Modul GP Bhs Inggris SMA KK G1 Profesional

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GURU PEMBELAJAR

MODUL

Mata Pelajaran Bahasa Inggris

Sekolah Menengah Atas (SMA)

Kelompok Kompetensi G

Profesional :

Learning Discussion Texts

Pedagogik : Komunikasi Efektif

Penulis: Fathur Rohim Dkk

Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan

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Penyusun:

1. Fathur Rohim 2. Lasti’ah 3. Yanti Susiwi

Penelaah:

1. Prof. Emi Emilia 2. Dr. Furaida

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

Hak Cipta Dilindungi Undang-Undang

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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 professional 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 pasca 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 Pendidikdan Tenaga Kependidikan (PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidikdan 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.

Jakarta, Maret 2016 DirekturJenderal

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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 pelajaranyang 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 tinggikepada 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.

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KOMPETENSI PROFESIONAL

LEARNING DISCUSSION TEXTS

Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan

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DAFTAR ISI

KataSambutan

Kata Pengantar

DaftarIsi i

Pendahuluan 1

A. Latar Belakang 1

B. Tujuan 1

C. Peta Kompetensi 2

D. Ruang Lingkup 2

E. Cara Penggunaan Modul 2

Kegiatan Pembelajaran 1:

Discussion Text 1

4

A. Tujuan 4

B. Indikator Pencapaian Kompetensi 4

C. Uraian Materi 4

D. Aktivitas Pembelajaran 7

E. Latihan / Kasus/ Tugas 10

F. Rangkuman 18

G. Umpan Balik dan Tindak Lanjut 19

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Kegiatan Pembelajaran 2:

DiscussionText 2

20

A. Tujuan 20

C. Uraian Materi 20

F. Rangkuman 31

H. Kunci Jawaban 32

Kegiatan Pembelajaran 3:

Discussion Text 3

33

A. Tujuan 33

C. Uraian Materi 33

F. Rangkuman 41

H. Kunci Jawaban 42

Kegiatan Pembelajaran 4:

Language Expression and Modality

43

A. Tujuan 43

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C. Uraian Materi 43

F. Rangkuman 57

H. Kunci Jawaban 58

Penutup 60

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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 1

PENDAHULUAN

A. Latar Belakang

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

Untuk melaksanakan program Guru Pembelajar baik melalui tatap muka ataupun daring diperlukan modul-modul penunjang.

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

B. Tujuan

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2 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G

C. Peta Kompetensi

Kompetensi profesional dalam modul ini mencakup kemampuan sebagai berikut.

1. Menentukan gambaran umum teks tertulis berbentuk discussion

2. Informasi tertentu teks berbentuk discussion

3. Informasi tersurat teks berbentuk discussion, 4. Informasi tersirat teks berbentuk discussion,

5. Menentukan cara pengajaran teks berbentuk discussion

6. Menentukan fungsi sosial teks berbentuk discussion

7. Menentukan struktur teks berbentuk discussion

8. Menggunakan language features dalam konteks

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

D. Ruang Lingkup

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

1. Discussion text 1

2. Discussion text 2

3. Discussion text 3

4. Language expression and modality

E. Cara menggunakan modul

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Selanjutnya agar proses belajar mandiri Anda dapat berjalan dengan efektif, kiranya perlu Anda cermati petunjuk umum dalam mempelajari materi modul berikut ini:

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

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

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

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Kegiatan Pembelajaran 1

Discussion Text 1

A. Tujuan

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

B. Indikator Pencapaian Kompetensi

1. Menentukan gambaran umum teks tertulis berbentuk discussion.

2. Menentukan informasi rinci tersurat teks tertulis berbentuk discussion.

3. Menentukan informasi tertentu teks tertulis berbentuk discussion.

4. Menentukan informasi tersirat teks tertulis berbentuk discussion.

5. Menentukan makna kata teks tertulis berbentuk discussion.

6. Menentukan coherence dan cohesiveness teks tertulis berbentuk

discussion.

7. Menentukan cara pengajaran teks discussion.

C. Uraian Materi

1. Definition of Discussion

Discussion is a text which presents a problematic discourse. This problem will be discussed from different viewpoints; the for and against, the positive and negative, or the good and bad points. Discussion is commonly found in philosophical, historic, and social text.It can be in oral or written form.

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

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- statement - preview

• Arguments for (supporting points): - point or main idea

- ellaboration

• Arguments against (contrasting points) of differing points of view: - point or main idea

- ellaboration

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

3. Language Features of Discussion • Focus on generic participant

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

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

• Use of mental process (feel,hope, believe, etc)

• Using additive, contrastive, and causal connection; similarly, on the other hand, however, etc

• Using modalities; must, should, could, may, etc

• Using adverbial of manner; deliberately, hopefully, etc

• Use of comparative: contrastive adn consequential conjunctions

• Reasoning expressed as verbs and nouns (abstraction)

4. Contoh Teks Discussion

Perhatikan contoh teks discussion dibawah ini, amatilah generic structure

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6 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Issue

The Advantages and Disadvantages of Nuclear Power

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

Argument for (Supporting Point)

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

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

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

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

• It produces small amount of waste.

• It is reliable.

Argument against

(Contrasting Point)

On the other hand, nuclear power is very,

very dangerous. It must be sealed up and

buried for many years to allow the

radioactivity to die away. Furthermore,

although it is reliable, a lot of money has to

be spent on safety because if it does go

wrong, a nuclear accident can be a major

accident.

Conclusion or Recomendation

People are increasingly concerned about

this matter. In the 1990's nuclear power

was the fastest growing source of power in

many parts of the world.

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The example of discussion text above presents the two poles, between the advantages and disadvantages of using nuclear plant to fulfill the energy needed. It is a case which needs to be talked and discussed from two points. They are represented in the generic structure which is used:

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

Arguments for/Supporting Point: In the second paragraph, it is presented the advantages of nuclear power plant to be used as the source of the world’s energy needed

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

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

Examples of discussion texts include: • talkback radio

• debates

• current affairs interviews

• letters to the editor

• essays

• newspaper articles

D. Aktifitas Pembelajaran

Aktifitas Pembelajaran 1

Langkah-langkah Pembelajaran: Kegiatan awal

1. Peserta mengamati video pendek (dari YouTube) tentang bahaya dan keuntungan nuklir.

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3. Membahas kosa kata baru terkait materi bacaan.

Kegiatan inti

1. Peserta membaca teks dan mengidentifikasi Generic structure dan

Lexico Grammatical Features teks Discussion.

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

gambaran umum teks

informasi tertentu

tujuan komunikatif

informasi rinci

coherence dan cohesiveness

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

3. Peserta membuat paragraf berbentuk discussion dengan cara mengurutkan paragraf acak.

Kegiatan Akhir

1. Peserta merangkum apa yang telah dipelajari.

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

3. Peserta membuat teks sederhana discussion.

Aktifitas Pembelajaran 2

Silakan Anda cermati contoh teks discussion di bawah ini kemudian kerjakan latihannya.

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Text Generic

Structure Twitteris an online social networking

service and micro blogging service that enables its users to send and read text-based messages of up to 140 characters, known as "tweets".

Some people believe that Twitter can be used to gather people and their enthusiasm for the event together. All participants in the conversation were able identify one another on some level from recognizing tweets an athlete or celebrity wrote to pinpointing which fans/followers get the opportunity to discuss in real-time.

However, some others think that news/messaging taken-in by participants in the discussion can be unverified/false. Rumors can develop and spread quicker as well. Events can escalate quickly with many fans jumping on the bandwagon, for better or worse. Fans and followers may lose some of the excitement in watching or learning about the real-time event due to hearing event news.

In conclusion, Twitter has good and bad points. Having and learning how we want to present ourselves, our brands, and participation in conversations locally, nationally, and internationally is still a process we are discovering. Whether that’s a positive thing is for you to decide.

...

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

• generic participant • material processes • relational process • mental process • additive, • contrastive • causal connection • modalities

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

Table 6.g.1: Cara mengajarkan teks

Pendekatan Saintifik Kegiatan Belajar

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

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

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

Mengasosiasi Mintalah siswa untuk membandingkan

Hasil diskusi kelompoknya dengan kelompok lain Mengomunikasikan Mintalah siswa untuk berpasangan

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

E. Latihan/Kasus/Tugas

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

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

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

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

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

1. Where are beggars mostly found?

A. In cities.

B. In rural areas.

C. In small towns.

D. In country sides.

E. In small villages.

2. Why do some people disagree to help beggars?

A. They are rich.

B. They are not criminals.

C. They are mostly villagers.

D. They are lazy and bad survivors.

E. They only make use of their time.

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

A. He is generous.

B. He is exploitative.

C. He is very helpful.

D. He is their protector.

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12 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Text 2

GM foods have called ”Frankenfoods” after the scientist in Mary Shelley’s novel Frankenstein. In the book, Frankenstein creates a monster that turns against him and his family. Off all the things genetic engineering can do, GM (genetically modified ) foods are probably the most talked about. GM foods could help and end hunger around the word, but many people worry about how safe they are.

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

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

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

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

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

B. They have uninteresting forms.

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

E. They have not been tasted for safety.

5. What is the main idea of paragraph three? A. Arguments pro GM foods

B. Arguments against GM foods

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

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

B. the foods C. the people D. the tomatoes

E. another name of GM tomatoe

Text 3

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

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

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

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

B. man-made C. natural D. original E. high quality

8. Paragraph two tells us about …

A. the government’s encouragement for happy family. B. the reasons why a woman avoids to have baby. C. the reasons why couples do birth control. D. the postponement to having children. E. the small and big families.

9. We learn from the text that …

A. all couples want to limit their children. B. most couples want to postpone giving birth. C. people space children to give them less attention. D. not everybody agrees with the birth control methods.

E. women avoid being pregnant because of economic problems.

Text 4

Male chauvinism (men's believe in male superiority) extends even into the area of automobile driving, it seems. They believe that they are far better drivers than women. Men consider women drivers incompetent, inattentive and even dangerous behind the wheel.

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The reason for women driver's safer habits can perhaps be found in the differing attitudes of sexes toward automobiles as a convenience, like a washing machine.

On the other hand, men regard the automobile as an extension of their egos. Using it as a weapon when they feel particularly aggressive or using it as a status symbol.

In all, women are safer drivers because of their attitude. Men can learn to become safe drivers if they adopt the attitude that an automobile is merely a convenience.

10. The text is about …. A. road accidents

B. women attitude towards automobile C. male superiority in automobile driving

D. a comparison between men and women drivers E. statistics about the number of road accidents

11. In term of car accidents, the statistics proves that car accidents caused by …. A. men are higher than those of women

B. men are lower than that of women C. men are as high as that of women D. women are equal to that of men E. women are the same as that of men

12. Which of the following you don’t agree with men drivers? A. They are safe and careful drivers.

B. They cause more accidents than women.

C. They consider themselves to be competent drivers. D. They feel that using a car shows status symbol.

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13. We can understand from the text that ….

A. men always criticize women for their bad driving attitude B. women show their egos by aggressive driving

C. the statistic shows women drive the car carelessly D. young women drivers get many accidents

E. men underestimate women

14. “Men consider women drivers incompetent, inattentive, and even dangerous behind the wheel. (Paragraph 1).

The underlined word means …. A. intent

B. furious C. watchful D. careless E. indiscipline

Text 5

The government has decided to submit the draft of the bill against pornography and pornographic acts. The bill states that anyone engaging in pornography is punishable by law. This includes public acts such as spouses kissing and people sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.

The government argues that the bill is made to protect women’s right. Women have so far been the object of exploitation in mass media and this only gives more benefits to the owner of the business.

Woman activists, on the other hand, argue that the bill will limit women’s freedom. They believe the bill will dictate what women should wear on and how to dress and behave. If they fail following the rule they will get penalties between Rp50 million and Rp1 billion.

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15. What is the social function of the text?

A. to persuade people that the bill against pornography is necessary B. to describe the bill against pornography and pornographic

C. to present two points on of view about the bill against pornography D. to explain the process involved in the draft-making of the bill against

pornography

E. to inform the reader about the bill against pornography

16. Why did woman activists object to the bill?

A. because it protects women from exploitation B. because the freedom of women will be limited C. because women will get more benefits D. because women cannot wear sexy clothes

E. because the bill will give bad effect on young generation

17.What is the first paragraph called? A. Issue

B. Orientation C. Argument D. Preview E. Conclusion

18. “... that the bill can decrease the rampant pornography…” (paragraph 4) The underlined word means …..

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F. Rangkuman

Discussion Text

1. Tujuan Komunikasi Teks/The Communicative Purpose of the Text:

”to present two different points of view about an issue” .

2. Struktur Teks/Generic structure

a. Issue:

• statement

• preview

b. Arguments for (supporting points):

• point or main idea

• elaboration

c. Arguments against (contrasting points of differing points of view):

• point or main idea

• elaboration

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

3. Ciri Kebahasaan teks discussion menggunakan:

• general nouns untuk menyatakan kategori, misalnya uniforms, alcohol, dsb,

• relating verbs untuk memberi informasi tentang isu yang didiskusikan, misalnya smoking is harmful, dsb.

• thinking verbs untuk mengungkapkan pandangan pribadi penulis, misalnya feel, believe, hope, dsb.

• additives, contrastives dan causal connectives untuk

menghubungkan argumen, misalnya similarly, on the hand, however, dsb.

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• modalities, seperti perhaps, must, should, should have been, could be, dsb.

• adverbials of maner, misalnya deliberately, hopefully, dsb.

G. Umpan Balik dan Tindak Lanjut

Sebagai umpan balik, silakan Anda jawab pertanyaan-pertanyaan di bawah ini.

Apakah Anda telah dapat memahami cara:

1. Menentukan gambaran umum teks tertulis berbentuk discussion? 2. Menentukan informasi rinci tersurat teks tertulis berbentuk discussion? 3. Menentukan informasi tertentu teks tertulis berbentuk discussion? 4. Menentukan informasi tersirat teks tertulis berbentuk discussion? 5. Menentukan makna kata teks tertulis berbentuk discussion? 6. Menentukan coherence dan cohesiveness teks tertulis berbentuk

discussion?

7. Menentukan cara pengajaran teks discussion?

H. Kunci Jawaban

Latihan

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Kegiatan Pembelajaran 2

Discussion Text 2

A. Tujuan

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

B. Indikator Pencapaian Kompetensi

1. Menentukan gambaran umum teks tertulis berbentuk discussion

2. Menentukan informasi rinci tersurat teks tertulis berbentuk discussion

3. Menentukan informasi tertentu teks tertulis berbentuk discussion

4. Menentukan informasi tersirat teks tertulis berbentuk discussion

5. Menentukan makna kata teks tertulis berbentuk discussion

6. Menentukan coherence dan cohesiveness teks discussion teks tertulis berbentuk discussion

7. Menentukan cara pengajaran teks discussion

C. Uraian Materi

Discussion is a text which presents a problematic discourse. This problem will be discussed from different viewpoints. Discussion is commonly found in philosophical, historic, and social text.

The generic structure of a discussion text is listed below: Issue; stating the issue which is to discussed.

Arguments for: list of supporting points; presenting the point in in supporting the presented issue.

Arguments against: list of contrastive point; presenting other points which disagree to the supporting point.

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Language Features of a Discussion Text: Introducing category or generic participant

Using thinking verb; feel, hope, believe, etc

Using additive, contrastive, and causal connection; similarly, on the hand, however, etc

Using modalities; must, should, could, may, etc

Using adverbial of manner; deliberately, hopefully, etc Take a look of the following examples.

Example:

Tabel 6.4 Discussion

Homework

Issue

I have been wondering if homework is necessary.

Statement of issue and Preview

I think we should have homework because it helps us to learn and revise our work. Homework helps people who aren’t very smart to remember what they have learned. Homework is really good because it helps with our education.

Statement of various viewpoints

But, many times, doing homework is not a great idea. I think we shouldn’t have homework because I like to go out after school to a restaurant or the movies. Sometimes homework is boring and not important.

I think homework is bad because I like to play and discuss things with my family.

Recommendation

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The example of discussion text above presents the two poles, between whether homework is necessary or not. It is a case which needs to be talked and discussed from two points. They are represented in the generic structure which is used:

Stating the Issue: In the first paragraph, it is stated the writer have been wondering whether homework is necessary or not.

Arguments for/Supporting Point: In the second paragraph, it is presented the reasons why homework is necessary.

Argument against/Contrastive Point: The third paragraph shows the balance. It gives the contradictory idea that homework has some negative impacts.

Recommendation: This text is ended with a similar recommendation on how homework should be given to students.

There are several ways to deliver discussion text to students as follows.

• In the beginning of the meeting, teacher gives a brainstorming concern to discussion test through questions and students are hoped to answer them.

• Teacher gives several example of discussion text.

• Teacher divides students into groups.

• Teacher gives task to do.

• Students are asked to present their task result in front of the classroom.

• Teacher guides the discussion forum.

• Teacher gives test concern to the material.

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D. Aktivitas Pembelajaran

Tabel 6.5 Aktifitas Pembelajaran

No. Tahap

Pembelajaran Kegiatan Pembelajaran Fasilitator Peserta 1. Mengamati Memberi kesempatan kepada peserta mengamati paparan materi yang ada di modul.

Mengamati materi yang ada di modul.

2. Mempertanyakan

Mendorong peserta menanyakan hal-hal yang belum dipahami. Menanya hal-hal yang belum dipahami kepada teman dan fasilitator.

3. Menemukan informasi

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E. Latihan/Kasus/Tugas

Text 1

Balancing High School and Part-Time Work

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

If you are considering working part-time, schedule a meeting with your school counselor to discuss this move. Talk to your counselor about why you want to work and what type of position you’re seeking. Simply explaining your goals to someone else can help you make decisions and figure out your priorities.

Schoolwork, including homework and studying for tests, should always be your top priority. “The activities and courses students choose vary considerably, so it’s important for young people to keep their individual situations clearly in mind,” says Brad McGowan, director of the Career Centre at Newton North High School in Massachusetts. Further, McGowan cautions students who do decide to work: “If you are rushing through your assignment or not studying enough for tests because of work, it’s time to cut back or quit and find a less time-consuming job.” He adds, “Students should always let their employers know what their time limits are.” If you are being pressured to work more hours than you can handle, you need to find a new place to work. You also need to make sure that a job won’t prevent you from getting enough rest.

Adapted from: http://www.collegeboard.com

1. What should a student do first when considering working part time? A. Schedule a meeting with the employer of the job.

B. Discuss with the school counselor.

C. Schedule a meeting with the school principal. D. Discuss with your friends

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2. What does Brad Mc Gowan do?

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

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

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

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

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

3. “Students should always let their employers know what their time limits are.” (paragraph 3).

The underlined word refers to .... A. tests’

B. jobs’ C. limits’ D. students’ E. assignments’

4. What does Brad McGowan suggest when students don’t have enough time to study?

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

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Text 2

The government has decided to submit the draft of the bill against pornography and pornographic acts. The bill states that anyone engaging in pornography is punishable by law. This includes public acts such as spouses, kissing, and people sunbathing in bikini or swimwear. As a consequence, the bill causes controversy.

The government argues that the bill is made to protect women’s right. Women have so far been the object of exploitation in mass media and this only gives more benefits to the owner of the business.

Woman activists, on the other hand, argue that the bill will limit women’s freedom. They believe the bill will dictate what women should wear and on how to dress and behave. If they fail following the rule they will get penalties between Rp50 million and Rp1 billion.

Nevertheless, I do support the bill against pornography and pornographic acts. I believe that the bill can decrease the rampant pornography shown or written in mass media that gives bad effects on young generations.

5. What is the purpose of the text?

A. To persuade people that the bill against pornography is necessary B. To describe the bill against pornography and pornographic

C. To present two points on of view about the bill against pornography

D. To explain the process involved in the draft-making of the bill against pornography

E. To inform the reader about the bill against pornography

6. Why did woman activists object to the bill? A. Because it protects women from exploitation B. Because the freedom of women will be limited C. Because women will get more benefits

D. Because women cannot wear sexy clothes

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7. What is the first paragraph called? A. Issue

B. Orientation C. Argument D. Preview E. Conclusion

8. “I believe that the bill can decrease the rampant pornography…” The synonym of the underlined word is …..

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

Text 3

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

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

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

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readiness for taking on the considerable financial and other responsibilities of house or flat rental.

9. The text mainly discusses about … A. sharing a house

B. cleaning a house C. deciding where to live D. renting a house E. finding full board

10. “Finding boards and lodgings, on the other hand, has significant advantages.”

The underlined word means … A. gained position

B. rooms rented to live

C. supply of materials D. work of cutting down trees E. ability to convince

11. The writer’s purpose of writing the text is …

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

D. to inform readers how to decide where to live E. to explain how to find board and lodgings

Text 4

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Home schooling provides kids with educational opportunities that traditional public schooling has not provided. It offers a refreshing system by which students are encouraged to be creative and express themselves. Students will discover the thrill and sense of accomplishment that self-initiated learning can bring.

On the other hand, some people believe that home schooling can be inefficient and expensive. Students’ social life is, indeed, something to be concerned about in home schooling education. Most school districts make sincere attempts to keep their home schooled students active participants in the social, athletic, and extracurricular life of the school.

It is strongly recommended that parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling and those who are currently being home schooled. Talking with them would be a great way for parents to make a more informed decision about their kids’ education.

12. The text mainly discusses about … A. kids’ education

B. students’ socialization problem C. education problem

D. an alternative education system E. popular public schooling

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

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14. “… parents contact home schooling resource that may be able to put

them in touch with kids who have gone through home schooling”. The phrase ‘put in touch’ means ….

A. connected B. informed

C. known D. hang out

E. concerned

Text 5

THE ISSUE OF POLYGAMY

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

Today in the 21st Century polygamy persists and is legally permitted in Muslim majority in Indonesia. The 1974’s Marriage Act in Article 3 states that a husband may have up to four wives on condition that the wife consents.

Further Article 5 cites three instances where a husband may practise polygamy: the wife is unable to execute the obligation of a wife; the wife has acquired a bodily handicap or incurable disease; the wife is unable to bear children.

Woman’s rights advocates reject this provision of the law as it works against women. They perceive the conditions that allow a husband to practise polygamy from perspective of the husband’s interests.

Islam allows a man to have up to four wives in the context of caring for orphans, and it emphasizes that the women must be treated equally. If the man is unable to do this, the man may only have one wife. The Koran does not issue a recommendation or a command to commit polygamy.

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15. From the text we infer that …

A. polygamy can be accepted by all people. B. polygamy is the women’s rights.

C. all religions let men do polygamy.

D. men are let perform polygamy by strict requirements. E. Indonesian laws ban polygamy.

16. What makes most women disagree with Polygamy? A. The husband’s unequal treatment

B. The husband’s interest C. The husband’s attention D. The money condition E. The daily needs fulfilment

17. Husbands are not allowed to practise polygamy when … A. his wife approves it

B. his wife refuses it

C. his wife cannot give birth to a child D. his wife suffers from incurable diseases E. his wife cannot perform her obligation

F. Rangkuman

Discussion is a text that which explores two different main ideas. It presents in pro and contra ways. Discussion is commonly found in philosophical, historic, and social text.

The generic structure of discussion text is listed below.

Statement of issue; stating the issue which is to discussed

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

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

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G. Umpan Balik dan Tidak Lanjut

In order to get the depth understanding of discussion text, teacher should have a compilation of discussion text with the exercises. It can ease teacher in preparing classroom material.

H. Kunci Jawaban

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

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Kegiatan Pembelajaran 3

Discussion Text Type 3

A. Tujuan

Guru Pembelajar mampu meningkatkan pengetahuan tentang berbagai aspek kebahasaan dalam Bahasa Inggris (linguistik, wacana, sosiolinguistik dan strategis) dengan baik

Peserta diklat mampu:

• Menentukan tujuan komunikatif teks tertulis berbentuk discussion

• Menentukan informasi tertentu teks tertulis berbentuk discussion • Menentukan makna kata teks tertulis berbentuk discussion

• Menentukan teks discussion yang tepat sesuai konteks yang diberikan.

• Menentukan gambaran umum teks tertulis berbentuk discussion

• Menentukaninformasi rinci tersurat teks tertulis fungsional berbentuk discussion

• Menentukan pikiran utama paragraf tertentu teks tertulis fungsional berbentuk discussion

• Menentukan coherency dan cohesiveness teks discussion

• Menentukan cara pengajaran teks tertulis berbentuk discussion.

C. Uraian Materi

Pada bagian ini, Anda akan mendiskusikan bagaimana menemukan:

GENERAL IDEA, MAIN IDEA, AND COMMUNICATIVE PURPOSE OF THE TEXT

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Sample Questions:

1. What is the general idea of the passage? 2. The primary idea of the passage is ….

3. Which of the following best summarizes the author’s idea?

When there is not a single, readily identified general idea, the questions

can be:

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

Communicative purpose questions ask why an author wrote a text. Sample questions:

1. The author’s purpose in writing the text is …. 2. What is the author’s main purpose in the passage? 3. The main point of this passage is ….

4. Why did the author write the passage?

The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not too general when they include ideas outside the scope of the passages.

Distractors for this type of question have one of these characteristics: 1. They are too specific.

2. They are too general.

3. They are incorrect according to the passage.

4. They are irrelevant (unrelated) to the main idea of the passage.

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purpose of the entire passage from an understanding of the main ideas of the paragraphs that make up the passage and the relationship between them.

FACTUAL /TEXT-BASED QUESTIONS

Factual questions ask about explicit facts and details given in the passage. They often contain one of the wh-question words: who, what, when, where, why, how much, and so on.

Factual questions often begin with the phrases” According to the passage, …” or “According to the author….” When you see these phrases, you know that the information needed to answer the question is directly stated somewhere in the passage (unlike answers for inference questions).

To answer factual questions, you have to locate and identify the information that the question asks about. If you are not sure from your first reading where to look for specific answers use the following scanning techniques:

1. Focus on one or two key words as you read the stem of each question. Look these words in your mind.

2. Scan the passage looking for the key words or their synonyms. Look only for these words. Do NOT try to read every word of the passage.

3. It may help to use the eraser end of your pencil as a pointer to focus your attention. Don’t reread the passage completely_just look for these words. 4. When you find the key words in the passage, carefully read the sentence

in which they occur. You may have to read the sentence preceding or following that sentence as well.

5. Compare the information you read with the four answer choices.

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36 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G INFERENCE QUESTIONS

The answers to these questions are not directly provided in the passage you must “read between the lines”. In other words, you must make conclusions based indirectly on information in the passage.

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

Sample questions:

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

3. The author implies that….

4. Which of the following does the passage imply?

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

7. It is probable that…

REFERENCE QUESTIONS

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

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

Sample questions:

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

2. To which of the following does the word “these” in line 5 refer?

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

Generic structure, social function/communicative purpose, dan language features dari teks discussion adalah sebagai berikut:

GENERIC STRUCTURE

Issue

Argument for • Point(s) • Elaboration(s) Argument Against

• Point(s) • Elaboration(s)

Conclusion/Recommendation

SOCIAL FUNCTION

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

LEXICOGRAMMATICAL FEATURES

Focus on Generic Human and Generic Non-human Participants Use of

• Material Processes, e.g. has produced, have developed, to feed • Relational Processes, e.g. is, could have, cause, are

• Mental Processes, e.g. feel

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D. Aktifitas Pembelajaran

1. Diskusikan berikut ini:

What is the characteristic of questions related to:

• GENERAL IDEA, MAIN IDEA, AND COMMUNICATIVE PURPOSE

• FACTUAL /TEXT-BASED

• INFERENCE

• REFERENCE

2. Diskusikan pertanyaan berikut ini:

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

b. What is the social function of a discussion text? c. How is discussion text structured?

E. Latihan/Kasus/Tugas.

Latihan 1

Reading: Read the following text.

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

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

One child spoke of the “Bermuda Triangle” – the mythical space between the homes of her parents into which socks and schoolbooks, games kit and pencil sharpeners, always seemed to disappear. Another child complained bitterly that one mother refused to let her on the weekends she

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spent with her dad. They hated being told secrets and carrying messages to and fro between their parents. Worrying about how the kids will be affected by divorce often leads parents into crooked thinking.

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

Rather than wringing their hands about the harmful effects of splitting up, parents can be positive and look at strategies for dealing with problems that might arise. As a proof, a lot of parents that we interviewed stayed together longer than they should have done though they were so worried about the effect of divorce on their time thinking that any kind of adolescent rebellion was because of the divorce

Do you know what we are saying? Well, young people can strive under these circumstances. And that it’s the quality of the relationships that matter. Divorce might be a whole lot better than a really grim family situation. And children can often be extraordinarily happy and contented after their parents divorce.

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

Write your answer based on the following questions.

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

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

d) How about paragraph 4 and 5?

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Latihan 2

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

A B

a. Establish b. Refuse

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

j. Dispute

1. Set up

2. Heated discussion 3. Fade away 4. Reject 5. Divide 6. Influnced 7. Sharing out 8. Revolt 9. Struggle 10. Amazingly

Latihan 3

A. Let’s talk about YOUNG MARRIAGE. Give your opinion to the following questions:

1. Do you agree with marriage at the young age?

2. Can you give your reasons why you agree or disagree?

3. Before you give your answer, make a list of your reasons on a piece of paper!

4. What do you recommend to the young people?

B. Now, find out friends who have different opinion with you about young marriage. Ask their reasons. Make a list of their reasons.

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F. Rangkuman

1. Main idea questions

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

2. General idea questions

They usually ask you what the text is generally “about”. 3. Communicative purpose questions

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

The correct answers for main idea, main topic, and main purpose questions correctly summarize the main points of the passage; they must be more general than any of the supporting ideas or details, but not too general when they include ideas outside the scope of the passages.

4. Factual questions

Factual questions ask about explicit facts and details given in the passage. They often contain one of the wh-question words: who, what, when, where, why, how much, and so on.

Factual questions often begin with the phrases” According to the passage, …” or “According to the author….” When you see these phrases, you know that the information needed to answer the question is directly stated somewhere in the passage (unlike answers for inference questions).

To answer factual questions, you have to locate and identify the information that the question asks about. If you are not sure from your first reading where to look for specific answers use the following scanning techniques.

5. Inference questions

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

G. Umpan Balik dan Tindak Lanjut.

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

H. Kunci Jawaban

Latihan 1

Any possible answer.

Latihan 2 a. Set up b. Reject c. Fade away d. Amazingly e. Revolt f. Influenced g. Struggle h. Divide

i. Heated discussion

Latihan 3

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Kegiatan Pembelajaran 4

Language Expression and Modality

A. Tujuan

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

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

2. Menetukan modality yang tepat sesuai konteks

C. Uraian Materi

Sesuai maknanya functional language adalah kemampuan memahami bahasa sesuai dengan fungsinya. Functional language dalam pemakaiannya disesuaikan dengan fungsinya. Sebagai contoh; “If I were you…” atau “my suggestion is…” digunakan dalam giving advice

(memberikan nasehat). Sementara “it was my fault” atau “please forgive me” digunakan dalam apologizing (permintaan maaf).

Functional language dalam komunikasi antara lain berfungsi sebagai berikut:

a. Expressing request, permission, and offer (permohonan, izin, dan penawaran)

b. Expressing sympathy (rasa ikut bersedih) c. Expressing prohibition (larangan)

d. Expressing invitation (mengundang), accepting (menerima) dan

declining (menolak)

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g. Expressing unfulfilled or unrealized actions or events

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

Contoh:

1. Expressing greeting

Ungkapan greeting biasa dipakai jika bertemu dengan seseorang baik yang sudah dikenal sebelumnya atau yang baru pertama bertemu. Beberapa contoh ungkapan yang bisa dipakai antara lain;

• Hi, can I help you?

• Hello, how are you doing?

• Good morning, good afternoon, good evening. • Hi, it is nice to see you here.

2. Expressing Request (permohonan)

Dalam kehidupan sehari-hari, Anda tidak pernah lepas dari campur tangan orang lain. Mengingat Anda tidak hidup sendirian dan tidak akan mungkin dapat melakukan segala sesuatu sendirian, maka Anda memerlukan bantuan orang lain. Ungkapan-ungkapan yang dipakai untuk melibatkan orang lain dalam kehidupan sangat penting untuk diketahui. Anda dapat memperhatikan contoh-contoh dibawah ini;

• Can you help me?

• Would you please ……..for me?

• Could you do me a favor?

• Could you ……?

• Would you mind …?

• Is it alright if I use this pen? Waiter : Can I take your order, Sir?

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Waiter : May I take your order, Sir?

Mr. N : Yes, I’d like to try the steak, please.

Perhatikan tabel berikut untuk mempelajari kata-kata yang mempunyai fungsi hampir sama.

Polite request

Can/Could/May/Might Can/Could/Would

• Could I get a price list, please?

• Would you drop off the flowers tomorrow, please Permission May/Might/Can/Could

(Asking for permission) May/Can/Can’t/Could (Giving or refusing permission)

• May I use your computer, please?

• You can attend Mr. Tom’s lecture even if you don’t like his subject.

Offers Can/Could (statement)

May/Can/Could (Question)

• I could help you translate your paper if you’re having trouble making it.

• May I drive you home after the meeting/

Adapted from The Advanced Grammar Book 295 Berikut ini contoh lain yang ungkapan yang lazim digunakan untuk menawarkan sesuatu kepada orang lain;

• Would you like some coffee?

• What can I do for you?

• What would you like to have for dinner?

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46 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G Catatan khusus

Request

Dalam hal request perlu diperhatikan siapa yang melakukan tindakan atas suatu permohonan.

May close the door? Can I close the door?

May I close the door? The speaker closes the door. Would you mind if I closed the door?

(Never use would I for a request.

Could you close the door?

Can you close the door? The listener closes the door. Would you close the door?

Would you mind closing the door?

3. Expressing Sympathy

Ungkapan sympathy ini digunakan dalam situasi ketika orang lain tertimpa musibah atau mendapat hal yang tidak menyenangkan.

• Oh, I am sorry to hear that. • That’s too bad.

• How poor. • Oh sorry about it.

Contoh;

A : Hi, why are you in hurry? B : I have to go home now. A : Why? What’s going on?

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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional G 47 4. Expressing Prohibition

Untuk tujuan melarang atau menyarankan untuk tidak melakukan sesuatu, Anda dapat menggunakan kalimat larangan.

• Don’t do that! • Keep silent!

• Would you please not smoke here? • I’m afraid not!

• No you can’t

5. Expressing invitation

Ketika Anda ingin mengundang seseorang kesuatu acara maka sebaiknya Anda juga menyebutkan nama, acara, jam, dan tempat serta pernyataan ‘mengundang’.

• I want to celebrate my birthday party tomorrow at 7 in my house, would you like to come?

• There is an important seminar on IT at Graha Hall at 8 in the morning. Do you want to come with me

• The movie “The Boy in the Stripped Pijamas” will be released in cinemas tonight, would you like to come with me there?

Contoh

Ludi Invites Maya to go to a Movie

Ludi : Hi, Maya. There will be a great film tonight. It’s about vampire. Would you like to go to the movie with me?

Maya : Yes, I’d like to very much. When will you pick me up? Ludi : I’ll pick you at 7.00. Be ready, OK!

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6. Accepting an Invitation

Untuk menerima suatu undangan Anda dapat menggunakan ungkapan yang ada pada contoh dibawah ini;

• That’s a good idea.

• I’d love to. What time shall we go?

• That sounds nice.

• Okay, I’ll go with you

• That’s great. I can’t wait to go Contoh:

Indra : Hi, Anya. Have you seen The Conjuring movie? Anya : Hi, Indra. I have not seen that movie. Why?

Indra : Would you like to see The Conjuring movie with me tonight? Anya : Unfortunately. I can’t because I am scared horror movie.

Indra : Okay if you are scared horror movie. Shall we come to fireworks party in the downtown?

Anya : When it happen? Indra : Tonight, dear. How? Anya : Really?

Indra : Yeah, if you can.

Anya : With pleasure, Ndra. I like fireworks very much. Indra : Okay, I will pick you up at 8 pm.

Anya : Thank you, Ndra.

7. Declining an Invitation

Jika Anda ingin menolak suatu undangan jangan lupa untuk memberikan alasan

• That’s sound good, but I have another thing to do tonight.

(61)

Contoh

Tika : Hi, Mit.

Mita : Hi, Tika. What’s up?

Tika : By the way, are you free next Saturday? Mita : I think so. What’s going on?

Tika : I have a plan to visit my grandmother in Malang for a day and I don’t 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 : That’s good then. Okay, I’ll wait the news from you

tonight.Bye…bye… Mita : Bye…

8. Expressing suggestion/advice

Berikut ini adalah contoh ungkapan-ungkapan yang dipakai untuk memeberikan saran:

• You should see a doctor.

• You ought to go to school earlier.

• You had better leave after the rain stops. • You should lock the door before leaving home.

• You should reconsider before you choose such an expensive wedding ring.

9. Expressing frustration or annoyance

Untuk mengungkapkan rasa frustrasi atau kebencian atas suatu permasalahan, Anda dapat menggunakan modal seperti: has to/had to, must, would atau would have to. Berikut ini adalah contoh-contoh ungkapan yang dapat Anda gunakan:

(62)

• Must the media print every detail about the lives of the rich and famous?

• You would show up at this party!

• The teacher would have to announce my engagement to class. • Of course, since we’re having he reception outside, it has to rain.