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Model Pembelajaran Teks REVIEW (SMA)

Helena I. R. Agustien
Universitas Negeri Semarang

A. Pendekatan Pembelajaran Berbasis Literasi:


Sesuai dengan PP No 10. 2005, pembelajaran bahasa diharapkan mengembangkan empat keterampilan berbahasa dengan penekanan pada reading dan
writing. Ini berarti pembelajaran mencakup oracy (listening dan speaking) untuk komunikasi sosial, tetapi dengan menekankan fungsi bahasa untuk belajar,
yakni literacy (reading dan writing). Maka, setiap rencana pelaksanaan pembelajaran berbasis teks memiliki target yang sama, yakni membuat siswa
sampai mampu menulis dalam bahasa Inggris.
Untuk mencapai kompetensi komunikatif tersebut semua kegiatan guru dan pengalaman pembelajaran siswa diatur dalam skenario yang membantu guru
mengintegrasikan pembelajaran keempat skills. Skenario ini berupa dua siklus (lisan dan tulis) dan empat tahap (Building Knowledge of the Field,
Modelling of Text, Joint Construction of Text, dan Independent Construction of Text) (lihar bagian B). Dalam pendekatan berbasis literacy, guru diharapkan
menyusun kegiatan untuk memberi pengalaman pembelajaran (learning experiences) untuk mencapai kompetensi. Dalam menyusun pengalaman
pembelajaran tersebut guru memperhatikan tujuh prinsip literacy (The New London Group, 1998) yakni: interpretation (interpretasi), convention (konvensi),
collaboration (kolaborasi), cultural knowledge (pengetahuan budaya), reflection (refleksi), dan language use (penggunaan bahasa).
B. Metode Pembelajaran
Yang menjadi dasar pengembangan sebuah rencana pengembangan pembelajaran berbasis teks adalah tujuan komunikatif sebuah teks. Misalnya,
tujuan komunikatif sebuah teks review adalah memberi penilaian, pendapat, komentar dll. Dengan alasan ini, maka tindak tutur maupun materi ajar yang
digunakan untuk mengembangkan pembelajaran dipilih berdasarkan kriteria memberi penilaian, pendapat, komentar dll. Berikut adalah contoh skenario
pelaksanaan pembelajaran berbasis teks review yang tujuan komunikatifnya adalah memberi penilaian, pendapat, komentar dll.
I.

II.

Siklus Lisan
a. Building knowledge of the Field (tata bahasa, kosa kata, ungkapan dll.)
b. Modelling of text (Listening)
c. Joint Construction of Text (Speaking: dialogues, conversations)
d. Independent Construction (Speaking: Monologue)
Siklus Tulis

a.
b.
c.
d.

Building Knowledge of the Field (tata bahasa, kosa kata, ungkapan dll.)
Modelling of Text (Reading)
Joint Construction of Text (Writing, berkelompok)
Independent Construction of Text (Writing, individual)

C. Teknik Mengajar:
Teknik mengajar apapun yang telah dipelajari dan dimiliki guru selama ini dapat digunakan dalam skenario metode di bagian B di atas. Misalnya, guru
bebas mengadakan latihan membuat kalimat menggunakan modality, kosa kata yang biasa digunakan untuk mengungkapkan perasaan, pendapat
(berbagai adjectives) dll. pada tahap BKOF sebab siswa tidak akan mungkin mampu menulis sebuah review tanpa kemampuan tata bahasa. Teknik
mengajarnya diserahkan kepada guru. Di sini terlihat bahwa tata bahasa memperoleh tempat yang penting dalam pendekatan berbasis literacy. Tatabahasa, kosa kata dll. adalah modal utama untuk mengembangkan keterampilan. Namun demikian, perlu diingat bahwa tujuan pendidikan bukan hanya
untuk memperoleh pengetahuan tata bahasa dll., melainkan untuk maju ke tingkat yang lebih tinggi, yaitu merespon dan menciptakan teks mulai dari
listening sampai writing.
D. Materi Ajar dan Media
Bahan ajar dan media mencakup semua resources yang berguna untuk mengembangkan kompetensi tindak bahasa, linguistik, sosio-kultural, strategi dan
kompetensi berwacana.
E. Penilaian
Penilaian dilakukan dengan teknik tes biasa maupun dengan menggunakan lembar observasi untuk portofolio (lihat lembar-lembar observasi berdasarkan
Brown 2004, OMalley dan Pierce 2000). Prinsip-prinsip, teknik penilaian serta scoring yang terdapat dalam D. H. Brown, 2004 sangat sesuai untuk
diterapkan dalam pengajaran bahasa berbasis literacy (lihat Modul Penilaian).

Model Pembelajaran Teks REVIEW (SMA)


Helena I. R. Agustien
Universitas Negeri Semarang
Siklus
LISAN

Tahap
BKOF
(Grammar,
vocabulary,
cultural
knowledge dll)

Kegiatan Scaffolding Guru


Membangun konteks
Good morning dsb.
Let me ask you something. Did anyone of you go to Gramedia
bookshop on the sixteenth of July about a month ago?
What happened? What was so special about that date?

Prinsip Literasi:
Interpretation
Collaboration
Convention
CulturalKnowledge
Reflection
Language- use

Right. Did you see many people in the bookshop?


Was it easy to get the book?
So, you ordered the book, didnt you? Why?
Thats clever. Cheaper and to make sure you get one.
Did you? Was it a long queue?
So how much did you pay for it?
Wow, Thats a lot of money, isnt it?
But why did you buy it?
So, you think its good, right?
How do you know its good?
Good. After reading something, you can say that something is good,
or not very good, or bad depending on what you think about
something.
Do you watch Harry Potter films too?
What do you think? Are they good?

Kegiatan Siswa

Yes, I did, Maam!


Harry Potter! Harry Potter
sixth!
Yes. Many people.
Well sort of I ordered
the book.
Cheaper, Maam. Make
sure I get one.
But we had to queue,
Maam.
Pretty long. But Okay.
Two hundred thousand,
Maam.
Yes. Very expensive.
Its good. I love Harry
Potter.
Yes.
After reading it.
Yes. Of course!
Yes. Awesome!
Very much.

Keterangan
Guru membangun
konteks agar siswa
mengetahui
hubungan teks
dengan tata bahasa,
kosa kata serta
membuat pelajaran
menjadi interaktif.

Awesome! Great! So you like them, dont you?


Listen When you say that a book or a film is good very good
awesome cool and so on you actually evaluate something. And
evaluation is an important part when you review something.
Do you understand what I mean by REVIEWING?
When you review a Harry Potter film, for example, you say what is
good or what is not good about it so that other people learn something
about the film. When you say that a film or a book is good, people will
be interested and then they buy or watch it. Have you seen such a
review on newspaper?
What do they call it here?
Yes. Exactly.
The purpose of Resensi Buku is to review or to give critique on a
work or event. When doing so, the writer evaluates the work or the
event. Do you understand?
Now let me hear your personal comments about Harry Potter 6.
Everyone can give me one word, JUST ONE WORD to give me ideas
about Harry Potter 6.
Okay. What else?
Right. What else?
Good. Anything else?
Anything else?
More ideas, please
Boring? Anything worse?
Right. You came up with a negative comment.
Yes. Another critique, you see.
So you have mentioned at least 8 adjectives. Those adjectives
represent your opinion, your evaluation about a book.
Now you see that you need to know many adjectives so that you will
be able to express your opinions or what you think about something.
Adjectives convey your feelings. So you need to be careful in using

Not really.

Yes.
Resensi Buku, Maam.

Yes, Maam.

Good
Funny
Scary
Awesome
Exciting
Interesting
Boring
Disappointing

adjectives because people can find out about your feelings just by
hearing the adjectives you use.
For example, when you say This is a stupid book! people will know
that you do not like the book. But, if you want to let your feelings out
you have adjectives to do the job, for example This book is
awesome.
Now, look here. I have got some nouns, and you are supposed to put
some adjectives before the nouns. Make sure the combinations make
sense.
Now you can have another try. This time, you put more than one
adjective to the nouns. For example, This is a cheap boring story.
Good. Now lets try to add more words to express more feelings of
yours. For example This is the most disgusting boring story Ive read
in my life.
You see You can express your strong feelings and opinions through
adjectives. To review something you need to use all kinds of adjective.
Once you know how to create noun phrases with different adjectives,
you can create a REVIEW text.
To review something you can do it in different ways. Sometimes you
only need one word, few words or many words. A complete review
has a structure involving ORIENTATION, INTERPRETATIVE
RECOUNT, EVALUATION, and EVALUATIVE SUMMATION.
At the orientation stage, you introduce the thing you want to review
to put your review in a context. Then you can go on by summarizing
the whole or the parts of the book that interest you. This is called an

Siswa mencoba memberi


adjective yang tepat untuk
kata benda tertentu.
Siswa mengucapkan noun
phrase dengan dua
adjectives atau lebih.
Siswa mencoba latihan
yang lain.

interpretative recount. And then you give your comments on that


recount, and this is called evaluation. This is where you use a lot of
adjectives. And, finally, you give a punch line of emphasis on your
evaluation. This is called evaluative summation.
Lets have a look at some short examples here by Lianna B. She uses
many words. Try to indicate the structure the text.
Komentar pendek (boleh ada, boleh tidak)

Membaca contoh-contoh
pendek.
Siswa mengidentifikasi
struktur teks.

Shocking Revelations!
Orientation
Harry Potter and the Half Blood Prince was the much anticipated
book of the summer. And, really, of the last two years since Book 5
came out. I waited to read it while I was on vacation this past week
and I have to admit, I could not put it down. I read it at the beach, by
the pool, in the condo, during meals, everywhere!
Evaluation
The beginning I found to be a little slow, but the drama did pick up
towards the 10th chapter and from then on I couldn't put it down. It
was shocking and intriguing all at once.
Evaluative summation
I cannot wait for the final installment now! One recommendation,
make sure you've read all the preceding books first, because there
are a lot of references to previous events that were in books 4 and 5
in this one and if you haven't read them you may be a little lost.

Siswa menggaris bawahi


adjectives yang banyak
digunakan dalam
evaluation.

Now try to find some adjectives used in the text. In which part does
the writer use adjectives most?
In the evaluation part you can find two verbs that end with ing.
Shocking and intriguing. They end with ing, but they function as
adjective. So you can use true adjectives such as good, excellent
and so on, but you can also use verb plus ing to create adjectives.

Siswa menambahkan ing


- confusing
- amusing

Lets try to make adjectives from verbs plus ing. Look at these verbs.
They are usually used as adjectives when you put ing.
Now think about things that bear those adjectives.
Right. Confusing news amusing film boring lesson surprising
gift frightening situation exhausting exercise interesting movie
and so on.
To make people know that you are expressing your own feelings you
can also use some gambits such as I think, in my opinion, to my
mind, I personally feel, l would say that and so on. Now lets use
both gambits and adjectives together. For example:
I think the book is interesting
In my opinion the game was exciting
To my mind it was a surprising party
I personally feel that it was an exhausting game.

boring
surprising
frightening
exhausting
interesting

Siswa membuat penilaian


terhadap sesuatu
menggunakan adjektiva
participle ing dan
menggunakan gambits
pada awal kalimat secara
lisan.

Okay now before you go I want you to read a story any story
it can be a story for children, a novel, a comic, news or whatever you
can find. Then you will tell me what you think about it.
Modeling of
Text
(LISTENING)

Good morning dst.


Today we are going to listen to conversations and see how well you
understand them. In the conversations you will learn how people
criticize or complain in English. Now, listen to this:

Prinsip Literasi:
Interpretation
Collaboration
Language- use
Convention

(1)
Toni: Hi Jane. What are you doing here?
Jane: Nothing. Just getting some fresh air. Its so stuffy inside.
T: Yeah. Youre right. I think so too. Thats why I went out here.
J: What do you think of the party?

Guru memilih
percakapanpercakapan yang
mendemonstrasikan
berbagai tindak tutur
Siswa mendengarkan,
seperti mengkritik,
merespon pertanyaan guru, menyalahkan, tidak
menirukan dsb.
menyalahkan, dan
sebagainya.

Reflection

T: Its pretty boring theres nothing much to do.


J: Youre right They could have made it more exciting, though
with games, dances
T: Yeah all we can find here is food.
J: Thats true and not good food either
T: I dont think the party is well planned.
J: Youre right. No.
(2)
Prita: Hi Bayu May I borrow your Harry Potter, please ?
Bayu: Sure. Ive just finished reading it. I read until midnight last night.
P: Did you?
B: I did. I couldnt stop until I finished it. It was so exciting.
P: Really? I cant wait to read it.
B: You should read it. There are a lot of surprises there you know
things that you didnt expect to happen.
P: Wow it sounds interesting.
B: I think its more than just interesting. Some parts are so frightening,
intriguing, surprising, amusing but certainly not boring.
P. Oh please please dont tell me more about it. I want to find out
myself when I read it.
B: Fair enough. Ill bring it for you tomorrow.
P: Thanks.
B: My pleasure.
(3)
Andre: Sari Come here! Look whats happened!
Sari: Oh my God! My budgie is dead!
A: Poor bird who could have done this?
S: Yeah who did this?
A: I think maybe its a cat.
S: How could a cat get here?
A: I have no idea Oh there it is! I think somebody had left the

door open.
S: What did you say?
A: We forgot to lock door.
S: Yes but why? Why didnt anyone of us notice that?
A: Right You shouldnt have left your budgie here. You should have
brought it home. I am so sorry
S: I cant blame anyone, can I? Oh my sweet budgie
A: Lets get another budgie at the bird market. And dont leave it at
school next time.
S: Thank you, Andre.
(4)
Monolog

Joint
Cosntruction
of Text
(SPEAKING IN
GROUPS)

Guru dapat juga


membaca teks
secara langsung dan
tidak harus dengan
tape recorder.
Disarankan agar guru
memeriksa ucapan
setiap kata dalam
kamus sebelum
membaca nyaring.

Hey I tell you what. We went on a trip last Sunday to Kopeng.


Twenty of us going together and we spent the night in a villa. It was
quite cheap because we paid only three hundred thousand rupiahs for
four bedrooms. But things didnt turn quite good during the night, you
know It was freezing cold and there were only eight blankets for
twenty people. There was no room heater and the worst was that
the water heaters did not work. None of them did. So we had very
cold showers and some of us did not dare to have shower. It was
horrible! Staying in a cheap place is not always a smart decision.
Good morning dst.
Today we are going to practice our conversations. I am going to give
you some situations and try to figure out what kind of dialogues you
are likely to have. Now we are going to work in groups of three.
Please make groups of three and Ill give you the assignments.

Yes, Maam.

Prinsip Literasi:
Problemsolving

(1)
You and your friends were joining a cooking competition at your
school. However, one of your friends came late, and he forgot to bring

Siswa membuat
percakapan yang

Assignments
semacam ini melatih

Cultura-l
knowledge
Convention
Interpretation
Reflection
Collaboration
Language-use

a cooking utensil you need. In such an emergency, you had to use


whatever you had. The food did not turn out good and your team lost.
(2)
You and your class organized a trip to Bali. Many of you wanted the
cheapest way to go there, so you chose the cheapest package tour.
However, you had to spend some nights in the bus, many of you got
sick and tired, you could not enjoy your days there because you were
sleepy, and the hotel did not have enough bathrooms for so many
people. Plus, the buss air conditioning didnt work well. Some of your
friends were not punctual. They always came back to the bus late
every time you had a stop at a tourist spot.
(3)
You organized a fund-raising activity for a trip. Your group had to go to
some companies to sponsor a film show at the movies. Some
companies were good, but many of them were not cooperative. These
companies didnt give money; they said that students didnt want to
work hard. All they wanted to do was asking for donation. You were
upset. You didnt make enough money from the show, in fact you lost
money.
All right everyone I think you did a great job here. Your
conversations sound interesting. Next week we are going to talk about
the books you have read and see what you think about them.

Independent
Construction
of Text
(SPEAKING IN
MONOLOGUE)
Reflection

Morning everyone I think you are ready to say something about the
books. Use some adjectives that best describe the books. Mention
1. the name of the book
2. what the book is about
3. what you think about the book, and
4. summarize your opinion in one sentence

mengandung tindak tutur


menyalahkan, mengkritik,
meminta maaf, mengeluh,
mengakui kesalahan,
menyesali dll.

Siswa diingatkan akan


tugas membaca buku yang
diberikan dua minggu
sebelumnya.
Siswa diarahkan untuk
bermonolog dengan tujuan
mereview. Review dapat
direalisasikan dalam lima
kalimat atau lebih.

siswa melakukan
problem solving,
reflection, dan
language use.

Interpretation
Convention
Language-use
TULIS

BKOF
(Grammar,
vocabulary
etc.)
Prinsip Literasi:
Interpretation
Collaboration
Convention
CulturalKnowledge
Reflection
Language- use

Hello everyone
Today we are going to talk about the differences between facts and
opinions.
Last week we talk about the books that you read, right? So, when
somebody asks you about the story, you can tell her or him the story.
But, it would be very difficult for you to tell the story using the exact
same words as you find in the book. Do you think it would be possible
at all to do it?
Right. So you tell the story in a summary form. Its shorter than the
original kind of to cut the story short. When retelling the story, you
are talking about facts, the things that are really there in the story.
You do not make things up; you do not give your opinion. When you
do this you actually give an interpretative recount. Interpretative
recount sometimes occur in a review text, but not always.

No. Impossible.

When your friends ask you what you think about the story, you can
say I THINK the story is good (or bad). Once you say I THINK, you
actually give your opinion or evaluation about the book. So, in order to
distinguish an interpretative recount from an evaluation, try to put I
THINK before the sentence. This can be a good test. When you say I
THINK, then, you are not talking about facts; you are talking about
opinion, about evaluation.
Now, Ari, could you retell your story to the class, please?

Ari menceriterakan kembali


isi buku yang dibacanya
secara singkat.

Very good, Ari.


Now what do you think about the story? Anyone can tell me?

Siswa lain menjawab:


Interesting, Maam.

Good, Maam.
Funny, Maam
You see now you can make your evaluation. Those words are yours
and you can put I THINK before the adjectives. You can say I THINK
IT IS INTERESTING.
Look at the following short reviews. They go straight to the point, to
the evaluation, because evaluation is the heart of a review.
(1)
Paul R.:Very poor ending
I did not enjoy the sixth installment of the harry potter series.
JK Rowling really dissapointed me with her horribly low
creative skills. I will not spoil the ending, but why did he have to
die? I think that the book chain is now just trying to get money,
and not please her fanbase.

The writer uses I as Subjects to show that the things said are seen
from his/her point of view. Lets have a good look at some more.
(2)
Linda P.:Excellent Book!
I am a big fan!! The first chapter starts with all this history and
the oo's and aah's of how other branches of the stories comes
into place. I was just dying to get a copy of the book from my
library but it was all taken. A co-worker lent me his copy and the
book has kept me reading on the subway. Rowling has a knack
of bringing a sense of humor in her writing and this book is no
exception. There is also some serious drama in the story and
seems to have been building in each of her books.
Love this book!

(3)

Siswa mendiskusikan dan


mengidentifikasi berbagai
pendapat mengenai buku
Harry Potter 6.
Siswa membuat daftar
EVALUATION dari
pembaca Harry Potter 6.

Rachel G: I know youve been wondering

Pros: Exciting, readable, surprising


Cons: Doesnt answer questions from previous books
So was it really up to?
I think that Rowling might have tried to tone with book down compared
to the emotionally turmoil in book 5: The Order of the Phoenix.
It was entirely entertaining, but I'm not sure it answered quite as many
questions as I would have liked. It does draw you into the conclusion,
however, by riling you up against a certain Half-Blood Prince, but I'll let
you find out why on your own.
I give it four stars because it was a good read, but I do not give it five
stars because there was just too much that was left out and
unanswered. I'm still trying to figure out what happened to the Weasley
family member named Charlie.

Now, you can go to the Internet and find more short reviews of Harry
Potter 6. I want you to share the comments with your friends.
Try to find a long review that has ORIENTATION, INTERPRETATIVE
RECOUNT, EVALUATION and EVALUATIVE SUMMATION.

Modeling of
Text
(READING)
Prinsip Literasi:
Interpretation
Collaboration
Language- use
Convention
Reflection

Okay class Today we are going to look at a complete type of


review. Look at the text written by Raj. I think he is a big fan of Harry
Potter.

Sesuai petunjuk guru,


siswa mengidentifikasi
bagian dan struktur teks.

By Raj S: The long awaited book

Siswa menjawab
comprehension questions.

ORIENTATION

After nearly two years of waiting the anticipation alone


is eoough to ruin"Harry Potter before it even gets published.
Fans of the wizarding boy and hks adventures are often so
strung out for a new book that they tend to buill up the
greatness of tie writing and it has |o be hard to continuous|y
live up vo those hygh0extgctations time and again. Well, J.K.
Rowling has lived up to the expegtation for the 6th time in her
newest addition to the series " Harry Potter and The Half Blood

Dengan pancingan dari


guru siswa mendiskusikan
fungsi adverbs, adjectives
dalam teks. Jenis-jenis kata
ini menunjukkan sikap
penulisnya.

Latihan ini
dimaksudkan untuk
menyadarkan siswa
tentang pentingnya
adverbs dan
adjectives dalam teks

tertentu.

Prince" .
EVALUATION

I have to admit I was immediately thrown for a loop as the new


novel was presented in a different way. Previously every single
book started and basically concluded the same way.
INTERPRETATIVE RECOUNT

Each book starts out as Harry is miserably surviving the


summer at the Dursley's. He has a problem and they move on to
school the main story always takes place here and then after
the conflict is resolved it peacefully concludes with all the kids
promising to write over the summer as they head off once more
to spend the summers at home. This book didn't even get to
Harry or the Dursley's house until the second chapter.
EVALUATION

The reader immediately found them selves thrown into a


tumultuous time in both Britain and the Wizarding world. This
change hooked you for sure , which is the ultimate goal, but at
the same time set an uncomfortable feeling of change where
that predictability from the other novels was gone.
INTERPRETATIVE RECOUNT

This book finds the characters turning 16 so they are getting up


there in age and their behavior is starting to reflect it. They are
suddenly interested in the opposite sex and spend time
"snogging" which is kissing.
EVALUATION

Of course this is behavior today seen in 12 year olds but still I


found it quite pathetic and unsettling as an adult reading the
book . I have no doubt a certain population of youngsters at the
right age will be begging for more "snogging". But, whatever!
This book answers a lot of questions and goes deep into the
past to help Harry understand his opponent better so that he
may learn how to defeat him. The book also progresses into
what I feel is the creepiest scenes by far. Even as an adult , I
found my self uncomfortably scared reading some of the trials
Harry had to go through in this book . And yes, someone very
important dies. This has changed the face of Harry Potter

Secara berkelompok siswa


mencoba manghapus
adverbs yang ada dalam
tiap paragraph. Siswa
diminta pendapatnya
tentang kualitas teks
setelah adverbsnya hilang.
Secara berkelompok, siswa
diminta menghlangkan
adjectives yang ada dalam
teks. Siswa diminta
pendapatnya apa yang
terjadi jika adjective
dihilangkan.

forever and the book takes a decidedly different turn.


INTERPRETATIVE RECOUNT

The reader is left not knowing who to trust and even whether
Hogworts will exist for the next school year. In any event Harry
and his faithful Friends don't intend to return for their final year!
Yes , they will become drop outs in their mission to ultimately
end the rein of terror brought about by Lord Voldemort and his
following. Some one has to do it .
EVALUATION

So that sets the stage for book 7. Just in case you are a robotic
machine and were not all ready hooked, this book leaves you
no other choice but to continue when book 7 is issued to
actually find out how it all ends , because this book offers no
real conclusion. That is most unsettling to have that feeling of
no conclusion knowing it will most likely be another long two
year wait for the next book.
EVALUATIVE SUMMATION

In conclusion , although drastically different this is no


exception to the wonderful work of J.K. Rowling. You will not
put this book down and wish you had taken longer to read it
once your done because it is a long wait we are looking at for
the next Harry Potter!

Joint
Construction
of Text
(WRITING IN
GROUPS)

Good morning dst.


Today we are going to write small texts and you can work in pairs. I
am going to give you the assignments. You are supposed to write a
short review about different events. Dont forget to use adjectives and
adverbs.

Prinsip Literasi:
Collaboration
Problemsolving
Reflection

(1)
Your school band won the first prize in a competition. You watched
them perform in the event.
(2)

Siswa menulis
berpasangan dengan
teman di sebelahnya.

Latihan ini
membiasakan siswa
untuk berani
berpendapat, baik
nagatif maupun
positif.

Convention
Interpretation
Language- use

Your friends perform an English drama at an ENGLISH NIGHT in your


school theatre. The audience fell asleep.
(3)
Your class has just displayed a wall magazine at your school. It invites
a lot of readers.
(4)
Your friend wrote a short story. It was published in a national
newspaper.
(5)
You ate in a new restaurant and you enjoyed the meals a lot.
However, you paid a lot too.

Independent
Construction
of Text
(WRITING
INDIVIDUALLY)
Prinsip Literasi:
Interpretation
Reflection
Convention
Culturalknowledge
Language- use

Good morning dst.


I think you did a great job last week with your small reviews. Now its
time for you to try a bigger one.

Siswa mencoba menulis


berdasarkan:
ORIENTATION

Lets watch a Harry Potter film. I have with me Harry Potter number 1.
So, watch it very closely and think which parts are interesting or
boring or disappointing or whatever you think.
I giving out these sheets and you can see that you are supposed to
write according to the text structure available in the sheet. Are you
ready?

INTERPRETATIVE
RECOUNT
EVALUATION
EVALUATIVE SUMMATION

Process writing
dilakukan pada tahap
ini.

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