Sekolah Menengah Kejuruan (SMK)

GURU PEMBELAJAR MODUL PELATIHAN GURU Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas (SMA/ SMK) / Sekolah Menengah Kejuruan (SMK)

Kelompok Kompetensi J Profesional : Critical Text Analysis Pedagogik : Refleksi Pembelajaran & PTK

Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016

Penulis : Indriyati, SS, MTrainDev

Bonaparti Raja Harahap, M.Pd Drs. Suharno, M.Pd

Reviewer 1: Sahadadi Mulyana, MPd

Penyunting: Dr. Nur Arifah Drajati, M.Pd Drs. Suharno, M.Pd Yanti Susiwi, S.Pd

PPPPTK Bahasa Email : [email protected] Telp : 08121389214 SMA/ SMK Negeri 34 Jakarta Telp: 081380712798 SMA/ SMKN 6 Semarang Telp: 08122560546

PPPPTK Bahasa Email : [email protected] Telp : 08121348180

SMA/ SMK Labschool Jakarta Telp: 085710723536 SMA/ SMKN 6 Semarang Telp: 08122560546 SMA/ SMKN 1 Wates Telp: 081556511429

Copyright© 2016

Pusat Pengembangan dan Pemberdayaan Pcndidik dan Tenaga Kependidikan Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan HakCipta Dilindungi Undang-Undang Dilarang mengcopy sebagian atau keseluruhan isi buku ini untuk kepentingan komersial tanpa izin tertulis dari Kemcntcrian Pendidikan Kebudayaan

Kata Sambutan Peran guru profesional dalam proses pembelajaran sangat penting sebagai kunci keberhasilan belajar siswa. Guru profesional adalah guru yang kompeten membangun proses pembelajaran yang baik sehingga dapat menghasilkan pendidikan yang berkualitas. Hal tersebut menjadikan guru sebagai komponen yang menjadi fokus perhatian pemerintah pusat maupun pemerintah daerah dalam peningkatan mutu pendidikan terutama menyangkut kompetensi guru. Pengembangan profesionalitas guru melalui program Guru Pembelajar merupakan upaya peningkatan kompetensi untuk semua guru. Sejalan dengan hal tersebut, pemetaan kompetensi guru telah dilakukan melalui uji kompetensi guru (UKG) untuk kompetensi pedagogik profesional pada akhir tahun 2015. Hasil UKG menunjukkan peta kekuatan dan kelemahan kompetensi guru dalam penguasaan pengetahuan. Peta kompetensi guru tersebut dikelompokkan menjadi 10 (sepuluh) kelompok kompetensi. Tindak lanjut pelaksanaan UKG diwujudkan dalam bentuk pelatihan guru paska UKG melalui program Guru Pembelajar. Tujuannya untuk meningkatkan kompetensi guru sebagai agen perubahan dan sumber belajar utama bagi peserta didik. Program Guru Pembelajar dilaksanakan melalui pola tatap muka, daring (online), dan kombinasi (blended) tatap muka dengan online. Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Kelautan Perikanan Teknologi Informasi danKomunikasi (LP3TK KPTK) dan Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah (LP2KS) merupakan Unit Pelaksanana Teknis di lingkungan Direktorat Jenderal Guru dan Tenaga Kependidikan yang bertanggung jawab dalam mengembangkan perangkat dan melaksanakan peningkatan kompetensi guru sesuai bidangnya. Adapun perangkat pembelajaran yang dikembangkan tersebut adalah modul untuk program Guru Pembelajar tatap muka dan daring untuk semua mata pelajaran dan kelompok kompetensi. Dengan modul ini diharapkan program Guru Pembelajar memberikan sumbangan yang sangat besar dalam peningkatan kualitas kompetensi guru. Mari kita sukseskan program Guru Pembelajar ini untuk mewujudkan Guru Mulia Karena Karya. Jakarta, Maret 2016 Direktur Jenderal Guru dan Tenaga Kependidikan, Sumarna Surapranata, Ph.D. NIP 195908011985031002

KATA PENGANTAR Puji dan syukur kami panjatkan ke hadirat Allah SWT atas selesainya Modul Pendidikan dan Pelatihan (diklat) Guru Pembelajar Bahasa Indonesia SMP dan SMA/ SMK, Bahasa Inggris SMP dan SMA/ SMK, Bahasa Arab SMA, Bahasa Jerman SMA, Bahasa Perancis SMA, Bahasa Jepang SMA, dan Bahasa Mandarin SMA. Modul ini merupakan dokumen wajib untuk kegiatan diklat bagi guru pembelajar. Program diklat guru pembelajar merupakan tindak lanjut dari hasil Uji Kompetensi Guru (UKG) dan bertujuan meningkatkan kompetensi guru dalam melaksanakan tugasnya sesuai dengan mata pelajaran yang diampunya. Sebagai salah satu upaya untuk mendukung keberhasilan suatu program diklat, Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Bahasa pada tahun 2015 melaksanakan pengembangan modul yang berisi materi-materi pembelajaran yang akan dipelajari oleh para peserta selama mengikuti program diklat tersebut. Modul diklat guru pembelajar bahasa ini diharapkan dapat menjadi bahan bacaan wajib bagi para peserta diklat untuk dapat meningkatkan pemahaman tentang kompetensi pedagogik dan profesional terkait dengan tugas pokok dan fungsinya. Saya menyampaikan ucapan terima kasih dan penghargaan yang tinggi kepada para pejabat, widyaiswara di PPPPTK Bahasa, dosen perguruan tinggi, dan guru yang terlibat di dalam penyusunan modul ini. Jakarta, Februari 2016 Kepala PPPPTK Bahasa,

Dr. Luizah F. Saidi, M.Pd. NIP 196312191986012002

KOMPETENSI PROFESIONAL CRITICAL TEXT ANALYSIS

Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan Tahun 2016

DAFTAR ISI KataSambutan KataPengantar Daftar isi Daftar tabel

Pendahuluan

1

A.

Latar Belakang

1

B.

Tujuan

2

C.

Peta Kompetensi

2

D.

Ruang Lingkup

3

E.

Saran Cara Penggunaan Modul

3

Kegiatan Pembelajaran 1 :

4

Grammar and Language Expression A.

Tujuan

4

B.

Indikator Pencapaian Kompetensi

4

C.

Uraian MaterI

4

D.

Aktivitas Pembelajaran

31

E.

Latihan

31

F.

Rangkuman

40

G.

Umpan Balik dan Tindak Lanjut

43


44

Analysis On Coherence and Cohesion in Text A.

Tujuan

44

B.


44

C.

Uraian Materi

44

D.


51

E.

Latihan

51

F.

Rangkuman

58

G.


58

i


59

Critical Text Analysis (Critical Reading) A.

Tujuan

59

B.


59

C.

Uraian Materi

59

D.


67

E.

Latihan

67

F.

Rangkuman

80

G.

Umpan Balik dan tindak lanjut

80

Kegiatan Pembelajaran 4 : Learning Review Text A.

Tujuan

81

B.


81

C.

Uraian Materi

82

D.


93

E.

Latihan

94

F.

Rangkuman

102

G.


103

H.

Kunci Jawaban

103

Penutup

111

Daftar pustaka

112

Glosarium

113

ii

DAFTAR TABEL

Tabel 1 Peta Kompetensi Tabel 2 Table on Types of Logical Conjunction Tabel 3 Lists of Logical Conjunction Tabel 4 Reported Clauses on Will Tabel 5 Language Aspects of Discussion, news item and hortatory exposition Tabel 6 While You Read: Strategis for Close Reading

iii

PENDAHULUAN A. Latar Belakang Pengembangan

keprofesian

berkelanjutan

adalah

pengembangan

kompetensi guru dan tenaga kependidikan yang dilaksanakan sesuai dengan

kebutuhan,

profesionalitasnya.

bertahap, Dengan

berkelanjutan

demikian

untuk

pengembangan

meningkatkan keprofesian

berkelanjutan merupakan kegiatan untuk memelihara dan meningkatkan kompetensi guru dan tenaga kependidikan secara keseluruhan, berurutan dan terencana didasarkan pada kebutuhan individu. Kegiatan PKB sesuai amanat Peraturan Menteri Negara dan Pendayagunaan Aparatur Negara dan Reformasi Birokrasi Nomor 16 Tahun 2009 tentang Jabatan Fungsional dan Angka Kreditnya terdiri dari 3 (tiga) kegiatan yaitu : (1) kegiatan pengembangan diri; (2) karya ilmiah; (3) karya inovatif. Kegiatan pendidikan dan pelatihan termasuk dalam kegiatan pengembangan diri.

Selain kompetensi kepribadian dan sosial, kompetensi profesional dan pedagogik merupakan kompetensi esensial yang wajib dimiliki oleh guru. Kompetensi profesional adalah penguasaan materi pembelajaran secara luas dan mendalam yang mencakup penguasaan materi kurikulum mata pelajaran di sekolah dan substansi keilmuan yang menaungi materinya serta penguasaan terhadap struktur dan metodologi keilmuannya. Adapun kompetensi pedagogik adalah kemampuan pemahaman terhadap peserta didik, perancangan dan pelaksanaan pembelajaran, evaluasi hasil belajar dan pengembangan peserta didik untuk mengaktualisasikan berbagai potensi yang dimilikinya.

Modul ini ditulis untuk membantu guru pembelajar dalam memahami substansi-substansi

dalam

kompetensi

profesional

khususnya

bagi

kompetensi J melalui kegiatan pelatihan Guru Pembelajar Moda tatap Muka. Semoga modul ini dapat bermanfaat bagi pengembangan kompetensi guru pembelajar. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

1

B. Tujuan Modul Critical Text Analysis merupakan modul kompetensi profesional untuk PKB Guru Pembelajar Bahasa Inggris Kelompok Kompetensi J jenjang SMA/ SMK. Tujuan modul ini adalah agar guru pembelajar dapat meraih capaian kompetensi profesional yang meliputi: 1. Menggunakan berbagai aspek kebahasaan dalam bentuk logicalconnector, core modal verbs dan penggunaan ungkapan agreement dan disagreement. 2. Menganalisis coherence dan cohesion pada teks jenis discussion, newsitem dan hortatory exposition 3. Menganalisis teks secara kritis

C. Peta Kompetensi Peta kompetensi profesional guru pembelajar bahasa Inggris kompetensi J seperti yang tertuang pada Permendiknas Nomor 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru adalah sebagai berikut: Tabel 1 Peta Kompetensi Profesional Guru Pembelajar Bahasa Inggris SMA/ SMK Kompetensi J

2

No

Kompetensi Inti

Kompetensi Guru Mapel

1

Menguasai materi, struktur, konsep, dan pola fikir keilmuan yang mendukung mata pelajaran yang diampu

Memiliki pengetahuan tentang berbagai aspek kebahasaan dalam bahasa Inggris (linguistik,wacana,sosiolin guistik dan strategis)

Indikator Pencapaian Kompetensi Mengidentifikasi jenis jenis logical connectors/ conjunction dan fungsinya Menggunakan logical connectors/ conjuction yang tepat dalam kalimat. Menggunakan ungkapan agreement dan disagreement dalam konteks kalimat yang tepat. Menentukan Core Modal Verbs yang tepat sesuai konteks kalimat.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

2 Menguasai bahasa Inggris lisan dan tulisan, reseptif dan produktif dalam segala aspek komunikatifnya (linguistik,wacana,sosiolin guistik dan strategis)

Menganalisis coherency dan cohesiveness pada teks bentuk News item, Hortatory Exposition dan Discussion Menganalisis teks secara kritis

D. Ruang Lingkup Modul ini terdiri dari tiga kegiatan belajar yang meliputi materi sebagai berikut: 1.

Kegiatan Belajar 1 tentang Grammar dan Language Expression

2.

Kegiatan Belajar 2 tentang Analysis on Coherence and Cohesion in Text

3.

Kegiatan Belajar 3 tentang Critical Text Analysis (Critical Reading

4.

Kegiatan belajar 4 tentang Learning Review Text

E. Saran Cara Penggunaan Modul Modul ini bersifat panduan bagi guru pembelajar untuk belajar secara mandiri tentang materi terkait. Beberapa hal yang perlu diperhatikan dalam menggunakan modul ini adalah sebagai berikut: 1.

Bacalah terlebih dahulu bagian pendahuluan dengan seksama;

2.

Peserta pelatihan harus mengikuti alur pembelajaran secara sistematis, artinya langkah demi langkah aktivitas belajar harus diikuti secara berurutan;

3.

Segera bertanya kepada fasilitator, jika mengalami kesulitan atau tidak memahami proses atau langkah-langkah pada aktivitas pembelajaran;

4.

Guru pembelajar diharapkan mampu berpikir kritis dan kreatif dalam memanfaatkan dan mengembangkan hasil pembelajaran pada modul ini dan menyesuaikan dengan kebutuhan pembelajaran di sekolah.


3

Kegiatan Pembelajaran 1 Grammar and Language Expression A. Tujuan Kegiatan belajar ini bertujuan meningkatkan pengetahuan Guru Pembelajar tentang berbagai aspek kebahasaan dalam bahasa Inggris (linguistik, wacana, socio linguistik dan strategis)

B. Indikator Pencapaian Kompetensi Indikator pencapaian kompetensi dalam kegiatan belajar ini adalah: 1. Mengidentifikasi jenis jenis logical connector dan fungsinya 2. Menggunakan logical connector yang tepat dalam kalimat 3. Menggunakan core modal verbs yang tepat sesuai konteks kalimat. 4. Menggunakan ungkapan agreement dan disagrement dalam konteks kalimat yang tepat

C. Uraian Materi DISCUSSION 1 : LOGICAL CONNECTORS (CONJUNCTIONS) Logical Conjunction is used to link two or more ideas which have a particular relationship. This relationship can be sequential (time), reason and purpose, adversative (opposition and/or unexpected result), ataupun condition. There are a number of logical connections that are used to link ideas in academic writing; these can be grouped into five main types: Tabel 2 Table on Types of Logical Conjunction Addition & Replacement

where extra information is simply added or one idea replaces another

Comparison & Contrast

where two ideas are presented as either similar or different.

Exemplification & Restatement

where a previously mentioned idea is repeated by rewording it or giving an example.

Cause & Condition

where the reason why or the conditions under which

4


something happens are given. Time & Place

where ideas, things and events are located in time and space.

(Source:http://sydney.edu.au/learningcentre/clearer_writing/module4/logical_relations/logical_relations _intro.html retrived 5 January 2016)

Contoh

1. Addition dan replacement In relations involving ‗addition‘, extra information is simply added, for example: The research has been criticised for three reasons. It did not use a large enough sample and the results were contradictory. Moreover, it was alleged that the statistical analysis was faulty. The research has been critised for three reasons

The writer gives two reasons for the criticism, joined by and and adds a third using moreover

It did not use a large enough sample

and

The result were contradictory Moreover, It was alleged that the statical analysis was faulty In relations involving ‗replacement‘, one piece of information is replaced with another, ie. alternative ideas are offered., for example:

Such a policy could stimulate the economy or it could plunge it deeper into recession


5

Such a policy could stimulate the economy or

The writer introduces a second, alternative idea using or

It could plunge it deeper into recession

2. Comparison dan Contrast In this type of relation, two ideas may be considered to be similar (comparison), for example: It is hard to see why a code in which GGC means glycerine and AAG means lysine is either better or worse than one in which the meanings are reversed. Similarly a language in which “horse” mean a quadruped with cloven hoofs and horns, and “cow” one with a single toe and a mane, would be neither better nor worse than English. It is hard to see why a code in which GGC means glycerine and AAG means lysine is either better or worse than one in which the meanings are reversed.

The writer compares the idea in the first sentence about code wth the idea in the second sentence about language.

Similarly a language in which ―horse‖ mean a quadruped with cloven hoofs and horns, and ―cow‖ one with a single toe and a mane, would be neither better nor worse than English

Two ideas may be considered to be different (contrast), for example: Whereas pain and discomfort usually lead to avoidance behaviour, hunger and thirst usually lead a person to seek food and drink. Anorexic patients, however, do not respond to hunger in the normal way.

6


Whereas sss pain and discomfort usually lead to avoidance behaviour

hunger and thirst usually lead a person to seek food and drink

Anorexic patients

The writer contrast the normal reaction to pain and discomfort with the normal reaction to hunger and thirst by introducing one clause with whereas. Whereas here does not come between the clause it joins.

However

do not respond to hunger in the normal way.

We can also add relationships of concession to this group. While the two ideas in a concessive relation are in contrast with each other, one tends to be surprising or unexpected in view of the other, for example: Even though the government introduced policies to stimulate the economy, the recession worsened. Even though

the government introduced policies to stimulate the economy

The writer uses even though to introduce the idea of stimulating the economy and to preare the reader for an unexpected outcome – the worsening of the recession.

the recession worsened.


7

3. Exemplification dan Restatement ( Contoh dan Pernyataan Ulang) With restatement, we repeat a previously mentioned idea by rewording it, for example: Modern literature in most countries has abandoned the focus on unique, individual psychological struggles, preferring a contemporary focus on social issues. In other words, contemporary literature has found a critical voice.

Modern literature

in most countries has abandoned the focus on unique, individual psychological struggles, preferring a contemporary

The writer restate an idea using different wording. Restatement is usually used to emphasize or summarize an important point. The restatement should make the idea or argument clearer to the readers.

Focus on social issues

Contemporary literature

Has found a Critical voice With exemplification, we provide an example to illustrate a point, for example: ... contemporary literature has found a critical voice. For example, novels from Africa depict ordinary people struggling against adversity.

For example Contemporary literature has found a critical voice

The writer elaborates the idea by giving an example. The exemplification should make the idea or argument clearer to your reader.

Novels from Africa depict ordinary people struggling against adversity 8


4. Cause dan Condition Cause highlights a cause-effect relation between two ideas, or gives a reason why something happens, for example: Because of wind and water erosion Australia loses millions of tonnes of topsoil each year.

Because of

The writer uses because of to introduce a cause followed by an effect .

wind and water erosion

Australia loses millions of tonnes of topsoil each year. Condition suggests the kinds of circumstances under which something happens or is done, for example: If something is not done about this situation soon we will not have enough soil left to feed ourselves.

if

The writer uses if to introduce a condition followed by an outcome.

Something is not done about this situation

We will not have enough soil left to feed ourselves

5. Time dan Place These relations locate or sequence events, things and ideas in time or space. Of the two, time is by far the most common in academic writing. For example : Non-absorbent cotton wool was put loosely on top of the mung beans. A bung was then attached to the respiration chamber and the respiration chamber was covered with foil. Next, a syringe was attached to the bung and left there for ten minutes ...


9

Tabel 3 List of Logical conjunction Relation

Across sentences

Within a sentence

ADDITION & REPLACEMENT

also in addition furthermore moreover further besides likewise in the same way similarly

and,

however on the other hand in contrast on the contrary instead nevertheless even so despite this still yet in the same way likewise similarly

but whereas while

for this reason therefore because of this thus hence as a result consequently

because since

CONTRAST & COMPARISON

CAUSE & CONDITION

that being so in that case otherwise EXEMPLIFICATION RESTATEMENT

10

and also

nor or, or else

yet even though although

(just) as while both...and neither...nor

so so that in order that

if...(then) if (+ neg verb)

& for instance to illustrate this for example in other words that is to put it another way to sum up in brief to clarify


TIME & PLACE

then afterwards previously up till now first second(ly) thirdly next finally

when/once

at this/that point

here/there

after before

where

(Source: http://sydney.edu.au/learningcentre/clearer_writing/module4/logical_relations/logical_relations_intro.ht ml retrived 5 January 2016)

DISCUSSION 2 : CORE MODAL VERBS IN MODALITY Modality is about a speaker‘s or a writer‘s attitude towards the world. A speaker or writer can express certainty, possibility, willingness, obligation, necessity and ability by using modal words and expressions. Core modal verbs: can, could, may, might, will, shall, would, should, must 1.

Can

We use ―can‖ to show:

a. Permission Example: 

Can I take Daisy for a walk?



Students can use calculators during the exam.



We use can‟t to forbid (say what you must not do):



You can‟t park there.



You can‟t just take the day off work. You have to have permission in advance.

b. Ability We often use can to talk about ability to do something in the present or future:. 

I can sing one song in Polish.



Can you sleep on your back?



We can go swimming after school tomorrow, if you like.


11

We often use can with verbs of perception such as hear, see, smell, taste, and mental process verbs such as guess, imagine, picture, understand and follow (in the sense of ‗understand‘): 

I can hear you.



I can see her coming down the road now.



Can you smell something burning?



I can guess why you‟re angry.



We can‟t follow these instructions for installing this new DVD player. (We can‟t understand these instructions.)

c. General truth We use can to talk about things which we think are usually, but not always, true: 

Reducing cholesterol through diet can be difficult. (It‘s not always difficult for everyone, but in general it is difficult.)



Fireworks can frighten pets.



Swans can be very vicious.

We don‘t normally use could to talk about what we believe to be true in the present. Compare: Exercise

can

help

reduce

stress. Exercise

could

help

reduce

stress.

I believe this is a general truth or fact.

I see this only as a possibility.

Finding a hotel in August can be I believe this is a general truth or fact based on difficult. Finding a hotel in August could be difficult.

my experience or knowledge. I see this only as a possibility.

d. Possibility We use can to express possibility or to question possibilities, for example: 12




We can go to Rome in June because both of us have a week off work. (It is possible for us to go to Rome because we don‟t have to work in June.)



Well, how can you be on a diet if you buy so much chocolate? (I don‟t think it‟s possible that you are on a diet because you still buy lots of chocolate.)

e. Guessing and Predicting When we want to guess or predict something, we use can‘t as the negative form of must. We use can‘t have + -ed form as the negative form of must have + -ed. Can‘t and can‘t have + -ed form express strong possibility. Look at the following dialogue:

A: Who owns this blue coat? It must be yours. B: It can‟t be mine. It‟s too big. (A uses must to guess that the coat belongs to B. He sees this as a strong possibility. B uses can‘t to express strong negative possibility. The coat is too big, so it isn‘t his.) A: Roy must have made a lot of money. B: He can‟t have done. He doesn‟t even own a house. (A makes a deduction that Roy has made a lot of money. B sees this as very unlikely and so expresses it as a negative possibility.)

f.

Request We use can as a question form to make requests: 

Those cakes look so good. Can I try one?



Can I have your surname?



Can you help me with this form?

g. Reproches We use can‘t as a question form to ask people to stop doing something we don‘t want them to do, or to do something they are not doing which we want them to do: Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

13



Can‟t you stop making that awful noise?



Why can‟t you just be nice to her instead of upsetting her?

h. Offers We use can as a question form to make offers:

2.



Can I help you lift that?



Can we do anything for you?

Could a. Possibility We often use could to express possibility in the present and the future. Compare: It‟s blue. I am certain that it is blue. It‟s a fact. It could be blue. (present) I‟m not certain that it is blue. The storm will get worse. I‟m certain that the storm will get worse.

The

storm

could

get

worse. (future) I‟m not certain that the storm will get worse. b. Suggestions We often use could to make suggestions. Look at the following dialogue: A: Will‟s party is fancy-dress. B:It‟s Halloween. C:Oh right. I could go as Julius Caesar. B:Again? How many times have you done that? A:I‟ve got to be in the meeting at 10 and the train doesn‟t get in until 10.15. B:Could you get an earlier train?

c. Permission We use could to ask for permission. Could is more formal and polite than can, for example: 14


Could I ask you a personal question? Warning: We don’t use could to give or refuse permission. We use can: A:Could I leave early today? B:Yes, you can./No, you can‟t. (Not: Yes, you could./No, you couldn‘t)

d. Ability We use could to talk about past ability: When I was young, I could easily touch my toes

e. Possibility We use could have + -ed form to talk about possibility in the past: 

I could have been a lawyer.



They could have taken a taxi home instead of walking and getting wet.



f.

Janette couldn‟t have done any better.

Guessing and predicting When we want to guess or predict something, we use couldn‘t as the negative form of must. We use couldn‘t have + -ed form as the negative form of must have + -ed. Couldn‘t and couldn‘t have + -ed form express strong possibility: 

She must have made a mistake. It couldn‟t be true.



A firework couldn‟t have done all that damage.

Note : Could + smell, taste, think, believe, etc. We use could to refer to single events that happened in the past, with verbs of the senses (smell, taste, see, hear, touch, etc.) and mental processes (think, believe, remember, understand etc.): 

The food was terrible. I could taste nothing but salt.



We knew they were in there. We could hear voices inside.



He came and spoke to me, but I couldn‟t remember his name.


15

g. Reporting “can” We use could when reporting clauses with can as past events: 

They told us we could wait in the hallway. (The original words were probably: „You can wait in the hallway.‟)



She said we could book the tickets online. (The speaker remembers hearing „You can book the tickets online.‟)

h. Criticism We often use could have + -ed form to express disapproval or criticism: 

You could have called to say you would be late. (You didn‟t call – I think you should have called.)

 i.

You could have tidied your room.

Regret We use could have + -ed form to talk about things that did not happen and sometimes to expresses regret: 

He could have been a doctor.



I could have been famous.



We often use the expression how could you/she/he/they? to show disapproval (to show that we don‟t like what someone has done):



Grandfather, how could you? How could you leave me?



How could you have gone without telling me?

In dialogue: A: We had to give away our dog when we moved to England. B:Oh, how could you? (―Could‖ from English Grammar Today © Cambridge University Press.) 3.

Will a. Certainty in the future One of the main uses of will is to refer to things in the future that we think are certain: Example: The rooms will be redecorated but all the facilities will be the same.

16


In dialogue: A:He‟s still there at the moment. B:He‟ll be there until the new guy starts.

b. Making prediction Will is used to make predictions about the future: 

A:Have you decided what you are going to do with the car? B:No. Father thinks it‟ll cost a lot of money to fix.



I think they‟ll be off in January again. (they‘ll be away, possibly on holiday)

Some predictions are about facts – things that we know always happen: 

It‟s all wool. It‟ll shrink if you wash it in hot water.

Some predictions are about the present: 

That‟ll be Katie shouting. (The speaker is certain. He or she makes a deduction because of what they know about the situation.)

c. Conditional sentences We often use will (or the contracted form ‘ll) in the main clause of a conditional sentence when we talk about possible situations in the future: 

If she gets the job, she will have to move to Germany.



I‟ll take a day off if the weather‟s fine next week.

d. Intentions and decisions We use willfor immediate intentions and decisions. We usually use ‘ll, not will, after I think: 

When I go and see Marie, I think I’ll take her some flowers.



What will you do with that soup? Will you just put it in the fridge or will you freeze it?



I think I’ll have some orange juice, actually.


17

We use will and be going to for decisions, intentions and plans. We use will when the decision is immediate and be going to when we have already made a plan: A:It‟s too expensive to fly on the Friday. Look it‟s nearly £200. It‟s only £25 to fly on Thursday. B:We’llfly on Thursday then. A:Great. That’llsave us lots of money.We’regoingto drive to Birmingham on Friday, and Saturday morning we’regoingto drive to Edinburgh.

e. Willingness and offers Will is often used to express someone‘s willingness to do something or to make offers. It is often used with I in this context, for example: A:It‟s just a leaflet that I‟ve got. B:Just the leaflet. Right, I‟ll go and get you a brochure too. I‟ll give you a lift to the hotel.

f.

Promises We use will to make promises: 

I‟ll be there for you. Don‟t worry.



We‟ll always love you.

g. Request and invitations We often make requests or invitations with will, for example: 

Will you pass me the salt?



This tastes good. Will you give me the recipe?



Will you come for dinner on Saturday?

h. Commands We sometimes give commands or orders using will. For example:  18

Will you be quiet, please!


i.



Will you stop picking your nails!



It is also used to insist that someone does something:



But you will have to do it. You‟ll have no choice.



[parent to child] You will wear it whether you like it or not.

General truths Will is used to describe something the speaker thinks is generally true: For example: [talking about making complaints at hospitals] A:Do you think they should try and make it easier for people to complain? B:No, cos some people will always complain. (cos = because in informal speech)

j.

Habitual events We use will to refer to events that happen often: For example: [talking about a younger sister, Celia, who doesn‘t eat properly; she refers to Celia] Celia will start to get upset if she has to eat cabbage or meat like chicken breast. My mum will say, „Just try it‟. And she‟ll start shaking her head and going, „No. I don‟t want to‟. Mum will put it near her mouth and she‟ll start to cough.

k. Disapproval Willis also used to talk about repeated behaviour which the speaker does not like or approve of. It is normally stressed here for example: He will leave his clothes all over the floor. It drives me mad. (stronger than He leaves his clothes all over the floor.)

l.

Inaminate objects Will may be used to refer to inanimate objects and how they respond to humans, most typically in the negative form won‘t: Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

19



The car won‟t start.



The door won‟t open. It‟s stuck.

We use will for all persons, but we often use shall with I and we. Will (‘ll) is generally less formal than shall when used with I and we: 

Simply complete the form and return it to me, and I shall personally reserve your hotel room for you.



We shall look at a full report from the centre.



We‟ll see you in the morning.

Shall also has a special legal use for talking about rules and laws. In these cases, we often use it with third-person subjects: 

According to the basic principle of human rights, people shall not be discriminated against because of their nationality, race, age, sex, religion, occupation and social status.

Shall and will are both used to talk about intentions and decisions. Shall is more formal than will. Compare I‟ll see you later. I won‟t be late.

informal

I shall see you later. I shan‟t be late.

formal

Spoken English: In speaking ’ll is much more common than will and shall. Will is much more common than shall in both speaking and writing. 4.

Would a. Requests We often use would to make requests. It is a more polite and indirect form of will. 

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Would you make dinner?


b. Conditional sentences We often use would (or the contracted form ‘d) in the main clause of a conditional sentence when we talk about imagined situations: 

If we had left earlier, we would have been able to stop off for a coffee on the way.



If we went to Chile, we‟d have to go to Argentina as well. I‟d love to see both.

c. Habitual actions in the past We use would to refer to typical habitual actions and events in the past. This is usually a formal use and it often occurs in stories (narratives):  I had a friend from Albany, which is about 36 miles away, and we would meet every Thursday morning and she would help us.Then he would wash; then he would eat his toast; then he would read his paper by the bright burning fire of electric coals.

Warning: We can‘t use would in this way to talk about states. In these cases, we say used to instead of would:

I used to live in Melbourne when I was a kid. Not: I would live in Melbourne when I was a kid.

d. Talking about the future in the past We use would to talk about the future in the past. The speaker looks forward in time from a point in the past (underlined below): 

When I was young I thought that in years to come I would be really tall.



When I broke my leg, I thought I would never dance again.

e. Reported clauses We use would as the past form of will in reported clauses. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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Tabel 4 Reported Clauses on will statement with will

reported

‗I‘ll pay for the food,‘ said Tom

Tom said that he would pay for the food.

Weather forecast:

The weather forecast said that

―There will be clear skies in the there would be clear skies in the morning but it will be cloudy for morning but that it would be cloudy the afternoon.‖

f.

for the afternoon

Willingness in the past We use would to talk about willingness in past time situations. We usually use the negative form wouldn‘t in this case: 

The CD wasn‟t working so I brought it back to the shop but they wouldn‟t give me my money back because they said the box had already been opened.

g. Being less direct We often use would with verbs such as advise, imagine, recommend, say, suggest, think to make what we say less direct. 

Advise :I‘d advise you to keep working on your grammar.



Imagine :I‘d imagine it can‘t be easy for you.



Recommend: I‘d recommend that you try this size. (formal)



Say :I‘d say you are about 40.



Suggest:

We‘d suggest that you take this route. It‘s more

scenic. (formal) 

Think: It‘s much further than Dublin, I would think.

Note: Would or will? We can use would as a more formal or polite alternative to will in requests. We often use the phrase would you mind + -ing in polite requests.

22


Compare

Will you give me a wake-up call at 7 Would you mind giving me a am, please?

wake-up call at 7 am, please?

Will you excuse me just one second?

Would you excuse me just one second?

Using would makes the request more formal and polite. Will and would can both refer to willingness. We use will for present and future time and would, usually in the negative, for past time: 

John will carry your suitcase. It‟s far too heavy for you. (present)



The taxi driver wouldn‟t take more than four in the car. (past)

Warning: There are a number of phrases with would where will cannot be used: 

Would you like your steak well cooked? Not: Will you like your steak well cooked?



Would you mind introducing me to him? Not: Will you mind introducing me to him?



Would you rather pay by credit card? Not: Will you rather pay by credit card?

5.

Shall

a. Offers, suggestions and advice We use shallI and shall we to make offers and suggestions, and to ask for advice. offer

Shall I carry your bag?

suggestion

Shall I call again on Thursday?


23

seeking advice What shallwe do with this? b. Predictions and intentions We use shall instead of will with I and we in rather formal contexts to make predictions and to talk about intentions or decisions. It is much less common than will. Compare formal

less formal

We shall remember this day forever.

We will remember this day forever.

Warning: We use shall only with the first person pronouns I and we to make predictions or express intentions: The new business cards will be ready at the end of the month. Not: The new business cards shall be ready at the end of the month. c. Commands In very formal contexts, we use shall to give commands: 

[public notice]This door shall be kept closed at all times.

Note : Shall: typical error We use should, not shall, for advice and suggestions: In my opinion, we should book another hotel. Not: In my opinion, we shall book another hotel. 6.

May a. Permission We use may to ask for, give and refuse permission. It is quite formal.

asking for permission

giving permission

refusing permission

May I leave the room?

Yes, you may.

No, you may not.

May we use your phone?

Yes, you may.

No, you may not.

Can, could and may are all used to ask for permission. May is the most formal/polite and could is more formal and polite than can. b. Possibility 24


We use may to refer to weak possibility in the present and future: 

The economy may go up or down in the next year. (I think both are possible, the economy going up or the economy going down. I am not making either one a strong possibility.)



I think I may go to the doctor today and try to get some antibiotics. (I am not very sure yet if I will go to the doctor.)

c. General truths We use may in formal writing, especially academic English, to describe things which the speaker thinks are generally true or possible. In this case, it is a more formal equivalent of can. Compare A typical farmer‟s cottage can be seen in the Ulster Folk

Both sentences express what the speaker believes to be a general truth about where the cottage is located. The

Museum.

speaker knows that there is a cottage in the museum and a A typical farmer‟s cottage may be seen

visitor is able to see them there if they want to. May is more formal.

in the Ulster Folk Museum. d. Accepting a different view or opinion We often use may to accept a different view or opinion, especially with well, and/or followed by but:

7.



One month may well be too long to go away on holiday.



I may be wrong but I am going to tell the police about it.



The couch may well cost more but it‟s going to be different.

Might a. Possibility We use might most often to refer to weak possibility: 

I might go to Japan for a month to study Japanese.



The dog might bark when we pass by the gate.



They might not like very hot food.

b. Permission Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

25

We use might to refer to permission. It is very formal and is not used very often: 

Might I ask your name?



Might I interrupt you for a moment?

Warning: The reply to these will not contain might: For example in the dialogue: A: MightI ask your address? B:Yes. It‟s 41 Ross Avenue. A:MightI ask you a question? B:Yes. Of course. (Not: Yes. You might.)

c. Suggestions We can use might to give advice or make a suggestion sound more polite or less direct, especially when used together with like, prefer or want, for example: 

(A waiter politely suggesting a dessert to a customer)You might like to try one of our wonderful desserts.

d. Criticism We often use might have + -ed form to express disapproval or criticism: 

You might have told me you weren‟t coming home for dinner. (you didn‘t tell me)



You might have tidied your room.

e. Might: reporting may We use might as the past form of may in indirect reports: 

„That may not be true‟, she said.

She said that it might not be true.

Might: typical error We do not use might for ability; we use can or could, for example: 26




Although you can visit these places, if you are tired, you‟re welcome to stay in the hotel. Not: Although you might visit these places …



I could hear the noise of an engine. Not: I might hear the noise of an engine.

8.

Should a. What is ideal We use should most commonly to talk about what is the ideal or best thing to do in a situation: 

There should be more public hospitals.



They should reduce the price of petrol. It‟s so expensive.



There should be four more candles on the cake.

We use should have + -ed form to talk about things that were ideal in the past but which didn‘t happen. It can express regret: 

Everyone knows that this is a busy restaurant. They should have made a reservation.



I should have studied harder when I was young. I wish I had gone to college

b. Advice and suggestions We often use should to give advice and make suggestions: 

You should tell him what you think.



We should leave it until tomorrow; it‟s late now

c. Conditional sentences Warning: We sometimes use should in hypothetical conditional clauseswith if to express possibility. It is formal:

[information leaflet in a hotel room] If you should wish to use the Internet, there is a code available at the reception desk. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

27

If you should decide not to go on the trip, you will get a full refund. Warning: We can also use Should you as an alternative to If you should in these situations by changing the order of the subject and the verb. Compare these two sentences with the examples above. They have the same meaning and they are also formal: 

Should you wish to use the Internet, there is a code available at the reception desk.



Should you decide not to go on the trip, you will get a full refund

d. Thanking In speaking, we often say you shouldn‘t have when someone gives us a gift: A: I got you something from Texas. A cowboy hat. B: Oh Ken, you shouldn‟t have! e. Surprised We sometimes use should to express surprise or regret about something that happened: 

I‟m amazed that he should have done something so stupid.



I‟m sorry that he should be so upset by what I said.

DISCUSSION 3: EXPRESSING AGREEMENT AND DISAGREEMENT Being able to express your opinion, and to agree or disagree with the opinions of others, can make conversation a lot more fun and interesting. Have you seen any good movies lately? Have you seen any bad movies lately? A great way to practice this vocabulary is by talking about a movie you and your friends have seen recently.

28


Ways of expressing agreement: 1.

That’s right/You’re right/I know: used when agreeing with someone: Example: „It‟s supposed to be a very good school.‟ „That’s right. They get great results.‟ „He‟s really boring, isn‟t he?‟ „Oh, I know, he never stops talking about himself.‟

2.

Exactly/Absolutely/I couldn’t agree more: used for saying that you completely agree with someone. Example: „When we were young, people didn‟t get into debt.‟ „Exactly. You just bought what you could afford.‟ „I think Jacob is the best person for the job.‟ „Absolutely. I‟ll be amazed if he doesn‟t get it.‟ „We had to wait three months to get a phone line – it‟s ridiculous.‟ „I couldn’t agree more.‗

3.

You can say that again/You’re telling me: a more informal way of saying that you completely agree with someone. Example: „It‟s so cold outside!‟ „You can say that again!„ „The buses are so unreliable!‟ „You’re telling me! I‟ve been waiting here for half an hour.‘

4.

Why not? used when agreeing with a suggestion someone has made: Example: „Let‟s go to the cinema tonight.‟ „Why not? We haven‟t been for ages.‟

5.

I suppose (so)/I guess (so): used when you agree that someone is right, but you are not happy with the situation.


29

Example: ‗We‟ll have to get some new tyres.‟ „I suppose so/I guess so. But it will be expensive.‟ Ways of expressing disagreement: 1.

I’m sorry, but…/Excuse me, but…/Pardon me, but…: used when politely telling someone that you do not agree with them. Example: Sorry/Excuse me/Pardon me, but it was never proved that he stole that car.

2.

Absolutely not/Of course not…/Nothing of the kind! used for saying that you completely disagree with what someone has said. Example: „I think I should accept the blame for the accident.‟ „Absolutely not!/Of course not!/Nothing of the kind! There‟s no way it was your fault.‟

3.

I don’t know/I take your point/That’s true, but…: used as polite ways of saying that you do not really agree with someone. Example: ‗Peter is really unfriendly sometimes. „I don’t know, he‟s always been very kind to me.‟ „These taxes on petrol are far too high.‟ „Well yes, I take your point. But maybe that‟ll encourage people to use their cars less.‟ „She‟s a difficult person to work with.‟ „That’s true, but she‟s a really good designer.‟

4.

Speak for yourself…: an informal and sometimes impolite way of telling someone that your opinion is very different to theirs: ‗We don‘t mind walking from here.‘ ‗Speak for yourself! My feet are killing me!‘

5.

Don’t make me laugh/Are you kidding?/You must be joking…: informal ways of telling someone you completely disagree with them, and you think that what they have said is crazy.

30


Example: „I really think the Beatles are overrated.‟ ‘Are you kidding?/Don’t make me laugh! They‟re better than any of the modern bands.‘

D. AKTIVITAS PEMBELAJARAN 1.

Membaca tujuan pembelajaran dan indikator pencapaian materi

2.

Membaca uraian materi

3.

Membuat rangkuman

4.

Mencari informasi tambahan/pengayaan

5.

Mengerjakan latihan

6.

Memverifikasi hasil latihan

E. LATIHAN Practice 1 Worksheet 1.1 Analyzing Logical Relation in a text Procedure:

a. Read the following text on ―Cassava‖. b. Find the conjunctions which suggest that a logical relation is being made. c. Drag them into the table provided below according to the type of relation being expressed (eg. Addition, condition, etc). Cassava is the staple food of millions of people in Africa, Asia and central America. Its swollen, tuberous root can be boiled, mashed or grated to produce a flour which can be made into SMA/ SMKll cakes. The importance of the crop is partly because it can be left in the ground for two to three years without causing deterioration. Therefore it is a useful insurance against famine. In other words, it was thought to be a very useful crop. However, recent findings suggest that it has a number of disadvantages. First, since the tuber consists almost entirely of starch, it is very low in protein. Therefore reliance on cassava can lead to serious malnutrition. Furthermore, some varieties, when grown under certain conditions of soil


31

and climate, develop a high prussic acid content and become extremely poisonous to people and livestock. In addition a new danger has been observed over the past few years in Nigeria. For example, doctors there have begun to suspect that if large amounts of cassava are eaten during pregnancy deformities may be caused in the developing fetus. The result of this is thought to be various kinds of brain or other neuronal malformations in babies. Addition

Comparison

Exemplification &

Cause &

Time &

&Replacement

& Contrast

Restatement

Condition

Place

Practice 2 Worksheet 1.2 Fill in the blanks with suitable logical connectors 1.

Susie refused to take part in the concert. ______, she changed her mind the next day.

2.

The car beat the red traffic light. ______, the driver was issued a summons by the traffic policeman.

3.

"Fira won the gold medal after three months of intensive training. ______, you too could win if you practice hard enough," Liza's mother said to her.

4.

"I don't think she can handle this task. ______, she already has a lot of other responsibilities," said the head prefect to his assistant.

5.

The cadets were given new uniforms to wear. ______, they received free passes to the match.

6.

The people strongly opposed the move to build a golf course near their house. ______, the proposed plan was cancelled. 32


7.

"The final examinations are coming soon. ______, it would be advisable for you to begin revising more systematically," the teacher told her class.

8.

The neighbors often helped each other, ______ creating a feeling of harmony in the neighborhood.

9.

The teenager was caught shoplifting. ______, he was let off with a warning.

10.

Shaun is directing the movie. ______, he is playing the lead role in it.

11.

Thomas Edison failed several times before he successfully invented the first light bulb. ______, you too could attain your dreams if you never give up trying.

12.

The bungalow had seven rooms, each with an attached bathroom. ______, there was a large garden and a swimming pool.

Practice 3 Worksheet 1.3 Selecting suitable connector for a text For each of the numbered blanks, write down a suitable connector Text A This is how you make a call from a public telephone. ___1___, lift the receiver. ___2___, drop your money into the slot fo the coin box. Note: there are three slots, ___3___ be sure that you drop your coin into the correct one. ___4___ will be the slot that is about the size of the coin. ___5___ dial the number you want. When the other side answers, press Button A. Do not press Button A ___6___ you are sure that your call has got through. Do not misuse public telephones. If you damage a public telephone you may regret it ___7___ when you need to make an urgent call. For example, last Wednesday, Raja was very happy when he managed to get a "free" telephone call. ___8___ his mother was ill and he could not phone for an ambulance because he had damaged the telephone. Text B There are may reasons why girls should be sent to school. ___1___, a girl's intelligence is not lower than that of a boy's. A girl has as much chance of doing well in schoolwork as a boy does. ___2___, not all girls want to stay at home and become housewives and mothers. Some girls do not like housework. Some girls will Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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not be happy staying at home all the time. ___3___, even though a girl might want nothing more than to be a wife and mother, she may not find anyone she would like to marry. ___4___, it must be stressed that girls are people with feelings too and should be given a choice to decide on their own future.

Practice 4 Worksheet 1.4 Fill in the blank with couldn’t or might not 1. Unfortunately, James and Michelle had already made plans, so they ______come with us to the exhibition at the Museum of Contemporary Art. 2. They have had several major snow storms in the mountains during the last month. We had better call the highway patrol to check road conditions. The road to Smithsville___________ be passable. 3. We should call Tim before we go over to his house; he _____ be there. I don't want to drive all the way there for nothing. 4. In order to win the pie eating contest, Norman would have to eat sixteen pies in ten minutes. He_______possibly eat that many pies - he would explode! 5.

I know Eve wants to go to the ballet with us, but we'd better call her before we get her ticket. She works Wednesday nights, and she ______ be able to get time off that evening.

6. Susan ______ hear the speaker because the crowd was cheering so loudly. 7. It _______ be a bad idea to take some snacks along while we're hiking. Last time, we got so hungry we had to come back early without finishing the hike. 8. Jerry might be angry, or he _____. You never really know with him because he's so temperamental. 9. Jerry _______be angry at me. I've never done anything to upset him. 10. The lamp _________ be broken. Maybe the light bulb just burned out. 11. When you were a child, you could swim from here to the little island in the middle of the river, ________ you? At least, that's what your father told me.

34


12. She __________ possibly be the winner of the talent show! The other acts were much better than hers. 13. Frank and Sarah ________ get tickets to the concert. The concert was sold out a little over an hour after tickets went on sale. 14. I heard that band is really popular, and tickets sell out quickly. You ______ get tickets if you wait too long. 15. That concert has been sold out for weeks. You ________ get tickets even if you knew the band personally. It's impossible! 16. It _________ be a bad idea to get a car alarm for your new sports car. New cars tend to attract thieves. 17. That __________ possibly be Mr. Jones. He's lost so much weight that he looks like a completely different person. 18. You _______ do the job if you didn't speak Arabic fluently. 19. Jane and Bill ___________ have gotten the invitation to the party. Perhaps, that's why they didn't show up. I doubt they would actually skip your birthday party - they're your best friends. 20. I ________ have left my keys at Simon's house. I wouldn't have been able to drive home if I had done that. They must be somewhere here in the apartment. Let's keep looking. Practice 5 Worksheet 1.5 Complete the following dialogue with the correct modal verbs: could, might, should or would Dialogue 1 Donna: If I won the ten million dollar lottery jackpot, I __(1)___ afford to quit my job and travel the world. Sam: Where _____(2)___you go if you had that much money? Donna: I don't know, I choose to spend a year in Paris - or perhaps I ___(3)___ go to Kenya. Sam: How often do you buy lottery tickets? Donna: Never... I guess if I want to win the lottery, I ___(4)___ try buying some tickets. Sam: That ___(5)___ help. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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Dialogue 2 Waitress: Hi, my name is Sandy - I'll be your waitress tonight. What can I get for you? Tony: I haven't decided yet. Is there anything you ___(1)___recommend? Is there anything you think I ___(2)____ try? Waitress: You __(3)____ try the Cajun catfish - or perhaps the Gumbo. They're both delicious. Tony: That sounds wonderful, but that ___(4)___ be a little too spicy for me. Actually, the prawns sound good. Umm, __(5)____ I have the barbecued prawns? Waitress: Sure, ___(6)____ you like a salad with that? Practice 6 Worksheet 1.6 Share your opinions for the following statements No. 1.

Statements

Agree/ Disagree

The love of money is the root of evil

2.

Basic medical training should be a part of every school curriculum

3.

Modern technology means that people are losing the ability to read and write properly

4.

Everybody should have the freedoom to work flexitime – to start and finish work when it suits them

5.

The mobile phone is one of the best invention ever.

6.

In the future, everybody will speak English, and all other languages will eventually die out

7.

People spend far too much time shopping, so shops should in the evenings and at weekends

36


8.

All motorvehicles should be excluded from city centres – this would result in a vast improvement in people‘s quality of life

9.

Literature is without doubt a higher form of art than cinema

10.

University students need to have critical thinking skills

11.

A sleeping bag is needed when we go camping to that mountain

12.

Learning grammar is not important for language learning

13.

Learning language also means learning the culture of the language

14.

The transport system in Indonesia should be improved

15.

Everyone that climate change is man-made

Practice 7 Worksheet 1.7 Complete the following dialogue with suitable expression of agreement or disagreement. John

:

Have you heard the latest rap song by Green-Eyed Peas? I think it is cool

Andy

:

______________ I don‘t like the lyric at all.

John

:

.You must listen to it several times, then you will like it.

Andy

:

_____________The song is completely unsuitable for our

:

That‘s a joke. The world has changed. People should not be so

youths. John

old fashioned.


37

Andy

:

__________________ I don‘t believe you actually like that kind of music.

John

:

Well, say what you want, I‘m going to listen to it again.

Andy

:

______________________ I‘ve advised you and I hope you‘ll take my advice.

Practice 8 Worksheet 1.8 Select the correct answer! 1. Which of these ways of agreeing is least appropriate here? The traffic in town‘s worse than ever today. a. You‘re telling me. It took me ages to get home from work b. You can say that again. It took me ages to get home from work. c. I agree entirely. It took me ages to get home from work d. It certainly is. It took me ages to get home from work.

2. Which of these responses expresses tentative agreement? I think I‘d be better to postpone the meeting till next week. a. Exactly. Toomany people are away this week b. I‘m inclined to agree. Too many people are away this week. c. I couldn‘t agree more. Too many people are away this week d. It would. Too many people are away this week. 3. Which of these responses express reluctant agreement? (There is more than one correct answer) It‘s getting late. I think we‘d be better go home, without calling round to see your parents. a. I suppose so. Let‘s just phone them instead, shall we? b. You right. Let‘s just phone them instead, shall we? c. I know. Let‘s just phone them instead, shall we? d. I guess so. Let‘s just phone them instead, shall we? 4. Which of these responses express partial agreement? (there is more than one answer correct) Listening to English is really impossible 38


a. Absolutely but speaking it‘s even worse b. I agree up to a point, but it gets easier with practice c. I wouldn‘t go as far as to say that. It‘s difficult, but it‘s really just a matter of getting used to it. d. That‘s right – so many of the words are unclear.

5. Which of these responses gives an impression of politeness? The 1960s were the best decade for music a. Rubbish! Have you listened to any music since then? b. I‘m sorry but have you listened to any music since then? c. How can you say that? Have you listened to any music since then? d. Are you kidding? Have you listened to any music since then? 6. Which of these responsesexpresses disagreement most strongly? What use is history? Do you remember our history lessons at school? Most of what they taught was completely useless, wasn‘t it? a. I don‘t know. I don‘t think it‘s fair to say that actually. b. I take your point, but that was probably because of the way it was taught. c. You‘ve got a point there, but the problem was that the teacher didn‘t really show how it was relevant to us d. That‘s true, but I think it‘s taught a bit differently nowadays.

7. Which of these responses is the most polite? I think we all agree that the writing was the hardest part of the test. a. Speak for yourself b. Excuse me but I‘m not sure whether anyone thought so c. We all agree? You must be joking d. Nonsense! The listening was far worse 8. Which of these responses is the most polite? All public transports in the city should be free a. Don‘t make me laugh, how on earth would it be financed? b. Nothing of the kind! How on earth would it be financed? Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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c. I‘m afraid I can‘t agree with you. how on earth would it be financed? d. Of course not. How on earth would it be financed

F. RANGKUMAN 

Logical Conjuctions terdiri atas 5 kelompok yaitu:



1.

Addition dan Replacement

2.

Comparison dan Contrast

3.

Exemplification dan Restatement

4.

Cause dan Condition

5.

Time dan Place

Modal verbs Often the same modal verb is used to express different meanings. which meaning Example verb? My birthday will be on a Monday this will year.

really certain

won‟t

I won’t have a party.

shall

I shall have plenty to tell you when I see you.

shan‟t

I shan’t ask you to come again.

must

The cakes must be ready soon. They‟ve been in the oven for an hour.

can‟t

You can’t be hungry. You had a huge lunch.

should very likely ought to

possible

strong obligation

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The traffic isn‟t heavy. We should be there in an hour. The traffic isn‟t heavy. We ought to be there in an hour.

may

She may be a friend of Richard‟s.

might could

She might be a friend of Richard‟s. She could be a friend of Richard‟s.

must

You must arrive at 6 to pick up the tickets.

have to

I have to go up to the hospital twice a week.

need to

We need to win this game to get into the final.


meaning

which verb?

Example

should

Children should look after their parents in old age.

ought to

Children ought to look after their parents in old age.

needn‟t

I needn’t do it now. I‟ll do it later.

don‟t need to

I don’t need to do it now. I‟ll do it later.

don‟t have to

I don’t have to do it now. I‟ll do it later.

can

Can we go out now? You can go now if you‟ve finished.

may

You may go now if you‟ve finished. May I borrow a chair?

could

Could we borrow the car?

weak obligation

no obligation

permission

might can‟t may not

You may not enter while the exam is in progress. (formal)

must not

You must not leave your bike in front of the fire exit.

will

I’ll get it. You stay there.

shall

Shall I go and make dinner?

will

Will you close that door?

would

Would you close that door?

could

Could you help me with this?

Promise

will

I‟ll come back before 6.

decision

will

I think I’ll eat later. I‟m not hungry now.

advice and suggestion

should

You should apply for that job.

can

Can you swim underwater?

could

I could play much better ten years ago.

can

Too much exercise can be bad for you.

may

A list of verbs may be found at the back of the book.

no permission

Offer

Request

Ability

general truth 

Might we have a little more time to finish the exam? (very formal) You can’t go in without a ticket.

Expression of agreement and disagreement When we agree strongly, we can say: Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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 You‟re absolutely right.  I couldn‟t agree more.  That‟s exactly what I think.  Absolutely  Exactly.

Partial agreement is a little more difficult.  Yes, OK, but perhaps..  I see what you mean but have you thought about..  I hear what you‟re saying but..  I accept what you‟re saying but…  I see your point but…  I agree to some extent but..  True enough but….  On the whole, I agree with you but… We also often show we are in general agreement and then say ‗but‘ to introduce a reservation or a different point of view. As well as partial agreement, we can also express doubt or weak disagreement:  Yeah, I‟m not really sure about that.  Maybe, but isn‟t is more a question of …  That‟s not really how I see it, I‟m afraid.  I‟m not really with you on that one.  Mmm, but don‟t you think…? And then of course, sometimes we just have to disagree:  I can‟t agree. I really think…  I have to disagree there..  No, I disagree. What about….?  No way! I completely disagree with you  Come on! How can you say that….  Absolutely not!  You‟re talking rubbish.  You don‟t know what you‟re saying.  That‟s absolute nonsense. 42


G. UMPAN BALIK DAN TINDAK LANJUT Setelah selesai membaca, merangkum dan mengerjakan latihan/tugas selanjutnya peserta diharapkan mampu 1.

menggunakan logical conjunction yang tepat dalam keterampilan berbahasa Inggris khususnya untuk jenis jenis teks yang membutuhkan penggunaannya

2.

menggunakan ungkapan agreement dan disagreement secara tepat sesuai konteks dalam diskusi

3.

menggunakan core modality yang tepat sesuai konteks pembicaraan

Sebagai tindak lanjut, peserta dapat : 1. mencari contoh contoh berbagai jenis teks

dan menganalisis

penggunaan logical conjuction yang ada dalam teks tersebut . 2. menulis teks dengan berbagai variasi penggunaan logical conjuction di dalamnya 3. mendesain materi pembelajaran mengenai core modal verbs dan ungkapan agreement dan disagreement sesuai dengan level siswa


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Kegiatan Pembelajaran 2 Analysis On Coherence and Cohesion in Text A. Tujuan Tujuan kegiatan belajar ini adalah meningkatkan keterampilan guru pembelajar dalam bahasa Inggris lisan dan tulisan, reseptif dan produktif dalam segala aspek komunikatifnya (linguistik,wacana,sosiolinguistik dan strategis)

B. Indikator Pencapaian Kompetensi Indikator pencapaian kompetensi dalam kegiatan belajar ini adalah guru pembelajar dapat: 1. Menganalisis coherence dan cohesionpada jenis teks Discussion 2. Menganalisis coherence dan cohesion pada jenis teks News item 3. Menganalisis coherence dan cohesion pada jenis teks Hortatory exposition

C. Uraian Materi COHERENCE AND COHESION IN TEXT (Source http://www.onestopenglish.com/methodology/ask-the-experts/methodologyquestions/methodology-coherence-and-cohesion/154867.article)

A text is cohesive if its elements are linked together. A text is coherent if it makes sense. It should be clear that these are not the same thing. That is, a text may be cohesive (i.e. linked together), but incoherent (i.e. meaningless) (Thornburry, 2007) . Here is one such (invented) text:

I am a teacher. The teacher was late for class. Class rhymes with grass. The grass is always greener on the other side of the fence. But it wasn't. Each sentence is notionally linked to the one that precedes it, using both lexical and grammatical means, but the text is ultimately senseless. The following (much quoted) exchange, however, is coherent to most people, even though there are no obvious links between its parts: A: B: A:

There's the phone. I'm in the bath. OK.

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It is coherent because we can easily imagine a context in which it would make sense. Just as (albeit with more ingenuity perhaps) we can imagine a context in which the following would make sense:

A:

Whose hands are these?

B:

They're your hands.

A:

Good.

Put simply, then: cohesion is a formal feature of texts (it gives them their texture), while coherence is "in the eye of the beholder" - that is to say, it is the extent to which the reader (or listener) is able to infer the writer's (or speaker's) communicative intentions. Thus, cohesion is objectively verifiable, while coherence is more subjective. A text may be coherent to you, but incoherent to me. The exact relationship between cohesion and coherence is a matter of contention, however. While it is true that a sequence of unlinked utterances can make sense, it is often the case that some form of linking, e.g. with cohesive devices such as and, but, so, can make it easier for the reader (or listener) to process and to make sense of what they read (or hear). Nevertheless, a text which is basically poorly organised is not going to be made more coherent simply by peppering it with moreover, however and notwithstanding. The following text (devised by the writer on writing, Ann Raimes) is an example of a text that is "over-egged" with cohesive markers, and which is typical of the kind of texts that many students produce as a result of an over-emphasis on linking devices at the expense of other ways of making texts cohesive (of which probably the most important is lexis):

Louie rushed and got ready for work, but, when he went out the door, he saw the snowstorm was very heavy. Therefore, he decided not to go to work. Then, he sat down to enjoy his newspaper. However, he realized his boss might get angry because he did not go to the office. Finally, he made another decision, that he must go to work. So, he went out the door and walked to the bus stop. (Source: Raimes, A. 1983. Anguish as a second language? Remedies for composition teachers. In Freedman, A., Pringle, I., and Yalden, J. (Eds.), Learning to write: First language/second language. Longman.)

So, to return to the second part of the question, what are some practical ways to teach cohesion and coherence?


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The way that textual cohesion is achieved is best learned through paying close attention to the way sentences are linked in texts. There are a variety of cohesive devices, both lexical and grammatical, of which linkers (and, so ,but) are just one. (For a comprehensive list, see the entry under cohesion in An A-Z of ELT, Macmillan, 2006). Cutting (short) texts up and asking learners to order them is a good way of drawing attention to the way that they are linked. I am fond of using short articles from children's encyclopedias. Identifying lexical chains in texts - that is, repetitions, the use of synonyms and hyponyms, and words from the same lexical field - is also a useful way of alerting learners to the key role that lexis has in binding a text together. Coherence is more elusive but it has a lot to do with the way that the propositional content of texts is organised. If the content of a (written) text is organised in such a way that it fulfills the reader's expectations, it is more likely to achieve its communicative effect. This means that learners can be helped to write coherent texts through the analysis of the generic features of particular text types. This has long been the approach to teaching business, technical, and academic writing. More important still, is second-guessing the intended reader's questions, and then answering them. This means that it is important that, when doing writing tasks, students have a clear idea both of the purpose of the text, and of the intended readership. Good writers are able to "keep their reader in mind". Keeping your reader in mind does not guarantee coherence, but it would seem to be a prerequisite. (For more ideas on how to teach both cohesion and coherence, see Chapters 2 and 3 of Beyond the Sentence, Macmillan, 2005). What Readers Remember From Sentences First: the sentence ending Second: the sentence beginning Last: the sentence middle Take for example the following two sentences: 1. The collapse of a dead star into a point perhaps no larger than a marble creates a black hole.

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2. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. Given a choice between these two sentences we would probably choose the first since it uses an active verb while the second uses a passive verb. But the passive does have its uses, such as helping readers create that sense of flow that characterizes a coherent passage. Which of the following two passages "flows" better? 1. Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. The collapse of a dead star into a point perhaps no larger than a marble creates a black hole. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways. 2. Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways. The second passage reads more coherently because the concept introduced by each new sentence seems to follow from the previous sentence. This technique is called "old-to-new" and is one of the most important principles of a cohesive writing style. Coherence is established in two ways: 1.

Topics of individual sentences are clear

2.

Topics of paragraphs are clear

A paragraph is much more than a group of sentences set off by an indentation. If we cannot quickly and succinctly say what a paragraph‘s main point is, it lacks coherence. Here‘s an example passage: As a reminder, please promptly return the lecture notes you borrowed. Slide the notes under my door if I am not there. I may become agitated if you are late, Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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much like my Uncle Chester after several eggnogs on Christmas Eve. Most Christmases I liked to stay up and open my stockings after midnight. Staying uplate was exciting and would be repeated a week later at New Year‟s. So would UncleChester‟s disgraceful behavior. The passage is cohesive because:  Each sentence connects with the next and the previous.  Sentences begin with familiar information.  Sentences end with new information. But the passage is not coherent because the topic of each sentence is different from the previous. Thus, the paragraph lacks focus. Readers want to know what a sentence is about, its topic. However, this is not always easy to find. Consider the following sentences. What are the topics? 1.

And therefore, politically speaking, in Eastern states since 1980, acid rain has become a serious problem.

2.

International cooperation is still the goal of most countries.

3.

It is impossible for your claims to be proved conclusively.

4.

In regard to these questions, I believe there is a need for more research.

5.

It is likely that our proposals will be accepted.

6.

Results like these no one could have predicted.

Topic refers not to the grammatical subject of a sentence, but to its "psychological" subject, and we expect to find the topic in the first few words of the sentence. Readers are more comfortable with these early topics because it helps them understand what the sentence is about. More important, readers depend on seeing in a sequence of topics (in a sequence of sentences) what the whole passage is about. Why are Cohesion and Coherence important? Cohesion is important because it allows us to make multiple references to people, things, and events without reintroducing them at each turn. If we had to repeat these every time we wanted to refer to them, the text would be very tedious toread. A coherent passage

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focuses the reader‘s attention on the main ideas and the specific people, things, and events you are writing about.

In order to be able to write good coherence and cohesive texts, we also need to consider the communicative purpose, the generic structure as well as the language features of the target text. For example, in this activity we will focus our exercise on analysing Discussion, news item and hortatory exposition.

Tabel 5 Language Aspects of Discussion, news item and hortatory exposition Aspects

Social Function

Generic Structure

Language Features

Discussion

News item

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

To inform readers or listeners about events of the day which are considered newsworthy or important.

 Issue  Statement  Preview  Arguments for and against  Statement of differing points of view.  Point Elaboration  Conclusion/ Recommendation  Focus on generic human and nonhuman participants.  Use of Material processes. E.g. has produced, have developed. To feed.  Use of relational processes. E.g. Is, could have, cause, are.  Use of mental processes. E.g. feel.  Use of comparative : contrastive and consequential

 Newsworthy event(s)  Background event(s)  Sources

 Information on the use of headlines.  Use of action verbs  Use of saying verbs  Use of passive sentences  Use of adverbs in passive sentences

Hortatory exposition

To persuade the reader or listener that something should or shouldn‘t be the case

  

Thesis Arguments Recommendation

 Focus on generic human and nonhuman participants, except for speaker or writer referring to self.  Use of Mental processes : to stated what happens.  Use relational processes: to stated what should or shouldn‘t be.  Use of simple past tense  Use of emotive words: alarmed,


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conjunctions.  Use of reasoning expressed as verbs and nouns ( Abstractions )

worried  Use of words that qualify statements: usual probably  Use of words that link arguments: firstly, however, on the other hand, therefore  Usually in present tense  Use of compound and complex sentences  Use of modal auxiliary: can, may, should, must

The cohesion in these three text types can be identified through how the language features in each text types link the sentences, while the generic structure of each text type will manage the coherency of the text. For example in the following disscussion text:

During the twentieth century the world has witnessed the invention of any amazing things. Television is a great invention, but there are arguments for and against whether it is the best invention of the twentieth century. Television was invented in the 1920s and first came to Australia in 1956. It has played an important role in communicating news. We can learn instantly about what is happening in the world because of television. In addition, television has provided people with entertainment in their own homes. People in isolated areas can still feel part of the world because of television. For these reasons I feel that television could be considered the best invention of the twentieth century. On the other hand, there are other inventions that could be considered to be better than television. Some might argue that the computer should be awarded the distinction of being the best invention because computers have made life easier. Others might argue that medical inventions such as heart peacemakers are the best inventions because they help to save lives.

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It can be seen that there are reasons for and against television being considered the best invention of the twentieth century. After looking at both sides I still believe it is the best invention.

The cohesiveness of the passage is linked by the use of some logical connectors (underlined phrases).

They can show contrats, cause and

condition, addition and restatement. The coherency of the passage has been managed through the presentation of the generic structure. The first paragraph is the introduction of the issue in which the problem (the topic) is stated. The second and the third paragraphs are the presentation of the pros and cons towards the topic. The last paragraph, although does not show the use of restatement logical connector to start a conclusion, restate the position of the writer in the pros and cons previously presented.

D. Aktivitas Pembelajaran Kegiatan yang akan dilakukan dalam kegiatan belajar ini meliputi: 1. Membaca materi 2. Menyimak penjelasan 3. Tanya jawab 4. Melakukan latihan secara kelompok 5. Mendiskusikan latihan 6. Mempresentasikan hasil kelompok 7. Melakukan refleksi pembelajaran

E. Latihan Worksheet 2.1 : Work in pairs and analyze cohesion and coherence of the following texts Text 1 Currently we are facing a big problem that can threaten human existence. The problem is global warming. Global warming is the rising of earth‘s temperature average abnormally. This phenomenon will lead to the depletion of ozone‘s layer in earth‘s atmosphere. The ozone‘s layer which is supposed to protect us from sun‘s ray now starts to perforate so that the sun‘s rays directly Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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will light us. This will endanger life of all creatures on earth. The destruction of ozone layer in atmospheres can be caused by our activities that we unknowingly harm us. What‘s cause ozone destruction? The following are factors that can damage ozone: The first is the use of a motor vehicle which is too much. The development in the field of transportation turned out to be one of the factors causing ozone destruction. We are very addicted on motor vehicle now. We don‘t realize that the use of motor vehicle will produce combustion gases such as CO and CO2. These gases will be collected and settle in atmospheres so that it scrapes ozone‘s layer gradually. The more motor vehicle used the more CO and CO2 gas will be produced. Consequently, the destruction of ozone will be happened sooner. The second is illegal logging. This irresponsible act is done by greedy and irresponsible human being. They continue to cut trees on their behalf without knowing the importance of trees for this earth. Though tree can convert gases CO2 into O2 which are very important for us. Without trees gases CO and CO2 will be increase more and more. Of course this will fasten ozone destruction. The third is the development of the industry. The rapid industry development also accelerates the damage of ozone layer. Many factories were established, especially in big cities produce fumes which are very dangerous. Similar to motor vehicle‘s fumes, factory‘s smoke will also produce gases CO and CO2. The fourth is the use of fossil fuels. Today, Human prefers use fossil fuels such as kerosene, gasoline, diesel and others. Fossil fuels are used in all aspects of human life such as household, office and industry. They do not consider that every use of fossil fuels will produce harmful gases for the ozone layer. The last is the Use of CFCs (Chloro Fluro Carbon). CFC gases are gases which are generated from the use of spray cans (Aerosol) as perfume, Refrigerator, Air Conditioner and solvent substances. CFC gases that accumulate in the atmosphere will decompose when exposed to ultraviolet light and turn into chlorine atoms which are substances ozone destroyer. Based on the discussion above, we can conclude that the destruction of ozone‘s layer is as the result of our own actions. Therefore let us stop ruining 52


ozone and keep our protective layer by reducing the use of motor vehicles, looking for alternative sources of energy that are friendly for environmental, reducing the use of tools that produce CFCs and doing reforestation. With the preservation of the ozone layer, we will be safe from the sun‘s ray which is very dangerous. (adapted from http://www.belajarbahasainggrisku.com )

Text 2 Associated Press, Jakarta, Indonesia | National | Wed, December 23 2015, 12:06 PM

Indonesian government has punished 23 companies for causing forest fires that spread thick, smoky haze around Southeast Asia, an official said Tuesday.

The Forestry Ministry's investigations director, Brotestes Panjaitan, said that 33 more companies are under scrutiny and waiting for decisions on possible punishment.

Forestry Minister Siti Nurbaya announced Monday that a total of 56 companies were involved in the land-clearing activities that led to the fires.

She added 23 of them, mostly pulp wood and palm oil plantations operating on Sumatra and Borneo islands, have received punishments ranging from administrative sanctions to revocation of licenses.

Three companies shut down as their licenses were revoked, Nurbaya said, while the licenses of 16 were suspended and four companies were placed under close observation.

"We do not hesitate to take stern legal actions against companies found violating the law," said Panjaitan. "We are now considering the kinds of sentences for the remaining 33 companies."


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Forest fires have been an annual problem in Indonesia since the mid-1990s, but this year's was the worst since 1997 when blazes spread across nearly 10 million hectares.

The fires have created an ecological disaster, health problems and economic losses — 2.1 million hectares (8,063 square miles) of land burned, 21 deaths and more than half a million people suffering respiratory problems.

Text 3 When thinking about the putting your children through home school versus public or private school, you really should make sure that you understand all of the criteria involved in at home education. To start with it, parents need to know the advantages and disadvanges. By choosing home scholing, many parents feel that their kids work better at different times of the day than what a public or private school allows for. So, home schooling allows parents and children to work out a schedule that will best work for the child. Some children work best and learn best in the morning, noon, or evening, so being able to set the learning schedule up in a way that allows the child o succeed is definitely an advantage. The second advantage is that in public and private schools there is a set curriculum that each subject must abide by, so by home schooling you are able to control which areas of the different subjects you want to put more emphasis on. This, also, allows you to add courses into the home school curriculum that a normal, say, third grader would not get in organized classes. In doing so,

you can set your child's

learning curriculum around vacations, illnesses, and other surprise events. Where in a public school, children tend to be allotted so many days they can miss without both the child and the parents getting into trouble. Further to that there is, also a certain flexibility around what is taught, not just when. If you go to a public event or on home school field trip, your children may have questions about the topic at hand. Home schooling allows for a break in the normal curriculum so that you can further discuss and do activities towards the questions in a more in- depth manner. In addition, 54

you are able to enjoy


your children and watch them grow and learn on a daily basis. Home schooling allows you to really get to know your kids on a whole different level than packing them on the bus for school in the mornings On the other hand, because home schooling your kids is really a full time job, you just may not have enough time in the day to do what you need to get done. You have to full research topics and prepare lessons, set up projects and field trips. You will have to spend time keeping yourself organized, and on top of all that, you have to teach.Moreover since home schooling takes up a lot of time in preparation and delivery, you may run out of time for house hold duties and chores. Furthermore, when home schooling your kids, you will have to give a lot of yourself away. You will pretty much loose your personal, quiet time. So, if you opt to home school your kids, make sure to schedule in time each day for yourself. Then, because everyone has their own unique style to home schooling, you may end up finding yourself comparing your techniques with those of other parents. This can put a lot of pressure on you to up the anti, so to speak. Parents who do not have regular control over their kids, may feel overwhelmed with the decision to home school. In these situations, you will just run yourself ragged running after the kids, preparing lessons, cleaning the house, and maybe even running that home business. Make sure that you have control over your children's behaviors before you decide to home school. To sum up there is a special set of rules that a parent, guardian, or tutor must abide by when home schooling children, so if you decide that home schooling is the best option for your children, you need to do a little research in finding out what criteria you and your child must meet. (adapted from http://hubpages.com/education )


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Text 4

The National examination result will be publicly enounced in next short time. Euphoria will flood for those who get success. In the other hand, It will be sorry to hear that there are some of them do not succeed in their national final examination. For those who succeed soon will think to decide; where will they be after graduating high school? Actually it will be easy to decide for those has been arranged and thought earlier but for those have not planed yet, it will be quite confusing.

Continuing study or looking for work is the primary choice among them. When they think about continuing study, they will think hard about the time and cost. How long the higher study will last? And how high is about the cost. In the same way, when they think about straightly seeking job, what skill and competence they have got is a big matter of questioning. So, doing both choices in the same time is an alternative.

Continuing study as well as seeking job is possibly done but it will be hard for them. Conventionally studying in the university needs much time to spend especially in the first year. It is true because they have to do and adapt a lot of things in their new higher school. it will be very hard to looking for job. Therefore it should come to their mind of continuing studying at higher school from their own home. As result, the available time will be more flexible for them. Then it will be very possible to seek job and get the appropriate one. This type of studying is publicly known as distance learning.

As the alternative method of studying, besides the conventional studying which students and the lecturer have to meet in the fixed time and place regularly, distance learning provides possibility to grow better. Possibly working and studying surely will create high quality graduate. Distance learning should appear as a considerable choice for them. (Source : http://fujianto21-chikafe.blogspot.com )

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Text 5 Do you know what a hacker is? Well, a hacker is a person who enjoys exploring the details of programmable systems on computers and they like to stretch the capability of the systems. And you know what, the activities they do in the computers are called ‗hacking‘. So, what‘s the problem with ‗hacking and its hackers‘? Well, the problem is whether ‗hacking and its hackers‘ is legal or illegal? What I mean is that people in the world have many different views about hacking and the hackers. Some of them take sides, but many object.

Although in most places breaking into computer systems is considered illegal, I believe that hackers don‘t do anything illegal because they only want to know and try the systems. I dare to say that a hacker likes finding the strengths and the weaknesses of a computer system. They feel proud if they can find the weaknesses. So I don‘t really see the crimes in this case. In addition, these hackers sometimes help the police catch the ‗white collar criminals‘, such as bank robbers, money launderers, credit card forgers. For example, in 2000, the U.S. hackers caught some Singaporean hackers who made ‗Virus Love‘ to break up the programs of the U.S. National Security system.

Nevertheless, those who object to the good points of a hacker say that hacking is a crime. The reason is that some hackers use their brilliant skills to break into banks and other vital institutions where they can get money, destroy information, and the worst thing is they can get secret information and sell it to another country. This is a treachery. Take for example, in 1994, The U.S. government broke a conspiracy of computer hackers out of Majorca, Spain. These hackers were responsible for accessing and eliminating 190,000 telephone credit card numbers over computer bulletin boards in America and Europe. Seeing this fact, I don‘t blame those who think negatively about hackers.


57

To put the whole thing in a nut shell, I personally think that hackers are not bad people with their brilliant skills. However, they could be bad because of money orientation to get the wealth. That is just the point. (Source : http://www.belajarbahasainggris.us )

F. Rangkuman Cohesion is important because it allows us to make multiple references to people, things, and events without reintroducing them at each turn. If we had to repeat these every time we wanted to refer to them, the text would be very tedious to read. A coherent passage focuses the reader‘s attention on the main ideas and the specific people, things, and events you are writing about.

G. Umpan Balik dan Tindak Lanjut Setelah mengikuti rangkaian aktivitas dalam kegiatan belajar ini maka peserta diharapkan mampu memahami pentingnya cohesion dan coherence dalam sebuah teks. Sebagai tindak lanjut maka peserta dapat mencoba melakukan analisis terhadap teks teks lainnya .

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Kegiatan Pembelajaran 3 Critical Text Analysis (Critical Reading Analysis) A.

Tujuan Tujuan kegiatan belajar pembelajar

ini adalah meningkatkan keterampilan

guru

dalam bahasa Inggris lisan dan tulisan, reseptif dan produktif

dalam segala aspek komunikatifnya (linguistik,wacana,sosiolinguistik dan strategis)

B.

Indikator Pencapaian Kompetensi Indikator pencapaian kompetensi pada kegiatan belajar ini adalah guru pembelajar dapat menganalisis teks (tulisan ilmiah) secara kritis melalui kegiatan membaca kritis.

C.

Uraian Materi The Concepts (Konsep Dasar Membaca Kritis) Learning how to read critically involves becoming actively engaged in what we read by first developing a clear understanding of the author‘s ideas, then questioning and evaluating the arguments and evidence provided to support those arguments, and finally by forming our own opinions. Reading this way requires that we develop skills that are not necessary for more passive forms of taking in information. However, it also allows us to get more from what we read. To non -critical readers, texts provide facts. Readers gain knowledge by memorizing the statements within a text. To the critical reader, any single text provides but one portrayal of the facts, one individual‘s ―take‖ on the subject matter. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author. A noncritical reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events. A critical reader might Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

59

read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to particular understanding. Steps in critical reading ( Langkah-langkah membaca kritis):  Before you read : Skim the piece to get an idea of what it is about and what

the main argument is. This may include reading an introduction if there is one, or the subheadings.  While you read

:Keep a running dialogue with the author through

annotation by recording your thoughts, ideas, and questions. Underline, highlight, or circle important parts and points, and write comments in the margins.  After you have read : Look over your annotations to get an overall idea of

the text. You may also choose to write a summary to solidify your understanding.  Responding to the text : After you have developed a clear sense of the

author‘s argument and line of reasoning, you are able to analyze the author‘s argument and methods. Then, you can develop your own ideas—perhaps into an essay of your own.

So, Critical reading is a more active way of reading. It is a deeper and more complex engagement with a text.

Critical

reading

is

a

process

of

analyzing, interpreting and, sometimes, evaluating. When we read critically, we use our critical thinking skills to question both the text and our own reading of it. Different disciplines may have distinctive modes of critical reading (scientific, philosophical, literary, etc).

60


The difference between reading and critical reading:

Two Modes of Reading (2 Moda Membaca) It is helpful to think of critical reading as involving two modes of reading: reading with the author, or trying to completely understand the author‘s views, and reading the author critically, or questioning the author‘s views. The first mode is necessary for the second to be possible. By reading in two modes, you will be able to develop your own ideas and theories—but only after thoroughly understanding the author‘s arguments. a.

Reading with the author: understanding the author’s perspective 1.

Make sure you truly understand the author‘s views and ideas. Summarizing and paraphrasing his/her argument in your own words may be helpful at this stage.

2.

Accept the author‘s ideas temporarily (even if you disagree). Use the author‘s ideas as a lens with which to look at your world, extending the author‘s theories with examples of your own that are in agreement.

b.

Reading the author critically: engaging the author in a dialogue 1.

Looking through your own lens now, question and challenge the author. Some things to look for include: limitations, biases, faulty


61

reasoning, questions left unaddressed, and problems with or alternate interpretations of the author‘s examples. 2.

Now you can form your own ideas and theories. What parts of the author‘s ideas do you agree with? What parts would you revise? What is your perspective?

While You Read: Strategis for Close Reading ( Strategi Membaca Kritis) Understanding a work that is challenging requires a close reading—one in which we make decisions about what the text means as we read it, keep track of the author‘s ideas and points, and connect these new ideas with what we already know. Marking up the text while we read facilitates this process. Here are some suggested marks for things you should look for while you are reading (but you should try to think of your own) Tabel 6 While You Read: Strategis for Close Reading Look for .... The main question or issue in each chapter or

Mark it with.... aim / objective / main

section Fundamental concepts and their explanations or

highlighting / underlining

descriptions Important conclusions. (You may use more than one

3* / --> / X

to rank the importance) Unclear or confusing parts, faulty logic

Q/?

Supporting data or information used as evidence

Evidence

Supporting data or information used as evidence

View point / VP

Problematic assumptions being made Greater implications of the argument or discussion

Problematic/ prob Implication

What does it mean to intepret a text critically? It means being a discerning reader who:  questions what you read  thinks about what the author wants you to believe and works to convince you  decides whether the author‘s views are worthy of agreement

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Asking questions about what you read requires your careful examination of the writer‘s claims, as well as the use and quality of the writer‘s supporting evidence. As you interpret the text, you inevitably draw upon your own experiences, as well as your knowledge of other texts. However, the basis of your analysis must be rooted in the text itself. Here are some things to consider in your analysis:  the authority of the writer : Using both the information that you have about

the writer as a person (training, political affiliation, life experiences), as well as clues from the language, tone and approach of the text, decide whether the writer is credible. Is the writer knowledgeable? What biases or values may be playing a role in his/her argument?  the logic of the writer’s argument : It is important to ask yourself what the

writer wants you to believe and whether the reasons and supporting evidence convince you of this viewpoint. Examine the credibility of the ―facts‖ as well as the line of reasoning that ties the facts to the main assertion.  how the writer gets your interest : A writer may use one or more of the

following strategies to get the reader intellectually and emotionally involved in the text: 1. Trying to get the reader to identify with the author or evoke respect for the authority of the author (for example, through the tone) 2. Trying to get the reader to care about a subject, cause or problem (perhaps by appealing to his/her emotions by using shocking statistics, anecdotes, or detailed descriptions) 3. Trying to get the reader to align him/herself with a greater class of readers (e.g. ―the educated,‖ women, environmentalists) 4. Using the assumed interests and values of the reader as a foundation for another argument Ask yourself which of these techniques the writer is using and how. Are they effective?


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 consider the writer’s use of language and style :The writer makes many

decisions concerning language and style that serve to influence your responses as a reader. Examine the following aspects of the writing: overall tone, sentence formation, choice and connotation of words, use of punctuation, and brevity or length of passages. How do the writer‘s choices about language and style aid their argument? What do these choices reveal about the writer‘s argument?  consider the ideology that informs the text : Try to uncover the ideology --

the system of beliefs, values, and ideas about the world -- that underlies the text. A simple way to do this is to write down words and ideas that are valued in the text or represented by the author in a positive way. Then write down the opposite of each word. These binaries, or pairs of opposites, will reveal the ideology that informs the text. After reading the article, answer these questions to help you to reflect upon and analyze what you have read: 1.

List and explain the reasons the author provides for his/her main argument.

2.

What kind of evidence is presented to support the author‘s argument? Is it fact or opinion? What is the source of the information—does it come from an informed authority in the field?

3.

What is the purpose and tone of the article?

4.

Is the author objective or does he/she try to convince the reader to have a certain opinion? If so, what viewpoint does the author try to convince you of? What reasons does the author provide for choosing this viewpoint?

5.

Does the author‘s argument assume that the reader thinks in a particular way or has a particular world-view? What are the major underlying assumptions that the author makes, and do you think they are reasonable and acceptable to most people?

6.

Does the author make― jumps‖ or inferences based on his/her evidence? Is the line of reasoning logical?

64


7.

Does the author try to appeal to the reader‘s emotions? Does the author use any loaded words in the headline or the article? List these words and explain their effect on the reader.

8.

Forgetting what the author thinks for a moment, what are your own thoughts and opinions about the issues raised in the article?

Example of Critical Reading Analysis (Source http://unilearning.uow.edu.au/reading/2c.html )

Excerpt 1 (from an academic journal) Is the methodology valid here? Critical readers would question whether the sample size was big enough to fulfil the aim of this study. They would also question whether the sample was representative enough of the wider population, asthe criterion for inclusion in the population sample perhaps created an unrepresentative group. The personality type that is willing to participate in a study of this kind may suggest subjects that are already highly involved in patient participation, thus skewing the survey results.

The aim of the study was to describe how patients perceive involvement in decisions concerning their own treatment and nursing care. Sample A convenience sample of 12 patients was selected from three mixed-sex medical wards. The only criterion for inclusion in the study was a willingness to participate.

Excerpt 2 (from an academic journal)1 Has the author overgeneralised the results here? The author has used the findings from a very small sample size, that may not represent a sufficient range of patients, to support a major line of argument about how patients view collaboration. The authors are inferring that the results gained from surveying these patients can be generalised to all patients.

Each interview was tape recorded and took between 60 and 90 minutes to complete. After each interview, the tape was listened to and transcribed. During this period, hunches or working hypotheses were identified which were explored in subsequent interviews. The major theme of 'toeing the line' was identified that provides insight into how patients view 'collaboration'. The remainder of this paper will focus on an exploration of this theme and its significant implications for nursing.


65

Excerpt 3 (from an academic journal)1 The idea in this first sentence in a Nursing article is most probably informed by research in Sociology or Anthropology. Where is the reference?

The value systems of individuals and of societies can be said to have dominant temporal focuses. Societies in which hospital sickness and other disasters are seen as visited upon the individual by angry gods, spirits, or ancestors hold a dominant temporal focus on the past. Societies in which causes and consequences are disregarded in favour of Are these the author's ideas presented as fact? The writer immediate gratification and symptom hold a here is writing as if his or her present temporal focus. Societies that show interpretation were considerable anxiety about the implications absolutely the truth, instead and consequences of present situations, to of just an interpretation. experience little anxiety relief at the removal of a symptom, and need to plan and work toward future eventualities hold a future temporal focus.

Excerpt 4 (from a weekend newspaper article) What evidence does the author provide to support his or her argument?

Is there evidence provided supporting this?

Teams are not magic. They must have tasks that are achievable within a specified time frame. The team charged with 'management' has an impossible brief and will surely fail unless effort is spent spelling out what the management task involves and what constitutes success. Neither are teams a cheap option. They inevitably consume resources and time. Teams rarely resolve conflict. More often, they pressure-cook it.

Would you accept this as fact? Why?

If an individual has the skills to do the job with the requisite creativity, then the individual, not Is this the author's opinion or the team, should do the job. fact?

Excerpt 5 (from a weekend newspaper article) Who says leadership is back in fashion?

Is this assumed knowledge within the discipline of Management?

A third illusion is that leaders are not necessary in good teams. Leadership is back in fashion. But people in teams often argue that good teamwork makes leadership redundant. Explicit or strong leadership behaviour is seen as contrary to the notional equality of teams. This illusion and the lack of leadership it

66


This point is stated as fact. What theory is it based on? Do you agree with it?

D.

produces is one of the worst things that can happen to a team. It ensures an obsession with internal power relations and a team without a champion. A leader is the team's link with the wider organisation and the vital conduit for resources, support and credibility. Teams need help to understand how their leadership requirements change and how to make the most of the leadership resources distributed among members.

Aktivitas Pembelajaran Kegiatan yang dilakukan pada kegiatan belajar ini dilakukan dengan langkah – langkah sebangai berikut:

E.

1.

Membaca dan memahami konsep critical text analysis (critical reading)

2.

Tanya jawab tentang konsep

3.

Membaca contoh artikel yang akan digunakan sebagai bahan latihan

4.

Mengerjakan Lembar kerja penugasan secara kelompok

5.

Mendiskusikan hasil pengisian Lembar kerja

6.

Melakukan presentasi hasil diskusi

7.

Menarik kesimpulan

8.

Melakukan refleksi pembelajaran

Latihan

Instruction : 1. Read the text (worksheet 3.1) actively and carefully 2. Mark key ideas and supporting examples or evidence 3. Choose four main ideas from the text 4. Respond with your feelings , interpretations, and assesments 5. Write your answer in worksheet 3.2


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Worksheet 3.1 : Reading Materials THE INTRODUCTION TO PROJECT BASED LEARNING

The introduction is designed to orient you to the field of Project Based Learning. Included in this section are a brief history of PBL and a description of its benefits. By the end of this section, you will be able to describe PBL and identify key elements of successful projects.

A BRIEF HISTORY OF PBL For over 100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. Most teachers, knowing the value of engaging, challenging projects for students, have planned field trips, laboratory investigations, and interdisciplinary activities that enrich and extend the curriculum. ''Doing projects" is a long-standing tradition in American education.

The roots of PBL lie in this tradition. But the emergence of a method of teaching and learning called Project Based Learning is the result of two important developments over the last 25 years. First, there has been a revolution in learning theory. Research in neuroscience and psychology has extended cognitive and behavioral models of learning—which support traditional direct instruction—to show that knowledge, thinking, doing, and the contexts for learning are inextricably tied. We now know that learning is partly a social activity; it takes place within the context of culture, community, and past experiences. This is apparent in research on problembased learning in the medical field, an important forerunner of PBL.

Research shows that learners not only respond by feeding back information, but they also actively use what they know to explore, negotiate, interpret, and create. They construct solutions, thus shifting the emphasis toward the process of learning. In addition, cognitive research has revealed much more about the nature of problem solving. Education has benefited from this research, as teachers have learned how to effectively scaffold content and activities to amplify and extend the skills and capabilities of students. 68


Second, the world has changed. Nearly all teachers understand how the industrial culture has shaped the organization and methods of schools in the 19th and 20th centuries, and they recognize that schools must now adapt to a new century. It is clear that children need both knowledge and skills to succeed. This need is driven not only by workforce demands for high-performance employees who can plan,collaborate, and communicate, but also by the need to help all young people learn civic responsibility and master their new roles as global citizens.

In a sense, the need for education to adapt to a changing world is the primary reason that PBL is increasingly popular. PBL is an attempt to create new instructional practices that reflect the environment in which children now live and learn. And, as the world continues to change, so does our definition of PBL. The most important recent shift in education has been the increased emphasis on standards, clear outcomes, and accountability. Thus, one purpose of this edition of the BIE Project Based Learning Handbook is to incorporate the latest thinking on standards and assessment—to outline a planning process for standards-focused projects. But this process will continue to evolve.

Remember that PBL is a field that you, as a practitioner, will help create by your actions and leadership in the classroom.

DEFINING STANDARD-FOCUSED PBL There is no one accepted definition of PBL. However, BIE defines standardsfocused PBL as a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. This definition encompasses a spectrum ranging from brief projects of one to two weeks based on a single subject in one classroom to yearlong, interdisciplinary projects that involve community participation and adults outside the school.

More important than the definition itself are the attributes of effective projects. You will find that the BIE planning model is based on a number of criteria that distinguish carefully planned projects fromother extended activities in the classroom. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

69

Outstanding projects: 

Recognize students' inherent drive to learn, their capability to do important work, and their need to be taken seriously by putting them at the center of the learning process



Engage students in the central concepts and principles of a discipline. The project work is central rather than peripheral to the curriculum



Highlight provocative issues or questions that lead studentsto in-depth exploration of authentic and important topics



Require the use of essential tools and skills, includingtechnology, for learning, self-management, and project management



Specify products that solve problems, explain dilemmas, or present information generated through investigation, research, or reasoning.



Include multiple products that permit frequent feedback and consistent opportunities for students to learn from experience



Use performance-based assessments that communicate high expectations, present rigorous challenges, and require a range of skills and knowledge



Encourage collaboration in some form, either through small groups, studentled presentations, or whole-class evaluations of project results.

The BIE model f or PBL also addressed a sin gular need in the field of PBL: to create standards-focused projects that fit well with the era of accountabilit y and perf ormance. Often, projects have been used as fun or change-of-pace events

completed

after

students

have

been

pushed

through

homework

assignments, lectures, and tests. In standards-based PBL, students are pulled through the curriculum by a Driving Question or authentic problem that creates a need to know the material. The Driving Question is tied to content standards in the curriculum, and assessment is explicitly designed to evaluate the students' knowledge of the content.

Similarly, Project Based Learning is sometimes equated with inquiry-based or experiential learning. Though PBL shares some overlapping characteristics with these two terms, standards-focused PBL is designed to acknowledge the 70


importance of standards and evaluation of student learning. In an era of accountability, with testing and performance uppermost in the minds of parents and educators, it is imperative that all instructional methods incorporate high standards, rigorous challenges, and valid assessment methods.

THE BENEFI TS OF PBL As a field, PBL is still in the developmental stage. For example, there is not sufficient research or empirical data to state that PBL is a proven alternative to other forms of instruction. Based on evidencegathered over the past ten years, PBL appears to be an equivalent or slightly better model for producing gains in academic achievement, although results vary with the quality of the project and the level of student engagement. Also, PBL is not appropriate as a method for teaching certain basic skills such as reading or computation; however, it does provide an environment for the application of those skills.More important, evidence shows that PBL enhances the quality of

learning and leads to higher-level cognitive development through students' engagement with complex, novel problems. It is also clear that PBL teaches students complex processes and procedures such as planning and communicating. Accomplishing these goals, however, requires time for both performing classroom in which you and your teachers and students to master the behaviorsand strategies necessary for successful PBL.

In addition to research' convincing reports have come from teachers that PBL is arigorous, relevant, and engaging instructional model that supports authentic inquiry and autonomous learning for students. Along with encouraging academic proficiency and meeting the traditional goals of education, PBL has important benefits for today's students. Teachers report that PBL: 

Overcomes the dichotomy between knowledge and thinking, helping students to both ''know'' and ''do.''



Supports students in learning and practicing skills in problem solving, communication, and self-management.



Encourages the development of habits of mind associated with lifelong learning, civic responsibility, and personal or career success



Integrates curriculum areas, thematic instruction, and community issues.


71



Assesses performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance.



Creates positive communication and collaborative relationships among diverse groups of students.



Meets the needs of learners with varying skill levels and learning styles.



Engages and motivates bored or indifferent students

As with any teaching method, PBL can be used effectively or ineffectively. At its best, PBL can help you as a teacher create a high performing classroom in which you and your students form a powerful learning community focused on achievement, self-mastery, and contribution to the community. It allows you to focus on central ideas and salient issues in your curriculum, create engaging and challenging activities in the classroom, and support self-directed learning among your students.

PBL IN YOUR CL AS SROOM Planning for a project must take into account what is possible in your classroom. The scope of a project will be affected by the bell schedule, the time of year, standardized testing, and the other myriad factors that impact your work. Perhaps the first question that usually arises is: do I have time to do this project? To answer that question, it is helpful not to think of PBL as taking time away from the regular curriculum. Instead, consider a standards-focused project as a central method of teaching and learning that replaces conventional instruction for a portion of your course. Standards-focused projects teach students the same essential information you might teach them through lecture and discussion. PBL teachers also find that they do considerably less ''busy work" activities in the classroom. And, though projects take time to plan, teachers have more time to work with students once a project is under way.

COVER AGE VERSUS "UNCOVER AGE" It is true that projects do not lend themselves to covering a laundry list of topics, as too often happens in the classroom. But in the case of good education, less is more. If you are pressed for time and need to include many topics in your instruction 72


during a year, you may want to think about the concept of "uncoverage." This means making a de- liberate decision about topics that you want to teach in depth versus topics that can be simply "covered." What parts of your curriculum can be easily and successfully handled through lectures or textbook assignments? What parts require more depth? Identify those topics that reflect the most important ideas and concepts in your curriculum and incorporate those topics into projects. Those are the topics with which you want students to grapple. The remaining topics you can deal with through direct instruction.

ARE YOUR STUDENTS C AP ABLE? Two questions regarding students immediately arise when you are thinking about a project. How much will they be involved? And, are they capable of a project, both behaviorally and academically? Student autonomy is one of the hallmarks of PBL. Still, most teachers introduce student autonomy in stages, depending upon students' age and experience. Before planning your project, think about how much you want your students to be involved in its design and how much autonomy they will have in carrying out project activities. You may want to select the project topic, particularly for the first project in your classroom. With students who are eager and prepared, you may wish to have them select the project topic and define the learning outcomes. Your role becomes one of coach and facilitator, helping students shape the project so that it meets content standards and allows for a variety of assessments.

Are your students ready and capable? That question can be answered based only on your experience and knowledge. The Handbook will offer you ideas on how to scaffold lessons for students in away that prepares them for the academic knowledge, as well as for the skills, that may be required for them to succeed in the project. Often, teachers do not introduce projects until the midfall or later, giving them time to assess students and prepare them for project work. If students have not had experience with projects, it's worth remembering that they will need training in such skills as collaboration, research, project management, and oral presentations. Plus, you may have to manage them closely until they have mastered self-management skills. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

73

YOUR STYLE AND SKILLS Once teachers feel comfortable with PBL, they usually find teaching with projects to be more fulfilling and enjoyable. PBL is a way of working with students as they discover more about themselves and the world, and that brings job satisfaction. However, in addition to strong instructional and organizational skills, PBL requires that teachers facilitate and manage the process of learning. Rather than rely on the model of the child as an empty vessel to be filled, PBL teachers must create tasks and conditions under which student thinking can be revealed—a concreative process that involves inquiry, dialogue, and skill building as the project proceeds.

Though most teachers recognize that active learning is vital, not all of us react in the same way to an open-ended process. Projects are sometimes described as chaotic or messy (though in a well-structured project, it only appears to be disorderly—it's really just the ambiguous problem-solving process that is under way). Prior to a project is a good time to reflect on your teaching style and skills. How will you operate in a PBL environment? Are you comfortable with children moving around a classroom or with the ambiguity that characterizes a more open-ended learning process?

It may help to ask yourself this question: do you prefer to be a leader or a manager? Leaders facilitate problem solving in a group and help the group find their own solutions. Managerscontrol the process and look for prescribed outcomes. In reality, good teachers go back and forth between the two roles. But if you are hesitant to release control over your students, you may want to avoid projects or start small until you feel comfortable and skilled in project leadership

As a leader, your job is to help each studentproduce a superior product by facilitating learning. As students gather data and progress in their problem solving, they will encounter obstacles and opportunities. At the heart of successful PBL is your ability to support and direct students (or conversely, your ability to let them struggle with a problem or information as they search out answers and solutions). This requires interpersonal and communication skills, as well as the ability to define the agenda for the class and push a project through to a successful conclusion. It 74


also includes being sensitive to the fact that students finish work at different rates, with different abilities, aptitudes, and learning styles. PBL AND YOUR SCHOOL PBL works extremely well in schools that have extended blocks of time instead of 50-minute periods. Similarly, when schools are formed around small learning communities such as academies or houses, PBL is a natural tool for teaching and learning. But if your school does not have these reforms in place, it is still possible to create excellent projects for students.You will also find that good projects in classrooms encourage changes in the culture and structure of schools. Schools are under increasing pressure to raise standards, improve climate, and personalize education. PBL can contribute significantly to this process by encouraging teacher collaboration, motivating students to achieve, using the tools and language of project management and organizational change, and helping to incorporate schoolwide learning outcomes into the curriculum. In particular, PBL fits well with efforts to create a high-performance school culture that values both rigor and relevance. In addition, projects are a great way to involve parents and community members in the educational process, a result that often leads to more support for the school and a better understanding of the needs of students.

A question often asked by teachers in low-performing schools is: can Project Based Learning work in my school? It can. For students with basic skills issues, it may be necessary to include more direct instruction during a project, design shorter projects, or tie projects closely to fewer and more specific standards. But PBL offers all students the opportunity to investigate authentic topics of interest tothem, thus engaging them in the learning process in ways that traditional instruction doesnot. (Source

:

http://bie.org/images/uploads/general/20fa7d42c216e2ec171a212e97fd4a9e.pdf


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LEMBAR KERJA 3.2 : Exercise for While you read Based on the reading material in worksheet 3.1, complete the folowing form

Main Ideas in the text

My Response

1.

2.

3.

4.

5.

6.

1. Based on the reading materials, fill the form in Worksheet 3.3: the authority of the writer

76


Worksheet 3.3 : Authority of the Writer Based on the reading material in worksheet 3.1, complete the following form Information about the writer (training, political affiliation, life experiences, etc.)

What does the language, tone and approach of the text tell you about the writer?

Is the writer knowledgeable? why? /why not?

2. Based on the reading materials, fill the form in Worksheet 3.4: the logic of the writer‘s argumen


77

Worksheet 3.4 : Logic of The Writer’s Argument Based on the reading material in worksheet 3.1, complete the following form What does the writer want you to believe?

What reasons/supporting evidence does the writer provide? Do they seem credible?

1.

2.

3.

4.

3. Based on the reading materials, fill the form in Worksheet 3.5: how the writer gets your interest

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Worksheet 3.5 : Ways in Which the Writer Gets Your Interest Based on the reading material in worksheet 3.1, complete the following form Does the writer try to get you to identify with him/her (for example, through the tone? shared experience? something else?)? How? Cite examples.

Does the writer try to evoke respect for his/her authority? How? Cite examples.

Does the writer try to get you to care about the subject, cause or problem? How -appeals to emotion? statistics or other facts? anecdotes? detailed descriptions? something else? Cite examples.


79

F.

Rangkuman In conducting Critical Text Analysis (Critical reading) : Identify the author's thesis and purpose 1.

Analyze the structure of the passage by identifying all main ideas

2.

Consult a dictionary or encyclopedia to understand material that is unfamiliar to you

3.

Make an outline of the work or write a description of it

4.

Write a summary of the work

5.

Determine the purpose which could be

6.



To inform with factual material



To persuade with appeal to reason or emotions



To entertain (to affect people's emotions)

Evaluate the means by which the author has accomplished his purpose 

If the purpose is to inform, has the material been presented clearly, accurately, with order and coherence?



If the purpose is to persuade, look for evidence, logical reasoning, contrary evidence



If the purpose was to entertain, determine how emotions are affected: does it make you laugh, cry, angry? Why did it affect you?

G.

Umpan Balik dan Tindak Lanjut Setelah membaca materi, menyimak penjelasan, mengerjakan penugasan serta mendiskusikan tugas yang ada dalam kegiatan belajar ini maka sebagai tindak lanjut peserta diharapkan dapat berlatih secara mandiri melakukan kajian kritis terhadap artikel artikel ilmiah terutama yang berkaitan dengan penelitian tindakan kelas.

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Kegiatan Pembelajaran 4 Learning Review Text A. Tujuan Peserta didik mampu menguasai Bahasa Inggris lisan dan tulis, reseptif dan produktif dalam segala aspek komunikatifnya (linguistik, wacana, sosiolinguistik dan strategis), fungsi sosial (social function), struktur teks (text structure), dan unsur kebahasaan (language features)

B. Indikator Pencapaian Kompetensi 1. Menentukan gambaran umum teks tertulis fungsional berbentuk review 2. Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk review 3. Menentukan informasi tertentu teks tertulis fungsional berbentuk review 4. Menentukan rujukan kata teks tertulis fungsional berbentuk review text 5. Menentukan informasi tersirat teks tertulis berbentuk review 6. Menentukan makna kata teks tertulis fungsional berbentuk review 7. Menentukan coherency dan cohesiveness teks tertulis berbentuk review 8. Menentukan cara pengajaran teks tertulis fungsional berbentuk review


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C. Uraian Materi Pada bagian ini akan uraian materi text review. Seperti yang telah kita ketahui bersama bahwa text review merupakan salah satu bahan ajar dalam pembelajaran bahasa Inggris. Pada kurikulum 2013, text review merupakan materi ajar kelas XII di semester 5. TEXT REVIEW Text review menghadirkan ulasan terhadap suatu objek yang dinilai layak atau bernilai seni. Objek karya seni yang diulas bisa berupa buku, film, lukisan, lagu dan lain-lain. Bagian penting dari text review adalah penilaian pengulas yang biasanya mengklasifikasikan karya yang diulas termasuk dalam kualitas bagus, sedang atau kurang. a. Definisi Text review adalah teks yang menghadirkan ulasan, kritik, analisis, evaluasi sampai penilaian untuk menentukan kualitas suatu karya. Dari sebuah text review, pembaca bisa mendapat banyak informasi tentang karya yang diulas. Informasi yang ada dalam suatu text review bisa berupa sejarah, latar belakang karya tersebut tercipta, deskripsi, kelebihan, kekurangan karya tersebut dan lain-lain tergantung pada kedalaman ulasan yang dilakukan oleh pengulas. Dalam menganalisis dan menilai suatu karya, biasanya penulis teks review menggunakan sejumlah kriteria atau pembanding dengan karya-karya yang sejenis. b. Tujuan Komunikatif Text review bertujuan mengkritisi suatu karya yang dianggap layak atau bernilai seni. Hasil review suatu karya sangat berguna bagi para pembaca atau orang-orang yang memiliki kepentingan terhadap karya yang bersangkutan dalam usahanya menempatkan, menyikapi dan memperlakukannya secara poporsional. c. Struktur teks Walaupun dalam banyak referensi struktur teks review bermacammacam tetapi secara umum struktur text review bisa dipilah kedalam empat bagian; orientation, interpretative recount, evaluation, dan evaluative summation. • Orientation Menempatkan karya yang ditinjau pada konteks umum ataupun khusus, biasanya dengan membandingkan dengan karya lain yang sejenis atau melalui analogi obyek yang bukan karya seni. Secara 82


sederhana bisa dikatakan bagian ini menyodorkan apa yang akan diulas dan dalam kontek apa keberadaan objek itu berada.

• Interpretative Recount Dalam paragraf ini penulis text review menyajikan beberapa hal yang berkaitan dengan sejarah, latar belakang, situasi dan kondisi atau kronologi sampai bagaimanakarya tersebut tercipta menjadi suatu karya. Selain hal-hal tersebut penulis juga membuat semacam deskripsi ringkas tentang objek yang diulas. Hasilnya adalah sebuah ‗potret‘ dari karya yang diulas. Hal ini sangat membantu memberikan gambaran kepada pembaca tentang objek yang akan dinilai. • Evaluation Pada bagian ini penulis mengevaluasi objek ulasan dengan satu atau beberapa cara. Biasanya dengan menetapkan kriteria-kriteria penilaian seorang ahli di bidangnya, perbandingan-perbandingan dengan karya yang sejenis, kekurangan kelebihan, keunikan, orisinalitas dan sebagainya. Evaluasi tersebut berupa kesimpulan dari kualitas karya itu, misalnya bagus, sangat unik, bernilai seni tinggi dan sebagainya.  Evaluative Summation Pada bagian ini berisi kesimpulan penulis setelah diadakan penilaian, karya itu layak atau tidak untuk diberikan kepada pembacanya.

d. Ciri Kebahasaan Teks Review (Ulasan) drama/film/buku/karya seni Berikut adalah ciri kebahasaan teks review: 1. Pada teks ulasan drama/film ini, muncul kata adjektiva (adjectives) atau frasa adjektiva (compound adjectives) A. Adjectives 1. exciting 2. adventurous 3. awesome Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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4. terrible 5. bad 6. fantastic

B. Compound adjectives 1. action-packed = full of action 2. breath-taking = takes your breath away 3. heart-warming = makes your heart feel warm 4. page-turning= very interesting 5. spine-chilling = gives you goose bumps 6. thought-provoking = makes you think about certain aspects of life 7. slow-moving = characterized by slow movement

2. Menggunakan kata-kata opini atau persuasif Contohnya : 

Also, I think that the film is good because it is exactly the same as the book.



I think it's an excellent book and I couldn't stop reading it.



The Hunger Games is now a major Hollywood film and is just as successful.



The Hunger Games is a hugely successful book for teenagers and young adults by the American author Suzanne Collins.



I found some sections of the book very tedious and slow-moving. For me, there were too many chapters without any action and just long explanation of Pi's thoughts or his memories. Also, to be honest, I found the plot really unrealistic. I think the tiger would have eaten Pi straight away.

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3. Menggunakan konjungsi internal (coordinate conjunction) dan konjungsi eksternal (subordinate conjunction) a.) Konjungsi internal (intrakalimat), konjungsi yang menghubungkan dua argumen/gagasan/ide dalam kalimat simpleks atau dua kelompok klausa. Terdapat 3 (tiga) kategori makna hubungan : Penambahan/kesejajaran: 

It was published in 2008 and has sold millions of copies.



Her father died and now she has to kill animals for her family to eat.



I would recommend this book to anyone, old or young, men and women.

Menyatakan perbandingan/perbedaan: 

There was a thirteenth district in the past but the Capitol destroyed them because they rebelled.



I enjoyed the story, but I also learnt a lot about animal psychology, religion and how to survive a shipwreck.



Tom studied a lot, yethe didn‘t pass the test.

Menyatakan sebab-akibat, yaitu sebab, akibat, sehingga, jika, karena, apabila, bilamana, jikalau. 

I drank some water, forI was thirsty.



She put on a sweater, foritwascold outside.

b.) Konjungsi eksternal (antarkalimat), konjungsi yang menghubungkan dua peristiwa/deskripsi hal/benda dalam kalimat kompleks atau 2 kalimat simpleks. Berikut adalah contoh-contoh konjungsi eksternal:


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Different conjunctions are used to show different relationships between the independent and the dependent clause: Relationship

Conjunction

Example

Contrast

although though even though while whereas

The US failed to ratify the Kyoto treaty although/though it supported the UN‘s objectives on global warming.

because since as

Dolly the sheep was unique because she was cloned from an adult cell.

Reason

Clean water is scarce in the poorest countries while Western consumers have abundant supplies.

The findings were flawed since the data were inaccurate. Time

when as soon as while as once until after before

Sea water evaporates when the sun radiates heat. The water vapour cools while it is rising. The water vapour condenses as it cools. Clouds begin to form once condensation starts to occur. The clouds move until they reach high land. As The Hunger Games has become more popular, some parents in the US have complained about the violence in the book.

Purpose

so that

Tourists visiting Antarctica are required to clean their footwear so that contamination can be avoided.

Condition

if unless

Pollution levels will rise if emissions are not controlled.

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Management recommendations are ineffective unless they are implemented. Manner

As

We wrote up the results of the experiment as we had been directed.

Place

Where

People prefer to shop where they feel relaxed.

adding information about a person

who whose

The person who spoke to me yesterday gave me the wrong information. Alvar Aalto was a Finnish architect whose ideas are fundamental to modern design.

adding information about a thing

which that

Canna is an island which lies off the west coast of Scotland. There are geological changes in coastlines that may be impossible to influence.

introducing reported information

that whether how

It was unclear whether the management would fund the proposed training scheme. This article researches how climate change might affect wildlife in Britain.

Sumber: http://dyslexstudyskills.group.shef.ac.uk/writing/pages/sentences_complex_p age2.html


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4. Menggunakan ungkapan perbandingan (persamaan/perbedaan)

Contohnya : They say it's the new Twilight, but better. Also, I think that the film is good because it is exactly the same as the book. Source: https://academichelp.net/samples/academics/reviews/movie/pacificrim.html#sthash.hG3S3e0t.dpuf Stories about an evil genius can hardly be funnier than this one. - See more at: https://academichelp.net/samples/academics/reviews/movie/despicableme.html#sthash.9S8zl6Yc.dpuf 5. Menggunakan kata kerja material dan kata kerja relasional

Kata kerja material, yaitu kata kerja yang menyatakan kegiatan fisik/proses. Misalnya : 

Every year the Capitol of Panem chooses 12 boys and 12 girls to go on a TV show called The Hunger Games.



I give The Hunger Games fantastic, go and watch it soon!

Kata kerja relasional adalah kata kerja yang berfungsi untuk membentuk predikat

nominal

(kata-kata

kopulatif)

dan

dapat

juga

membantu

memperjelas predikat (kata kerja bantu). 

Contoh kata kerja relasional sebagai kopulatif : In the future the USA is a new country called Panem. The film is good. There are a lot of exciting action scenes as Bond pursues him around the world.



Contoh kata kerja relasional sebagai kata bantu : pasti, harus/perlu/wajib, jadi, mungkin, boleh, harap, bisa, hendak/ingin/mau/akan, dapat/bisa, ada, dan sebagainya.

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She has to run fast and fight to save her life. Can he stop him before it is too late? I would highly recommend Skyfall, if you are keen on action films. Sumber: http://www.siswamaster.com/2016/03/pengertian-struktur-dan-cirikebahasaan-teks-ulasan-drama-film.html#ixzz4EkUOcU3K http://learnenglishteens.britishcouncil.org/

e. Cara mengajarkan teks Review pada peserta didik Pada kegiatan ini kita akan mengacu pada silabus kurikulum 2013. Pada pembelajaran Review pendidik diharapkan mengajarkan teks tersebut secara lengkap mulai dari tujuan komunikatif, struktur teks dan unsur kebahasaannya. Pendekatan pembelajaran yang digunakan tentu saja menggunakan pendekatan saintifik dengan model pembelajaran yang disesuaikan

dengan

karakteristik

peserta

didik.

Langkah-langkah

pembelajaran dengan menggunakan pendekatan saintifik ada 5 langkah di antaranya:

1. Mengamati Pada langkah pembelajaran mengamati pendidik bisa meminta peserta didik mengamati gambar atau video tersaji tentang film atau buku yang menjadi bahan materi pembelajaran. Film atau buku yang disajikan bisa tentang cerita-cerita sederhana atau yang menarik ataupun yang terkini atau yang lama. Sebelum buku atau tayangan video disajikan peserta didik diberi Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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beberapa pertanyaan yang mengarahkan peserta didik tentang hal-hal yang harus diamati. Setelah peserta didik mengamati buku atau tayangan video tentang film, selanjutnya peserta didik menjawab pertanyaan-pertanyaan awal. Pertanyaan awal inilah yang akan mengarahkan peserta didik mengetahui tujuan pembelajaran tentang Review. Selanjutnya pendidik bisa menyajikan sebuah teks Review lengkap dengan petunjuk tentang tujuan komunikatif, struktur teks dan unsur kebahasaannya. Contoh pertanyaan awal:  What is the video/ text about?  When was it made?  What is your opinion of the video/ text?  Explain the video/text story without giving away the ending?  Should people go and watch the video?

2. Menanya Pada tahap menanya pendidik memberi kesempatan peserta didik atau merangsang peserta didik mengajukan pertanyaan yang berkaitan dengan teks tersaji. Pertanyaan bisa berupa kata-kata sulit dalam teks dan hal-hal yang berkaitan dengan tujuan komunikatif struktur teks dan unsur kebahasaan teks tersaji. Pada tahap ini pendidik bisa mendiskusikan jawaban dengan peserta didik atau bisa menjawabnya langsung. Jawaban

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yang diberikan mengarah pada target pembelajaran sesuai dengan teks Review.

3. Mengumpulkan informasi Pada tahap ini pendidik meminta peserta didik untuk membentuk kelompok dan mengumpulkan informasi tentang hal-hal yang berkaitan dengan teks Review. Pendidik dapat membantu siswa dengan menyajikan teks/ video lain dengan jenis yang sama sehingga siswa mendapatkan informasi yang lebih banyak tentang tujuan komunikatif, struktur teks dan unsur kebahasaan dari teks Review. Selain itu pendidik menyajikan pertanyaan-pertanyaan sehingga peserta didik memiliki acuan dalam tugasnya untuk mengumpulkan informasi. Pertanyaan yang diberikan adalah pertanyaan yang mengarah pada penemuan tentang tujuan komunikatif, struktur teks dan unsur kebahasaan teks Review. Contoh :  Read the other text you have!  Answer the following questions! 1. What is the text about? 2. What is the main idea of paragraph one? 3. What the main idea of paragraph two? 4. What is the main idea of paragraph three? 5. What do you call paragraph one? 6. What do you call paragraph two? Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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7. What do you call paragraph three? 8. What adjectives/ compound adjectives are used by the writer to evaluate the film/book? 9. What tenses covers the text? 10. What conjunctions are used in the text? 11. What action verbs are used? 12. What linking verbs are used?

4. Mengasosiasi Pada tahap ini peserta didik akan membandingkan berbagai text Review secara berkelompok. Peserta didik menggunakan acuan pertanyaan -pertanyaan pada tahap mengumpulkan informasi sebagai dasar untuk menganalisa tujuan komunikatif teks, struktur teks dan unsurkebahasaan teks Review. Setelah berdiskusi dengan kelompoknya masing masing peserta didik diharapkan untuk menyampaikan hasil diskusinya di kelas. Pendidik memberikan arahan sehingga peserta didik mencapai sebuah kesimpulan yang memenuhi target pembelajaran tentang Review.

5. Mengomunikasikan Pada tahap ini peserta didik menyusun teks tulis Reviewberdasarkan struktur teks dan unsur kebahasaan yang sudah mereka pelajari. Pendidik menugaskan peserta didik untuk menonton film atau membaca novel di luar 92


jam pembelajaran. Kemudian mereka membuat ulasan tentang film yang mereka tonton atau novel yang mereka baca. Pendidik dapat meminta peserta didik untuk mengumpulkan hasil karya mereka dan ditempeldi mading sekolah atau mading kelas. Jika sekolah itu sudah memiliki majalah yang diterbitkan secara berkala maka mereka dapat mengirimkan ulasan mereka ke tim redaksi majalah sekolah. f. Penilaian teks review Penilaian pada pembelajaran teks ini adalah penilaian sikap dengan teknik observasi pada saat diskusi, penilaian diri dan atau penilaian antarteman. Penilaian pengetahuan dengan tes tulis dengan serangkaian pertanyaan pada tahap mengumpulkan informasi dan mengasosiasi. Penilaian keterampilan dilakukan pada tahap mengomunikasikan yaitu penilaian portofolio dan unjuk kerja.

D. Aktivitas Pembelajaran 1. Pelajari dengan seksama materi tentang teks review yang terdapat di uraian materi. 2. Kerjakan latihan-latihan yang terdapat di bagian E. Latihan dan Tugas. 3. Baca rangkuman yang terdapat di bagian F. Rangkuman sebagai penguatan. 4. Jawablah pertanyaan-pertanyaan yang ada di bagian G sebagai umpan balik dan tindak lanjut.


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E. Latihan dan Tugas Latihan 1. Text 1. Read the text carefully. Choose the best answer. Skyfall film review Skyfall is one of the best action films in recent years. Released in 2012, it stars Daniel Craig as a secret agent James Bond and Spanish actor Javier Bardem in the role of Raoul Silva, the villain in this film. The plot involves a genuine computer hacker who is an ex-spy. He wants to take revenge on the organization he used to work for and James Bond has to prevent this from happening. There are a lot of exciting action scenes as Bond pursues him around the world. Can he stop him before it is too late? The film is set in a variety of locations including Istanbul, Shanghai, Macau, London and Scotland, which gives it a very international atmosphere. The soundtrack is impressive and includes the theme song ‗Skyfall‘, performed by English singer Adele. The acting is also of a very high standard and Bardem brings his character to life with a dazzling and memorable performance. I would highly recommend Skyfall, especially if you are keen on action films. It will have you on the edge of you seat until the very end and I am sure you will not regret watching it. Source: learnenglishteens Multiple choice questions: 1. Skyfall is ___. a. a musical b. a horror film c. an action film d. a comedy e. a love story 2. The film ___ in 2012. a. was produced b. came out on DVD c. was planned d. receive the Oscar 94


e. came out in cinemas

3. The main character is ___. a. Daniel Craig b. Sean Connery c. Pierce Brosnan d. James Bond e. Raoul Silva 4. ___ is an ex-spy who wants revenge. a. James Bond b. Javier Silva c. Sherlock Holmes d. Raoul Silva e. Dr.No

5. There are ___ Istanbul, Shanghai, Macau, London and Scotland. a. Stars from b. scenes in c. characters from d. songs from e. producers from 6. The writer ___ Javier Bardem's performance. a. especially liked b. didn‘t really like c. had no opinion about d. hated e. condemned 7. The writer recommends Skyfall ___ people who like action films. a. only to b. especially to c. to everybody except d. not only to e. also to 8. The writer thinks the film is ___ until the very end. a. interesting b. funny c. exciting d. bad e. engaging


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Text 2. Read the text carefully. Choose the best answer. "Another Sucker Found" — that was the sign on the take-home box that held the first pet I ever adopted, a kitty named Fitzie. The same principle applies to all of you who see The Secret Life of Pets, an animated fluffball that does everything to drive you crazy and ends up by being totally irresistible. Have you ever imagined what your pet does when you leave the house? Then this is the movie for you. Chris Renaud (Despicable Me) and his co-director Yarrow Cheney pull out all the stops in the too-busy script by Cinco Paul, Ken Daurio and Brian Lynch (Minions). Sometimes you wish they'd pull back a little on the throttle. But they know how to use this Toy Story with critters to get loads of laughs and put a lump in your throat. The story starts simply when Katie (voiced by Ellie Kemper) disrupts her domestic bliss with her Jack Russell terrier Max (Louis C.K.) by bringing home a BFG of a mutt named Duke (Eric Stonestreet) . Chaos ensues. The pooches go at each other to the delight of other pets who watch through the windows of their New York apartment building. They include Gidget (Jenny Slate), a white Pomeranian with a crush on Max, and Chloe (Lake Bell), a snob cat with a mouth on her. Oh yeah, these pets talk, like crazy! They also band together when needed, especially when Duke gets lost and Max leads a chase to find them. It's a scary world out there, and not just because of feral beasties and animal-control brigades. Gidget asks help from the unlikeliest places, such as Tiberius (Albert Brooks), a predatory hawk, and Pops (Dana Carvey), a limping Bassett Hound. But the fiercest adversary comes in the form of a coalition of abandoned animals called the Flushed Pets. As led by a street-talking rabbit named Snowball (a vocal comic tour de force from Kevin Hart)

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— he only looks sweet and cuddly — the Flushed Pets are hellbent on the destruction of humans. Yes, the movie goes a little dark at times, especially when we meet Snowball's scary crew in the sewers (the film's animation high point). Also, in the pileup of fur and feathers, you may forget who is who — not to worry, however, since the action and laughs are nonstop. There's also a scene that shows pet owners coming home at the end of the day to embrace the animals who've entered their lives to wreak havoc but also to give them a rare shot at unconditional love. I choked up a little. You will too. Another sucker found. (taken from http://www.rollingstone.com/movies/reviews/the-secretlife-of-pets-20160706) Choose the best answer! 1. What does the writer think about the film? a. It is boring b. It is full of laughs c. It is scary d. It is amazing e. It is sad 2. ―The story starts simply when Katie (voiced by Ellie Kemper) disrupts her domestic bliss with her Jack Russell terrier Max...‖ (paragraph 2) The underlined word has the same meaning with... a. excites b. occurs c. gains d. disturbs e. attends Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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3. Who will likely NOT go to watch this film? a. People who like pets b. children c. People who have pets d. people who like action movies e. People who like animation

Text 3. Read the text carefully. Choose the best answer. The film‘s title

: Habibie&Ainun

Genre

: Romantic

Director

: HanungBramantyo

Production

: MD Entertainment

Cast

: Reza Rahardian (BJ. Habibie), BCL (AinunHabibie), TioPakusadewo (Soeharto)

Indonesian film industry finally awakened to offer quality movies. After a long time the people of Indonesia are served with horror film with semipornographic scenes. Film Habibie&Ainunis produced by renowned director HanungBramantyo. This film is an adaptation of a novel by Mr. BJ. Habibie's personal story about his life journey with his love Mrs. Ainun. The novel was written after the death of Alm. AinunHabibie, as a mark of his very deep love for his wife. The film told about a leader and Indonesian intellect, Mr. BJ Habibie who tried to build up the nation. The film also tried to unite the romance between a marriage couple in a family with a bandage of nationalism spirit. The love story between Habibie and Ainun provided valuable lesson for all Indonesian society. The loyalty and sacrifice they gave to the nation offered a lot of lessons for us to continue their struggle. Their conflict and struggle to develop the nation presented in this film is able to make the audience cry, even the former President Susilo Bambang 98


Yudhoyono and his wife, AniYudhoyono shed tears when watching it for the first time. The biography of BJ Habibie and AinunHabibie is elegantly presented. His science and ambition to create Indonesia Aircraft are the positive values and encourage us to be his successor. Unfortunately, this beautiful story of this film is a little tarnished by the unprofessional product ads. It is very disappointing advertisement. Although it is only a few seconds, but it still disturbs the story. Finally, for those who have a high spirit of nationalism and love romance must watch this film which is one of the best film ever created by the Indonesians.

1. What is the social function of the text above ? a. To describe the Film Habibie and Ainun b. To entertain the readers c. To Promote the FimHabibie and Ainun d. To analyze and criticize the Film Habibie and Ainun e. To teach moral lesson to the readers

2. Who cried after watching that film ? a. Habibie and Ainun b. AniYudhoyono c. Reza Rahardian d. Hanung Bramantyo e. Tio Pasukadewo


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3. Film Habibie&Ainun is produced by renowned director Hanung Bramantyo. The underlined word have similar meaning with …….. a. Excellent b. Very Good c. Famous d. Excited e. Talented 4. Whom does the writer recommend the film for? a. Those who want to develop the nation b. The citizens who must continue their struggle c. Those who have the spirit of nationalism d. The people who have the positive values e. Those who have a high sense of humor

Text 4. Read the text carefully. Choose the best answer.

Toy Story Toy Story is one of Disney‘s popular films that uses amazing computer graphics to tell the story of a young boy, Andy, and his roomful of great toys that come to life. The plot centers on Andy‘s toys, including Mr. Potato Head and his favorite, Woody, who have their lives disturbed with the arrival of Buzz Lightyear, a karatechopping, flying spaceman. Tom Hanks provides the voice of Woody while Tim Allen is the voice of Buzz. Computer animation is by John Lasseter, known for his complex pixel animation techniques. The film is now available on video, is rated G, runs for 78 minutes and sells for $24.95. Toy Story is the more than just amazing computer-generated special effects. There is plenty of fun for both younger viewers and adults. All the family will enjoy this one.

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1. The film is about the young boy who….. a. becomes a life after death b. has toys that comes to life c. becomes lonely in life d. has many friends in life e. has family that comes to life 2. What is the technology used in the Toy Story film? a. Amazing computer graphic b. Modern sound technology c. Modern graphic design d. Simple animation technique e. Amazing video animation 3. What is the other word of ―popular‖ in the text above? a. well known b. favourite c. interesting d. amazing e. wonderful

4. What is the purpose of the text above? a. to entertain the readers b. to tell a funny story c. to criticize a film d. to present a film e. to describe a story


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F. Rangkuman 1. Review text adalah teks yang menghadirkan ulasan, kritik, analisis, evaluasi sampai penilaian untuk menentukan kualitas suatu karya. 2. Text review bertujuan mengkritisi suatu karya yang dianggap layak atau bernilai seni. 3. Struktur teks review adalah orientation - interpretative recount evaluation 4. Unsur kebahasaan yang ada pada teks review adalah: a. menggunakan adjectives/compound adjectives b. menggunakan kata-kata atau frasa opini atau persuasive c. menggunakan konjungsi internal (coordinate conjunctions) dan konjungsi eksternal (subordinate conjunctions) d. menggunakan ungkapan perbandingan (persamaan/perbedaan) e. menggunakan kata kerja material dan kata kerja relasional 5. Cara mengajarkan teks review menggunakan langkah-langkah menggunakan pendekatan saintifik yaitu: mengamati, menanya, mengumpulkan informasi, mengasosiasi, dan mengomunikasikan. 6. Penilaian pembelajaran mencakup tiga ranah yaitu sikap pengetahuan dan keterampilan

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G. Umpan Balik Umpan Balik dan Tindak Lanjut Sebagai umpan balik dari pembelajaran di atas, jawablah pertanyaanpertanyaan di bawah ini sesuai dengan kondisi anda sebenarnya. Sudahkah anda memahami cara: 1. menentukan gambaran umum teks tertulis fungsional berbentuk review text? 2. menentukan informasi spesifik teks tertulis fungsional berbentuk review text? 3. menentukan informasi tertentu teks tertulis fungsional berbentuk review text? 4. menentukan rujukan kata teks tertulis fungsional berbentuk review text? 5. menentukan informasi tersirat teks tertulis berbentuk review text? 6. menentukan makna kata teks tertulis fungsional berbentuk review text? 7. menentukan coherence dan cohesiveness dalam review text? 8. menentukan cara pengajaran review text?

H. KUNCI JAWABAN KEGIATAN PEMBELAJARAN 1 : GRAMMAR AND LANGUAGE EXPRESSION Practice 1 Jawaban didiskusikan Practice 2

1. Susie refused to take part in the concert. However, she changed her mind the next day.


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2.

The car beat the red traffic light. As a result, the driver was issued a summons by the traffic policeman.

3.

"Fira won the gold medal after three months of intensive training. Similarly, you too could win if you practice hard enough," Liza's mother said to her.

4.

"I don't think she can handle this task. Besides, she already has a lot of other responsibilities," said the head prefect to his assistant.

5.

The cadets were given new uniforms to wear. In addition, they received free passes to the match.

6.

The people strongly opposed the move to build a golf course near their house. Consequently, the proposed plan was cancelled.

7.

"The final examinations are coming soon. Therefore, it would be advisable for you to begin revising more systematically," the teacher told her class.

8.

The neighbors often helped each other, thus creating a feeling of harmony in the neighborhood.

9.

The teenager was caught shoplifting. However, he was let off with a warning.

10. Shaun is directing the movie. Besides, he is playing the lead role in it. 11. Thomas Edison failed several times before he successfully invented the first light bulb. Similarly, you too could attain your dreams if you never give up trying. 12.

The bungalow had seven rooms, each with an attached bathroom. In addition, there was a large garden and a swimming pool.

Practice 3 Text A This is how you make a call from a public telephone. First, lift the receiver. Then, drop your money into the slot fo the coin box. Note: there are three slots, so be sure that you drop your coin into the correct one. That will be the slot that is about the size of the coin. Then dial the number you want. When the other side answers, press Button A. Do not press Button A until you are sure that your call has got through. Do not misuse public telephones. If you damage a public telephone you may regret it later when you need to make an urgent call. For example, last Wednesday, Raja was very happy when he managed to get a "free" telephone call. Later his mother was ill and he could not phone for an ambulance because he had damaged the telephone.

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Text B There are may reasons why girls should be sent to school. Firstly, a girl's intelligence is not lower than that of a boy's. A girl has as much chance of doing well in schoolwork as a boy does. Secondly, not all girls want to stay at home and become housewives and mothers. Some girls do not like housework. Some girls will not be happy staying at home all the time. Thirdly, even though a girl might want nothing more than to be a wife and mother, she may not find anyone she would like to marry. Finally, it must be stressed that girls are people with feelings too and should be given a choice to decide on their own future.

Practice 4 Fill in the blank with couldn’t or might not 1. Unfortunately, James and Michelle had already made plans, so they couldn’tcome with us to the exhibition at the Museum of Contemporary Art. 2. They have had several major snow storms in the mountains during the last month. We had better call the highway patrol to check road conditions. The road to Smithsville might not be passable. 3. We should call Tim before we go over to his house; he might not be there. I don't want to drive all the way there for nothing. 4. In order to win the pie eating contest, Norman would have to eat sixteen pies in ten minutes. He might not possibly eat that many pies - he would explode! 5.

I know Eve wants to go to the ballet with us, but we'd better call her before we get her ticket. She works Wednesday nights, and she couldn’t be able to get time off that evening.

6. Susan couldn’t hear the speaker because the crowd was cheering so loudly. 7. It might not be a bad idea to take some snacks along while we're hiking. Last time, we got so hungry we had to come back early without finishing the hike. 8. Jerry might be angry, or he might not. You never really know with him because he's so temperamental. 9. Jerry might not be angry at me. I've never done anything to upset him. 10. The lamp might not be broken. Maybe the light bulb just burned out. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

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11. When you were a child, you could swim from here to the little island in the middle of the river, couldn’tyou? At least, that's what your father told me. 12. She might not possibly be the winner of the talent show! The other acts were much better than hers. 13. Frank and Sarah couldn’t get tickets to the concert. The concert was sold out a little over an hour after tickets went on sale. 14. I heard that band is really popular, and tickets sell out quickly. You couldn’tget tickets if you waited too long. 15. That concert has been sold out for weeks. You couldn’t get tickets even if you knew the band personally. It's impossible! 16. It might not be a bad idea to get a car alarm for your new sports car. New cars tend to attract thieves. 17. That might not possibly be Mr. Jones. He's lost so much weight that he looks like a completely different person. 18. You couldn’t do the job if you didn't speak Arabic fluently. 19. Jane and Bill might not have gotten the invitation to the party. Perhaps, that's why they didn't show up. I doubt they would actually skip your birthday party - they're your best friends. 20. I might not have left my keys at Simon's house. I wouldn't have been able to drive home if I had done that. They must be somewhere here in the apartment. Let's keep looking.

Practice 5 Complete the following dialogue with the correct modal verbs: could, might, should or would Dialogue 1 Donna: If I won the ten million dollar lottery jackpot, I (1) could afford to quit my job and travel the world. Sam: Where (2)would you go if you had that much money? Donna: I don't know, I choose to spend a year in Paris - or perhaps I (3)wouldgo to Kenya. Sam: How often do you buy lottery tickets? 106


Donna: Never... I guess if I want to win the lottery, I (4)should try buying some tickets. Sam: That (5) would help.

Dialogue 2 Waitress: Hi, my name is Sandy - I'll be your waitress tonight. What can I get for you? Tony: I haven't decided yet. Is there anything you (1)could recommend? Is there anything you think I (2)should try? Waitress: You (3)should try the Cajun catfish - or perhaps the Gumbo. They're both delicious. Tony: That sounds wonderful, but that (4)might be a little too spicy for me. Actually, the prawns sound good. Umm, (5)could I have the barbecued prawns? Waitress: Sure, (6)would you like a salad with that?

Practice 6 Jawaban menyesuaikan (situasional) Practice 7 (situational) Complete the following dialogue with suitable expression of agreement or disagreement.

John

:

Have you heard the latest rap song by Green-Eyed Peas? I think it is cool

Andy

:

You‘ve got to be joking! I don‘t like the lyric at all.

John

:

.You must listen to it several times, then you will like it.

Andy

:

No way. The song is completely unsuitable for our youths.

John

:

That‘s a joke. The world has changed. People should not be so old fashioned.

Andy

:

Come on! How can you say that thing. I don‘t believe you actually like that kind of music.

John

:

Well, say what you want, I‘m going to listen to it again.


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Andy

:

You don‘t know what you‘re saying. I‘ve advised you and I hope you‘ll take my advice.

Practice 8 1. A 2. B 3. A/D 4. B/C 5. B 6. B 7. B 8. C

KEGIATAN PEMBELAJARAN COHESION IN TEXT

2 : ANALYSIS ON COHERENCE AND

Jawaban situasional berdasarkan pada hasil diskusi. Contoh jawaban untuk Text 1 Text 1

is a Hortatory exposition text and it is cohesive and coherent. The

cohesiveness of the passage is linked by the use of some sequence of events logical connectors such as the first, the second, the third,the fourth and the last to explain his arguments to persuade the reader.The coherency of the passage can be seen through the presentation of the generic structure of Hortatory exposition. The first paragraph is the Thesis , the announcement of an issue concerned that is about global warming. The second, the third until the sixth paragraph are the writer‘s arguments (reasons for concerns leading to recommendation).The last paragraph is recommendation in which the writer gives his statement of what ought or ought not to do by the reader to prevent global warming which focus on preserving ozone layer.

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KEGIATAN PEMBELAJARAN 3 : CRITICAL TEXT ANALYSIS Jawaban situasional berdasarkan hasil diskusi kelompok penugasan lembar kerja Contoh jawaban Worksheet 3.2

Main Ideas in the text 1.

My Response

The emergence of a method of teaching and learning called Where is the reference? Project Based Learning is the result of two important Is this the author's idea presented as developments over the last 25 fact? years.

2. Research shows that learners not Whose research? How many? only respond by feeding back information, but they also actively Has the author overgeneralised the use what they know to explore, results of the researcher? negotiate, interpret, and create.

3. Nearly all teachers understand how the industrial culture has shaped the organization and methods of schools in the 19th and 20th centuries, and they recognize that schools must now adapt to a new century

―Nearly all teachers‖? Who said this? Where is the reference? Is this just the author‘s assumption?

4. Based on evidence gathered over the past ten years, PBL appears to be an equivalent or slightly better model for producing gains in academic achievement, although results vary with the quality of the project and the level of student engagement.

What isthe evidence? Who gathered the evidence? The research was conducted athow many schools? Where?In high performing schools or low performing school?


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KEGIATAN PEMBELAJARAN 4 : LEARNING REVIEW TEXT Kunci Jawaban Text 1. 1. a

Text 2. 1. B

Text 3.

Text 4.

1. D

1. B 2. A 3. A 4. C

2. e

2. D

2. B

3. d

3. A

3. C

4. d

4. C

5. b 6. a 7. b 8. e

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PENUTUP Modul Critical Text Analysis ini yang berisi materi-materi kompetensi profesional pada kelompok Kompetensi J ini diharapkan dapat dimanfaatkan oleh guru pembelajar sebagai sarana peningkatan mutu. Dibutuhkan keseriusan dan keaktifan untuk dapat menyelesaikan modul ini hingga akhir. Kami menyadari modul ini masih banyak kekurangan. Kami mengharapkan saran dan kritik demi perbaikan modul di masa yang akan datang.


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DAFTAR PUSTAKA Brown, K & Hood, S. (1998). Writing Matter. Cambridge: Cambridge University Press Butt, David et all. (2000) . Using Functionak Grammar. Sydney: National Centre for English Language Teaching and Research. Harmer, Jeremy (2000). The Practice of English Language Teaching. Harlow: PEARSON Longman. Harmer, Jeremy. (2004). How to teach Writing. Harlow : PEARSON Longman Littlejohn, A. (2005). Writing 4: Student‟s Book. Yogyakarta: Kanisius Rajan, BR, Jacobs, GM & Inn, LW. (2005). English in Focus. Singapore: Pearson Raison, G et al. (Australian Education Department) (2004). Writing Resource Book. Western Australia: Rigby Thornbury Scott. (2006). How to Teach Grammar. Harlow: Longman http://www.macmillandictionaryblog.com/life-skills-tip-of-the-week-ways-ofexpressing-agreement-or-disagreement retrieved 6 Januari 2016 http://www.kaplaninternational.com/blog/how-to-agree-and-disagree-in-english/ http://papyr.com/hypertextbooks/comp1/coherent.htmretrieved 6 Januari 2016 http://twp.duke.edu/uploads/media_items/cohesion-coherence.original.pdfretrieved 6 Januari 2016 http://web.calstatela.edu/faculty/jgarret/paragraphs.htmretrieved 6 Januari 2016 https://www.swinburneonline.edu.au/sites/www.swinburneonline.edu.au/files/pdf_do cuments/sample_critical_review.pdfretrieved 6 Januari 2016 https://www.esc.edu/online-writing-center/resources/critical-reading-writing/generalreading/interpreting-texts-asking-questions/retrieved 6 Januari 2016

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GLOSARIUM Istilah

Penjelasan

Logical connector/

Kata hubung yang menghubungkan dua

conjunction

ide ato lebih dalam suatu hubungan tertentu

Replacement

Kata hubung yang menandai

connector

digantikannya satu ide dengan yang lainnya

Exemplification

Kata hubung yang menandai diberikannya

connector

suatu contoh

Restatement connector Kata hubung yang menandai pengulangan ide awal Modality

Kata bantu penentu

Coherency

Kondisi rangkaian kalimat yang koheren dalam satu ide tertentu

Cohesiveness

Kondisi rangkaian kalimat yang kohesif dalam penghubungannya

Discussion

Jenis teks yang mendiskusikan tentang pro dan kontra sesuatu masalah

News item

Jenis teks yang berupa berita

Hortatory exposition

Jenis teks yang memaparkan suatu pendapat

Critical Reading

Kajian membaca kritis

Non- critical reader

Pembaca yang membaca apa adanya

Critical reader

Pembaca yang mengkritisi bacaannya


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1

Sekolah Menengah Kejuruan (SMK)

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