PENDALAMAN MATERI
1. TEXT TYPES
a. Listening
b. Speaking
c. Reading
d. Writing
2. LANGUAGE FUNCTIONS
a. Listening
b. Speaking
c. Reading
d. Writing
TEXT TYPES
Grade X (Smt 1)
1. Recount
2. Narrative
3. Procedure
Grade XI (Smt 1)
1. Report
2. Narrative
3. Analytical Exposition
Grade XII (Smt 1)
1. Narrative
2. Explanation
3. Discussion
Grade X (Smt 2)
1. Narrative
2. Descriptive
3. News Item
Grade XI (Smt 2)
1. Narrative
2. Spoof
3. Hortatory Exposition
Grade XII (Smt 2)
1. Narrative
2. Review
Additional Lesson Materials for Language Program
Grade XI (Smt 1)1. Public Speaking:
Master of Ceremony2. Show Presenter
(Host)3. News Reader
Grade XII (Smt 1)1. Public Speaking: Speech2. Debate3. Presentation
Grade XI (Smt 2)1. English song2. English Contemporary
poetry3. Film4. Contemporary Drama5. Novel6. Figurative Languages
Grade XII (Smt 2)1. English song2. Contemporary Poetry3. Film4. Contemporary Drama
LANGUAGE FUNCTIONS
(Grade X Semester 1)
Self introduction
Introducing others
Greetings
Invitation
Appointment
Expressing happiness
Sympathy
Giving instructions
LANGUAGE FUNCTIONS
(Grade X Semester 2)
Thanking
Appreciating
Congratulating
Surprising
Unbelieving
LANGUAGE FUNCTIONS
(Grade XI Semester 1)
Asking comments/opinions
Giving comments/opinions
Expressing satisfactions
Expressing dissatisfactions
Giving advice
Warning
Expressing relief, pain,
and pleasure
LANGUAGE FUNCTIONS
(Grade XI Semester 2)
Scolding
Expressing Annoyance
Expressing Anger
Asking for and Offering
Suggestions
Asking for and Offering
Recommendations
LANGUAGE FUNCTIONS
(Grade XII Semester 1)
Accusing
Regretting
Asking and Offering
a Promise
Asking and Expressing
Wants, Hopes
and Wishes
LANGUAGE FUNCTIONS
(Grade XII Semester 2)
Asking Plans
Asking Purposes
Predicting
Speculating
Criticizing
Persuading
Encouraging
Prohibiting
Short Functional Texts
Letters
Listener’s letters
Invitation cards
Announcements
Advertisements
Manual instructions
Editorials
Schedules
Contents
Tourism information
ENGLISH TEXT TYPES
Lesson Materials
(Theory and Practice)
Functions of TextsTexts Functions
Spoof To retell a humorous twist
RecountTo retell events for the purpose of
informing or entertaining
ReportTo classify and describe the
phenomena of our world.
Analytical
ExpositionTo persuade the reader or listener
that something is in the case
News Item
To inform readers, listeners or
viewers about events of the day
which are considered newsworthy
or important
Functions of Texts
Texts Functions
AnecdoteTo share with others an account of an
unusual or amusing incident
Narrative
To amuse, entertain and to deal with
actual experience in different ways, I.e. to
gain and hold the reader’s interest in a
story.
Procedure
To describe how something is
accomplished through a sequence of
actions or steps
DescriptionTo describe a particular person, place or
thing
Hortatory Exposition
To persuade the reader or listener that
something should or should not be the
case
Functions of TextsTexts Functions
Explanation
To explain the processes involved
in the formation or workings of
natural or socio-cultural
phenomena
DiscussionTo present (at least) two points of
view about an issue
ReviewTo critique an art work or event for
a public audience
Commentary
To explain the processes involved
in the formation (evolution) of a
socio-cultural phenomenon, as
though a natural phenomenon
Schematic Structure of
Recounts
Orientation
Event 1
Event 2
Event 3
Re-orientation
Linguistic Features of
Recount Text
Focus on specific participant
Use of material processes
Circumstances of time and place
Use of past tense
Focus on temporal sequences
Linguistic Features of
Spoof Text
Focus on individual participants
Use of action verbs
Temporal Circumstances
Spatial circumstances
Use of past tense
Schematic Structures of
Spoof Text
Orientation : sets the scene
Event(s) : tell what happened
Twist : provides the ‘punch
line’
Schematic Structure of Reports
General Classification: tells what
the phenomenon under discussion
is.
Description: tells what the
phenomenon under discussion is
like in terms of parts (and their
functions), qualities, habits or
behaviors, if living; uses, if non-
natural
Linguistic Features of
Report Text
Focus on Generic Participants
Use Relational Processes
Use of simple present tense
No temporal sequence
Schematic Structure of
Narrative Text
Orientation
Evaluation
Complication
Resolution
Re-orientation
Linguistic Features of
Narrative Text
Focus on specific and usually
individualized participants
Use of material processes
Use of relational processes
Use of temporal conjunction
Use of past tense
Schematic Structure of
Procedure
1) Goal
2) Materials
3) Step 1
4) Step 2
5) Step 3
6) Step 4
7) Step 5
Linguistic Features of
Procedure
Focus on generalized human agents
Use of simple present tense, often imperative
Use mainly of temporal conjunction (or numbering to indicate sequence
Use mainly of material processes
Schematic Structure of
Descriptive Text
Identification:
Identifies
phenomenon to be
described
Description:
describes parts,
qualities,
characteristics
Linguistic Features of
Descriptive Text
Focus on specific
participants
Use of attributive and
identifying processes
Frequent use of epithets and
classifiers in nominal groups
Use of simple present tense
Schematic Structure
of News Item
Newsworthy Event(s): recounts the event in summary form
Background Events: elaborate what happened, to whom, in what circumstances
Sources: comments by participants in, witnesses to and authorities expert on the event.
Linguistic Features of a
News Item
Short, telegraphic information about
story captured in headline
Use of Material processes to retell
the event
Use of projecting verbal processes in
sources stage
Focus on circumstances
Schematic Structure of
Analytical Exposition
Thesis
Position: introduces topic and indicates writer’s position
Preview: outlines the main
Arguments
Point: restates main argument outlined in preview
Elaboration: develops and supports each point/argument
Reiteration: restates writer’s position
Linguistic Features of a
Analytical Exposition
Focus on generic human and non-human participants
Use of simple present tense
Use of relational processes
Use of internal conjunction to stage argument
Reasoning through causal conjunction or nominalization
Schematic Structure
of Hortatory Exposition
Thesis: announcement of issue of concern
Arguments: reasons for concern, leading to recommendation
Recommendation: statement of what ought or ought not to happen
Linguistic Features of a
Hortatory Exposition Focus on generic human and non- human
participants
Use of simple present tense
Use of mental processes: to state what writer thinks or feels about issue e.g. realize, feel, appreciate.
Use of material processes: to state what happens e.g. drive, travel, spend, etc.
Use of relational processes: to state what is or should be e.g. doesn’t seem, is, are, etc.
Schematic Structure of
Explanation Text
A general statement to position the reader
A sequenced explanation of why or how something occurs
Linguistic Features of a
Explanation Text
Focus on generic, non-human participants
Use mainly of material and relational processes
Use mainly of temporal and causal circumstances and conjunctions
Use of simple present tense
Some use of passive voice to get theme right
Schematic Structure of
Discussion
Issue:
- Statement
- Preview
Arguments for and against or statements of differing points of view:
- Point
- Elaboration
Conclusion or recommendations
Linguistic Features of a
Discussion Focus on generic human and generic non-
human participants
Use of mental processes: to state what writer thinks or feels about issue e.g. realize, feel, appreciate, etc.
Use of material processes: to state what happens e.g. has produced, have developed, to feed, etc.
Use of relational processes: to state what is or should be e.g. is, could have, cause, are.
Schematic Structure of
Reviews
1) Orientation
2) Interpretative
recount
3) Evaluation
4) Evaluative
summation
Linguistic Features of an
Review Text
Focus on particular participants (on movies, TV shows, plays, operas, recordings, exhibitions, concerts and ballets
Direct expression of opinions through use of attitudinal lexis
Use of elaborating and extending clause and group complexes to package information
Use metaphorical language
Dear Dewi,On Saturday I went to Mount Bromo. I stayed at Nisa and Achmad’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colourful flowers and a fishpond.On Sunday Nisa and I sawGunung Batok and went on the scenic ride on horseback. It was scary. Then we went to get a closer look at the mountain. We took pictures of the beautiful sceneries there.On Monday we went to the Zooat Wonokromo. We saw cockatoos having a shower. In the afternoon I went home.It was fun.Love,Dini
Event 1
Event 2
Reorientation
Orientation
Specific participant
Material Process
Circumstance of time
Temporal sequence
Circumstance of place
Past Tense
RECOUNT TEXT
Linguistic Features
Schematic Structure
Snow White and the Seven Dwarfs
Once upon a time there lived a little girl named
Snow White, She lived with her Aunt and Unclebecause her parents were died.
One day she heard her Uncle and Aunt talkingabout leaving Snow White in the castle because theyboth wanted to go to America and they didn’t haveenough money to take Snow White.
Snow White did not want her Uncle and Auntto do this so she decided it would be best if she ranaway. The next morning she ran away from homewhen her Aunt and Uncle were having breakfast.She ran away into the woods.
She was very tired and hungry.Then she saw this little cottage. She knocked
but no one answered so she went inside and fellasleep.
Meanwhile, the seven dwarfs were cominghome from work. They went inside. There theyfound Snow White sleeping. Then Snow White wokeup. She saw the dwarfs. The dwarfs said, “What isyour name?” Snow White said, “My name is SnowWhite.”
Doc said, “If you wish, you may live here withus”. Snow White said, “Oh could I? Thank you.”Then Snow White told the dwarfs the whole storyand Snow White and the 7 dwarfs lived happily everafter.
Orientation
Major Complication
Resolution
Complication
Resolution
Complication
Major Resolution
Past Tense
Specific participant
Mental process
Relational process
Material process
Temporal Conjunction
Specific participant
Temporal Conjunction
Temporal Circumstance
Schematic Structure
Linguistic Features
Language Functions
Lesson Materials
(Theory and Practice)
FORMS OF DIALOG
Transactional dialog
Interpersonal dialog
TRANSACTIONAL DIALOG
Andy : Ben, did you buy any ice cream?
Benny : No. I only bought some bread, milk,
and an apple.
Andy : Oh, okay. I’ll buy the ice cream
then.
Interpersonal Dialog
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, isn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
Greetings
Dialog 1:
Anny : Hi, Dave.
David : Hello, Ann.
Anny : How are you today?
David : Fine thanks. How is everything?
Anny : Good, thanks
Dialog 2:
Masduki : Good morning, Mr. Hartono?
Mr. Hartono : Good morning.
Masduki : How are you this morning?
Mr. Hartono : Just fine, thank you.
Introducing people
Fred : Tom, this is my brother, Ronald.
Tom : Hello.
Ronald : Nice to meet you.
Tom : Nice meeting you, too.
Dini : Excuse me, are you Helen Smith?
Helen : That’s right.
Bill : Excuse me, are you Frederick?
Hilmi : No, I am not. I’m Nur Hilmi.
Inviting Someone
Toni : Jaka, are you free on Sunday morning?
Jaka : Yes, Toni. I have nothing to do.
Toto : “I was wondering if you’d like to come to a
forum meeting to celebrate the Earth Day.
Jaka : Sounds great.
Toto : And after the meeting we are going to
save our earth.
Jaka : What do you mean, Toto?
Toto : Just picking up the rubbish, cleaning the
wastes and other litters.
Jaka : That’s a very useful thing to do.
That’s OK.
Satisfaction and Dissatisfaction
Fera : Morning, Tuti
Tuti : Morning, Fera.
Fera : How’s everything today?
Tuti : It’s okay, but ….
Fera : What’ the matter, Tuti. Are you not satisfied with reading that story?
Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me sleepy.
Fera : Do you have any complaints?
Wati : I don’t like the story. It is a lousy story.
Fera : What are you complaining about?
Wati : I’m a bit disappointed with the main character of the story.
The story is also a sad ending story.
Fera : Oh, I see.
But don’t worry, Wati. Be happy please. It’s just a story.
You can read other stories that can make you happy.
Wati : Yes, that’s good idea. Thanks for your suggestion, Fera.
Fera : You’re welcome. By the way, I must go now, Wati
See you tomorrow at school.
Wati : See you.
Asking and Giving Comments
Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones
in the school?
Jimmy: Yeah…
Rudi : What do you think about it?
Jimmy: Well, I think that’s fair enough. I agree with banning it.
Rudi : Why do you think so?
Jimmy: You see, cellular phone has caused so much trouble in our class.
Remember yesterday’s English class? Our teacher got very angry because he was
interrupted by cellular phone’s ringing many times. This may happen again and
again.
Rudi : Oh, that’s terrible.
Jimmy: Another thing is cellular phone has caused bad effects,
Students send SMS only for dating and gossiping their friends.
They often keep forbidden photos.
Rudi : What do you mean?
Jimmy: You know… some of them see the pornography on the cellular phone display
downloaded from internet.
Rudi : Oh, that’s too bad.
Jimmy: So, it’s a good idea if the school doesn’t allow students to use their hand phone in
the school.
Rudi : Your comments have been very helpful.
Jimmy: Thanks.
Predicting and Speculating
Andi : Hi, Susi.
Susi : Hello, Andi.
Andi : Susi, do you feel that the wind blows fast.
Susi : Yes, I do. And it’s too cold today.
Andi : I was predicted that a big storm will come.
Susi : How do you know that?
Andi : I heard the forecast from the radio. The scientist predicted that the
weather would turn next month.
Susi : What does it mean?
Andi : The following month our country would be in the bad weather.
Susi : Really? Or it is just a speculation, Andi.
Andi : I do not know exactly. It is not a speculation I think, because they
did a research how to predict the weather. And it is not a
speculation because all give logic reasons.
Susi : But I don’t believe it.
Andi : Yes, it depends on. By the way, I must go now. Bye, Susi.
Susi : Bye, Andi, See you later.
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