G. Umpan Balik dan Tindak Lanjut
Setelah Anda mempelajari teks deskriptif, apa saja yang sudah Anda dapatkan? Topik apakah yang bisa Anda pelajari setelah memahami deskriptif teks? Tuliskan semua pengalaman Anda dalam mempelajari teks deskriptif pada jurnal belajar berikut.
My Learning Log
Tabel 8: Jurnal Refleksi Kegiatan Pembelajaran 1
Date :
What did you learn? : Descriptive Text What have you learned
What have not you learned?
How will you make yourself be learned on descriptive text?
30 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
knowledge on descriptive text? How will you teach your students about descriptive text?
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 31
KEGIATAN PEMBELAJARAN 2
FUNCTIONAL TEXTS-DESCRIPTIVE TEXTS 2
Dalam materi pembelajaran ini, Anda akan belajar variasi teks deskriptif, kohesif dan koherensi dari teks deskriptif. Selain itu akan dibahas pula fitur-fitur lexicogrammatical yang sesuai, dan nilai-nilai sociocultural yang digunakan dalam teks deskriptif.
A. Tujuan
Setelah mempelajari teks deskriptif, diharapkan Anda akan mampu meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung pemahaman teks deskriptif dengan benar.
B. Indikator Pencapaian Kompetensi
1. Menentukan gambaran umum teks tertulis fungsional berbentuk deskriptif dengan tepat.
2. Menentukan makna kata teks tertulis fungsional berbentuk deskriptif dengan tepat.
3. Menentukaninformasi perinci tersurat teks tertulis fungsional berbentuk deskriptifdengan tepat.
4. Menentukan koherensi dan kohesif teks tertulis berbentuk descriptive dengan tepat.
5. Menentukan cara pengajaran teks deskriptif dengan tepat.
C. Uraian Materi
Pada bagian ini, selain pengetahuan tentang teks deskriptif, penting untuk memiliki pengetahuan tentang teks yaitu dalam tataran kohesi dan koherensi. Tujuannya untuk memberikan pengayaan pengetahuan terhadap teks deskriptif yang harus dikuasai.
Teks merupakan satu kesatuan makna dan dipengaruhi oleh konteks situasi dan konteks budaya. Ciri-ciri teks yang baik harus memiliki kelengkapan
32 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
teks yang sempurna. Teks terdiri dari dua dimensi penting, yakni koherensi (Coherence) dan kohesi (Cohesion).
Coherence mengacu pada cara sekelompok klausa atau kalimat berkaitan dengan konteks. Coherence bisa dikelompokkan menjadi dua, yakni: situational atau registerial coherence dan generic coherence.
Sebuah teks mempunyai situational coherence kalau pembaca bisa mengenali situasi dimana klausa-klausa atau kalimat yang ada dalam teks itu terjadi, yakni ketika pembaca bisa mengidentifikasi topik (field), cara (mode) - apakah teks itu lisan atau tertulis, dan tenor (siapa penulis atau pembicara dan kepada siapa) dari keseluruhan klausa yang ada dalam teks itu.
Sementara itu, sebuah teks dikatakan mempunyai generic coherence ketika kita bisa mengenali atau mengidentifikasi teks itu sebagai satu jenis teks tertentu dan mengenali struktur organisasi, dengan setiap elemen yang biasanya ada dalam jenis teks itu.
Koherensi berarti adanya keterkaitan antara ide-ide pada level gagasan, sedangkan kohesi berarti adanya keterkaitan antara ide-ide pada level kalimat. Pada dasarnya koherensi mengacu pada aspek makna, sedangkan kohesi berfokus focus pada aspek gramatikal.
(From the ESL Student Handbook by Young Min, PhD)
Bacalah teks di bawab ini mengenai kohesi dan koherensi dari teks. Teks 1
ESL: Coherence and Cohesion
From the ESL Student Handbook by Young Min, PhD
Coherence means the connection of ideas at the idea level, and cohesion means the connection of ideas at the sentence level. Basically, coherence
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 33
supporting your argument (e.g. thesis statement development), synthesizing and integrating readings, organizing and clarifying ideas. The cohesion of
writing focuses on the “grammatical” aspects of writing.
One of the practical tools that can help improve the coherence of your writing is to use a concept map. The concept map is also known as “reverse outline” since you make an outline of your paper after you have finished the
main ideas of your paper. Write down the main idea of each paragraph—which is called a topic sentence—on a blank piece of paper. Check to see if the topic sentences are connected to the thesis statement of your paper or if you have strayed from your main argument. As you repeat this process, it will help you become more aware of how to develop your argument coherently and how to organize your ideas effectively. Here is a concept map template you can use.
Cohesion is also a very important aspect of academic writing, because it immediately affects the tone of your writing. Although some instructors may say that you will not lose points because of grammatical errors in your paper, you may lose points if the tone of your writing is sloppy or too casual (a diary-type of writing or choppy sentences will make the tone of your writing too casual for academic writing). But cohesive writing does not mean just
“grammatically correct” sentences; cohesive writing refers to the connection of
your ideas both at the sentence level and at the paragraph level.
Here are some examples that illustrate the importance of connecting your ideas more effectively in writing.
The hotel is famous. It is one of the most well-known hotels in the country. The latest international dancing competition was held at the hotel. The hotel spent a lot of money to advertise the event. Because the hotel wanted to gain international reputation. But not many people attended the event. (The connection of ideas is not very good.)
34 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
promote its image around the world by hosting the latest international dancing competition. Although the event was widely advertised, not many people participated in the competition. (The connection of ideas is better than in the first example.)
The latest international dancing competition was held at the hotel, which is one of the most well-known hotels in this region. The hotel spent a lot of money on advertising the event since it wanted to enhance its international reputation; however, it failed to attract many people. (The connection of ideas is better than in the first example.)
Created by Young-Kyung Min, [email protected]
Sumber:
http://www.bothell.washington.edu/wacc/for-udents/eslhandbook/coherence
Teks 2
Setelah Anda membaca materi mengenai kohesi dan koherensi dari suatu teks, Anda dapat membaca tentang bagaimana mengajarkan kohesi dan koherensi dari suatu teks. Setelah membaca, Anda dapat mendiskusikan dengan para kolega Anda tentang pengajaran hal-hal dimaksud terhadap teks deskriptif.
Methodology: Coherence and cohesion By Scott Thornbury
Type: Reference material
Can a cohesive text be incoherent? Is coherence subjective? Scott Thornbury takes a look at the difference between coherence and cohesion and suggests some practical ways that we can teach both in an EFL context.
What's the difference between coherence and cohesion? Also, what are some practical ways to teach coherence and cohesion?
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 35
Hall Houston
Very briefly: 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). 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 - to me anyway (and I wrote it!).
The following (much quoted) exchange, however, is coherent to most people, even though there are no obvious links between its parts:
A: There's the phone. B: I'm in the bath. A: OK.
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.
36 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
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.[i]
So, to return to the second part of the question, what are some practical ways to teach cohesion and coherence?
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.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 37
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 my Beyond the Sentence, Macmillan, 2005).
[i] 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.
http://www.onestopenglish.com/methodology/ask-the-experts/methodology-q uestions/methodology-coherence-and-cohesion/154867.article
D. Aktivitas Pembelajaran
Kegiatan Pengantar : Mengidentifikasi isi materi (Diskusi Kelompok, 1 JP) Aktivitas 1 : Mengidentifikasi teks deskriptif dan
menganalisisnya
Aktivitas 2 : Mendiskusikan hasil analisis teks deskriptif
Aktivitas 3 : Mempresentasikan hasil diskusi tentang teks deskriptif.
Aktivitas 4 : Menyimpulkan dan merefleksi hasil kegiatan Aktivitas 5 : Menyusun Rencana Tindak Lanjut (30 menit)
38 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
E. Latihan/Kasus/Tugas
Lembar Kerja 2Discuss on how to apply coherence and cohesiveness in teaching descriptive texts in your class.
F. Rangkuman
Bagian ini membahas kohesi dan koherensi dari teks. Berdasarkan artikel dari Young Min (t.t.) pada bacaan di atas, koherensi berarti hubungan antargagasan pada tingkatan gagasan (ideas level) sedangkan kohesi adalah hubungan antargagasan pada tingkatan kalimat. Koherensi mengacu pada aspek retorika pada tulisan termasuk gagasan yang mendukung argumen penulis. Contohnya pernyataan thesis, sintesis dan integrasi bacaan-bacaan, organisasi dan klarifikasi gagasan-gagasan. Kohesi lebih menitikberatkan pada aspek-aspek tata bahasa dari teks.
Menurut Thornbury (t.t.), perbedaan kohesi dan koherensi adalah kohesi dalam suatu teks berarti apabila semua elemen berpadu dalam suatu teks. Teks yang koheren itu bermakna yang sangat jelas bagi pendengar atau pembaca.
Menurut Thornbury, pengajaran kedua hal tersebut memiliki strategi tersendiri. Pengajaran kohesi tekstual dapat dilakukan melalui fokus pada bagaimana kalimat bertautan satu dengan yang lain. Piranti-piranti kohesi
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 39
(cohesive devices) adalah melalui leksikal dan gramatikal. Teks tertulis yang dipotong-potong dan pembelajar diminta untuk menyusun teks tersebut adalah cara yang baik untuk mengajarkan teks yang kohesif. Dalam hal ini, pembelajar akan memelajari rantai-rantai leksikal (lexical chains) seperti repetisi, sinonim dan hiponim dan kosa kata-kosa kata dari suatu teks. Sedangkan koherensi dari suatu teks adalah melihat organisasi atau isi yang proposional dari suatu teks. Apabila isi dari teks itu memenuhi harapan para pembaca, teks tersebut berarti memiliki aspek komunikatif. Dalam pengajarannya, pembelajar dapat memelajari aspek-aspek generik atau umum dari teks-teks tertentu. Hal ini diterapkan dalam pelajaran menulis akademik (academic writing). Pembelajar dapat memelajari tujuan dari teks, dan kepada siapa teks itu ditujukan (intended readership).
Diterjemahkan dan disarikan dari ESL: Coherence and Cohesion From the ESL Student Handbook by Young Min, PhD dan Methodology: Coherence and cohesion, Scott Thornbury
G. Umpan Balik dan Tindak Lanjut
Setelah Anda mempelajari materi pada Kegiatan Pembelajaran 2, apa saja yang sudah Anda dapatkan? Topik apakah yang bisa Anda pelajari setelah memahami kohesi dan koherensi dalam deskriptif teks? Tuliskan semua pengalaman Anda dalam mempelajari kohesi dan koherensi pada jurnal belajar berikut:
My Learning Log
Tabel 9: Jurnal Refleksi Kegiatan Pembelajaran 2
Date :
What did you learn? : What have you learned :
40 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
What have not you learned? :
How will you teach your students?
Kunci Jawaban Latihan/Kasus/Tugas Functional Texts - Descriptive Texts 1 Kegiatan Pembelajaran 1: Lembar Kerja 1 Kunci Jawaban 1. D 2. A 3. C 4. C
5. Langkah pembelajaran yang benar:
Alphabet Stages No.
A Show a picture of Salib Putih Agrotourism and ask “Have you ever been here? Or What place is it?”
3
B Ask the students to describe them by mentioning nouns/noun phrase referring to the place.
4
C Ask students to mention any adjective to describe the place. 5
D Ask students what to do in that place. 7
E To start describing that place, make a group of 4 to rearrange the jumbled sentences to make a coherence text.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 41
Functional Texts - Descriptive Texts 2 Lembar Kerja 2
Jawaban bersifat situasional tetapi dapat juga dengan memotong-motong teks untuk pengajaran kohesi.
“Cutting (short) texts up and asking learners to order them is a good way of drawing attention to the way that they are linked.”
Sedangkan untuk pengajaran koherensi, salah satu alternatif cara yang digunakan adalah sebagai berikut.
“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.”
http://www.onestopenglish.com/methodology/ask-the-experts/methodology-questi ons/methodology-coherence-and-cohesion/154867.article
F Ask some of the students to read the text loudly. 11
G Ask the students to answer the questions in group. 10
H Discuss the coherence text. 9
I Give the students assignment to find any places of interest they like best.
12
J Ask the students which place they prefer visiting; a place around the mountain or the beach.
2
K Ask them how to go there. In case they do not have the ideas, you can help them by giving clues/directions.
6
42 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
PENUTUP
Selamat Anda telah berhasil menyelesaikan tugas membaca dan memahami materi yang disajikan di modul Kelompok Kompetensi D Bahasa Inggris SMA bagian Profesional. Harapan kami semoga membantu Anda untuk lebih memahami dan mengaplikasikan kajian kompetensi profesional.
Pengetahuan dan keterampilan yang didapat hendaknya bisa dipraktikkan dalam menunaikan tugas melaksanakan pembelajaran sehari-hari. Di atas langit masih ada langit adalah ungkapan yang tepat agar kita tidak mudah puas akan sebuah prestasi. Selalu meningkatkan kualitas diri adalah hal bijaksana agar kita bisa terus untuk memberikan karya prestasi yang maksimal.
Selanjutnya kami para penyusun meminta saran dan kritik demi perbaikan penyusunan modul/bahan ajar demi kepentingan di masa depan. Terima kasih
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Pedagogik D 43
DAFTAR PUSTAKA
Anderson dan Anderson. (2004). Text Types in English. Australia: Macmilan Education Australia.
Azar, Betty Schrampfer. (1989). Understanding and Using English Grammar. New Jersey, Prentice Hall Regents.
Basic Sentence Structure. (2015). Diakses di http://gg.gg/3wfno pada tanggal 18 Oktober
Chrystal, David. (2010). The Cambridge Encyclopedia of Language. Cambridge University Press. Page 83-182.
Frank, Marcella. (1972). Modern English: A Practical Reference Guide. New York: New York University.
Gerot, Linda and Wignell, Peter. (1995). Making Sense of Functional Grammar. New South Wales: Gerd Satbler.
Halliday, M.A.K. (2004). An Introduction to Functional Grammar. Third Edition. New York: Oxford University Press Ltd.
Kane, Thomas S. (2000). The Oxford Essential Guide to Writing. New York: Oxford University Press
Richards, Jack C., Schmidt, Richard, et al. (2002). Longman Dictionary of Language Teaching and Applied Linguistics 3rd Edition. Pearson Education Limited: London.
https://ia801704.us.archive.org/33/items/DictionaryOfLanguageTeachingAnd AppliedLinguistics/Dictionary%20of%20Language%20Teaching%20and%20 Applied%20Linguistics.pdf Diakses tanggal 28 Februari 2016
Materi Pelatihan Implementasi Kurikulum Jenjang SMP/SMK Tahun 2015. Kementerian Pendidikan dan Kebudayaan 2015, hlm. 19-20.
Min, Young-Kyung (n.d.) ESL: Coherence and Cohesion.
http://www.bothell.washington.edu/wacc/for-udents/eslhandbook/coherence . Diakses tanggal 28 Februari 2016.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 66 Tahun 2013 tentang Standar Penilaian Pendidikan.
Rani, Abdul, Bustanul Arifin, Martutik. (2006). Analisis Wacana. Malang: Bayumedia Publishing.
44 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional D
Salinan Lampiran Peraturan Menteri Pendidikan Nasional Nomor 16 Tahun 2007 Tanggal 4 Mei 2007: Standar Kualifikasi Akademik dan Kompetensi Guru. Diunduh dari
https://akhmadsudrajat.files.wordpress.com/2009/04/lampiran-permen-no-16-kualifikasi-akademik-dan-kompetensi-guru1.pdf Diakses tanggal 25 Februari 2016.
Terwilliger, Arin B. Writing Handout E-7: Descriptive Essay, Structuring a Descriptive Essay. (2016)
http://www.upra.edu/titulov/cdcli/pdf/Descriptive_Essay.pdf . Diakses tanggal