkan pada tingkat kepercayaan tertentu

 Verification (Pembuktian)

Pada tahap ini siswa melakukan pemeriksaan secara cermat untuk membuktikan benar atau tidaknya hipotesis yang

ditetapkan tadi dengan temuan alternatif, dihubungkan dengan hasil data processing. Verification menurut Bruner, bertujuan agar proses belajar akan berjalan dengan baik dan kreatif jika guru memberikan kesempatan kepada siswa untuk menemukan suatu konsep, teori, aturan atau pemahaman melalui contoh-contoh yang ia jumpai dalam kehidupannya.

 Generalization (menarik kesimpulan/generalisasi)

Tahap generalisasi/ menarik kesimpulan adalah proses menarik sebuah kesimpulan yang dapat dijadikan prinsip umum dan berlaku untuk semua kejadian atau masalah yang sama, dengan memperhatikan hasil verifikasi. Berdasarkan hasil verifikasi maka dirumuskan prinsip-prinsip yang mendasari generalisasi

c. Bisa juga digabung dengan Model Problem based learning dengan langkah langkah sebagai berikut:

 Orientasi Peserta didik kepada Masalah /Konsep Dasar (Basic Concept)

Fasilitator memberikan konsep dasar, petunjuk, referensi, atau

link dan skill yang diperlukan dalam pembelajaran tersebut. Hal ini dimaksudkan agar peserta didik lebih cepat masuk dalam

atmosfer pembelajaran dan mendapatkan „peta‟ yang akurat

tentang arah dan tujuan pembelajaran

 Mengasosiasikan Peserta didik /Pendefinisian Masalah (Defining the Problem)

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 45 Dalam langkah ini fasilitator menyampaikan skenario atau permasalahan dan peserta didik melakukan berbagai kegiatan

brainstorming dan semua anggota kelompok mengungkapkan pendapat, ide, dan tanggapan terhadap skenario secara bebas, sehingga dimungkinkan muncul berbagai macam alternatif pendapat

 Membimbing Penyelidikan Individu dan Kelompok Pembelajaran Mandiri (Self Learning)

Peserta didik mencari berbagai sumber yang dapat memperjelas isu yang sedang diinvestigasi. Sumber yang dimaksud dapat dalam bentuk artikel tertulis yang tersimpan di perpustakaan, halaman web, atau bahkan pakar dalam bidang yang relevan. Tahap investigasi memiliki dua tujuan utama, yaitu: (1) agar peserta didik mencari informasi dan mengembangkan pemahaman yang relevan dengan permasalahan yang telah didiskusikan di kelas, dan (2) informasi dikumpulkan dengan satu tujuan yaitu dipresentasikan di kelas dan informasi tersebut haruslah relevan dan dapat dipahami.

 Mengembangkan dan Menyajikan hasil Karya / Pertukaran Pengetahuan (Exchange Knowledge)

Setelah mendapatkan sumber untuk keperluan pendalaman materi dalam langkah pembelajaran mandiri, selanjutnya pada pertemuan berikutnya peserta didik berdiskusi dalam

kelompoknya untuk mengklarifikasi capaiannya dan merumuskan solusi dari permasalahan kelompok. Pertukaran pengetahuan ini dapat dilakukan dengan cara peserrta didik berkumpul sesuai kelompok dan fasilitatornya.

 Menganalisa dan Mengevaluasi Proses Pemecahan Masalah Anda dapat melakukan evaluasi hasil belajar tentang materi yang telah dipelajari /meminta kelompok presentasi hasil kerja

46 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G d. Kemungkinan lain digabung dengan Project Based Learning/

Pembelajaran Berbasis Proyek dengan langkah-langkah sebagai berikut:

 Penentuan Pertanyaan Mendasar

Anda menyiapkan penugasan proyek pembelajaran dengan memformulasikan pertanyaan pertanyaan

 Mendesain Perencanaan Proyek

Proyek pengembangan dapat anda sepakati dengan peserta didik tentang format dan kedalaman serta poin-poin yang akan dinilai

 Menyusun Jadwal

Dalam diskusi kelompok peserta didik anda bimbing bagaimana menyelesaikan tugas hingga selesai. Sementara peserta didik mendiskusikan strategi pelaksanaan proyek misal:

Siapa melakukan apa

Tanggal-tanggal proses melaksanakan penyelesaian proyek Peserta didik dari masing-masing kelompok bisa berbagi dan menjelaskan mengapa memilih strategi penyelesaian kegiatan tersebut

 Memonitor Peserta didik dan Kemajuan Proyek

Anda memonitor aktivitas peserta didik selama menyelesaikan proyek dengan menanyakan kemajuan penyelesaian proyek dan hambatan yang dihadapi. Anda dapat melakukannya di kelas pada pertemuan-pertemuan dalam rentang tanggal penyelesaian proyek tersebut. Anda bisa membuka helpdesk secara on-line (media sosial. E-mail atau messanger ) bila memang ada fasilitas tersebut

 Menguji Hasil

Setelah menyelesaikan penegrjaan proyek, peserta didik dalam kelompok menyajikan hasil didepan kelas dan menempel

hasilnya di mading kelas atau sekolah atau dofoto dan diup-load dihalaman media sosial untuk mendapatkan

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 47 semenarik mungkin sehingga peserta didik merasa senang menyelesaikan proyek ini

 Mengevaluasi Pengalaman

Bimbing peserta didik merefleksikan proses penyelesaian tugas untuk mendapatkan masukan yang konstruktif. Refleksi ini dapat didokumentasi dalam jurnal belajar

E. Latihan/Kasus/Tugas.

Latihan 1

Reading: Read the following text.

You see, divorce changes childhood- but not necessarily for the worse. Why? Because many children from broken homes go on establish loving relationships with both their parents.

It is difficult for children to be party to any ongoing dispute between parents.

One child spoke of the “Bermuda Triangle” – the mythical space between the homes of her parents into which socks and schoolbooks, games kit and pencil sharpeners, always seemed to disappear. Another child complained bitterly that one mother refused to let her on the weekends she spent with her dad. They hated being told secrets and carrying messages to and fro between their parents. Worrying about how the kids will be affected by divorce often leads parents into crooked thinking.

What matters is overcoming and dealing with those difficulties. In life we are always going to face difficulties and that we should never have problems is not a good way at looking at childhood.

Rather than wringing their hands about the harmful effects of splitting up, parents can be positive and look at strategies for dealing with problems that might arise. As a proof, a lot of parents that we interviewed stayed together longer than they should have done though they were so

48 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

worried about the effect of divorce on their time thinking that any kind of adolescent rebellion was because of the divorce

Do you know what we are saying? Well, young people can strive under these

circumstances. And that it‟s the quality of the relationships that matter.

Divorce might be a whole lot better than a really grim family situation. And children can often be extraordinarily happy and contented after their parents divorce.

(taken from School Based Curriculum Students English Module For S H S _– Xii)

Write your answer based on the following questions.

a) What do you think the writer wants in writing this kind of text? b) Why does he/she state the first paragraph?

c) Is there any relationship between paragraph 2 and paragraph 3? What is it?

d) How about paragraph 4 and 5?

e) What does the writer want to say in the last paragraph?

Latihan 2

Observe the reading text above and match the words with the given synonym of the following words

A B

a.

Establish b. Refuse c. Disappear d. Extraordinarily e. Rebellion f. Affected g. Strive h. Split i. Dealing

j.

Dispute

1. Set up

2. Heated discussion 3. Fade away

4. Reject 5. Divide 6. Influnced 7. Sharing out 8. Revolt 9. Struggle 10. Amazingly

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 49

Latihan 3

Let’s talk about DIVORCE. _{Give your opinion to the following}

questions:

1. Do you agree if our parents should get divorced? 2. Can you give your reasons why you agree or disagree?

3. Before you give your answer, make a list of your reasons in a piece of paper! 4. Do you think that the children with their divorced parents will always be broken

home?

5. Why or why not?

F. Rangkuman

1. Main idea questions

These kind of questions ask the reader to identify the most important thought in the passage.

2. Main topic questions

They usually ask you what the passage is generally “about”. 3. Main purpose questions

They oftenly ask why an author wrote a passage. The answer choices for these questions usually begin with infinitives.

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.

4. Factual 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).

50 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 6. Inference questions

These questions are not directly provided in the passage. Readers

must “read between the lines”. In other words, you must make

conclusions based indirectly on information in the passage. 7. Factual 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.

8. Reference questions ask what noun (called the referent), a pronoun or some other expression refers to. The correct answer is NOT always the noun that is closest to the pronoun in the passage. Incorrect choices are usually other nouns that appear in the passage. If you are unable to decide immediately which answer is correct, substitute the choices for the word that is being asked about.

G. Umpan Balik dan Tindak Lanjut.

In order to get the deeper understanding of discussion text in this level, teacher should have a compilation of discussion text with the exercises. Besides, knowinghe shouldIt can ease teacher in preparing classroom material.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 51

H. Kunci Jawaban

Latihan 1

Any correct answer is accepted.

Latihan 2

a. Set up b. Reject c. Fade away d. Amazingly e. Revolt f. Influenced

g. Struggle h. Divide

i. Heated discussion

Latihan 3

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 53

KEGIATAN PEMBELAJARAN 4

LANGUAGE EXPRESSION AND MODALITY

A. Tujuan

Peserta dapat meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.

B. Indikator Pencapaian Kompetensi

1. Menggunakan ragam bahasa dengan kepantasan, kesopanan, dan atau ragam fomal/ informal berdasarkan situasi penggunaan bahasa tertentu

2. Menetukan modality yang tepat sesuai konteks

C. Uraian Materi

Sesuai maknanya functional language adalah kemampuan memahami bahasa sesuai dengan fungsinya. Functional language dalam pemakaiannya disesuaikan dengan fungsinya. Sebagai contoh; “If I were you…” atau “my suggestion is…” digunakan dalam giving advice (memberikan nasehat). Sementara “it was my fault” atau “please

forgive me” digunakan dalam apologizing (permintaan maaf).

Functional language dalam komunikasi antara lain berfungsi sebagai berikut: a. Expressing request, permission, and offer (permohonan, izin, dan penawaran) b. Expressing sympathy (rasa ikut bersedih)

c. Expressing prohibition (larangan)

d. Expressing invitation(mengundang), accepting (menerima) dan declining (menolak) e. Expressing suggestion/recommendation/advice

f. Expressing frustration or annoyance

g. Expressing unfulfilled or unrealized actions or events

Masih banyak ungkapan lain yang bisa digunakan. Anda dapat mencari ungkapan-ungkapan tersebut dengan membaca beberapa teori tentang hal itu dari sumber-sumber yang lain.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 71

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