Professional Documents
Culture Documents
MODUL
Mata Pelajaran Bahasa Inggris
Sekolah Menengah Atas (SMA)
Penulis:
1. Dra. Eha Julaeha, M.Pd
2. Drs. Sugiharto
3. Sudiro, S.Pd
4. Sri Wulandari Imaningtyas, S.Pd
Penelaah:
1. Erma Wahyuni, S.Pd
2. Ira Wijayanti, S.Pd
3. Drs. Taufik Hugroho, M.Hum
Hp.: 082219150245
Hp.: 08129604825
Hp.: 0813391032450
Email : sudirodiro@gmail.com
Hp.: 0857- 86082709
Hp.: 081233780978
Hp.: 85334381789
Hp.: 08121368590
Copyright 2016
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bidang
Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan
Hak Cipta Dilindungi Undang-Undang
Dilarang mengcopy sebagian atau keseluruhan isi buku ini untuk kepentingan
komersial tanpa izin tertulis dari Kementerian Pendidikan Kebudayaan.
ii
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 pascaUKG 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 Pendidikdan Tenaga Kependidikan
(PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidik dan Tenaga
Kependidikan Kelautan Perikanan Teknologi Informasi dan Komunikasi (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.
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, Bahasa Inggris SMP dan SMA, 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.
iii
KOMPETENSI PROFESIONAL
LEARNING HORTATORY EXPOSITIONS
DAFTAR ISI
KataSambutan
KataPengantar
iii
Daftar isi
Pendahuluan
A. Latar Belakang
B. Tujuan
C. Peta Kompetensi.
D. Ruang Lingkup
A. Tujuan
C. Uraian Materi
D. Aktivitas Pembelajaran
20
20
F. Rangkuman
28
28
H. Kunci Jawaban
29
37
A. Tujuan
37
37
C. Uraian Materi
37
D. Aktivitas Pembelajaran
47
47
F. Rangkuman
54
54
H. Kunci Jawaban
55
61
A. Tujuan
61
61
C. Uraian Materi
61
D. Aktivitas Pembelajaran
75
75
F. Rangkuman
88
89
H. Kunci Jawaban
90
Penutup
94
Daftar Pustaka
95
Glosarium
97
vi
PENDAHULUAN
A. Latar belakang
Guru adalah ujung tombak dalam pelaksanaan pendidikan. Dalam peran
pentingnya untuk mencerdaskan kehidupan bangsa maka dituntut
keprofesionalitasannya dalam melaksanakan tugas.
profesional
dengan
tugas
mendidik,
Sebagai pendidik
mengajar,
membimbing,
mengembangkan
diri
secara
kontinu
sejalan
dengan
Tingkatan /Grade
Jenjang Diklat
0-10
Dasar 1
11-20
Dasar 2
21 30
31 40
Dasar 4
41 50
Dasar 5
51 60
Lanjut 1
61 -70
71 80
81 90
Menengah
Menengah 1
91 100
10
Tinggi
Tinggi
Dasar
Lanjut
Pelatihan
Dasar 3
Lanjut 2
Menengah 1
Atas dasar itulah modul ini disusun, untuk disajikan sebagai bahan belajar
bagi guru yang meraih grade 9 pada uji kompetensi guru.
Adapun isi modul grade 9 ini meliputi 1) materi umum yang terdiri dari
kebijakan Kemdikbud dan PKG; 2) materi pokok yang meliputi materi
pedagogik dan materi profesional; dan materi penunjang yang meliputi
Pre-Test, Post-Test, English Proficiency Test dan Orientasi Program
Diklat.
B. Tujuan
Modul ini disusun guna mendukung pelaksanaan Modul Pendidikan dan
Pelatihan Guru Pembelajar Bahasa Inggris SMA kelompok kompetensiI.
Modul ini juga bisa dipergunakan sebagai bahan bacaan mandiri tanpa
kehadiran pengajar dengan pembahasan yang mudah dipahami. Materi
yang dikembangkan mencakup kajian pedagogik 30% dan kajian
profesional 70%.
Setelah menempuh proses pembelajaran diharapkan peserta mampu
meningkatkan pengetahuan dan keterampilan baik bidang pengajaran
maupun bidang profesional Bahasa Inggris yang diampu.
C. Peta kompetensi
Kompetensi yang dituntut di dalam modul ini merujuk pada Permendinas
nomor 16 Tahun 2007 dengan mengembangkan kompetensi profesional
menjadi indikator pencapaian kompetensi pada kelompok kompetensi I
Guru SMA Bahasa Inggris.
Modul kelompok kompetensi I ini, kompetensi dipetakan sebagai berikut:
A. Materi Umum
1. Kebijakan Kemdikbud
2. PKG
B. Materi Pokok
Kompetensi Profesional
a. Introduction to Social Function, Organization Structure, and Language
Features.
b. Learning Hortatory Expositions
c. Language Expression and Modality
C. Materi Penunjang
1. Pre-test
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
2. Post-test
3. Evaluasi
4. Orientasi Program Diklat
D. Ruang Lingkup
Modul
ini
mencakupi
pembelajaran tersebut
beberapa
kegiatan
pembelajaran.
Kegiatan
PROGRAM UMUM
KEBIJAKAN KEMDIKBUD
Pada bagian ini Anda akan mempelajari materi kebijakan pemerintah
dalam PKG. Materi yang tersaji ini diunduh pada tanggal 11 Oktober 2015
jam 19.00 dari http://publikasipendidikan.blogspot.co.id/2012/07/penilaiankinerja-guru.html.
pengembangan
Kebijakan
profesi
guru
pemerintah
dalam
diprioritaskan
pembinaan
untuk
dan
pengembangan
keprofesian berkelanjutan sebagaimana diamanatkan dalam Undangundang Nomor 14 tahun 2005 tentang Guru dan Dosen yang telah
ditindaklanjuti
dengan ditetapkannya
Peraturan
Menteri
Pendidikan
dimaksudkan
untuk
menjaga
profesionalitas
guru
dalam
imbalan.Penilaian
mengukur/menilai
untuk
kinerja
menetapkan
adalah
seorang
kegiatan
pegawai/seorang
Departemen Pendidikan
belajar,
dengan
indikator
ketersediaan
bahan
ajar,
unsur
yang
terlibat
dalam
proses
guru yang
PK
GURU
dinilai,
harus
Guru
kompetensi
dan
dan penilai
harus
indikator
kinerjanya
memahami
secara utuh,
pernyataan
sehingga
KEGIATAN PEMBELAJARAN 1
INTRODUCTION TO SOCIAL FUNCTION,
ORGANIZATION STRUCTURES, AND
LANGUAGE FEATURES
A. Tujuan
Peserta diklat dapat meningkatkan penguasaan materi, struktur, konsep,
dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.
C. Uraian Materi
Dalam pembelajaran bahasa Inggris anda dituntut untuk memiliki
ketrampilan mendengarkan, membaca, berbicara, dan menulis. Empat
ketrampilan
tersebut
harus
dikuasai
secara
integrated
sehingga
Teks lisan adalah teks yang diperdengarkan sedangkan teks tulis adalah
teks sebagai bahan bacaan. Ada banyak jenis teks yang dibedakan
berdasarkan fungsi sosial dari masing masing teks.
Di dalam kurikulum 2013, peserta didik diharapkan menguasai fungsi
sosial, struktur teks, dan ciri kebahasaan.
1. Fungsi sosial sebuah teks adalah bagaimana teks tersebut mampu
menyampaikan tujuan komunikatifnya terhadap pendengar atau
pembaca. Jika dilihat dari sudut tujuan komunikatif maka setiap bentuk
kegiatan penggunaan bahasa, baik dalam konteks komunikasi lisan
maupun tulis, selalu ada dua macam tujuan komunikasi yaitu (1.) to
demand information or action dan (2) to give information or action.
Selain itu setiap teks juga terdapat dua macam fungsi komunikasi
(communicative function) yang sangat penting, yaitu (1.) ideational
function dan (2.) interpersonal function. Ideational function
adalah
Subject
Finite
Modal
Mood adjunct
Fungsi sosial masing teks berbeda satu dan lainnya. Berikut ini adalah
jenis teks dan fungsi sosialnya:
10
Tabel 1
No.
1.
2.
Recount
3.
Report
No.
Text type
4.
Discussion
5.
Explanation
6.
8.
Exposition
(analytical)
Exposition
(hortatory)
News item
9.
Anecdote
10.
Narrative
11.
12.
Description
Review
7.
Social Function
To help us do a task or make something. They
can be set of instruction or directions.
To describe how something is accomplished
through a sequence of actions or steps.
To retell events for the purpose of informing or
entertaining
To describe the way things are, with reference
to a range of natural man-made and social
phenomena in our environment.
Social Function
To present (at least) two points of view about
an issue
To explain the processes involved in the
formation or working of natural or socio cultural
phenomena
To persuade the reader or the listener that
something is the case
To persuade the reader or listener that
something should or should not be the case.
To inform the reader, listeners or viewers
about events of the day which are considered
newsworthy or important.
To share with others an accounts of an
unusual or amusing incident.
To amuse entertain and to deal with actual or
vicarious experience in different ways ;
Narratives deal with problematic events which
lead to a crisis or turning point of some kind,
which in turn finds a resolution.
To describe a particular person, place, or thing.
To critique an art work, event for public
audience, such work of art including movies,
TV shows, plays, operas, recording,
exhibitions, concerts, and ballets.
2. Struktur Teks
Jenis teks atau genre dalam konteks komunikasi lisan dan tulis
merupakan serangkaian langkah yang sebaiknya di penuhi dalam
suatu konteks komunikasi. Genre diibaratkan suatu budaya atau adab
atau sopan santun dalam berkomunikasi. Tanpa melalui langkah
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
11
12
Tabel 2
No
1.
Recount
Text Organization
a.
b.
2.
Report
c.
a.
b.
No
Text Type
3.
Discussion
4.
explanation
5.
Exposition
(analytical)
6.
7.
Exposition
(hortatory)
News Item
13
happened, to
c.
8.
Anecdote
a.
b.
c.
d.
e.
9.
narrative
a.
b.
c.
d.
e.
No
10.
Text Type
Text Organization
a. Goal
b. Materials (not required for all procedural
texts)
c. Steps
11.
Description
a. Identification : identifies phenomenon to
be described.
b. Description : describes parts, qualities,
characteristics.
12. Review
a. Orientation :places the work in its general
and
particular context
b. Interpretative recount :summaries the plot
c. Evaluation : provides an evaluation of the
work
d. Evaluative summation : provides a punch line
which sums up the reviewers
opinion of the art.
[Sumber: Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan
Madrasah Aliyah, Depdiknas tahun 2003]
14
Procedure
3. Language features
Dalam setiap teks lisan dan tulis bahasa Inggris selalu memiliki gambaran
unsure kebahasaan. Gambaran unsur kebahasaan dalam teks lisan dan
tulis bahasa Inggris disajikan pada tabel 2.3 berikut ini.
Tabel 3: Tabel Language Feature of Text
No
1.
Text Type
Recount
2.
Report
3.
Discussion
No
Text Type
4.
Explanation
5.
Exposition
(analytical)
6.
Exposition
(hortatory)
15
Berikut Anda bisa membaca berbagai contoh jenis teks yang sudah
disebutkan sebelumnya.
the water for a while, and then sit down for a rest. While we were sitting on
the beach, just chatting, it suddenly dawned on us that all the way back, we
would be riding into the strong wind.
When we finally made it back home, we were both totally exhausted! But we
learned some good lessons that day.
Text 2
Once upon a time, there lived a kind hearted man and his wife. One morning,
his wife found a poor little sparrow. She took it gently and fed it. To show its
gratitude, the sparrow stayed with them and sang every morning. But there
was an ill-tempered old woman who didn't like the sparrow. She cut the
sparrow's tongue. That's why the bird flew away to its previous nest.
Knowing that their sparrow flew away, the kind man and his wife looked for the
sparrow. They walked a long way, crossed the bridges, climbed the mountains
and passed the woods.
At last, they could find the sparrow's nest. The sparrow welcomed them and
provided a feast for them. Before they went home, the sparrow brought two
baskets; one was large and looked heavy, and the other one was small and
light. The sparrow asked them to choose only one. They chose the small and
that was the best choice. There were many rolls of silk and piles of gold in it.
Being jealous, the ill-tempered old woman did the same thing as the kind man
and his wife did. She chose the big basket which actually contained wasps
and venomous crawlers, such as scorpions, centipedes, and other horrible
creatures. Finally, they stung and bit her to death.
[Source:
www.understandingtext.com
]
Text 3
How a cell phone work is really wonderful. A cell phone or in long term
"cellular telephone' works by transmitting signals of radio to towers of cellular.
The towers are networked to a central switching station. The connection
usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles calls in certain given area is
directed connected to the wire-based telephone system. Cellulars are pick up
by the towers and relayed to another cellular telephone user or the user of
wire-based telephone network.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
17
The towers vary in the capacity and capability to receive signals. Some can
receive the signal from short distance and the others can receive more
distance. However, there are usually more than one tower in certain given
area so that the system can handle the increasing telephone traffic.
[Source;typesoftext.blogspot.com]
Text 4
Learning a foreign language is an investment for the future that can produce
many benefits whether it is for ones career, travel adventures or personal
growth. Learning a foreign language can take many months of dedication,
however the venture will more than likely open the door to many opportunities.
Learning a foreign language takes time, patience and sometimes money.
Nevertheless, French, Arabic and Mandarin Chinese, among many others, are
all languages that can provide great improvement to career, travel or intellect.
Firstly, learning a foreign language can be advancement in our career.The
21st century trend in progress is globalization, and with improvement in
technology that provides the ability to communicate with anyone, anywhere,
more and more companies are working internationally. Employers will be
looking for a valuable employee, one that can correspond with an international
partner, investor, customer, etc. The fact that one is fluent in a foreign
language will give an edge on their resume, which can make a stand out
applicant. In other words, many companies will actually increase pay for
those who can speak a foreign language and have used their skill towards
increasing career performance.
Secondly, learning foreign language can also enhance travel experience.
Always dreamed of going to China, Egypt, Italy or Croatia? A dream vacation
can be even better if one knows the language of the locals. By knowing the
language of the land, one can increase their travel experience by being able to
explore freely. An individual who is fluent in a specific foreign language is able
to speak to the local people, shop, dine and respectfully enjoy a foreign land.
Thirdly is, it can expand our intellect. Learning a language can be ultimately
good for the mind. Through engaging in a foreign language, one is able to
increase vocabulary, pushing the brain to its fullest capacity. Learning a
foreign language also exercises the memory. Learning a foreign language can
help to increase mental power by being able to speak and think in another
language.
Again, learning a foreign language is an investment of time and money,
depending on the route chosen. However, the benefits of learning a foreign
language are superior and can improve many aspects of a person's life
18
Text 5
In advanced countries around the world, reading is encouraged in children
from an early age. It is an essential thing for younger generations to compete
in the global marketplaces of the future.
Based on the observation done in Indonesia, statistics show that the reading
interest and reading habit in Indonesia still low. From 41 countries observed
th
Indonesia was in the 39 than other ASEAN countries. It was approved by the
study done by Vincent Greanary that the sixth grade of Elementary students
reading ability in Indonesia was at the last rank (51,7). In view of these
statistics, it is obvious that Indonesians are not reading enough and steps
must be taken to promote the reading habit.
For one thing, the reading habit has to be cultivated from a young age.
Children must be made aware that reading can expand the imagination,
improve vocabulary and increase knowledge.
From this stepping stone,
children should grow to appreciate reading as natural and not a chore.
Furthermore, parents should set the example by reading at home, be it
newspaper, magazines or story books. Children should be brought up in an
environment where books and other reading materials constitute part of their
daily lives. Home libraries could also provide this conducive environment. All
homes should have a library, no matter how small, to encourage family
members to read and to make reading a passion. Children should also be
given books as presents, taken regularly to bookshops and public libraries,
and encourage to read during their leisure hours. Children should look upon
books as ultimate prizes when they achieve excellent results in schools. In
fact, libraries should be established in housing estates in town, and mobile
libraries should travel to the rural areas. More reading campaigns should be
organized at the state and districts level.
Undoubtedly, steps should also be taken to reduce the prices of imported
books. The prices of such books have increased by as much as 40 percent
and that puts them beyond the budget of the average Indonesian.
As the country is marching into the era of science and technology, it is
necessary for all Indonesians, especially students, to gain greater knowledge
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
19
and hone their thinking skills through reading. Therefore, it is certain beyond
any doubt, that the reading habit has to be cultivated among Indonesians.
[Adapted from Focus SPM English]
D. Aktivitas Pembelajaran
Pada bagian ini Anda akan melakukan kegiatan yang berkaitan dengan
social function of text, organization of text, dan language feature of text.
Sebelumnya Anda harus memahami teori tentang kegiatan diatas. Dengan
membaca ulang teori tersebut. Anda akan membaca berbagai teks dan
diharapkan mampu menentukan social function of text, organization of text
dan language feature of text.
E. Latihan/ Kasus/Tugas
Latihan: Pilihlah satu jawaban yang paling tepat dengan
memberi tanda silang (X) pada opsi yang ada.
Text 1
There were two little boys who loved horror movies very much. They said,
Scary movies give us a lot of excitement and pleasure.
One night both of them watched the Return of Dracula on cable TV at their
grandmothers house. Their grandmother asked, Arent you frightened by
horror movie?
No! We have grown up. All those wolves and Draculas are a bluff and dont
scare us anymore, Grandma, both replied.
Throughout the movie, Dracula appeared as an ugly bloodthirsty vampire, who
always preyed upon lonely men, women and children. Watching Dracula, the
children felt the same fear as what the victims in the movie really felt.
When the movie came to an end, one of the boys wanted to go to the
bathroom door, they were shocked to see someone sitting on the toilet seat.
Affected by the movie they had just seen, the boys believed that they had
20
seen a Dracula. When the Dracula gave a broad grin, the two boys realized
suddenly that they were frightened and ran towards the grandmothers room.
The two little boys got into the bed, then cuddled up together under the
blanket. A few minutes later, their grandmother awoke because she felt the
bed shaking violently. It turned out that the two little boys were trembling with
fear. The grandmother asked, Whats wrong?
We wanted to go to the bathroom, but we saw Dracula sitting on the toilet
seat, the boys replied.
Boys! I thought you have grown up. That was your grandpa, not Dracula,
their grandmother laughed hysterically.
Ever since that night, the boys chose their TV program wisely. They only
watched programs that were suitable for them.
1. The text mainly tells us about .
A. the horror movies
B. the story of vampire
C. the difference between Dracula and werewolves
D. the reason not to watch horror movies at night
E. how children normally react after watching horror movies
2. According to the text, which of the following sentences is true?
A. Dracula is vampire
D. In cinema centre
21
5. When the grandmother asked the two boys whether they were scared of
horror movies, what did they reply?
A. They said they were still young and not scared of horror movies.
B. They said they had seen a lot of horror movies, and they were not
scared of them.
C. They said horror movies were real, and they were scared to watch.
D. They said it was a bluff, and they were not scared as they had grown
up.
E. They said sometimes they were scared but not always.
6. What did the boys see in the bathroom?
A. They saw a ghost
----
argument
against
----
Text 2
Due to the unpleasant effects on children, online games should be banned by
the government. Firstly, online games totally distract children from studying.
Instead of listening carefully to what teachers say in class, young gamers often
think or chat with their friends about how they can improve their ability in the
games or where are they going to hang out in their cyber world and so on.
Moreover, after school, they just go straight to the computers, ignoring their
homework and lessons to review, letting their grades lower more and more.
Apart from the in-class distraction and irresponsibility, online games cost a
great deal of money. The longer children spend time on it, the more money it
takes. This doesnt only mean the costs of home internet service or internet
caf usage, but also the games themselves have to be top up with money.
The final and the most important reason is that online games unbelievably
cause social problems. The gamer just ignore their around, and concentrate
on themselves. They may not care what could happen around them even
themselves.
23
Based on the reason above, it is better for the parents to minimize their
children time in playing online games.
forbade
C.
stopped
D. applied
E. minimized
Text 3
24
Spiders are predatory invertebrate animals. They are not classified in the
class of insect. A spider has eight legs while an insect never has more than
six legs.
Spiders have a body with two main divisions, four pairs of walking legs and
two other pairs of abdominal spinnerets for spinning threads of silk. This silk
can be used to aid in climbing, build egg sacs and catch prey.
Spiders kill so many insects, but they never do the least harm to mans
belonging. Spiders are busy for at least half of the year killing insects. It is
impossible to find out how many insects they kill, since they are hungry
creatures which cannot be content with only three meals a day.
[Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri
mulyati. Penerbit Erlangga. 2008]
B.
describe an insect
C.
D.
E.
Text 4
What Causes Weather
Weather is the physical condition of the atmosphere at a particular time. It
includes temperature, air pressure and water content.
Weather is produced when air moves from place to place. This moving air is
known as wind. Winds are caused by warm air rising and cooler air moving to
replace it. Warm air is usually less dense than cool air; therefore, it creates
low air pressure. Cool air is more dense and creates high air pressure.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
25
Usually we have fine weather when the air pressure is high, and we will have
clouds, rain or snow when air pressure drops.
[Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri
mulyati. Penerbit Erlangga. 2008]
B.
C.
D.
E.
Text 5
Integrated Pest Management
There is no one best way to deal with pests in agriculture.
Pesticides are
have to be developed. Some pesticides also affect non target animals such as
a fish and bees. This affects natural balance
To wipe out agriculture pests completely may be very expensive. Sometimes,
pests damage costs less than the method of control.
Finally, understanding the ecology of the area will help a lot in a pest control.
Natural enemies can be used to control pests. IN other words, it can be said
that an integrated pest management is safer and more effective to be used as
a solution to deal with pests in agriculture
26
[Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri
mulyati. Penerbit Erlangga. 2008]
B.
C.
D.
E.
Report
B.
Review
C.
Discussion
D.
Analytical exposition
E.
Hortatory exposition
Text 6
Cire Perdue is French words of Lost Wax. It is a process of wax casting
used in making metal sculpture.
First, a model is coated with wax. The solidified wax is encased in a two layer
mold of plaster or clay. It is then melted or otherwise removed from the mold,
and metal is poured into the space where the wax had been. After cooling, the
mold is broken to free the metal object.
This ancient method is used to produce sculpture, jewelry, and utilitarian
products such as dentures.
[Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia Grace, Th.
M. Sudarwati. Sri mulyati. Penerbit Erlangga.
2008]
Report
B.
Description
C.
Explanation
D.
Exposition
E.
Discussion
B.
C.
D.
E.
B.
C.
D.
E.
F. Rangkuman
Dalam mempelajari sebuah teks, ada beberapa factor yang perlu dipahami
yaitu social function of the text, organization of the text, dan language
feature of the text tersebut. Masing masing factor sudah dijelaskan diatas.
Setiap jenis text selalu memiliki fungsi sosial yang berbeda namun ada
beberapa teks yang memiliki unsure kebahasaan yang sama
H. Kunci Jawaban
Latihan:
1. A
11. B
2. C
12. A
3. D
13. B
4. A
14. C
5. D
15. D
6. D
16. C
7. C
17. D
8. B
18. C
9. B
19. C
10. D
20. E
29
2. I think its good to be bald. Firstly, you dont have to wash your hair.
Secondly you dont have to comb your hair. And thirdly you dont have
to go to the barber. So youre lucky youre bald.
30
types
of
low-cost
apartments
rusunawa [for
rent]
and rusunami [for ownership] are set to be built in Jakarta, said Ahok
as quoted by Antara news agency on Wednesday. According to Ahok,
the apartments are not just for the poor and needy, but also for the
middle class.
31
6. Have you ever wondered about butterflies? Despite their small size,
butterflies are some of the Worlds most wondrous animals. Their
beauty, seemingly miraculous metamorphosis, and apparently carefree
flight all spark our imaginations.
8. My mother is a beautiful person.She is not tall but not short, and she
has curly hair and brown. Her eyes color are like honey and her color
skin color light brown, and she has a beautiful smile. Her weight likes
120 lbs. She is a very kind person. She is very lovely, friendly, patient,
and she loves to help people. I love my mom, because she is a good
example to me. She is a very good child, wife and mother. She always
takes care of her family.
33
No
34
Analytic
al
Expositio
n
Hortator
y
Expositio
n
Discussio
n
Text
analytical
exposition,
hortatory
exposition,
and
discussion text to each other. Find out the texts that belong to
the
texts.
The
Analytical
Exposition
Text
Hortatory
Exposition
Text
Discussio
n
Text
35
36
KEGIATAN PEMBELAJARAN 2
LEARNING HORTATORY EXPOSITION
A. Tujuan
Peserta didik mampu menguasai bahasa Inggris lisan dan tulis, reseptif
dan produktif dalam segala aspek komunikatifnya (linguistic, wacana,
sosiolinguistik dan strategis), fungsi sosial (social function), struktur teks
(text structure), dan unsure kebahasaan (language features).
B. Indikator Pencapaian Kompetensi
Menentukan gambaran umum teks tertulis fungsional berbentuk
hortatory exposition
Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk
hortatory exposition
Menentukan informasi tertentu teks tertulis funsional berbentuk
hortatory exposition
Menentukan informasi tersirat teks tertulis berbentuk hortatory
exposition
Menentukan makna kata teks tertulis fungsional berbentuk hortatory
exposition
Menentukan coherency dan cohesiveness teks tertulis berbentuk
hortatory exposition.
Menentukan cara pengajaran teks tertulis fungsional berbentuk
hortatory exposition.
.
C. Uraian MaterI
Dalam pembelajaran kali ini peserta diklat akan mempelajari secara lebih
detil tentang text discussion dan hortatory exposition. Seperti kita tahu
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
37
Hortatory Exposition
Teks exposition bertujuan untuk menyodorkan pendapat, ide, pandangan,
atau argument penulis atau pembicara akan suatu perkara atau topic,
permasalahan, atau fenomena tertentu. Dalam teks exposition terdapat
dua jenis exposition yaitu analytical exposition atau eksposisi analitis dan
hortatory exposition atau teks hortatory. Namun yang akan di bahas detil
pada kegiatan pembelajaran ini adalah hortatory exposition.
a. Definisi
Hortatory Exposition adalah sebuah teks dimana penulis menyodorkan
pandangan/ ide/ pendapat/ untuk mempengaruhi atau membujuk
pembaca atau pendengar untuk memiliki sikap pro atau kontra
terhadap sesuatu dan atau mengajak pembaca atau pendengar untuk
melakukan
sesuatu.
Dalam
hortatory
exposition,
mental
yang
mampu
memberikan
pengaruh
persuasive
terhadap
pembacanya.
b. Tujuan komunikatif
Hortatory exposition memiliki tujuan komunikatif : mempenngaruhi
pembaca atau pendengar agar menyetujui dan atau menerima
pendapat yang disajikan oleh penulis.
38
c. Struktur teks
Struktur teks hortatory exposition paling sedikit terdiri dari tiga
paragraph yaitu :
Thesis.
Thesis adalah pernyataan pendapat penulis akan suatu kasus
atau fenomena tertentu. Thesis ini bisa disebut juga isu atau hal
yang dipersoalkan. Isu atau thesis bisa kita dapatkan dari realita
atau fenomena yang kita hadapi sehari hari. Isu atas sebuah
fenomena bisa berupa fenomena alam atau sosial. Fenomena
yang
terjadi
biasanya
menimbulkan
masalah
sehingga
Argument
Dalam paragraph argument ini penulis menyajikan alasan
mengapa ada perhatian atau keprihatinan terhadap suatu isu atas
sebuah fenomena. Dalam argumennya penulis harus menyajikan
alasan alasan yang didukung oleh fakta fakta dan bukti bukti yang
cukup yang bisa meyakinkan pembaca atau pendengar dan
selanjutnya bisa mempengaruhi pembaca atau pendengar untuk
setuju atu sependapat dengan penulis dan menerima saran yang
disajikan oleh penulis.
Recommendation
Dalam paragraph ini penulis menyajikan pernyataan tentang saran
atau ajakan bagaimana seharusnya atau tidak seharusnya
39
sesuatu
itu
ada
atau
dilakukan.
Fungsi
dari
paragraph
d. Unsur kebahasaan
Teks hortatory sering kali menggunakan unsur kebahasaan tertentu,
antara lain:
Unsur kebahasaan
Abstract Noun
Jargon
Simple present tense
Modal auxiliaries :
Will, must, can, should etc
Contoh
Policy, government, poverty, starvation,
hunger etc
Species, mammal,
Passive voice
40
Connectors
Evaluative language
Thinking verb
passive
voice
evaluati
ve word
present
tense
easier
and
comfortable
is
the
most
reassuring.
The reason behind this great opportunity is that
every day there are new companies to join.
Every day and every minute men are seeking
Arguments
41
modality
Recomendation
Contoh 2:
More dust bin will be cleaner
To improve comfort and cleanliness at the school, there should
be an increasing number of dust bins.
When we look at classroom, school corridors and schoolyard,
there papers, mineral water cops, straws, and napkin everywhere. The
condition of unseemliness really hinders learning and teaching
environment. They can be filled out with water coming from the rain.
This can be placed for mosquito to spread out.
Anyway I notice that most of the students have responsibilities
for their school environment. They put their litter on the proper place
but some of them are not diligent enough to find the dust bins. The
numbers of the dust bins in the school are not enough. More dust bins
should be put beside each step, outside of the classrooms and some
along of the corridors. Probably one dust bin should be in every ten
meters. So when students want to throw away their litters, they can find
the dust bins easily.
When school is equipped with sufficient dust bins, students do
not have problem of discomfort any more. So provide more dust bins
and school will be very clean and become a very nice place to study.
(source: Djuharie, Otong Setiawan.2009.Essay Writing Book 3.Yrama Widya
Bandung.)
42
dasar
pengetahuan
menyampaikan
pendapat
beserta
Mengamati
Pada langkah pembelajaran mengamati pendidik bisa meminta
peserta didik mengamati gambar atau video tersaji tentang isu isu
yang menjadi perhatian. Isu isu yang disajikan bisa tentang isu
sosial ataupun isu tentang fenomena alam. Sebelum gambar atau
tayangan video disajikan peserta didik diberi beberapa pertanyaan
yang mengarahkan peserta didik tentang hal hal yang harus
diamati. Setelah peserta didik mengamati gambar atau tayangan
video tentang isu tertentu, selanjutnya peserta didik menjawab
pertanyaan pertanyaan awal. Pertanyaan awal inilah yang akan
mengarahkan peserta didik mengetahui tujuan pembelajaran
tentang
hortatory
exposition.
Selanjutnya
pendidik
bisa
43
tentang
tujuan
komunikatif,
struktur
teks
dan
unsur
kebahasaannya.
Contoh pertanyaan awal:
What is the video about?
What do you think about the video content?
What happened to the people in the video?
Why do you think the Phenomenon happens?
What do think the people should do in order the phenomenon
does not happen?
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 unsure kebahasaan teks tersaji.
Pada tahap ini pendidik bisa mendiskusikan jawaban dengan
peserta didik atau bisa menjawabnya langsung. Jawaban yang
diberikan mengarah pada target pembelajaran sesuai dengan teks
hortatory exposistion.
3.
Mengumpulkan informasi
Pada tahap ini pendidik meminta peserta didik untuk membentuk
kelompok dan mengumpulkan informasi tentang hal hal yang
berkaitan dengan teks hortatory exposition. Pendidik dapat
membantu siswa dengan menyajikan teks lain dengan jenis yang
sama.sehingga siswa mendapatkan informasi yang lebih banyak
tentang tujuan komunikatif, struktur teks dan unsure kebahasaan
dari teks hortatory exposition. Selain itu pendidik menyajikan
pertanyaan pertanyaan sehingga peserta didik memiliki acuan
44
Mengasosiasi
Pada tahap ini peserta didik akan membandingkan berbagai text
hortatory
exposition
menggunakan
acuan
secara
berkelompok.
pertanyaan
Peserta
didik
pada
tahap
pertanyaan
45
5.
Mengomunikasikan
Pada tahap ini peserta didik menyusun teks lisan atau tulis
hortatory exposition berdasarkan struktur teks dan unsure
kebahasaan
yang
sudah
mereka
pelajari.
Pendidik
bisa
Penilaian
ketrampilan
dilakukan
pada
tahap
materi
tentang
penilaian
akan
disajikan
pada
halaman
selanjutnya.
46
D. Aktivitas Pembelajaran
Setelah mempelajari teks Hortatory Exposition dan mengerjakan soal pada
latihan, anda diharapkan mampu merancang suatu desain pembelajaran
untuk mengajarkan teks tersebut. Contoh desain pembelajaran bisa anda
pelajari pada poin e. modul ini.
47
problematic children may close off their relationship with their peers and
teachers.
In conclusion although a boarding school may provide good
education to many children, it is not recommended for those who are
strongly attached to their families. They may become frustrated and
socially isolated.
After reading the text. Find the language features of the text above
based on the following indicators!
1. Generic human and non human participants
2. Abstract noun
3. Action verb
4. Thinking verb
5. Modal adverb
6. Temporal connective
7. Evaluative words
8. Passive voice
9. Simple present tense
10. Mental process
Latihan 2.
Read the text carefully and answer the following questions!
Text 1
Nowadays, many people have realized that agriculture is much more
important than other supporting tools in economic development. In
Indonesia, agriculture should be the priority of development because of
some good reasons.
48
49
Furthermore, the structured way of life and strict rules at the boarding
school may helps students to get used to a well ordered way of life. The
manners and social skills will help them to become more responsible and
confident, and to develop their talents in leadership. Professionally trained
teachers and educators in the boarding school can offer excellent
education without the parents constant supervision.
In spite of these good points, it is not advisable to send a child to a
boarding school if he/she is a dependent learner. A boarding school
usually demands that student learn independently. In addition, the
boarding school should not be seen as a measure to solve inappropriate
behavior or unsatisfactory study performance. Instead of improving,
problematic children may close off their relationship with their peers and
teachers.
In conclusion although a boarding school may provide good education to
many children, it is not recommended for those who are strongly attached
to their families. They may become frustrated and socially isolated.
Taken from Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya
Bandung
51
52
The best advice is to think carefully before accepting any position and
make sure the job is the one you want to have.
[Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS]
Location
B.
Salary
C.
D.
E.
Prestige
B.
No benefits
C.
D.
E.
Low salary
B.
C.
D.
E.
B.
C.
D.
E.
53
F. Rangkuman
1. Hortatory exposition adalah jenis teks persuasive yang menyajikan
informasi secara logis dan argumentasinya.
2. Tujuan komunikatif dari teks hortatory adalah mempengaruhi pembaca
atau pendengar agar menyetujui dan atau menerima pendapat yang
disajikan oleh penulis.
3. Struktur teks hortatory exposition adalah thesis arguments
recommendation.
4. Unsur kebahasaan yang ada pada teks hortatory adalah:
a. Generic human and non human participants
b. . Abstract noun
c.
Action verb
d.
Thinking verb
e. Modal adverb
f.
Temporal connective
g. Evaluative words
h.
Passive voice
i.
j.
Mental process
5. Cara
mengajarkan
teks
hortatory
exposition
adalah
dengan
H.
Kunci jawaban
1.
2.
3.
4.
5.
D
E
B
E
A
6. E
7. C
8. B
9. B
10. D
55
offer
excellent
education
without
the
parents
constant
supervision.
In spite of these good points, it is not advisable to send a child
to a boarding school if he/she is a dependent learner. A boarding
school usually
inappropriate
behavior
or
unsatisfactory
study
56
Tujuan komunikasi
Struktur Teks
Fitur bahasa
57
58
59
60
KEGIATAN PEMBELAJARAN 3
LANGUAGE EXPRESSION AND MODALITY
A. Tujuan
Peserta dapat meningkatkan penguasaan materi, struktur, konsep, dan
pola pikir keilmuan yang mendukung mata pelajaran yang diampu.
C. Uraian Materi
Functional Language
Sesuai maknanya functional language adalah kemampuan memahami
bahasa
sesuai
dengan
fungsinya.
Functional
language
dalam
Sebagai contoh; If I
61
Could you
62
Can/Could/May/Might
Can/Could/Would
Permission
Offers
May/Might/Can/Could
(Asking for permission)
May/Can/Cant/Could
(Giving or refusing
permission)
Can/Could (statement)
May/Can/Could (Question)
Contoh
63
Expressing Sympathy
Ungkapan sympathy ini digunakan dalam situasi ketika orang lain
tertimpa musibah atau mendapat hal yang tidak menyenangkan.
64
How poor.
Contoh;
A : Hi, why are you in hurry?
B : I have to go home now.
A : Why? Whats going on?
B : I got a call that my grandma is sick and we have to go to
hometown. A : Oh, Im sorry to hear that. I hope your grandma will be
okay soon.
B : Thanks.
Expressing Prohibition
Untuk tujuan melarang atau menyarankan untuk tidak melakukan
sesuatu, Anda dapat menggunakan kalimat larangan.
Dont do that!
Keep silent!
Im afraid not!
No you cant
Contoh:
Rita and her uncle are in the airconditioned room. Rita warns her uncle
not to smoke in the air conditioned room.
Uncle : Wow! How comfortable this room is.
Rita
65
Uncle : Thanks a lot, dear. I didn't see it. Rita, your cellular phone is
still on.
It must not be active.
Rita
....
Uncle : But, why don't you use vibration? The sound can disturb
others.
Rita
Uncle : By the way, how long should we wait our turn? We have been
here for half an hour.
Rita
Expressing invitation
Ketika Anda ingin mengundang seseorang ke suatu acara maka
sebaiknya Anda juga menyebutkan nama, acara, jam, dan tempat serta
pernyataan mengundang.
Contoh
Ludi Invites Maya to go to a Movie
Ludi : Hi, Maya. There will be a great film tonight. Its about vampire.
66
67
Declining an Invitation
Jika Anda ingin menolak suatu undangan jangan lupa untuk
memberikan alasan
Contoh
Tika : Hi, Mit.
Mita : Hi, Tika. Whats up?
Tika : By the way, are you free next Saturday?
Mita : I think so. Whats going on?
Tika : I have a plan to visit my grandmother in Malang for a day and I
dont have a friend to chat in the journey. How would you like to
join me?
Mita : That sounds nice. But I have to ask my parents for permission.
Tika : Thats good then. Okay, Ill wait the news from you
tonight.Byebye
Mita : Bye
Expressing suggestion/advice
Berikut ini adalah contoh ungkapan-ungkapan yang dipakai untuk
memeberikan saran:
68
They had to lower the tax deduction for married couples, didnt
they?
Must the media print every detail about the lives of the rich and
famous?
Dari
contoh-contoh
ungkapan
di
atas
Anda
dapat
mengenali
penggunaan modal.
Di antaranya adalah;
Can
Will
Must
Shall
Cant
Would
Could
69
Dialog 1
A: Will I meet your family?
B: No. They wont be here this week.
A: When can I meet them?
B: Next week.
A: I cant meet them next week.
B: Why not?
A: I must be in New York next week.
Dialog 2
A: What do you think I ought to see in London first?
B: Well, historical places, I think. You should go to Westminster Abbey,
and if you can, go to the Houses of Parliament and the National
Gallery.
A: And what about the British Museum? I was told one ought to see it.
B: I suppose you must go there. There you can find masterpieces of
the worlds best artists.
A: How can I get to the centre?
B: I think you can go by steamer down the Thames from Westminster
to Tower Bridge. Thats a very pleasant way to travel, and you can
see London bridges and quite a number of buildings on the way.
Dialog 3
A: Excuse me. Could you tell me where South Street is, please?
B: Take the second turning on the left and then ask again.
A: Is it far?
B: No, you can walk it under ten minutes.
A: Thanks very much.
B: Its a pleasure.
70
Dialog 4
A: Excuse me, please. Could you tell me how to get to the town centre?
B: First right, second left. You cant miss it.
A: Thank you.
B: Thats OK.
Dialog 5
A: Does this bus go to the station?
B: No, youll have to get off at the bank, and take 178.
A: Can you tell me where to get off?
B: Its the next stop.
Dialog 6
A: Is this the right bus for the Town Hall?
B: No, you should have caught a 12. Get off at the bridge and get one
there.
A: Could you tell me when we get there?
B: Its the next stop but one.
Dialog 7
A: Lets go shopping. I have got quite a number of things to buy, and I
believe I can get them all in this shop. You see, I ought to buy a
present for my friend. She has invited me to her birthday. What shall
we look at first?
B: Gloves, I think. They must be on the ground floor. Yes, here we are,
and I can see just the kind I want.
A: Well, that didnt take us long, now lets go up by the escalator to the
third floor.
B: Well just take a quick look around to see if there is anything we
could take back as presents for the family.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
71
A: I like these books, and do you? Shall we ask how much they are?
B: I want to get a comb and some hair clips. Where do you think I can
find them?
A: Oh, you must go to the haberdashery department. Thats on a lower
floor, I believe. Well get them on our way out.
B: How do you like those white shoes just over there, on the right?
A: I like them very much, indeed. They are perfect for summer wear.
B: Do you think theyre my size? They look just about right.
A: You should try them on.
Modality
Modal Auxiliaries adalah salah satu kata kerja bantu yang
menghubungkan subjek dengan predikatnya. Modal Auxiliaries memiliki
makna sendiri sendiri. Modal auxiliaries di ikuti oleh kata kerja bentuk
pertama tanpa to (infinive without to). Modal meliputi : can, could, shall
, should, ought, may, might, will, would. Modal menyatakan ide seperti
menyatakan kemampuan, kemungkinan dan keharusan. Untuk
membentuk kalimat negative modal tidak memerlukan kata kerja bantu
yang lain. Cukup dengan menambahkan not pada modal auxiliary nya.
Untuk membentuk kalimat tanya maka cukup dengan meletakkan modal
di awal kalimat sebelum subjek.
Tabel berikut menyajikan daftar modal auxiliaries dan fungsinya :
Tabel 4.1 : Tabel daftar modal auxiliaries dan fungsinya :
No
1.
No
72
Modals
Must
Modals
Interpersonal Function
Bermakna harus atau wajib dilakukan. Jika tidak
dipenuhi ada sangsi dari luar diri, misalnya dari
peraturan yang mengharuskan nya.
Contoh :
Students must come to school on time
Driver must have driving license
Interpersonal Function
Have to
3.
can
5.
will
No
6.
Modals
may
Interpersonal Function
Bermakna mungkin, boleh, yaitu suatu hal
diperbolehkan untuk dilakukan atau dimugkinkan untuk
terjadi.
73
Contoh :
It may this afternoon.; She may come tomorrow at 10
may juga bermakna meminta ijin dan member ijin
Contoh :
Yes, you may come.; May I go home earlier?
7.
Should
8.
would
9.
10.
could
Will have +
verb3/been
11.
Might have
+verb3/been
No
Modals
12.
Must have
+verb3/been
74
13.
Should have
+verb3/ been
14.
Could have
+verb3/been
15.
Would have
+verb3/been
D. AktivitasPembelajaran
Dalam modul ini peserta mempelajari ulasan teori tentang language
expression dengan tujuan peserta dapat menggunakannya dalam
berbagai situasi sesuai konteks sebagai ukuran dari indicator pencapaian
dalam modul ini.
Dari ulasan teori tersebut diharapkan juga peserta mampu menjawab
pertanyaan-pertanyaan terkait dengan apa yang sudah dipelajari
sebelumnya
Pada bagian ini anda diharapkan sudah memiliki pengetahuan tentang
modal auxiliaries dengan baik. Setelah itu Anda mengerjakan latihan soal
berdasarkan pemahaman yang anda miliki tentang modal auxiliaries.
E. Latihan/Tugas/Kasus
Latihan 1a:
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
75
Budi
Amin
Budi
Bimo
: No, he cant.
Asti
Bimo
Asti
Bimo
Indra
Intan
: What! You said it is not bad. Its really good mark you know.
Well done guys.
C. surprise.
B. unbelieve.
D. believe.
E. shock.
2. Irham: Hi. I heard that youve been accepted in one of the best school in
town
Yuli : Yeah, thats right. It makes me so nervous before. But, Im relief
now.
Irham: Congratulation on that.
Yuli : Thanks anyway.
The underline phrase in the dialogue shows the expression of
A. compliment.
C. agreement.
B. congratulation.
D. like.
3. Isfa
Vika
E. surprise.
dancer
Ami
Suc i
D. giving attention
B. gratitude
E. pleasure
C. Complement
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
77
5. Bintang
Firda
Bintang
Firda
Bintang
Sinta
Mirna
D. giving attention.
B. congratulation.
E. disappointment.
C. compliment.
7. Son
Father : Take it easy son. I believe you can handle it. You have good
ability in football.
The underlined utterance shows that his father .
A. giving encouragement
D. asking suggestion
E. giving opinion
78
School
I think children should go to school. It is a place where they can learn,
make friends and have fun.
If they dont go to school children may never learn to read and write.
This means that they might not get a good job or any job at all
At school children can learn about lots of different things like maths,
science, famous people and different countries. At school you can also play
sport and go on excursions to visit interesting places.
Thats why children should go to school.
Adopted from Knapp and Watkins, 2005
Latihan 1b:
Choose thecorrect answer!
1. Dodi
Budi
Dodi
A.
Poor you!
B.
C.
I hate Bali
79
D.
I dont care
E.
I couldnt do that
2. Alex
Mr. Hermawan: It is, but I have to let her go. She had suffered for years
because of cancer.
The underline utterance expresses
A.
advice
D. invitation
B.
surprise
E. agreement
C.
sympathy
3. Dedi : I really dont know what I have to do to make Mr. Burhan pass me
next term.
Dodi : Mr. Burhan exam will be about understanding. You just have study
hard and make sure you understand all the materials.
Dedi : Oh..thats the problem. I have a problem in understanding the
materials
Dodi : Dont worry. Ill help you.
The underlined sentence shows
A.
support
D. compliment
B.
necessity
E. preference
C.
agreement
1. Dono
Dini : Nothing
Dono
Dini : Sure
Dini is an invitation
A.
offering
D. holding
B.
refusing
E. assuring
80
C.
accepting
2. Bertha
Gaby
Bertha
Gaby
: it sounds great!
Bertha is
A.
refusing advice
D. giving help
B.
showing disagreement
E. making a request
C.
offering an invitation
3. I need more data about this topic. Haqi might be able to help you.
The underlined sentence means
A.
B.
C.
D.
E.
4. A
B
: Well now that fall is here. Ill give you a ring next week. We can talk
: That sounds nice, but youd better make it the week after. Ill be busy
B.
C.
D.
81
E.
5.
Dinda : Im glad we are finally done writing this project proposal. Well
have to show it to Mr. Kim, though, before we can submit it to the director.
Dini : I know, but wed better proofread it before we do that
Dinda
Dini : No. Im hungry and tired. Let eat first, then well go over it
afterwards.
The underlined expression shows
A.
giving advice
B.
offering something
C.
6. Dahlan
Anie: I cant say that I disagree with you. I seldom travel with fewer than
three suitcases.
In the dialogue above Dahlan advising Anie for
A.
B.
C.
D.
E.
7. A
: You didnt miss anything. I wish I had been somewhere else more
interesting
B
: Thats too bad. Im not sure about tomorrows party, either. I panned
to go, but now I might not be able to. It depends on whether I can get this
report finished on time.
82
B.
C.
D.
E.
8. All her friends believe that she can do her job well.
It means: She do her job well
A.
may
D. might
B.
could
E. is able to
C.
will
shall be
D. ought to be
B.
will be
C.
must be
10. I heard Anwar speak English, French, Dutch, and even Japanese to
tourists. He the best tourist guide in the town
A. must be
D. had better be
B. should be
E. would rather be
C. ought to be
11. The doctor arrive late because of the traffic jam
A. may
D. rather
B. has to
E. should
C. ought to
12. Anton left an hour ago
Then he by now.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
83
A. can arrive
D. ought to arrive
B. could arrive
C. must arrive
13. Has Rina called from London?
Not yet, she it right after she arrived a week ago.
A. had better do
D. might
B. may
E. should
C. would
15. I could have asked my sister to go shopping alone. It means
A. I went shopping alone
B. I didnt go shopping
C. My sister went shopping with me
D. My sister went shopping alone
E. My sister asked me to go shopping
16. He must have seen me eat the fish. It means
A. I must eat the fish
B. He must see me eat the fish
C. Im sure that he saw me eat the fish
D. He could see me eat the fish
E. I expect that he saw me eat the fish
84
17. The thief into the room through this window because there are
footprints near the window
A. may get
B. should get
C. was to get
Latihan 2
Complete the sentences using the words listed below
can could have to must might should
1. Ted's flight from Amsterdam took more than 11 hours. He
exhausted after such a long flight. He
_be
research
_leave
be swallowed,
5. Dave:
have cost a
fortune.
85
7.
get
8.
die.
lived in
Egypt. But after we moved back to Canada, I had very little exposure
to the
9.
we
read it if
read it if we don't
want to.
10.
it's not
here.
Nancy: I just did a load of dishes last night and they're still in the dish
washer. It
be.
11. You
12.
keep it if you
believe
she
said
that
to
Megan!
She
18. Ted: I don't know why Denise starting crying when I mentioned the
wedding.
Pamela: It
Or, perhaps she is just nervous. After all, the big day is tomorrow.
19.
you always say the first thing that pops into your head?
you think once in awhile before you speak?
20. I was reading the book last night before I went to bed. I never took it out of
this room. It
death.
87
F. Rangkuman
Sesuai maknanya functional language adalah kemampuan memahami
bahasa
sesuai
dengan
fungsinya.
Functional
language
dalam
permintaan
ijin,
kemungkinan,penawaran.
Fungsi
must
= 90 100 %
Baik
= 80 89 %
Cukup
= 70 79 %
Kurang
= 0 69 %
89
H. Kunci Jawaban
Latihan 1a:
Exercise 1
1. Giving advice
2. Asking and giving opinion
3. Showing care
4. Showing compliment
5. Congratulating
Dialogue 1
a. offering something
b. ought to
Dialogue 2
c. Showing inability, showing care
d. Can, cant, must
Exercise 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. C
Latihan 1b:
90
1. B
6. A
11. E
16. D
2. C
7. C
12. C
17. E
3. B
8. C
13. A
18. C
4. C
9. D
14. A
19. C
5. C
10. C
15. C
20. E
Latihan 2:
1.
must/might
8.
Could/can
15.
Cant/should
2.
should
9.
Could/dont have to
16.
Have to
3.
could/must
10.
Should/must/could
17.
Must/could
4.
mustnt/might
11.
Should/might
18.
could
5.
can
12.
Can/must
19.
Must/cant
6.
must
13.
must
20.
Must/can
7.
will
14.
Can
91
92
Ted's
flight
fromAmsterdam
took
more
than
11
hours.
He
prefer to stay in
research
_leave
be swallowed,
have cost a
fortune.
7. Please make sure to water my plants while I am gone. If they don't get
enough water, they
8. I
die.
93
PENUTUP
Demikian yang dapat kami paparkan mengenai materi yang menjadi pokok
bahasan dalam modul ini, tentunya masih banyak kekurangan dan kelemahan
nya, karena terbatasnya pengetahuan dan kurangnya rujukan atau referensi
yang ada hubungan nya dengan modul ini.
Penulis banyak berharap para pembaca yang budiman sudi memberikan kritik
dan saran yang membangun kepada penulis demi sempurnanya modul ini dan
penulisan modul dikesempatan-kesempatan berikutnya. Semoga modul ini
berguna bagi penulis pada khusus nya juga para pembaca yang budiman
pada umumnya.
94
DAFTAR PUSTAKA
Source: www.understandingtext.com
Source;typesoftext.blogspot.com
Adapted
from;
http://rebecca-wrenn.suite101.com/benefits-of-learning-a-
foreign-language-a130160
Adapted from Focus SPM English
Adapted
from:
http://www.oppapers.com/essays/Online-Games-Should-Be-
Banned-By/192821
Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati.
Sri mulyati. Penerbit Erlangga. 2008
Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati.
Sri mulyati. Penerbit Erlangga. 2008
Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia
Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008
Djuharie,
Otong
Setiawan.2009.Essay
Writing
Book
3.Yrama
Widya
Bandung.)
Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung
Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS
Djuharie, Setiawan Otong. 2008. Extensive Reading Top-Down Reading.
Yrama Widya
(http://languagetesting.info/whatis/lt.html
http://www.ulc.manchester.ac.uk/resources/online/support-advice/learningguide/developing-skills/
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
95
(http://www.criticalthinking.org/pages/defining-critical-thinking/766. (11.30. 3
Desember 2015)
http://www.criticalreading.com/learnreadwritetoc.htm)
Sumber:
https://mugiekonomi.wordpress.com/2013/06/16/mengulik-critical-
thinking-skills/)
Hammond, Jenny. 1992. English For Social Purpose: a Handbook for
Teachers of
Adult Literacy. Sidney: NCELTR Macquarie University.
Hughes, Glyn and Moate, Josephine. 2007. Practical Classroom English. New
York:
Oxford University Press.
Kiely, Richard, Rea, Paulin-Dickins 2005.:Palgrave Macmilian. Program
Evaluation in Language Education
Wallace , Chatrine 2003. Critical Reading in Language Education
http://www.fresh.my.id/2013/10/hortatory-exposition.html)
http://englishdiarstewart.blogspot.co.id/2013/01/hortatory-exposition.html/16
September 2015
Adapted from: April 24, 2010http://www.studyskillsblog.com/the-advantagesand diadvatges-of-study-groups/
Adapted from : March 24,2010 <http:/haycei.tripod.com/id1.html>
96
GLOSSARIUM
concepts
: konsep
concerned
conclusion
: kesimpulan
conjunctions
: kata sambung
connectives
: kata penghubung
content-based instruction
contrary
contrasting
: membedakan, memprtentangkan
coherence
: koherensi
cohesive device
: perangkat kohesif
degrees of certainty
: tingkat kepastian
descriptive
: deskripsi
discussion
: diskusi
dialogue journal
: jurnal percakapan
disadvantage
discourse
: wacana
discovery learning
elaborate
: menjelaskan, merinci
elaboration
e-learning
establish
: membangun,
97
evidence
: kejadian, fakta
example
: contoh
expectation
: harapan
explanation
: eksplanasi
exposition
: eksposisi
further
: lebih jauh
factual
: berdasarkan fakta
gambits
: gambit
generic structure
: langkah-langkah retorika
information report
: laporan informasi
language features
: unsur kebahasaan
literary
: sastra
modality
: pengandaian
modals
: modals
narrative
: naratif
news item
: item berita
organization structure
: struktur bahasa
orientation
: orientasi
poetry
: puisi
procedure
: proses
quote
: kutipan
recount
: rekon
response
: tanggapan
social function
: fungsi sosial
sources
: sumber
spoof
: lelucon
sufficient development
twist
: plintiran
unity
: kesatuan
98