Modul Inggris SMA KK I Bag 1

GURU PEMBELAJAR
MODUL
Mata Pelajaran Bahasa Inggris
Sekolah Menengah Atas (SMA)
Kelompok Kompetensi I Profesional:

Learning Hortatory Expositions
Pedagogik: Pemanfaatan Hasil Penilaian
Penulis: Taufik Nugroho, dkk
Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan Tahun
2016
Penulis:
1. Dra. Eha Julaeha, M.Pd
2. Drs. Sugiharto
3. Sudiro, S.Pd
4. Sri Wulandari Imaningtyas, S.Pd
Penelaah:
1. Erma Wahyuni, S.Pd
2. Ira Wijayanti, S.Pd
3. Drs. Taufik Hugroho, M.Hum
Hp.: 082219150245
Hp.: 08129604825
Hp.: 0813391032450
Email : sudirodiro@gmail.com
Hp.: 0857- 86082709
Hp.: 081233780978
Hp.: 85334381789
Hp.: 08121368590
Copyright 2016
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Bidang
Bahasa, Direktorat Jenderal Guru dan Tenaga Kependidikan
Hak Cipta Dilindungi Undang-Undang
Dilarang mengcopy sebagian atau keseluruhan isi buku ini untuk kepentingan
komersial tanpa izin tertulis dari Kementerian Pendidikan Kebudayaan.
ii
KATA SAMBUTAN
Peran guru profesional dalam proses pembelajaran sangat penting sebagai kunci
keberhasilan belajar siswa. Guru profesional adalah guru yang kompeten
membangun proses pembelajaran yang baik sehingga dapat menghasilkan
pendidikan yang berkualitas. Hal tersebut menjadikan guru sebagai komponen yang
menjadi fokus perhatian pemerintah pusat maupun pemerintah daerah dalam
peningkatan mutu pendidikan terutama menyangkut kompetensi guru.
Pengembangan profesionalitas guru melalui program Guru Pembelajar merupakan
upaya peningkatan kompetensi untuk semua guru. Sejalan dengan hal tersebut,
pemetaan kompetensi guru telah dilakukan melalui uji kompetensi guru (UKG) untuk
kompetensi pedagogik profesional pada akhir tahun 2015. Hasil UKG menunjukkan
peta kekuatan dan kelemahan kompetensi guru dalam penguasaan pengetahuan.
Peta kompetensi guru tersebut dikelompokkan menjadi 10 (sepuluh) kelompok
kompetensi. Tindak lanjut pelaksanaan UKG diwujudkan dalam bentuk pelatihan
guru pascaUKG melalui program Guru Pembelajar. Tujuannya untuk meningkatkan
kompetensi guru sebagai agen perubahan dan sumber belajar utama bagi peserta
didik. Program Guru Pembelajar dilaksanakan melalui pola tatap muka, daring
(online), dan kombinasi (blended) tatap muka dengan online.
Pusat Pengembangan dan Pemberdayaan Pendidikdan Tenaga Kependidikan
(PPPPTK), Lembaga Pengembangan dan Pemberdayaan Pendidik dan Tenaga
Kependidikan Kelautan Perikanan Teknologi Informasi dan Komunikasi (LP3TK
KPTK) dan Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah (LP2KS)
merupakan Unit Pelaksanana Teknis di lingkungan Direktorat Jenderal Guru dan
Tenaga Kependidikan yang bertanggung jawab dalam mengembangkan perangkat
dan melaksanakan peningkatan kompetensi guru sesuai bidangnya. Adapun
perangkat pembelajaran yang dikembangkan tersebut adalah modul untuk program
Guru Pembelajar tatap muka dan daring untuk semua mata pelajaran dan kelompok
kompetensi. Dengan modul ini diharapkan program Guru Pembelajar memberikan
sumbangan yang sangat besar dalam peningkatan kualitas kompetensi guru.
Mari kita sukseskan program Guru Pembelajar ini untuk mewujudkan Guru Mulia
Karena Karya.
KATA PENGANTAR
Puji dan syukur kami panjatkan ke hadirat Allah SWT atas selesainya Modul
Pendidikan dan Pelatihan (diklat) Guru Pembelajar Bahasa Indonesia SMP dan
SMA, Bahasa Inggris SMP dan SMA, Bahasa Arab SMA, Bahasa Jerman SMA,
Bahasa Perancis SMA, Bahasa Jepang SMA, dan Bahasa Mandarin SMA. Modul ini
merupakan dokumen wajib untuk kegiatan diklat bagi guru pembelajar.
Program diklat guru pembelajar merupakan tindak lanjut dari hasil Uji Kompetensi
Guru (UKG) dan bertujuan meningkatkan kompetensi guru dalam melaksanakan
tugasnya sesuai dengan mata pelajaran yang diampunya.
Sebagai salah satu upaya untuk mendukung keberhasilan suatu program diklat,
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan
(PPPPTK) Bahasa pada tahun 2015 melaksanakan pengembangan modul yang
berisi materi-materi pembelajaran yang akan dipelajari oleh para peserta selama
mengikuti program diklat tersebut.
Modul diklat guru pembelajar bahasa ini diharapkan dapat menjadi bahan bacaan
wajib bagi para peserta diklat untuk dapat meningkatkan pemahaman tentang
kompetensi pedagogik dan profesional terkait dengan tugas pokok dan fungsinya.
Saya menyampaikan ucapan terima kasih dan penghargaan yang tinggi kepada
para pejabat, widyaiswara di PPPPTK Bahasa, dosen perguruan tinggi, dan guru
yang terlibat di dalam penyusunan modul ini.
iii
KOMPETENSI PROFESIONAL
LEARNING HORTATORY EXPOSITIONS
Direktorat Jenderal Guru dan Tenaga Kependidikan

Kementerian Pendidikan dan Kebudayaan Tahun
2016
DAFTAR ISI
KataSambutan
KataPengantar
iii
Daftar isi
Pendahuluan
A. Latar Belakang
B. Tujuan
C. Peta Kompetensi.
D. Ruang Lingkup
E. Saran Cara Penggunaan Modul
Kegiatan Pembelajaran 1: Introduction to Social Function,

Organization Structure and Language Features
A. Tujuan
B. Indikator Pencapaian Kompetensi
C. Uraian Materi
D. Aktivitas Pembelajaran
20
E. Latihan / Kasus/ Tugas
20
F. Rangkuman
28
G. Umpan Balik dan Tindak Lanjut
28
H. Kunci Jawaban
29
Kegiatan Pembelajaran 2: Learning Hortatory Expositions
37
A. Tujuan
37
37
C. Uraian Materi
37
47
47
F. Rangkuman
54
54
H. Kunci Jawaban
55
Kegiatan Pembelajaran 3: Language Expressions and Modality
61
A. Tujuan
61
61
C. Uraian Materi
61
75
75
F. Rangkuman
88
89
H. Kunci Jawaban
90
Penutup
94
Daftar Pustaka
95
Glosarium
97
vi
PENDAHULUAN
A. Latar belakang
Guru adalah ujung tombak dalam pelaksanaan pendidikan. Dalam peran
pentingnya untuk mencerdaskan kehidupan bangsa maka dituntut
keprofesionalitasannya dalam melaksanakan tugas.
profesional
dengan
tugas
mendidik,
Sebagai pendidik
mengajar,
membimbing,
mengarahkan, melatih, menilai dan mengevaluasi guru diharapkan dapat

senantiasa
mengembangkan
diri
secara
kontinu
sejalan
dengan
kemajuan ilmu pengetahuan, teknologi dan seni.

Untuk itulah Uji Kompetensi Guru dilakukan guna memetakan kompetensi
yang dimiliki masing-masing guru. Hal ini dirasa perlu karena masingmasing guru memiliki perbedaan dalam menguasai kompetensi yang
disyaratkan.
Dari evaluasi hasil pelaksanaan UKG sebelumnya
pemerintah merasa masih diperlukan adanya peningkatan kualifikasi hasil

UKG.
Oleh karena itu, pemerintah memprogramkan Modul Pendidikan
dan PelatihanGuru Pembelajar sebagai tindak lanjut dari hasil UKG

sebelumnya. Diklat tersebut dilengkapi dengan bahan ajar yang disusun
berdasarkan grade hasil perolehan UKG sebelumnya berdasarkan mata
pelajaran.
PPPPTK Bahasa sebagai lembaga pengembangan dan pemberdayaan
tenaga pendidik dan kependidikan yang menyelenggarakan berbagai
program diklat bidang bahasa perlu melengkapi sarana dan prasara diklat
salah satunya modul atau bahan ajar. Modul ini disusun bersama guruguru terseleksi melibatkan perguruan tinggi terbagi ke dalam sepuluh
tingkatan (grade) yang bertingkat jenjang.
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I
Adapun kegiatan pengembangan diri melalui diklat tersebut dibagi dalam

empat jenjang, yaitu 1) Diklat Jenjang Dasar; 2) Diklat Jenjang Lanjut; 3)
Diklat Jenjang menengah; 5) Diklat Jenjang Tinggi. Diklat jenjang dasar
terdiri atas 5 grade, yaitu grade 1 sampai dengan 5, diklat jenjang lanjut
terdiri atas dua grade yaitu grade 6 dan 7; diklat menengah terdiri atas
dua grade yaitu grade 8 dan 9, dan diklat jenjang tinggi adalah grade 10.
Untuk mengetahui pada grade hasil capaian UKG, guru dapat melihat
tabel berikut ini (2015 : 1-3)
Hasil UKG
Tingkatan /Grade
Jenjang Diklat
0-10
Dasar 1
11-20
Dasar 2
21 30
31 40
Dasar 4
41 50
Dasar 5
51 60
Lanjut 1
61 -70
71 80
81 90
Menengah
Menengah 1
91 100
10
Tinggi
Tinggi
Dasar
Lanjut
Pelatihan
Dasar 3
Lanjut 2
Menengah 1
Atas dasar itulah modul ini disusun, untuk disajikan sebagai bahan belajar
bagi guru yang meraih grade 9 pada uji kompetensi guru.
Adapun isi modul grade 9 ini meliputi 1) materi umum yang terdiri dari
kebijakan Kemdikbud dan PKG; 2) materi pokok yang meliputi materi
pedagogik dan materi profesional; dan materi penunjang yang meliputi
Pre-Test, Post-Test, English Proficiency Test dan Orientasi Program
Diklat.
B. Tujuan
Modul ini disusun guna mendukung pelaksanaan Modul Pendidikan dan
Pelatihan Guru Pembelajar Bahasa Inggris SMA kelompok kompetensiI.
Modul ini juga bisa dipergunakan sebagai bahan bacaan mandiri tanpa
kehadiran pengajar dengan pembahasan yang mudah dipahami. Materi
yang dikembangkan mencakup kajian pedagogik 30% dan kajian
profesional 70%.
Setelah menempuh proses pembelajaran diharapkan peserta mampu
meningkatkan pengetahuan dan keterampilan baik bidang pengajaran
maupun bidang profesional Bahasa Inggris yang diampu.
C. Peta kompetensi
Kompetensi yang dituntut di dalam modul ini merujuk pada Permendinas
nomor 16 Tahun 2007 dengan mengembangkan kompetensi profesional
menjadi indikator pencapaian kompetensi pada kelompok kompetensi I
Guru SMA Bahasa Inggris.
Modul kelompok kompetensi I ini, kompetensi dipetakan sebagai berikut:
A. Materi Umum
1. Kebijakan Kemdikbud
2. PKG
B. Materi Pokok
Kompetensi Profesional
a. Introduction to Social Function, Organization Structure, and Language
Features.
b. Learning Hortatory Expositions
c. Language Expression and Modality
C. Materi Penunjang
1. Pre-test
2. Post-test
3. Evaluasi
4. Orientasi Program Diklat
D. Ruang Lingkup
Modul
ini
mencakupi
pembelajaran tersebut
beberapa
kegiatan
pembelajaran.
Kegiatan
meliputi kegiatan pembelajaran kompetensi
profesional. Kegiatan-kegiatan pembelajaran tersebut meliputi kegiatan

pembelajaran; Introduction to Social Function;
Text Organization dan
Language Features ; Learning Hortatory Expositions dan Language

Expression and Modality.
E. Saran cara penggunaan modul

Agar Anda berhasil dengan baik dalam mempelajari modul ini, ikutilah
petunjuk belajar sebagai berikut:
1. Bacalah dengan cermat bagian pendahuluan modul ini sampai Anda
memahami betul apa, untuk apa dan bagaimana mempelajari mdul ini.
2. Baca sepintas bagian demi bagian dan temukan kata-kata kunci dan
kata-kata yang Anda anggap baru. Carilah dan baca pengertian kata-kata
kunci dalam daftar kata-kata sulit modul ini atau dalam kamus yang ada.
3. Tangkaplah pengertian dari isi modul ini melalui pemahaman sendiri
dan tukar pikiran dengan teman Anda atau tutor Anda.
4. Mantapkan pemahaman Anda dalam diskusi kelompok dalam tutorial.
PROGRAM UMUM
KEBIJAKAN KEMDIKBUD
Pada bagian ini Anda akan mempelajari materi kebijakan pemerintah
dalam PKG. Materi yang tersaji ini diunduh pada tanggal 11 Oktober 2015
jam 19.00 dari http://publikasipendidikan.blogspot.co.id/2012/07/penilaiankinerja-guru.html.
pengembangan
Kebijakan
profesi
guru
pemerintah
dalam
diprioritaskan
pembinaan
untuk
dan
pengembangan
keprofesian berkelanjutan sebagaimana diamanatkan dalam Undangundang Nomor 14 tahun 2005 tentang Guru dan Dosen yang telah
ditindaklanjuti
dengan ditetapkannya
Peraturan
Menteri
Pendidikan
Nasional Nomor 35 Tahun 2010 tentang Petunjuk Teknis Pelaksanaan

Jabatan Fungsional Guru dan Angka Kreditnya
Salah satu bagian penting dalam penetapan jabatan fungsional guru dan
penetapan angka kreditnya adalah Penilaian Kinerja Guru (PK Guru). PK
Guru
dimaksudkan
untuk
menjaga
profesionalitas
guru
dalam
melaksanakan tugasnya, disamping itu PK Guru juga berdampak pada

pembinaan karir, peningkatan kompetensi, dan pemberian tunjangan
profesi guru.
Penilaian kinerja guru dapat diartikan sebagai sebuah proses penilaian
pencapaian tentang unjuk kerja guru pada masa lalu atau saat ini
berdasarkan lingkungan kerja mereka dan tentang potensi masa depan
guru yang bermanfaat dan berkontribusi bagi kemajuan dan kualitas
sekolah. (Sedarmiyanti, 2008 : 270), menyatakan bahwa proses penilaian
kinerja adalah kegiatan mendesain untuk menilai prestasi individu atau
kelompok yang bermanfaat bagi organisasi. Mangkunegara (2008 : 9-10)
mendefinisikan penilaian kinerja sebagai berikut :
a. Penilaian kinerja adalah suatu proses yang digunakan pemimpin untuk

menentukan apakah seorang karyawan melakukan pekerjaanya sesuai
dengan tugas dan tanggung jawabnya.
b. Penilaian kinerja adalah evaluasi yang sistematis dari pekerjaan
pegawai dan potensi yang dapat dikembangkan yang dapat dijadikan
dasar sebagai penentu kebijakan dalam hal promosi jabatan atau
penentuan
imbalan.Penilaian
mengukur/menilai
untuk
kinerja
menetapkan
adalah
seorang
kegiatan
pegawai/seorang
karyawan sukses atau gagal dalam melaksanakan pekerjaannya

dengan mempergunakan standar pekerjaan sebagai tolok ukurnya.
Kinerja guru adalah proses atau hasil yang diraih seorang guru atas
tugas yang diberikan kepala sekolah sesuai dengan tanggung
jawabnya. Kepala sekolah selaku pimpinan tertinggi di sekolah, perlu
menciptakan suasan kerja yang kondusif, nyaman dan tenang. Bila
kegairahan kerja tertanam pada semua guru dan staf maka akan
berpengaruh terhadap aktivitas guru dan staf lainnya di sekolah.
Kegairah kerja akan berpengaruh pula terhadap moral kerja guru. Hasil
penilaian terhadap aspek-aspek tersebut dibandingkan dengan hasil
analisis pekerjaan yang sudah dibuat sebelumnya atau dengan
standar pekerjaan guru. Hasil penilaian sangat berguna untuk
mengetahui apakah yang sudah dikerjakan guru sesuai atau belum
sesuai dengan apa yang seharusnya dikerjakan guru tersebut.
Penilaian kinerja guru bertujuan untuk mengetahui mengapa seorang
guru melaksanakan pekerjaan seperti yang telah dilakukannya.
Unsur penilaian kinerja guru menurut
Departemen Pendidikan
Nasional (2004 : 35) yaitu : (1). Pengembangan pribadi, dengan

indikator aplikasi mengajar, kegiatan ektrakurikuler, kualitas guru; (2).
Pembelajaran, dengan indikator perencanaan, dan evaluasi; (3).
Sumber
belajar,
dengan
indikator
ketersediaan
bahan
ajar,
pemanfaatan sumber belajar; (4). Evaluasi belajar, dengan indikator

penyiapan soal/tes, hasil tes program tindak lanjut.
Penilain kinerja guru dari tahun ke tahun terus mengalami perubahan,
hal ini dimungkinkan sepertinya kinerja guru masih diragukan oleh
pihak-pihak tertentu. Banyak hal dan kegiatan yang intinya mengacu
pada peningkatan profesionalisme guru. Berbagai pelatihan, workshop,
seminar, studi banding, dan banyak kegiatan lain yang nama dan
istilahnya berbeda. Seiring regulasi pemerintah atas kebijakan
penilaian kinerja guru, sistem penilaian kinerja yang akan dilakukan
mulai efektif pada 1 Januari 2013
Adapun prinsipprinsip utama dalam pelaksanaan PK GURU adalah
sebagai berikut.
a. Berdasarkan ketentuan,PK GURU harus dilaksanakan sesuai
dengan prosedur dan mengacu pada peraturan yang berlaku.
b. Berdasarkan kinerja, aspek yang dinilai dalam PK GURU adalah
kinerja yang dapat diamati dan dipantau, yang dilakukan guru
dalam melaksanakan tugasnya seharihari, yaitu dalam
melaksanakan kegiatan pembelajaran, pembimbingan, dan/atau
tugas tambahan yang relevan dengan fungsi sekolah/madrasah.
c. Berlandaskan dokumen PK GURU, Penilai,
dan
unsur
yang
terlibat
dalam
proses
guru yang
PK
GURU
dinilai,
harus
memahami semua dokumen yang terkait dengan sistem PK

GURU.
Guru
kompetensi
dan
dan penilai
harus
indikator
kinerjanya
memahami
secara utuh,
pernyataan
sehingga
keduanya mengetahui tentang aspek yang dinilai serta dasar

dan kriteria yang digunakan dalam penilaian.
d. Dilaksanakan secara konsisten, PK GURU dilaksanakan secara
teratur setiap tahun diawali dengan penilaian formatif di awal
tahun dan penilaian sumatif di akhir tahun dengan memperhatikan

halhal berikut.
1) Obyektif, Penilaian kinerja guru dilaksanakan secara obyektif
sesuai dengan kondisi nyata guru dalam melaksanakan tugas
seharihari.
2) Adil, Penilai kinerja guru memberlakukan syarat, ketentuan,
dan prosedur standar kepada semua guru yang dinilai.
3) Akuntabel, Hasil pelaksanaan penilaian kinerja guru dapat
dipertanggungjawabkan.
4) Bermanfaat, Penilaian kinerja guru bermanfaat bagi guru dalam
rangka peningkatan kualitas kinerjanya secara berkelanjutan
dan sekaligus pengembangan karir profesinya.
5) Transparan, proses penilaian kinerja guru memungkinkan bagi
penilai, guru yang dinilai dan pihak lain yang berkepentingan,
untuk memperoleh akses informasi atas penyelenggaraan
penilaian tersebut.
6) Praktis, Penilaian kinerja guru dapat dilaksanakan secara
mudah tanpa mengabaikan prinsipprinsip lainnya.
7) Berorientasi pada tujuan, Penilaian dilaksanakan dengan
berorientasi pada tujuan yang telah ditetapkan.
8) Berorientasi pada proses, penilaian kinerja guru tidak hanya
terfokus pada hasil, namun juga perlu memperhatikan proses,
yakni bagaimana guru dapat mencapai hasil tersebut.
9) Berkelanjutan, Penilaian kinerja guru dilaksanakan secara
periodik, teratur, dan berlangsung secara terus menerus
selama seseorang menjadi guru.
KEGIATAN PEMBELAJARAN 1
INTRODUCTION TO SOCIAL FUNCTION,
ORGANIZATION STRUCTURES, AND
LANGUAGE FEATURES
A. Tujuan
Peserta diklat dapat meningkatkan penguasaan materi, struktur, konsep,
dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu.

1. Menentukan fungsi sosial teks.
2. Menentukan struktur teks
3. Menentukan language features dalam konteks
C. Uraian Materi
Dalam pembelajaran bahasa Inggris anda dituntut untuk memiliki
ketrampilan mendengarkan, membaca, berbicara, dan menulis. Empat
ketrampilan
tersebut
harus
dikuasai
secara
integrated
sehingga
menghasilkan guru yang professional dalam penguasaan akademik dari

mata pelajaran yang diampu. Ketrampilan tersebut bisa dilakukan salah
satunya dengan memahami teks lisan dan tulis. Teks adalah rentetan
kalimat kalimat yang berkaitan yang menghubungkan proposisi yang satu
dengan proposisi lainnya yang membentuk satu kesatuan sehingga
terbentuklah makna yang serasi diantara kalimat kalimat tersebut, dan
merupakan kesatuan bahasa yang terlengkap dan tertinggi di atas kalimat
atau klausa dengan kohesi dan koherensi yang ber kesinam-bungan
disampaikan secara lisan dan tulis.
Teks lisan adalah teks yang diperdengarkan sedangkan teks tulis adalah
teks sebagai bahan bacaan. Ada banyak jenis teks yang dibedakan
berdasarkan fungsi sosial dari masing masing teks.
Di dalam kurikulum 2013, peserta didik diharapkan menguasai fungsi
sosial, struktur teks, dan ciri kebahasaan.
1. Fungsi sosial sebuah teks adalah bagaimana teks tersebut mampu
menyampaikan tujuan komunikatifnya terhadap pendengar atau
pembaca. Jika dilihat dari sudut tujuan komunikatif maka setiap bentuk
kegiatan penggunaan bahasa, baik dalam konteks komunikasi lisan
maupun tulis, selalu ada dua macam tujuan komunikasi yaitu (1.) to
demand information or action dan (2) to give information or action.
Selain itu setiap teks juga terdapat dua macam fungsi komunikasi
(communicative function) yang sangat penting, yaitu (1.) ideational
function dan (2.) interpersonal function. Ideational function
adalah
penggunaan bahasa Inggris oleh seseorang sebagai sarana untuk

mengungkapkan informasi yang objektif atau untuk mengungkapkan
realitas yaitu informasi atau makna objektif yang diakui secara umum
oleh masyarakat, yang kebenarannya datang dari luar diri seseorang.
Fungsi ini diwujudkan melalui pemilihan dan penggunaan yang tepat
kata kerja dalam predicate misalnya : study, write, listen, eat dan lain
lain, sedangkan interpersonal function adalah penggunaan bahasa
Inggris oleh seseorang sebagai sarana mengungkapkan informasi
subyektif atau maksud hati dari diri seseorang. Fungsi ini diwujudkan
melalui pemilihan dan penggunaan:
Subject
: the people, they, she, I you etc.
Finite
: do, does, is, am, are,(present), did, was, were(past).
Modal
: will, would, could etc
Mood adjunct
: always, usually, really.
Fungsi sosial masing teks berbeda satu dan lainnya. Berikut ini adalah
jenis teks dan fungsi sosialnya:
10
Tabel 1
No.
1.
: Tabel Fungsi Sosial Jenis-jenis Teks

Text type
Procedure
2.
Recount
3.
Report
No.
Text type
4.
Discussion
5.
Explanation
6.
8.
Exposition
(analytical)
Exposition
(hortatory)
News item
9.
Anecdote
10.
Narrative
11.
12.
Description
Review
7.
Social Function
To help us do a task or make something. They
can be set of instruction or directions.
To describe how something is accomplished
through a sequence of actions or steps.
To retell events for the purpose of informing or
entertaining
To describe the way things are, with reference
to a range of natural man-made and social
phenomena in our environment.
Social Function
To present (at least) two points of view about
an issue
To explain the processes involved in the
formation or working of natural or socio cultural
phenomena
To persuade the reader or the listener that
something is the case
To persuade the reader or listener that
something should or should not be the case.
To inform the reader, listeners or viewers
about events of the day which are considered
newsworthy or important.
To share with others an accounts of an
unusual or amusing incident.
To amuse entertain and to deal with actual or
vicarious experience in different ways ;
Narratives deal with problematic events which
lead to a crisis or turning point of some kind,
which in turn finds a resolution.
To describe a particular person, place, or thing.
To critique an art work, event for public
audience, such work of art including movies,
TV shows, plays, operas, recording,
exhibitions, concerts, and ballets.
2. Struktur Teks
Jenis teks atau genre dalam konteks komunikasi lisan dan tulis
merupakan serangkaian langkah yang sebaiknya di penuhi dalam
suatu konteks komunikasi. Genre diibaratkan suatu budaya atau adab
atau sopan santun dalam berkomunikasi. Tanpa melalui langkah
11
langkah tersebut bisa dipastikan infomasi tidak akan efektif untuk di

terima pendengar. Terdapat dua hal yang dapat di bedakan dalam
konteks lisan dan tulis, yaitu komunikasi dialogue dan komunikasi
monologue.
Dalam konteks dialog terdapat adab tata-cara atau budaya yang

berlaku setempat. Setiap konteks perbincangan lisan (dialog)
dalam berbagai macam topic selalu memiliki rhetorical element,
yaitu :
a. Opening/ greeting
b. Talk discussion
c. Ending / closing
Dalam konteks monologue berbeda dengan konteks dialogue.

Target untuk setiap bentuk monologue adalah efektivitas, yaitu
penyampaian informasi atau pesan secara efektif oleh pembicara
atau penulis sehingga dapat diinterpretasikan oleh pendengar atau
penulis dengan jelas. Agar lebih efektif, sebuah teks harus dikemas
dengan genre tertentu berdasarkan fungsi sosial yang sudah di
tentukan.
Contoh :
Jika ingin memberikan informasi tentang aktivitas yang anda
lakukan dimasa lalu atau informasi mengenai suatu peristiwa yang
terjadi di masa lalu maka informasi tersebut harus dikemas dalam
bentuk teks recount dengan social function : to retell the reader
about past events through sequence of events dengan teks
organization : (1) orientation,(2) series of events, (3) re-orientation.
Berikut ini adalah table jenis teks dan masing masing text
organization nya.
12
Tabel 2
No
1.
: Tabel Organisasi Text

Text Type
Recount
Text Organization
a.
b.
2.
Report
c.
a.
b.
No
Text Type
3.
Discussion
4.
explanation
5.
Exposition
(analytical)
6.
7.
Exposition
(hortatory)
News Item
Orientation : provides the setting and

introduces participants
Series of events : tell what happened
through sequence of events
Re-orientation: optional closure of events.
General Classification: tell the phenomenon
under discussion is.
Description: tells what the phenomenon
under is like in terms of (1) parts, (2)
qualities, (3) habit or behaviors, if iving;
uses, if non-natural.
Text Organization
a. Issue :opening statement and preview

b. Arguments or evident for different points of
view, argument for and argument against.
The arguments include point and
elaboration
c. Conclusion or recommendation.
a. General statement to position the reader.
b. Sequenced explanation of why or how
something occurs.
a. Thesis :
1. position : introduces topic and
indicates writers position.
2. Preview : outlines the main arguments to
be
presented.
b. Arguments
1. Point : restates main arguments
outlined in preview.
2. Elaboration : develops and supports
each points/argument
c. Reiteration : restates writers position.
a. Thesis :
announcement of an issue
concern.
b. Arguments : reasons for concerns,
leading to recommendation.
c. Recommendation : statement of what
ought or ought not to happen.
a. Newsworthy event(s) : recounts the
events in summary form.
b. Background events : elaborate what
13
happened, to
c.
8.
Anecdote
a.
b.
c.
d.
e.
9.
narrative
a.
b.
c.
d.
e.
No
10.
Text Type
whom, in what circumstances.

comments by participants in,
witnesses to and authorities
expert on the event.
Abstract : signals the retelling of unusual
incidents
Orientation : sets the scene
Crisis
: provides details of the unusual
incident.
Reaction : reaction to crises
Coda
: optional reflection on or
evaluation of the incident
Orientation : sets the scene and
introduces the participants.
Evaluation : a stepping back to evaluate
the plight.
Complication : crisis arises
Resolution : the crisis is resolved, for
better or for worse
Re-orientation : optional
Sources :
Text Organization
a. Goal
b. Materials (not required for all procedural
texts)
c. Steps
11.
Description
a. Identification : identifies phenomenon to
be described.
b. Description : describes parts, qualities,
characteristics.
12. Review
a. Orientation :places the work in its general
and
particular context
b. Interpretative recount :summaries the plot
c. Evaluation : provides an evaluation of the
work
d. Evaluative summation : provides a punch line
which sums up the reviewers
opinion of the art.
[Sumber: Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan
Madrasah Aliyah, Depdiknas tahun 2003]
14
Procedure
3. Language features
Dalam setiap teks lisan dan tulis bahasa Inggris selalu memiliki gambaran
unsure kebahasaan. Gambaran unsur kebahasaan dalam teks lisan dan
tulis bahasa Inggris disajikan pada tabel 2.3 berikut ini.
Tabel 3: Tabel Language Feature of Text
No
1.
Text Type
Recount
2.
Report
3.
Discussion
Language Features of text
No
Text Type
Language Features of text
4.
Explanation
5.
Exposition
(analytical)
6.
Exposition
(hortatory)
Focus on specific participants

Use of material process
Circumstances of place and time
Past tense
Focus on temporal sequence
Focus on generic participants
Use of relational processes to state what is
and which it is
Use of simple present tense
No temporal sequence
Focus on generic human and non human
participants
Use of relational processes
Use of comparative contrastive and
consequential conjunction
Reasoning expressed as verb and nouns
Focus on generic non human participants

Use of relational processes to state what is
and which it is
Use of conjunction
Some use of passive voice
Focus on generic human and non human
participants
Use of simple present tense
Use of internal conjunction to state argument
Reasoning through causal conjunction or
nominalization.
Focus on generic human and non-human
participants
15

Use of mental process
Use of simple present
Use of past tense
Use of passive voice
Use of conjunction to show sequence
7.
News Item
Action verb
Use of participants
8.
Anecdote
Use of temporal conjunction
Use of rhetorical questions, intensifiers
Focus on specific participants
Use of past tense
9.
Narrative
Use of relational process
Focus on generalized special agent
Use of present tense
10.
Procedure
Use of relational process
Focus on specific participant
Attributive and identifying prodcess
11.
Description
Use simple present tense.
[Sumber: Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan
Madrasah Aliyah, Depdiknas tahun 2003]
Berikut Anda bisa membaca berbagai contoh jenis teks yang sudah
disebutkan sebelumnya.
Anda bisa mengidentifikasi fungsi social, struktur
dan unsur kebahasaan teks-teks dibawah ini.

Text 1
Last week my friend and I were bored after three weeks of holidays, so we
rode our bikes to Smith Beach, which is only five kilometers from where I live.
When we arrived at the beach, we were surprised to see there was hardly
anyone there. After having a quick dip in the ocean, which was really cold, we
realized one reason there were not many people there. It was also quite
windy.
After we bought some hot chips at the takeaway store nearby, we rode our
bikes down the beach for a while, on the hard, damp part of the sand. We had
the wind behind us and, before we knew it, we were many miles down the
beach. Before we made the long trip back, we decided to paddle our feet in
16
the water for a while, and then sit down for a rest. While we were sitting on
the beach, just chatting, it suddenly dawned on us that all the way back, we
would be riding into the strong wind.
When we finally made it back home, we were both totally exhausted! But we
learned some good lessons that day.
Text 2
Once upon a time, there lived a kind hearted man and his wife. One morning,
his wife found a poor little sparrow. She took it gently and fed it. To show its
gratitude, the sparrow stayed with them and sang every morning. But there
was an ill-tempered old woman who didn't like the sparrow. She cut the
sparrow's tongue. That's why the bird flew away to its previous nest.
Knowing that their sparrow flew away, the kind man and his wife looked for the
sparrow. They walked a long way, crossed the bridges, climbed the mountains
and passed the woods.
At last, they could find the sparrow's nest. The sparrow welcomed them and
provided a feast for them. Before they went home, the sparrow brought two
baskets; one was large and looked heavy, and the other one was small and
light. The sparrow asked them to choose only one. They chose the small and
that was the best choice. There were many rolls of silk and piles of gold in it.
Being jealous, the ill-tempered old woman did the same thing as the kind man
and his wife did. She chose the big basket which actually contained wasps
and venomous crawlers, such as scorpions, centipedes, and other horrible
creatures. Finally, they stung and bit her to death.
[Source:
www.understandingtext.com
]
Text 3
How a cell phone work is really wonderful. A cell phone or in long term
"cellular telephone' works by transmitting signals of radio to towers of cellular.
The towers are networked to a central switching station. The connection
usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles calls in certain given area is
directed connected to the wire-based telephone system. Cellulars are pick up
by the towers and relayed to another cellular telephone user or the user of
wire-based telephone network.
17
The towers vary in the capacity and capability to receive signals. Some can
receive the signal from short distance and the others can receive more
distance. However, there are usually more than one tower in certain given
area so that the system can handle the increasing telephone traffic.
[Source;typesoftext.blogspot.com]
Text 4
Learning a foreign language is an investment for the future that can produce
many benefits whether it is for ones career, travel adventures or personal
growth. Learning a foreign language can take many months of dedication,
however the venture will more than likely open the door to many opportunities.
Learning a foreign language takes time, patience and sometimes money.
Nevertheless, French, Arabic and Mandarin Chinese, among many others, are
all languages that can provide great improvement to career, travel or intellect.
Firstly, learning a foreign language can be advancement in our career.The
21st century trend in progress is globalization, and with improvement in
technology that provides the ability to communicate with anyone, anywhere,
more and more companies are working internationally. Employers will be
looking for a valuable employee, one that can correspond with an international
partner, investor, customer, etc. The fact that one is fluent in a foreign
language will give an edge on their resume, which can make a stand out
applicant. In other words, many companies will actually increase pay for
those who can speak a foreign language and have used their skill towards
increasing career performance.
Secondly, learning foreign language can also enhance travel experience.
Always dreamed of going to China, Egypt, Italy or Croatia? A dream vacation
can be even better if one knows the language of the locals. By knowing the
language of the land, one can increase their travel experience by being able to
explore freely. An individual who is fluent in a specific foreign language is able
to speak to the local people, shop, dine and respectfully enjoy a foreign land.
Thirdly is, it can expand our intellect. Learning a language can be ultimately
good for the mind. Through engaging in a foreign language, one is able to
increase vocabulary, pushing the brain to its fullest capacity. Learning a
foreign language also exercises the memory. Learning a foreign language can
help to increase mental power by being able to speak and think in another
language.
Again, learning a foreign language is an investment of time and money,
depending on the route chosen. However, the benefits of learning a foreign
language are superior and can improve many aspects of a person's life
18
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional

I
greatly. Whether it is for a career opportunity, a dream vacation or personal

growth, a foreign language is a fantastic asset.
Adapted from; http://rebecca-wrenn.suite101.com/benefits-of-learning-aforeign- language-a130160
Text 5
In advanced countries around the world, reading is encouraged in children
from an early age. It is an essential thing for younger generations to compete
in the global marketplaces of the future.
Based on the observation done in Indonesia, statistics show that the reading
interest and reading habit in Indonesia still low. From 41 countries observed
th
Indonesia was in the 39 than other ASEAN countries. It was approved by the
study done by Vincent Greanary that the sixth grade of Elementary students
reading ability in Indonesia was at the last rank (51,7). In view of these
statistics, it is obvious that Indonesians are not reading enough and steps
must be taken to promote the reading habit.
For one thing, the reading habit has to be cultivated from a young age.
Children must be made aware that reading can expand the imagination,
improve vocabulary and increase knowledge.
From this stepping stone,
children should grow to appreciate reading as natural and not a chore.
Furthermore, parents should set the example by reading at home, be it
newspaper, magazines or story books. Children should be brought up in an
environment where books and other reading materials constitute part of their
daily lives. Home libraries could also provide this conducive environment. All
homes should have a library, no matter how small, to encourage family
members to read and to make reading a passion. Children should also be
given books as presents, taken regularly to bookshops and public libraries,
and encourage to read during their leisure hours. Children should look upon
books as ultimate prizes when they achieve excellent results in schools. In
fact, libraries should be established in housing estates in town, and mobile
libraries should travel to the rural areas. More reading campaigns should be
organized at the state and districts level.
Undoubtedly, steps should also be taken to reduce the prices of imported
books. The prices of such books have increased by as much as 40 percent
and that puts them beyond the budget of the average Indonesian.
As the country is marching into the era of science and technology, it is
necessary for all Indonesians, especially students, to gain greater knowledge
19
and hone their thinking skills through reading. Therefore, it is certain beyond
any doubt, that the reading habit has to be cultivated among Indonesians.
[Adapted from Focus SPM English]
Pada bagian ini Anda akan melakukan kegiatan yang berkaitan dengan
social function of text, organization of text, dan language feature of text.
Sebelumnya Anda harus memahami teori tentang kegiatan diatas. Dengan
membaca ulang teori tersebut. Anda akan membaca berbagai teks dan
diharapkan mampu menentukan social function of text, organization of text
dan language feature of text.
E. Latihan/ Kasus/Tugas
Latihan: Pilihlah satu jawaban yang paling tepat dengan
memberi tanda silang (X) pada opsi yang ada.
Text 1
The Return of Dracula
There were two little boys who loved horror movies very much. They said,
Scary movies give us a lot of excitement and pleasure.
One night both of them watched the Return of Dracula on cable TV at their
grandmothers house. Their grandmother asked, Arent you frightened by
horror movie?
No! We have grown up. All those wolves and Draculas are a bluff and dont
scare us anymore, Grandma, both replied.
Throughout the movie, Dracula appeared as an ugly bloodthirsty vampire, who
always preyed upon lonely men, women and children. Watching Dracula, the
children felt the same fear as what the victims in the movie really felt.
When the movie came to an end, one of the boys wanted to go to the
bathroom door, they were shocked to see someone sitting on the toilet seat.
Affected by the movie they had just seen, the boys believed that they had
20
seen a Dracula. When the Dracula gave a broad grin, the two boys realized
suddenly that they were frightened and ran towards the grandmothers room.
The two little boys got into the bed, then cuddled up together under the
blanket. A few minutes later, their grandmother awoke because she felt the
bed shaking violently. It turned out that the two little boys were trembling with
fear. The grandmother asked, Whats wrong?
We wanted to go to the bathroom, but we saw Dracula sitting on the toilet
seat, the boys replied.
Boys! I thought you have grown up. That was your grandpa, not Dracula,
their grandmother laughed hysterically.
Ever since that night, the boys chose their TV program wisely. They only
watched programs that were suitable for them.
1. The text mainly tells us about .
A. the horror movies
B. the story of vampire
C. the difference between Dracula and werewolves
D. the reason not to watch horror movies at night
E. how children normally react after watching horror movies
2. According to the text, which of the following sentences is true?
A. Dracula is vampire
D. Dracula preys on animals
B. Dracula is a real character
E. Dracula lives in water
C. Dracula is a participant in a movie

3. Who are the main characters in the text?
A. Dracula and another vampire
D. The two little boys
B. The grandma and grandpa
E. The victims and the audience
C. The return of Dracula

4. Where did the two boys watch the movie?
A. In their grandparents house
D. In cinema centre
B. in the movie theatre
E. In their own house
C. In their friends house.

21
5. When the grandmother asked the two boys whether they were scared of
horror movies, what did they reply?
A. They said they were still young and not scared of horror movies.
B. They said they had seen a lot of horror movies, and they were not
scared of them.
C. They said horror movies were real, and they were scared to watch.
D. They said it was a bluff, and they were not scared as they had grown
up.
E. They said sometimes they were scared but not always.
6. What did the boys see in the bathroom?
A. They saw a ghost
D. They saw their grandfather
B. They saw Dracula
E. They say a thief
C. They saw their grandmother

7. Why did the grandmother wake up?
A. Because she needed to go to the bathroom.
B. Because she was scared of the horror movie.
C. Because she felt the bed shaking violently.
D. Because she was scared of Dracula.
E. Because she was having a nightmare.
8. What is the social function of the text above?
A. To persuade the reader to watch horror movie.
B. To amuse the reader with the story
C. To explain about how does a nightmare happen?
D. To inform the readers about the boys nightmare
E. To present two point of view about the story
9. The story above mostly use
A. simple present tense
B. simple past tense
22
C. simple future tense

D. passive voice
E. past perfect tense
10. The generic structure suitable with the story above is

A. orientation ---- events -----reorientation
B. identification ----- description
C. general classification ----- description
D. orientation --- complication ---- resolution ---- reorientation
E.issue
----argument
for
conclusion/recommendation
----
argument
against
----
Text 2
Due to the unpleasant effects on children, online games should be banned by
the government. Firstly, online games totally distract children from studying.
Instead of listening carefully to what teachers say in class, young gamers often
think or chat with their friends about how they can improve their ability in the
games or where are they going to hang out in their cyber world and so on.
Moreover, after school, they just go straight to the computers, ignoring their
homework and lessons to review, letting their grades lower more and more.
Apart from the in-class distraction and irresponsibility, online games cost a
great deal of money. The longer children spend time on it, the more money it
takes. This doesnt only mean the costs of home internet service or internet
caf usage, but also the games themselves have to be top up with money.
The final and the most important reason is that online games unbelievably
cause social problems. The gamer just ignore their around, and concentrate
on themselves. They may not care what could happen around them even
themselves.
23
Based on the reason above, it is better for the parents to minimize their
children time in playing online games.
They can manage some interesting
activities to do with their children such as sport, travelling or any other

activities that can be done in home or outside. And for the government, they
should give a strict rule relating to these online games or even ban it.
[Adapted from: http://www.oppapers.com/essays/Online-Games-Should-BeBanned- By/192821]
11. What is the topic of the text above?

A. Games onine.
B. The bad effects of games online.
C. Online games distract the children from studying.
D. Online games spend a lot of money.
E. The strict rules on online games.
11. What is the main idea of paragraph 2?
A. Games online should be banned.
B. Parents role on the children activities.
C. Parents should minimize their childrens time consuming on games.
D. Governments role in applying the rule for the online gamers.
E. The writers argument on the issues mentioned.
12. Online games should be banned by the government (par. 1). The bold
word in the sentence can be best replaced by .
A. left
B.
forbade
C.
stopped
D. applied
E. minimized
Text 3
24
Spiders are predatory invertebrate animals. They are not classified in the
class of insect. A spider has eight legs while an insect never has more than
six legs.
Spiders have a body with two main divisions, four pairs of walking legs and
two other pairs of abdominal spinnerets for spinning threads of silk. This silk
can be used to aid in climbing, build egg sacs and catch prey.
Spiders kill so many insects, but they never do the least harm to mans
belonging. Spiders are busy for at least half of the year killing insects. It is
impossible to find out how many insects they kill, since they are hungry
creatures which cannot be content with only three meals a day.
[Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati. Sri
mulyati. Penerbit Erlangga. 2008]
13. The purpose of the text above is to

A.
retell about spiders
B.
describe an insect
C.
inform about spiders
D.
persuade people about spiders
E.
tell a particular spiders in chronological order
Text 4
What Causes Weather
Weather is the physical condition of the atmosphere at a particular time. It
includes temperature, air pressure and water content.
Weather is produced when air moves from place to place. This moving air is
known as wind. Winds are caused by warm air rising and cooler air moving to
replace it. Warm air is usually less dense than cool air; therefore, it creates
low air pressure. Cool air is more dense and creates high air pressure.
25
Usually we have fine weather when the air pressure is high, and we will have
clouds, rain or snow when air pressure drops.
14. What is the purpose of the text?

A.
To retell about weather
B.
To describe about weather
C.
To describe the steps of the formation of weather
D.
To explain the process of the formation of weather
E.
To persuade people about the formation of weather
Text 5
Integrated Pest Management
There is no one best way to deal with pests in agriculture.
Pesticides are
commonly used, but this may cause many problems.

First, the chemicals in pesticides may build up as residues in the environment.
This reduces the quality of farms products. As well, pests can gradually
become resistant to pesticides.
This means that newer and stronger ones
have to be developed. Some pesticides also affect non target animals such as
a fish and bees. This affects natural balance
To wipe out agriculture pests completely may be very expensive. Sometimes,
pests damage costs less than the method of control.
Finally, understanding the ecology of the area will help a lot in a pest control.
Natural enemies can be used to control pests. IN other words, it can be said
that an integrated pest management is safer and more effective to be used as
a solution to deal with pests in agriculture
26
15. What is the purpose of the text?

A.
To describe how pesticides are commonly used
B.
To inform the readers about the effects of pesticides
C.
To persuade the readers that IPM is the case
D.
To explain how the IPM works
E.
To tell the reader what the Integrated Pest Management is
16. The text above is in the form of a/an

A.
Report
B.
Review
C.
Discussion
D.
Analytical exposition
E.
Hortatory exposition
Text 6
Cire Perdue is French words of Lost Wax. It is a process of wax casting
used in making metal sculpture.
First, a model is coated with wax. The solidified wax is encased in a two layer
mold of plaster or clay. It is then melted or otherwise removed from the mold,
and metal is poured into the space where the wax had been. After cooling, the
mold is broken to free the metal object.
This ancient method is used to produce sculpture, jewelry, and utilitarian
products such as dentures.
[Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia Grace, Th.
M. Sudarwati. Sri mulyati. Penerbit Erlangga.
2008]
17. The type of the text above is a/an

A.
Report
B.
Description
Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional

27
C.
Explanation
D.
Exposition
E.
Discussion
18. The communicative purpose of the text is

A.
To describe Lost Wax
B.
To tell the readers about Lost Wax
C.
To explain the process of making Lost Wax
D.
To inform how to make Lost Wax
E.
To present how Lost Wax works
19. The generic structure of the text is

A.
Goal material needed ---steps
B.
Orientation --- events --- reorientation
C.
Newsworthy events --- background --- source
D.
General statement --- sequenced explanation of how, why --- closing
E.
General statement --- description of the parts --- description of the

qualities
F. Rangkuman
Dalam mempelajari sebuah teks, ada beberapa factor yang perlu dipahami
yaitu social function of the text, organization of the text, dan language
feature of the text tersebut. Masing masing factor sudah dijelaskan diatas.
Setiap jenis text selalu memiliki fungsi sosial yang berbeda namun ada
beberapa teks yang memiliki unsure kebahasaan yang sama
G. Umpan Balik Dan Tindak Lanjut

Pada bagian ini anda diminta untuk menjawab pertanyaan sebagai umpan
balik.
1. Materi apa yang sudah anda kuasai?
28
2. Apakah anda memiliki permasalahan pada saat mempelajari modul ini.

3. Untuk lebih memahami tentang jenis teks, fungsi sosial text, dan
unsure kebahasaan teks, anda diharapkan untuk mencari referensi lain
yang berkaitan dengan bahasan tersebut.
H. Kunci Jawaban
Latihan:
1. A
11. B
2. C
12. A
3. D
13. B
4. A
14. C
5. D
15. D
6. D
16. C
7. C
17. D
8. B
18. C
9. B
19. C
10. D
20. E
29
Kumpulan LK Kegiatan Belajar 1:

LK-1.1 Analisis jenis dan fungsi sosial teks
Tentukan dan tulis nama jenis teks serta
fungsi
sosial dari teks di bawah ini :
After the flood stopped, the area turned into a big lake. People named the
lake as Situ Bagendit to remind us that being stingy is not good and can
be harm to ourselves.
1. Therefore, a nation-wide effective campaign of the importance of

reading by all elements of the nation should be done, facilitated by the
government, to face the tighter competition. The world has forced
globalization. Those people with little knowledge will be left behind. To
speed up the better change in this country, a good reading habit is
really important.
2. I think its good to be bald. Firstly, you dont have to wash your hair.
Secondly you dont have to comb your hair. And thirdly you dont have
to go to the barber. So youre lucky youre bald.
30
3. Jakarta governor to build 50,000 apartments by 2017

thejakartapost.com, Jakarta | Wed, 09/16/2015 8:31 PM
Jakarta Governor Basuki "Ahok" Tjahaja Purnama has revealed his
ambition to construct 50,000 apartments in the capital city by 2017.
Both
types
of
low-cost
apartments
rusunawa [for
rent]
and rusunami [for ownership] are set to be built in Jakarta, said Ahok
as quoted by Antara news agency on Wednesday. According to Ahok,
the apartments are not just for the poor and needy, but also for the
middle class.
4. Last morning, Dinar, my roommate woke up late and she had to go to

campus. When she wanted to take her motorcycle, in fact she couldnt
move it because there were some motorcycles that blocked up her
motorcycle.
She tried to move all of the motorcycles, so that her motorcycle could
move from the garage. But she couldnt do it.
Then, she called Adel who had that motorcycle which blocked it up.
After that, her friend who had that motorcycle helped her. Finally, she
could move her motorcycle and rode it to go to campus.
31
5. Shopowners are losing a lot of money because of shoplifting. Should

first offenders be let off lightly?On the one hand, its not fair to punish
people the first time they make a mistake. The police should talk
sternly to them and give them a warning.On the other hand, every day
shops lose thousands of dollars worth of valuable items. This affect us
all because prices increase and we have to pay extr So shopowners
should come down heavy the first time to set an example.
6. Have you ever wondered about butterflies? Despite their small size,
butterflies are some of the Worlds most wondrous animals. Their
beauty, seemingly miraculous metamorphosis, and apparently carefree
flight all spark our imaginations.
7. As advanced insects, butterflies and moths have a complete life

cycle. This means that there are four separate stages, each of which
32
looks completely different and serves a different purpose in the life of

the insect. They are eggs, caterpillars, chrysalises, and colorful
butterflies.
8. My mother is a beautiful person.She is not tall but not short, and she
has curly hair and brown. Her eyes color are like honey and her color
skin color light brown, and she has a beautiful smile. Her weight likes
120 lbs. She is a very kind person. She is very lovely, friendly, patient,
and she loves to help people. I love my mom, because she is a good
example to me. She is a very good child, wife and mother. She always
takes care of her family.
33
LK-1.2 Analisis Kemiripan teks analytical

exposition, hortatory exposition,
dandiscussion
Compare analytical exposition, hortatory exposition, and discussion
text to
each other. Find out the texts that belong to the texts.
Examine the similarities and differences among them and write
them in the table below.
The similarities
No
34
Analytic
al
Expositio
n
Hortator
y
Expositio
n
Discussio
n
Text
LK-1.3 Analisis Perbedaan teks analytical
exposition,hortatory exposition, dan

discussion
Compare
analytical
exposition,
hortatory
exposition,
and
discussion text to each other. Find out the texts that belong to
the
texts.
Examine the similarities and differences among them
and write them in the table below.

differences
No
The
Analytical
Exposition
Text
Hortatory
Exposition
Text
Discussio
n
Text
35
36
LEARNING HORTATORY EXPOSITION
A. Tujuan
Peserta didik mampu menguasai bahasa Inggris lisan dan tulis, reseptif
dan produktif dalam segala aspek komunikatifnya (linguistic, wacana,
sosiolinguistik dan strategis), fungsi sosial (social function), struktur teks
(text structure), dan unsure kebahasaan (language features).
Menentukan gambaran umum teks tertulis fungsional berbentuk
hortatory exposition
Menentukan informasi rinci tersurat teks tertulis fungsional berbentuk
Menentukan informasi tertentu teks tertulis funsional berbentuk
Menentukan informasi tersirat teks tertulis berbentuk hortatory
exposition
Menentukan makna kata teks tertulis fungsional berbentuk hortatory
exposition
Menentukan coherency dan cohesiveness teks tertulis berbentuk
hortatory exposition.
Menentukan cara pengajaran teks tertulis fungsional berbentuk
hortatory exposition.
.
C. Uraian MaterI
Dalam pembelajaran kali ini peserta diklat akan mempelajari secara lebih
detil tentang text discussion dan hortatory exposition. Seperti kita tahu
37
bahwa dalam pembelajaran bahasa Inggris salah satu materi ajarnya

adalah text type yang diantaranya discussion text dan hortatory
exposition. Hortatory exposition adalah materi ajar kelas XI pada
kurikulum 2013 sedangkan materi discussion merupakan materi ajar kelas
XII pada kurikulum KTSP namun tidak muncul secara jelas dalam sebuah
kompetensi dasar pada kurikulum 2013.
Hortatory Exposition
Teks exposition bertujuan untuk menyodorkan pendapat, ide, pandangan,
atau argument penulis atau pembicara akan suatu perkara atau topic,
permasalahan, atau fenomena tertentu. Dalam teks exposition terdapat
dua jenis exposition yaitu analytical exposition atau eksposisi analitis dan
hortatory exposition atau teks hortatory. Namun yang akan di bahas detil
pada kegiatan pembelajaran ini adalah hortatory exposition.
a. Definisi
Hortatory Exposition adalah sebuah teks dimana penulis menyodorkan
pandangan/ ide/ pendapat/ untuk mempengaruhi atau membujuk
pembaca atau pendengar untuk memiliki sikap pro atau kontra
terhadap sesuatu dan atau mengajak pembaca atau pendengar untuk
melakukan
sesuatu.
Dalam
hortatory
exposition,
mental
yang
dikembangkan adalah persuasive di mana pembaca di sajikan sebuah

informasi berdasarkan sudut pandang penulis dengan cara yang logis
sehingga
mampu
memberikan
pengaruh
persuasive
terhadap
pembacanya.
b. Tujuan komunikatif
Hortatory exposition memiliki tujuan komunikatif : mempenngaruhi
pembaca atau pendengar agar menyetujui dan atau menerima
pendapat yang disajikan oleh penulis.
38
c. Struktur teks
Struktur teks hortatory exposition paling sedikit terdiri dari tiga
paragraph yaitu :
Thesis.
Thesis adalah pernyataan pendapat penulis akan suatu kasus
atau fenomena tertentu. Thesis ini bisa disebut juga isu atau hal
yang dipersoalkan. Isu atau thesis bisa kita dapatkan dari realita
atau fenomena yang kita hadapi sehari hari. Isu atas sebuah
fenomena bisa berupa fenomena alam atau sosial. Fenomena
yang
terjadi
biasanya
menimbulkan
masalah
sehingga
memunculkan pendapat atau opini tertentu yang kemudian di

sajikan dalam bentuk tulisan teks yang berisi tentang sebuah
pendapat terhadap isu tertentu yang kemudian disajikan secara
persuasive dengan harapan pembaca atau pendengar setuju atau
sependapat dengan penulis.
Argument
Dalam paragraph argument ini penulis menyajikan alasan
mengapa ada perhatian atau keprihatinan terhadap suatu isu atas
sebuah fenomena. Dalam argumennya penulis harus menyajikan
alasan alasan yang didukung oleh fakta fakta dan bukti bukti yang
cukup yang bisa meyakinkan pembaca atau pendengar dan
selanjutnya bisa mempengaruhi pembaca atau pendengar untuk
setuju atu sependapat dengan penulis dan menerima saran yang
disajikan oleh penulis.
Recommendation
Dalam paragraph ini penulis menyajikan pernyataan tentang saran
atau ajakan bagaimana seharusnya atau tidak seharusnya
39
sesuatu
itu
ada
atau
dilakukan.
Fungsi
dari
paragraph
recommendation ini adalah untuk memperkuat pendapat penulis

dengan cara mempengaruhi perasaan pembaca atau pendengar
dan mengarahkan mereka untuk menyetujui atau mengikuti saran
dari penulis.
d. Unsur kebahasaan
Teks hortatory sering kali menggunakan unsur kebahasaan tertentu,
antara lain:
Unsur kebahasaan
Abstract Noun
Jargon
Simple present tense
Modal auxiliaries :
Will, must, can, should etc
Contoh
Policy, government, poverty, starvation,
hunger etc
Species, mammal,
I find traffic jam happens everyday

in Jakarta.
Drinking alcohol is the way to

relieve stress.
Traffic jam makes people stress
Words that qualify statements
Words that link arguments
Passive voice
40
Connectors
Evaluative language
Thinking verb
You will have to make some

careful decisions which job to take
to advance in your career.
People should be aware of their
eating habit if they want to avoid
heart attack.
People must obey traffic regulation
if they want no traffic jam.
Usually, probably, perhaps,
possibly,etc
Firstly, on the other hand, therefore
hence etc
It become rocky because the earth
was washed away by the rain.
Many factors have been found to
be the most dangerous cause of
heart attack.
Heart attack is viewed as a
disease of modern living.
Then, after that, next, etc
Necessary, important, significant,
valuable, etc
Believe, think, suppose, etc
Unsur kebahasaan yang tercantum dalam table diatas dapat anda

temukan pada contoh contoh teks dibawah ini.
e. Contoh 1: teks hortatory exposition

Online Job
passive
voice
Online jobs are selected in part-time

employment for many, and some have taken
Thesis
evaluati
ve word
more seriously. A growing number of people

are willing to take a job online. Working online
has its advantages if we manage effectively.
Why not?
It offers flexibility and convenience that no other
present
tense
job can give. We can work from home with

minimal investment and get a good income. The
idea of adding weight to our pocket and makes
life
easier
and
comfortable
is
the
most
reassuring.
The reason behind this great opportunity is that
every day there are new companies to join.
Every day and every minute men are seeking
Arguments
information about everything under the sky of

the Internet.
As we know, the Internet is the answer to every
question, web sites need to update each section
and also add reports on developments that have
recently joined. Therefore, it is an expansive
space for articles.
41
There are a number of jobs we can work online.
modality
Some of them which strongly recommended are
Recomendation
writing, marketing, stock trading, and online

education. However we should be very careful
because scamming opportunities are always
there.
Contoh 2:
More dust bin will be cleaner
To improve comfort and cleanliness at the school, there should
be an increasing number of dust bins.
When we look at classroom, school corridors and schoolyard,
there papers, mineral water cops, straws, and napkin everywhere. The
condition of unseemliness really hinders learning and teaching
environment. They can be filled out with water coming from the rain.
This can be placed for mosquito to spread out.
Anyway I notice that most of the students have responsibilities
for their school environment. They put their litter on the proper place
but some of them are not diligent enough to find the dust bins. The
numbers of the dust bins in the school are not enough. More dust bins
should be put beside each step, outside of the classrooms and some
along of the corridors. Probably one dust bin should be in every ten
meters. So when students want to throw away their litters, they can find
the dust bins easily.
When school is equipped with sufficient dust bins, students do
not have problem of discomfort any more. So provide more dust bins
and school will be very clean and become a very nice place to study.
(source: Djuharie, Otong Setiawan.2009.Essay Writing Book 3.Yrama Widya
Bandung.)
42
f. Cara mengajarkan teks hortatory exposition pada

peserta didik
Pada kurikulum 2013 materi ajar hortatory eksposition di ajarkan pada
semester dua peminatan. Peserta didik sudah memiliki pengetahuan
tentang analytical exposition pada silabus materi wajib. Oleh karena itu
peserta didik yang menempuh mata pelajaran peminatan kelas XI dan
akan mempelajari materi ajar hortatory exposition diharapkan telah
memiliki
dasar
pengetahuan
menyampaikan
pendapat
beserta
argumentasinya. Pada pembelajaran hortatory exposition pendidik

diharapkan mengajarkan teks tersebut secara lengkap dari tujuan
komunikatif, struktur teks dan unsur kebahasaannya. Pendekatan
pembelajaran yang digunakan tentu saja menggunakan pendekatan
saintifik dengan model pembelajaran yang disesuaikan dengan
karakteristik peserta didik. Langkah langkah pembelajaran dengan
menggunakan pendekatan saintifik adalah:
1.
Mengamati
Pada langkah pembelajaran mengamati pendidik bisa meminta
peserta didik mengamati gambar atau video tersaji tentang isu isu
yang menjadi perhatian. Isu isu yang disajikan bisa tentang isu
sosial ataupun isu tentang fenomena alam. Sebelum gambar atau
tayangan video disajikan peserta didik diberi beberapa pertanyaan
yang mengarahkan peserta didik tentang hal hal yang harus
diamati. Setelah peserta didik mengamati gambar atau tayangan
video tentang isu tertentu, selanjutnya peserta didik menjawab
pertanyaan pertanyaan awal. Pertanyaan awal inilah yang akan
mengarahkan peserta didik mengetahui tujuan pembelajaran
tentang
hortatory
exposition.
Selanjutnya
pendidik
bisa
menyajikan sebuah teks hortatory lengkap dengan petunjuk
43
tentang
tujuan
komunikatif,
struktur
teks
dan
unsur
kebahasaannya.
Contoh pertanyaan awal:
What is the video about?
What do you think about the video content?
What happened to the people in the video?
Why do you think the Phenomenon happens?
What do think the people should do in order the phenomenon
does not happen?
2.
Menanya
Pada tahap menanya pendidik memberi kesempatan peserta didik
atau merangsang peserta didik mengajukan pertanyaan yang
berkaitan dengan teks tersaji. Pertanyaan bisa berupa kata kata
sulit dalam teks dan hal hal yang berkaitan dengan tujuan
komunikatif struktur teks dan unsure kebahasaan teks tersaji.
Pada tahap ini pendidik bisa mendiskusikan jawaban dengan
peserta didik atau bisa menjawabnya langsung. Jawaban yang
diberikan mengarah pada target pembelajaran sesuai dengan teks
hortatory exposistion.
3.
Mengumpulkan informasi
Pada tahap ini pendidik meminta peserta didik untuk membentuk
kelompok dan mengumpulkan informasi tentang hal hal yang
berkaitan dengan teks hortatory exposition. Pendidik dapat
membantu siswa dengan menyajikan teks lain dengan jenis yang
sama.sehingga siswa mendapatkan informasi yang lebih banyak
tentang tujuan komunikatif, struktur teks dan unsure kebahasaan
dari teks hortatory exposition. Selain itu pendidik menyajikan
pertanyaan pertanyaan sehingga peserta didik memiliki acuan
44
dalam tugasnya untuk mengumpulkan informasi. Pertanyaan yang

diberikan adalah pertanyaan yang mengarah pada penemuan
tentang tujuan komunikatif, struktur teks dan unsure kebahasaan
teks hortatory exposition.
Contoh :
Read the other text you have!
Answer the following questions!
1. What is the text about?
2. What is the main idea of paragraph one?
3. What the main idea of paragraph two/
4. What is the main idea of paragraph three?
5. What do you call paragraph one?
6. What do you call paragraph two?
7. What do you call paragraph three?
8. What tenses covers the text?
9. Mention abstract noun from the text!
10. Do you find passive voice sentence in the text? Write
one!
4.
Mengasosiasi
Pada tahap ini peserta didik akan membandingkan berbagai text
hortatory
exposition
menggunakan
acuan
secara
berkelompok.
pertanyaan
Peserta
didik
pada
tahap
pertanyaan
mengumpulkan informasi sebagai dasar untuk menganalisa tujuan

komunikati teks, struktur teks dan unsure kebahasaan teks
hortatory exposition. Setelah berdiskusi dengan kelompoknya
masing masing peserta didik diharapkan untuk menyampaikan
hasil diskusinya di kelas. Pendidik memberikan arahan sehingga
peserta didik mencapai sebuah kesimpulan yang memenuhi target
pembelajaran tentang hortatory exposition.
45
5.
Mengomunikasikan
Pada tahap ini peserta didik menyusun teks lisan atau tulis
hortatory exposition berdasarkan struktur teks dan unsure
kebahasaan
yang
sudah
mereka
pelajari.
Pendidik
bisa
menyajikan topic topic tertentu untuk dipilih atau menyerahkan

pilihan topic kepada peserta didik dengan syarat dikonsultasikan
pada pendidik terlebih dahulu sebelum disusun dalam bentuk teks
yang dimaksud.
Contoh topic yang bisa disajikan pada siswa:
More dust bin to improve cleanliness at school.
Be aware of diet to avoid heart attack.
Stop smoking to avoid lung cancer.
Pendidik dapat meminta peserta didik untuk mengumpulkan hasil
karya berbentuk tulisan dan juga mempresentasikannya di depan
kelas.
g. Penilaian pada pembelajaran teks hortatory exposition

Penilaian pada pembelajaran teks ini adalah penilaian sikap dengan
teknik observasi pada saat diskusi, penilaian diri dan atau penilaian
antar teman. Penilaian pengatahuan dengan tes tulis dengan
serangkaian pertanyaan pada tahap mengumpulkan informasi dan
mengasosiasi.
Penilaian
ketrampilan
dilakukan
pada
tahap
mengomunikasikan yaitu penilaian portofolio dan unjuk kerja. Secara

detil
materi
tentang
penilaian
akan
disajikan
pada
halaman
selanjutnya.
46
Setelah mempelajari teks Hortatory Exposition dan mengerjakan soal pada
latihan, anda diharapkan mampu merancang suatu desain pembelajaran
untuk mengajarkan teks tersebut. Contoh desain pembelajaran bisa anda
pelajari pada poin e. modul ini.
E. Latihan dan Tugas

Latihan 1.
Boarding School Education
There are many arguments in favor of a boarding school
education. Nevertheless, the boarding school is not always the best
education institution for everyone.
At an early age interacting and communicating with people is
very important for a childs personal life and can be especially helpful for
his/her future. In a boarding school, shy children can take advantage of
interaction through communal activities. The boarding school also offers a
great variety of activities such as arts, sports, and music that allow children
to demonstrate and develop specialized skills in their free time.
Furthermore, the structured way of life and strict rules at the
boarding school may helps students to get used to a well ordered way of
life. The manners and social skills will help them to become more
responsible and confident, and to develop their talents in leadership.
Professionally trained teachers and educators in the boarding school can
offer excellent education without the parents constant supervision.
In spite of these good points, it is not advisable to send a child
to a boarding school if he/she is a dependent learner. A boarding school
usually demands that student learn independently. In addition, the
boarding school should not be seen as a measure to solve inappropriate
behavior or unsatisfactory study performance. Instead of improving,
47
problematic children may close off their relationship with their peers and
teachers.
In conclusion although a boarding school may provide good
education to many children, it is not recommended for those who are
strongly attached to their families. They may become frustrated and
socially isolated.
After reading the text. Find the language features of the text above
based on the following indicators!
1. Generic human and non human participants
2. Abstract noun
3. Action verb
4. Thinking verb
5. Modal adverb
6. Temporal connective
7. Evaluative words
8. Passive voice
9. Simple present tense
10. Mental process
Latihan 2.
Read the text carefully and answer the following questions!
Text 1
Nowadays, many people have realized that agriculture is much more
important than other supporting tools in economic development. In
Indonesia, agriculture should be the priority of development because of
some good reasons.
48
First of all, the agricultures contribution in the beginning of the

development of the country was the highest of all sectors. At present,
almost half of the total Indonesian labors are working in the agriculture
sectors, but the contribution of the agriculture sector does not reach 30
percents.
Second, the agriculture sector is expected to fulfill the need of food in the
country. As the number of population increases in an alarming rate each
year, food supply must also increase but the agricultural production per
capita never increases more than one percent each year, and in some
extreme cases, it is ever stagnant.
Last but not least, without agricultural development, the growth of the
industrial sector will be hampered because the growth that comes from
industry will bring a wider gap into the internal economy in that country. In
turn, this gap will create serious poverty problems, wider inequality of
income distribution, and increase unemployment.
It is therefore, obvious that the government should put agriculture as the
priority of national development.
[Taken from Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung]
1. What is the percentage of the contribution of the agriculture sector to

the Indonesian economic development?
A. Less than ten percent.
B. About twenty percent.
C. About thirty percent.
D. Below thirty percent
E. Above thirty percent.
49
2. According to the text, in order to support economic development, the

government should
A. Produce more food as the priority
B. Reduce labors in the agriculture sector
C. Supply more food for the national needs
D. Increase the industrial sector as the first priority
E. Prioritize the development of agricultural
3. As the number of population increases in an alarming rate each year.
(paragraph 3)
The underlined word is closest in meaning to
A. Awakening
B. Growing
C. Exciting
D. Wording
E. Frightening
Text 2
There are many arguments in favor of a boarding school education.
Nevertheless, the boarding school is not always the best education
institution for everyone.
At an early age interacting and communicating with people is very
important for a childs personal life and can be especially helpful for his/her
future. In a boarding school, shy children can take advantage of interaction
through communal activities. The boarding school also offers a great
variety of activities such as arts, sports, and music that allow children to
demonstrate and develop specialized skills in their free time.
50
Furthermore, the structured way of life and strict rules at the boarding
school may helps students to get used to a well ordered way of life. The
manners and social skills will help them to become more responsible and
confident, and to develop their talents in leadership. Professionally trained
teachers and educators in the boarding school can offer excellent
education without the parents constant supervision.
In spite of these good points, it is not advisable to send a child to a
boarding school if he/she is a dependent learner. A boarding school
usually demands that student learn independently. In addition, the
boarding school should not be seen as a measure to solve inappropriate
behavior or unsatisfactory study performance. Instead of improving,
problematic children may close off their relationship with their peers and
teachers.
In conclusion although a boarding school may provide good education to
many children, it is not recommended for those who are strongly attached
to their families. They may become frustrated and socially isolated.
Taken from Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya
Bandung
4. According to the writer, children in a boarding school can develop

specialized skills in
a. Entrepreneurship
b. Community service
c. Reading
d. Drama
e. Music
5. Why do parents send their children to boarding school? Because
a. It is good for shy children
b. It gives good education for adults
51
c. Interacting and communicating with people is very important

d. It does not allow children demonstrate excellence and develop their
skills
e. It is safe and makes children become responsible and develop
talents in leadership
6. From the text, we can conclude that
a. The boarding school can be very expensive
b. There are good and bad boarding schools
c. The boarding school is the solution to our educational problems
d. Its not necessary to send children to a boarding school because the
students can live independently
e. Not everyone thinks that the boarding school is the best educational
institution for children
Text 3
If you want to advance in your career, you will have to make some careful
decision about which jobs to take. Evaluate a job offer for the value it has
to your career. It may mean sacrifice at first. You may have to move to a
different region or a different country to get a job that is right for you. You
may have to work late hours, at last temporarily. You might even have to
take lower salary for job that offers you the experience that you need. But
you should never accept a job if it is not related to your career goals.
Accepting a job that is not within your career path will not give you the
training or experience you need or want. You will find yourself frustrated in
such position and consequently will not perform your best. This will have
an effect on the people around you who will not feel as if you are being a
part of the team.
52
The best advice is to think carefully before accepting any position and
make sure the job is the one you want to have.
[Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS]
7. What is the most significant factor in evaluating a job?

A.
Location
B.
Salary
C.
Value to your career
D.
How much you like it
E.
Prestige
8. Which is not mentioned as a sacrifice for a valuable job?

A.
Moving to other region
B.
No benefits
C.
Bad working hours
D.
Moving to other country
E.
Low salary
9. What is wrong with taking a job outside your career path?

A.
You will earn less
B.
You wont perform
C.
People will give you advice
D.
You will be part of a team
E.
People will complain to you
10. What is the writers best advice?

A.
Take the first job offered
B.
Consider changing career
C.
Dont work with other people
D.
Think before accepting a job
E.
Find a job with the highest salary
53
F. Rangkuman
1. Hortatory exposition adalah jenis teks persuasive yang menyajikan
informasi secara logis dan argumentasinya.
2. Tujuan komunikatif dari teks hortatory adalah mempengaruhi pembaca
atau pendengar agar menyetujui dan atau menerima pendapat yang
disajikan oleh penulis.
3. Struktur teks hortatory exposition adalah thesis arguments
recommendation.
4. Unsur kebahasaan yang ada pada teks hortatory adalah:
a. Generic human and non human participants
b. . Abstract noun
c.
Action verb
d.
Thinking verb
e. Modal adverb
f.
Temporal connective
g. Evaluative words
h.
Passive voice
i.
Simple present tense
j.
Mental process
5. Cara
mengajarkan
teks
hortatory
exposition
adalah
dengan
pendekatan saitifik dan model pembelajaran yang disesuaikan dengan

peserta didik.
6. Penilaian pembelajaran mencakup tiga ranah yaitu sikap pengetahuan
dan ketrampilan.

Sebagai umpan balik dari pembelajaran di atas, jawablah pertanyaanpertanyaan di bawah ini sesuai dengan kondisi anda sebenarnya.
Sudahkah anda memahami cara:
54
1. Menentukan gambaran umum teks tertulis fungsional berbentuk

hortatory exposition?
2. Menentukan informasi spesifik teks tertulis fungsional berbentuk
hortatory exposition?
3. Menentukan rujukan kata teks tertulis fungsional berbentuk hortatory
exposition?
4. Menentukan coherency dan cohesiveness teks hortatory exposition?
5. Menentukan cara pengajaran teks hortatory exposition?
H.
Kunci jawaban
1.
2.
3.
4.
5.
D
E
B
E
A
6. E
7. C
8. B
9. B
10. D

LK-2.1Mengidentifikasi Teks Hortatory Exposition

There are many arguments in favor of a boarding school
education. Nevertheless, the boarding school is not always the best
education institution for everyone.
At an early age interacting and communicating with people is
very important for a childs personal life and can be especially
helpful for his/her future. In a boarding school, shy children can
take advantage of interaction through communal
activities. The boarding school also offers a great variety of
activities such as arts,
55
sports, and music that allow children to demonstrate and develop

specialized skills in their free time.
Furthermore, the structured way of life and strict rules at the
boarding school may help students to get used to a well ordered way
of life. The manners and social skills will help them to become more
responsible and confdent, and to develop their talents in leadership.
Professionally trained teachers and educators in the boarding school
can
offer
excellent
education
without
the
parents
constant
supervision.
In spite of these good points, it is not advisable to send a child
to a boarding school if he/she is a dependent learner. A boarding
school usually
demands that student learn independently. In
addition, the boarding school should not be seen as a measure to

solve
inappropriate
behavior
or
unsatisfactory
study
performance. Instead of improving, problematic children may close

off their relationship with their peers and teachers.
In conclusion although a boarding school may provide good
education to many children, it is not recommended for those who
are strongly attached to their families. They may become frustrated
and socially isolated.
After reading the text. Find the language features of the text above based
on the following indicators!
1. Generic human and non human participants
2. Abstract noun
3. Action verb
4. Thinking verb
5. Modal adverb
6. Temporal connective
7. Evaluative words
8. Passive voice
9. Simple present tense
10. Mental process
56
LK-2.2Menganalisis Teks Hortatory Exposition

Carilah satu buah teks hortatory explanation, kemudian analisa
dan berikanlah pendapat tentang hal-hal sebagai berikut:
-
Tujuan komunikasi
Struktur Teks
Fitur bahasa
Who are the writer writing for?
Why are the writer writing this exposition?
LK-2.3 Mendesain Teks Hortatory Exposition

1. Put the following words to make a logically
coherent sentence. Begun illegal addition the
crackdown Public Order
Agency of In oplosan has citys a on
distribution th e
.
57
2. Put the following words to make a logically coherent

sentence.
hygenicUsingcollectionmakesdisposaloforganiccompost
ableforwaste morebags
.
3. Use correct capital letters and punctuation marks
to make the following stretch of words a good
sentence.
a joint search and rescue (sar) team at the site of
the recent landslide in banjarnegara central java
ceased work on sunday declaring 13 residents
still missing in the disaster
.
4. Use correct capital letters and punctuation marks
to make the following stretch of words a good
sentence.
when i began planning to move to auckland to study
my mother who had never been abroad before was a
little worried about the uncertainty of living in a place
that was so different from india including a lack of jobs
cultural differences and racism
58
LK-2.4Membuat Skenario Pembelajaran

Untuk tugas selanjutnya, cobalah anda membuat skenario
pembelajaran dengan kegiatan information gap
activities yang dikembangkan dari isi
pidato teks hortatory.
59
60
LANGUAGE EXPRESSION AND MODALITY
A. Tujuan
Peserta dapat meningkatkan penguasaan materi, struktur, konsep, dan
pola pikir keilmuan yang mendukung mata pelajaran yang diampu.
Menggunakan ragam bahasa dengan kepantasan, kesopanan dan

atau ragam formal/ informal berdasarkan situasi penggunaan
bahasa tertentu.
Menggunakan modality yang tepat sesuai konteks.
C. Uraian Materi
Functional Language
Sesuai maknanya functional language adalah kemampuan memahami
bahasa
sesuai
dengan
fungsinya.
Functional
pemakaiannya disesuaikan dengan fungsinya.
language
dalam
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)
61
d. Expressing invitation(mengundang), accepting (menerima) dan

declining (menolak)
e. Expressing suggestion/recommendation/advice
f.
Expressing frustration or annoyance
g. Expressing unfulfilled or unrealized actions or events

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

Mr. X: Haddock and chips for me, please.
Waiter: May I take your order, sir?
Mr. N: Yes, Id like to try the steak, please.
62
A: Can you help me?

B: Sure, I can.
A: Can you help me lift this car?
B: Im sorry I cant.
A: Why not?
B: Its much too heavy.
Perhatikan table berikut untuk mempelajari kata-kata yang mempunyai
fungsi hampir sama.
Polite
request
Can/Could/May/Might
Can/Could/Would
Permission
Offers
May/Might/Can/Could
(Asking for permission)
Could I get a price list,

please?
Would you drop off the
flowers tomorrow, please
May I use your computer,
please?
May/Can/Cant/Could
(Giving or refusing
permission)
Can/Could (statement)
You can attend Mr. Toms

lecture even if you dont like
his subject.
May/Can/Could (Question)
May I drive you home after

the meeting/
I could help you translate

your paper if youre having
trouble making it.
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?
Do you need a hand?
Contoh
63
A: Here. Have a cookie. B: Thanks

A: Would you like some cake?
B: No thank you. It looks delicious though
A: How about a glass of coffee?
B: Thanks, but I dont drink coffee.
A: What will you have (to drink)?
B: Mango juice will be fine.
A: Would you like some more pie?
B: Sure. Its really good. Did you bake it yourself?
A: Can I get you some milk or something?
B: Well, a glass of water would be okay.
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?
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?
Would you close the door?
Would you mind closing the door?
The speaker closes the door.
The listener closes the door.
Expressing Sympathy
Ungkapan sympathy ini digunakan dalam situasi ketika orang lain
tertimpa musibah atau mendapat hal yang tidak menyenangkan.
64
Oh, I am sorry to hear that.
Thats 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? Whats going on?
B : I got a call that my grandma is sick and we have to go to
hometown. A : Oh, Im sorry to hear that. I hope your grandma will be
okay soon.
B : Thanks.
Expressing Prohibition
Untuk tujuan melarang atau menyarankan untuk tidak melakukan
sesuatu, Anda dapat menggunakan kalimat larangan.
Dont do that!
Keep silent!
Would you please not smoke here?
Im afraid not!
No you cant
Contoh:
Rita and her uncle are in the airconditioned room. Rita warns her uncle
not to smoke in the air conditioned room.
Uncle : Wow! How comfortable this room is.
Rita
: Yes, sure. This is an air-conditioned room. Everyone should

stay here before seeing a doctor. But sorry uncle, look at the
warning on the wall. You are warned of the danger of smoking
cigarette in this room.
65
Uncle : Thanks a lot, dear. I didn't see it. Rita, your cellular phone is
still on.
It must not be active.
Rita
: Oh, no. There is no prohibition of turning on our cell phone. But
....
Uncle : But, why don't you use vibration? The sound can disturb
others.
Rita
: Thank you, Uncle. I'll change the sound to vibration.
Uncle : By the way, how long should we wait our turn? We have been
here for half an hour.
Rita
: Be patient, please. We have our turn after that lady.
Expressing invitation
Ketika Anda ingin mengundang seseorang ke suatu 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. Its about vampire.
66
Would you like to go to the movie with me?

Maya : Yes, Id like to very much. When will you pick me up?
Ludi : Ill pick you at 7.00. Be ready, OK!
Maya : Alright.
Accepting an Invitation
Untuk menerima suatu undangan Anda dapat menggunakan ungkapan
yang ada pada contoh di bawah ini;
Thats a good idea.
Id love to. What time shall we go?
That sounds nice.
Okay, Ill go with you
Thats great. I cant 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 cant 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.
67
Declining an Invitation
Jika Anda ingin menolak suatu undangan jangan lupa untuk
memberikan alasan
Thats sound good, but I have another thing to do tonight.
Im sorry I cant. I have to stay at home for my parents out of town.
Id love to but I dont like it.
Contoh
Tika : Hi, Mit.
Mita : Hi, Tika. Whats up?
Tika : By the way, are you free next Saturday?
Mita : I think so. Whats going on?
Tika : I have a plan to visit my grandmother in Malang for a day and I
dont have a friend to chat in the journey. How would you like to
join me?
Mita : That sounds nice. But I have to ask my parents for permission.
Tika : Thats good then. Okay, Ill wait the news from you
tonight.Byebye
Mita : Bye
Expressing suggestion/advice
Berikut ini adalah contoh ungkapan-ungkapan yang dipakai untuk
memeberikan saran:
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.
68

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:
They had to lower the tax deduction for married couples, didnt
they?
Must the media print every detail about the lives of the rich and
famous?
You would show up at this party!
The teacher would have to announce my engagement to class.
Of course, since were having the reception outside, it has to rain.
Dari
contoh-contoh
ungkapan
di
atas
Anda
dapat
mengenali
penggunaan modal.
Di antaranya adalah;
Can
Will
Must
Shall
Cant
Would
Could
Untuk menunjukkan tingkat kesopanan dalam berbahasa modal yang

sering dipakai adalah (could dan would). Pembahasan tentang modal
itu sendiri secara detail dapat Anda pelajari di bab Grammar Usage.
Berikut adalah contoh-contoh dialog dengan bentuk modal di dalamnya
69
Dialog 1
A: Will I meet your family?
B: No. They wont be here this week.
A: When can I meet them?
B: Next week.
A: I cant meet them next week.
B: Why not?
A: I must be in New York next week.
Dialog 2
A: What do you think I ought to see in London first?
B: Well, historical places, I think. You should go to Westminster Abbey,
and if you can, go to the Houses of Parliament and the National
Gallery.
A: And what about the British Museum? I was told one ought to see it.
B: I suppose you must go there. There you can find masterpieces of
the worlds best artists.
A: How can I get to the centre?
B: I think you can go by steamer down the Thames from Westminster
to Tower Bridge. Thats a very pleasant way to travel, and you can
see London bridges and quite a number of buildings on the way.
Dialog 3
A: Excuse me. Could you tell me where South Street is, please?
B: Take the second turning on the left and then ask again.
A: Is it far?
B: No, you can walk it under ten minutes.
A: Thanks very much.
B: Its a pleasure.
70
Dialog 4
A: Excuse me, please. Could you tell me how to get to the town centre?
B: First right, second left. You cant miss it.
A: Thank you.
B: Thats OK.
Dialog 5
A: Does this bus go to the station?
B: No, youll have to get off at the bank, and take 178.
A: Can you tell me where to get off?
B: Its the next stop.
Dialog 6
A: Is this the right bus for the Town Hall?
B: No, you should have caught a 12. Get off at the bridge and get one
there.
A: Could you tell me when we get there?
B: Its the next stop but one.
Dialog 7
A: Lets go shopping. I have got quite a number of things to buy, and I
believe I can get them all in this shop. You see, I ought to buy a
present for my friend. She has invited me to her birthday. What shall
we look at first?
B: Gloves, I think. They must be on the ground floor. Yes, here we are,
and I can see just the kind I want.
A: Well, that didnt take us long, now lets go up by the escalator to the
third floor.
B: Well just take a quick look around to see if there is anything we
could take back as presents for the family.
71
A: I like these books, and do you? Shall we ask how much they are?
B: I want to get a comb and some hair clips. Where do you think I can
find them?
A: Oh, you must go to the haberdashery department. Thats on a lower
floor, I believe. Well get them on our way out.
B: How do you like those white shoes just over there, on the right?
A: I like them very much, indeed. They are perfect for summer wear.
B: Do you think theyre my size? They look just about right.
A: You should try them on.
Modality
Modal Auxiliaries adalah salah satu kata kerja bantu yang
menghubungkan subjek dengan predikatnya. Modal Auxiliaries memiliki
makna sendiri sendiri. Modal auxiliaries di ikuti oleh kata kerja bentuk
pertama tanpa to (infinive without to). Modal meliputi : can, could, shall
, should, ought, may, might, will, would. Modal menyatakan ide seperti
menyatakan kemampuan, kemungkinan dan keharusan. Untuk
membentuk kalimat negative modal tidak memerlukan kata kerja bantu
yang lain. Cukup dengan menambahkan not pada modal auxiliary nya.
Untuk membentuk kalimat tanya maka cukup dengan meletakkan modal
di awal kalimat sebelum subjek.
Tabel berikut menyajikan daftar modal auxiliaries dan fungsinya :
Tabel 4.1 : Tabel daftar modal auxiliaries dan fungsinya :
No
1.
No
72
Modals
Must
Modals
Interpersonal Function
Bermakna harus atau wajib dilakukan. Jika tidak
dipenuhi ada sangsi dari luar diri, misalnya dari
peraturan yang mengharuskan nya.
Contoh :
Students must come to school on time
Driver must have driving license
must juga bermakna kepastian (certainty)

Contoh :
You saw the film last night so you must know what it is
about.
She has worked since hours ago. She must be tired
now
2.
Have to
3.
can
5.
Bermakna harus atau wajib dilakukan. Keharusan ini

berasal dari diri sendiri dan jika tidak dilakukan akan
menanggung konsekuensi dari diri sendiri.
Contoh :
I have to study hard.
I have to buy a dictionary
Bermakna dapat yang menunjukkan kemampuan untuk
melakukan sesuatu.
Contoh :
She can speak English fluently.
She can play guitar
Can juga bermakna meminta ijin dan member ijin
Contoh :
You can use my pen
You can sit here with me
Can I borrow your pencil?
Can I come to your house tonight?
Kita menggunakan cant untuk sesuatu yang tidak
mungkin.
Contoh :
This cant be her dress. She hates blue.
Bermakna akan yaitu untuk suatu hal yang akan
terjadi atau akan dilakukan.
Contoh :
He will come here soon
I will call you tonight
will
will juga bermakna sebuah asumsi atau perkiraan.

Contoh :
Please, dont ring him now. He will be at work.
will juga bermakna undangan.
Contoh :
Will you come to my house tonight?
No
6.
Modals
may
Bermakna mungkin, boleh, yaitu suatu hal
diperbolehkan untuk dilakukan atau dimugkinkan untuk
terjadi.
73
Contoh :
It may this afternoon.; She may come tomorrow at 10
may juga bermakna meminta ijin dan member ijin
Contoh :
Yes, you may come.; May I go home earlier?
7.
Should
8.
would
9.
10.
could
Will have +
verb3/been
11.
Might have
+verb3/been
No
Modals
12.
Must have
+verb3/been
74
may juga bermakna tawaran.

Contoh :
May I help you?
Bermakna seharusnya, yaitu suatu hal sebaiknya
dilakukan oleh seseorang.
Contoh:
You should make everything clear.
You should call your parents.
Bermakna bermaksud, berkeinginan, yaitu keinginan
untuk melakukan suatu hal.
Contoh:
They would come
The school would visit Borobudur
would juga bermakna kebiasaan di waktu lampau.
Contoh:
When I was kid I would play kite at the yard at sunny day
Bermakna kemauan untuk melakukan suatu hal tertentu.
Biasanya modal ini digunakan dalam kalimat permintaan
atau request
Contoh:
Could you call me tonight?
Could you understand me?
Bisa juga bermakna kemampuan melakukan suatu hal
dimasa lalu sekarang tidak lagi.
Contoh:
I could run fast when I was kid
He could read without glasses before accident
Bermakna akan sudah yaitu suatu hal akan sudah
dilakukan pada periode waktu tertentu.
Contoh:
He will have finished his examination by ten
I will have done all my work this afternoon.
Bermakna mungkin sudah yaitu suatu hal yang
diperkirakan mungkin sudah dilakukan di waktu lalu.
Contoh :
He might have cheated during exam.
He might have been asleep when I called him last night.
Bermakna pasti sudah terjadi sesuatu di masa lalu
berdasar bukti.
Contoh :
13.
Should have
+verb3/ been
14.
Could have
+verb3/been
15.
Would have
+verb3/been
When I got home I saw my door open. I had everything

messy in my living room. Someone must have broken the
door and come into my house.
Bermakna seharusnya sudah yaitu penyesalan tentang
hal yg seharusnya dilakukan namun tidak dilakukan di
masa lalu
Contoh :
You should have come on time. Why were you late?
You should have got up early.
Sebenarnya bisa dilakukan tapi tidak dilakukan di masa
lalu.
Contoh :
He could have met the headmaster to tell about his
problem.
Sebenarnya akan dilakukan yaitu suatu penyesalan
tentang hal yang terlanjur tidak dilakukandi masa lalu.
Contoh :
I would have done the homework.
D. AktivitasPembelajaran
Dalam modul ini peserta mempelajari ulasan teori tentang language
expression dengan tujuan peserta dapat menggunakannya dalam
berbagai situasi sesuai konteks sebagai ukuran dari indicator pencapaian
dalam modul ini.
Dari ulasan teori tersebut diharapkan juga peserta mampu menjawab
pertanyaan-pertanyaan terkait dengan apa yang sudah dipelajari
sebelumnya
Pada bagian ini anda diharapkan sudah memiliki pengetahuan tentang
modal auxiliaries dengan baik. Setelah itu Anda mengerjakan latihan soal
berdasarkan pemahaman yang anda miliki tentang modal auxiliaries.
E. Latihan/Tugas/Kasus
Latihan 1a:
75
The following exercises refer to the previous theory of language

expressions given.
Exercise 1
1. Mention the various kinds of language expressions known beyond the
laguage expressions you learned in this section!
2. Give example in the form of dialog the language expression you found!
3. Read carefully the following dialogs:
Dialog 1
Amin
: Another piece of cherry pie?
Budi
: No, thanks. Im on a diet.
Amin
: Please, do. Youve hardly eaten anything.
Budi
: Its delicious, but I dont think I ought to.
Answer the following questions based on dialog 1

a. The expressions used on dialog 1 are ...
b. Write Modal Verbs found on dialog 1 above!
Dialog 2
Asti
: Can Tom go out to lunch?
Bimo
: No, he cant.
Asti
: Why cant he go to lunch?
Bimo
: He must go to the doctor.
Asti
: The doctor? Is he sick?
Bimo
: No. He must get a physical
Answer the following questions based on dialog 2

a. The expressions used on dialog 1 are ...
b. Write Modal Verbs found on dialog 1 above!
Exercise 2
Choose the right answer by crossing (X) A, B, C, D, or E!
1. Inta
76
: Hi, Ndra. Whats your result for the English test?

Indra
: Not too bad. I got 90.
Intan
: What! You said it is not bad. Its really good mark you know.
Well done guys.
In the underline sentence above Intan shows her expressions of

A. congratulation.
C. surprise.
B. unbelieve.
D. believe.
E. shock.
2. Irham: Hi. I heard that youve been accepted in one of the best school in
town
Yuli : Yeah, thats right. It makes me so nervous before. But, Im relief
now.
Irham: Congratulation on that.
Yuli : Thanks anyway.
The underline phrase in the dialogue shows the expression of
A. compliment.
C. agreement.
B. congratulation.
D. like.
3. Isfa
Vika
E. surprise.
: Congratulation, Vika! Youre really the best Javanese dancer.

: No, not at all. I just want to share what I know.
The underlined expression means that Vika.

A. cant deny that
D. wanted to say that Isfa was wrong
B. didnt believe Isfa
E. really wished to become a good
C. agreed with Isfa

4. Suci
dancer
: Hey you look nice with that dress.
Ami
: Thanks. I made it by myself.
Suc i
: Really. What a wonderful dress. You are such a talented tailor
The underlined sentence in the dialogue above shows the expression of

A. like
D. giving attention
B. gratitude
E. pleasure
C. Complement
77
5. Bintang
: Sorry, I came late.
Firda
: You look pale. Whats the matter with you?
Bintang
: My head is a little bit dizzy.
Firda
: Thats bad. Im sorry for asking you to come. Should I take

you to see a doctor?
Bintang
The suitable expression to complete the dialogue is

A. Sorry, I cant.
B. Thanks for your help.
C. Are you sure about it?
D. Thats a terrible thing.
E. No, thanks. Ill be just fine.
6. Mirna
: W hats wrong with you? You look unhappy today.
Sinta
: I lost my purse this morning.
Mirna
: Oh, how awful! Im sorry to hear that.
The underlined sentence shows the expression of

A. gratitude.
D. giving attention.
B. congratulation.
E. disappointment.
C. compliment.
7. Son
: Dad, I will join football competition next week, but Im so nervous.
Father : Take it easy son. I believe you can handle it. You have good
ability in football.
The underlined utterance shows that his father .
A. giving encouragement
D. asking suggestion
B. warning his son
E. giving opinion
C. praising his son

The following text is used to answer no. 8, 9, and 10
78
School
I think children should go to school. It is a place where they can learn,
make friends and have fun.
If they dont go to school children may never learn to read and write.
This means that they might not get a good job or any job at all
At school children can learn about lots of different things like maths,
science, famous people and different countries. At school you can also play
sport and go on excursions to visit interesting places.
Thats why children should go to school.
Adopted from Knapp and Watkins, 2005
7. The modal verb which indicates ability is found in ...

A. Paragraph one and two
D. Paragraph three and four
B. Paragraph one and three
E. Paragraph two and three
C. Paragraph two and four
8. The followings are the function of modal verbs which is found in the text
except ...
A. Expressing possibility
D. Expressing ability
B. Expressing invitation
E. Expressing necessity
C. Expressing suggestion
9.
The modal verb of can can be used to express ...

A. Ability, offer, invitation, possibility, necessity
B. Ability, offer, invitation, possibility, prohibition
C. Ability, offer, invitation, possibility, acceptance
D. Ability, offer, invitation, possibility, refusal
E. Ability, offer, invitation, possibility, suggestion
Latihan 1b:
Choose thecorrect answer!
1. Dodi
: Whats wrong, Budi? You look unhappy.
Budi
: My family will move to Bali this week.
Dodi
A.
Poor you!
B.
Are you kidding? Thats so fast
C.
I hate Bali
79
D.
I dont care
E.
I couldnt do that
2. Alex
: Good afternoon, Mr. Hermawan
Mr. Hermawan: Alex! Thank you for coming

Alex
: I am very sorry to hear about your daughter. It must be

very hard for you.
Mr. Hermawan: It is, but I have to let her go. She had suffered for years
because of cancer.
The underline utterance expresses
A.
advice
D. invitation
B.
surprise
E. agreement
C.
sympathy
3. Dedi : I really dont know what I have to do to make Mr. Burhan pass me
next term.
Dodi : Mr. Burhan exam will be about understanding. You just have study
hard and make sure you understand all the materials.
Dedi : Oh..thats the problem. I have a problem in understanding the
materials
Dodi : Dont worry. Ill help you.
The underlined sentence shows
A.
support
D. compliment
B.
necessity
E. preference
C.
agreement
1. Dono
: Dini, what are you going to do this Saturday
Dini : Nothing
Dono
: How about going to the cinema tonight?
Dini : Sure
Dini is an invitation
A.
offering
D. holding
B.
refusing
E. assuring
80
C.
accepting
2. Bertha
: Gaby where will you spend your holiday?
Gaby
: I dont know, any idea?
Bertha
: Why dont you join us going to Bali!
Gaby
: it sounds great!
Bertha is
A.
refusing advice
D. giving help
B.
showing disagreement
E. making a request
C.
offering an invitation
3. I need more data about this topic. Haqi might be able to help you.
The underlined sentence means
A.
Perhaps Haqi can help you
B.
Haqi can help you right now
C.
Im sure Haqi will be able to help you
D.
Haqi will certainly be able to help you
E.
Haqi was able to help you
4. A
B
: Why didnt you call this summer?

: I was working hard at my job all summer, and also taking classes for
my bachelors degree. I didnt have a moment to rest.

A
: Well now that fall is here. Ill give you a ring next week. We can talk
about going out on a dinner date

B
: That sounds nice, but youd better make it the week after. Ill be busy
with my family all next week

From the dialogue about we may conclude that
A.
B refuses to have dinner date
B.
B never wants to go with A for dinner
C.
A offering B to have dinner date
D.
A is busy for having dinner next two weeks
81
E.
A is busy for his bachelors degree
5.
Dinda : Im glad we are finally done writing this project proposal. Well
have to show it to Mr. Kim, though, before we can submit it to the director.
Dini : I know, but wed better proofread it before we do that
Dinda
: Of course, Lets go over the proposal now before lunch
Dini : No. Im hungry and tired. Let eat first, then well go over it
afterwards.
The underlined expression shows
A.
giving advice
D. requesting to read the proposal
B.
offering something
E. asking for something
C.
inviting to have lunch
6. Dahlan
: Do you have everything you need for your trip?
Anie: I even have what I dont need

Dahlan
: You can never take too much, I always say
Anie: I cant say that I disagree with you. I seldom travel with fewer than
three suitcases.
In the dialogue above Dahlan advising Anie for
A.
Bringing three suitcases
B.
Travelling with three suitcases
C.
Bringing anything she needed for the trip
D.
Not taking too much things with her
E.
Travelling without her suitcases
7. A
: Did you attend the reception last night?
: I would have gone if I had been free
: You didnt miss anything. I wish I had been somewhere else more
interesting
B
: Thats too bad. Im not sure about tomorrows party, either. I panned
to go, but now I might not be able to. It depends on whether I can get this
report finished on time.
82
From the dialogue above we may conclude that

A.
The party was interesting
B.
B enjoyed the party last night
C.
B didnt attend the party
D.
B attend the party alone
E.
A enjoyed the party
8. All her friends believe that she can do her job well.
It means: She do her job well
A.
may
D. might
B.
could
E. is able to
C.
will
9. Rini looks very thin and pale. She ill

A.
shall be
D. ought to be
B.
will be
E. would have been
C.
must be
10. I heard Anwar speak English, French, Dutch, and even Japanese to
tourists. He the best tourist guide in the town
A. must be
D. had better be
B. should be
E. would rather be
C. ought to be
11. The doctor arrive late because of the traffic jam
A. may
D. rather
B. has to
E. should
C. ought to
12. Anton left an hour ago
Then he by now.
83
A. can arrive
D. ought to arrive
B. could arrive
E. should have arrived
C. must arrive
13. Has Rina called from London?
Not yet, she it right after she arrived a week ago.
A. had better do
D. should have done
B. must have done
E. would rather have done
C. might have done

14. Ardan is playing games on the computer, but actually he be working on
his assignment.
A. can
D. might
B. may
E. should
C. would
15. I could have asked my sister to go shopping alone. It means
A. I went shopping alone
B. I didnt go shopping
C. My sister went shopping with me
D. My sister went shopping alone
E. My sister asked me to go shopping
16. He must have seen me eat the fish. It means
A. I must eat the fish
B. He must see me eat the fish
C. Im sure that he saw me eat the fish
D. He could see me eat the fish
E. I expect that he saw me eat the fish
84
17. The thief into the room through this window because there are
footprints near the window
A. may get
D. would rather get
B. should get
E. must have got
C. was to get
Latihan 2
Complete the sentences using the words listed below
can could have to must might should
1. Ted's flight from Amsterdam took more than 11 hours. He
exhausted after such a long flight. He
_be
prefer to stay in tonight
and get some rest.

2. If you want to get a better feeling for how the city is laid out, you
walk downtown and explore the waterfront.
3. Hiking the trail to the peak
be dangerous if you are not
well prepared for dramatic weather changes. You
research
the route a little more before you attempt the ascent.

4. When you have a small child in the house, you
small objects lying around. Such objects
_leave
be swallowed,
causing serious injury or even death.
5. Dave:
you hold your breath for more than a minute?

Nathan: No, I can't.
6. Jenny's engagement ring is enormous! It
have cost a
fortune.
85
7.
Please make sure to water my plants while I am gone. If they don't
get
enough water, they
8.
die.
speak Arabic fluently when I was a child and we
lived in
Egypt. But after we moved back to Canada, I had very little exposure
to the
language and forgot almost everything I knew as a child. Now, I

just say a few things in the language.
9.
The book is optional. My professor said we
we
needed extra credit. But we
read it if
read it if we don't
want to.
10.
Leo: Where is the spatula? It
it's not
be in this drawer but
here.
Nancy: I just did a load of dishes last night and they're still in the dish
washer. It
be in there. That's the only other place it
be.
11. You
take your umbrella along with you today.

The weatherman on the news said there's a storm north of here
and it
rain later on this afternoon.
12.
we pull over at the next rest stop? I really

use the bathroom and I don't know if I
hold it until we get to Chicago.
13. Oh no! Frank's wallet is lying on the coffee table. He _

have
14. Ned:
86
left it here last night.

I borrow your lighter for a minute?
Stephen: Sure, no problem. Actually, you
keep it if you
want to. I've given up smoking.

15.
believe
she
said
that
to
Megan!
She
insult her cooking in front of everyone at the party last

night. She
some salad i
16. Do you
have just said she was full or had
f she didn't like the meal.

chew with your mouth open like that? Geez, it's
making me sick watching you eat that piece of pizza.

17. Mrs. Scarlett's body was found in the lounge just moments ago, and it's
still warm! Nobody has left the mansion this evening, so the killer
be any
be someone in this room. It _
one of us!!!
18. Ted: I don't know why Denise starting crying when I mentioned the
wedding.
Pamela: It
have been what you said about her brother.
Or, perhaps she is just nervous. After all, the big day is tomorrow.
19.
you always say the first thing that pops into your head?
you think once in awhile before you speak?
20. I was reading the book last night before I went to bed. I never took it out of
this room. It
be lying around here somewhere. Where

it be? be swallowed, causing serious injury or even
death.
87
F. Rangkuman
Sesuai maknanya functional language adalah kemampuan memahami
bahasa
sesuai
dengan
fungsinya.
Functional
language
dalam
pemakaiannya disesuaikan dengan fungsinya seperti, If I were you atau

my suggestion is digunakan dalam giving advice (memberi nasehat)
dan it was my fault atau please forgive me digunakan dalam apologizing
(permintaan maaf).
Beberapa fungsi komunikasi dalam functional language tersebut antara lain
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)
e. Expressing suggestion/recommendation/advice
f.
g. Expressing unfulfilled or unrealized actions or events
Seperti yang sudah di jelaskan di atas bahwa modal auxiliaries memiliki

makna dan fungsi yang berbeda beda secara contekstual. Fungsi can
sebagai pemberian ijin akan menggunakan susunan yang sama dengan
fungsi can menunjukkan kemampuan. Namun keduanya akan berbeda
secara kontekstual. Should memiliki fungsi mengungkapkan keharusan,
saran, nasihat dan penyesalan. Fungsi will mengungkapkan keinginan,
rencana, kemungkinan dan janji. Fungsi may mengungkapkan pemberian
ijin,
permintaan
ijin,
kemungkinan,penawaran.
Fungsi
must
mengungkapkan keharusan, kepastian. Fungsi might mengungkapkan

kemungkinan.
88
Bentuk negative dengan modal auxiliaries tidak memerlukan kata kerja

bantu lain cukup hanya dengan menambahkan not sesudah modal
auxiliaries.
Bentuk interrogative dengan memposisikan modal auxiliaries diawal
kalimat sebelum subjek.

Cocokan jawaban di atas dengan kunci jawaban yang ada di bagian akhir
modul ini. Ukurlah tingkat penguasaan materi kegiatan belajar dengan
rumus sebagai berikut :
Jumlah jawaban benar x 100%
20
Arti tingkat penguasaan yang diperoleh adalah :
Baik sekali
= 90 100 %
Baik
= 80 89 %
Cukup
= 70 79 %
Kurang
= 0 69 %
Bila tingkat penguasan mencapai 80 % ke atas, silahkan melanjutkan ke

Kegiatan Belajar 2. Bagus. Namun bila tingkat penguasaan masih di bawah
80 % harus mengulangi Kegiatan Belajar 1 terutama pada bagian yang
belum dikuasai.
89
H. Kunci Jawaban
Latihan 1a:
Exercise 1
1. Giving advice
2. Asking and giving opinion
3. Showing care
4. Showing compliment
5. Congratulating
Dialogue 1
a. offering something
b. ought to
Dialogue 2
c. Showing inability, showing care
d. Can, cant, must
Exercise 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10. C
Latihan 1b:
90
1. B
6. A
11. E
16. D
2. C
7. C
12. C
17. E
3. B
8. C
13. A
18. C
4. C
9. D
14. A
19. C
5. C
10. C
15. C
20. E
Latihan 2:
1.
must/might
8.
Could/can
15.
Cant/should
2.
should
9.
Could/dont have to
16.
Have to
3.
could/must
10.
Should/must/could
17.
Must/could
4.
mustnt/might
11.
Should/might
18.
could
5.
can
12.
Can/must
19.
Must/cant
6.
must
13.
must
20.
Must/can
7.
will
14.
Can

LK-3.1 Jenis ekspresi bahasa Inggris
Tuliskan jenis eskpresi bahasa Inggris yang tidak terdapat di
materi ajar daring (dalam jaringan = online), kemudian
susunlah dalam bentuk
percakapan.
91
LK-3.2 Mengungkapkan ekspresi bahasa Inggris

Ucapkanlah beberapa ungkapan yang sudah Saudara pelajari
(5 ungkapan) pada sesi ini, Saudara dapat
mengembangkannya, seperti ekspresi/fungsi mengundang,
menerima undangan, dan menolak undangan. Saudara bebas
memilih ekspresi yang Saudara lebih sukai. Sebagai model
Saudara dapat menyimak beberapa contoh expresi pada
laman
http://www.eslgold.com/speaking/speaking_situations.html
Jawaban Saudara diunggah melalui Assignment.
92
LK-3.3 Analisis Penggunaan Modal dalam Konteks

Complete the sentences using the words listed below
can could have to must might should
1.
Ted's
flight
fromAmsterdam
took
more
than
_be exhausted after such a long flight. He
11
hours.
He
prefer to stay in
tonight and get some rest.

2. If you want to get a better feeling for how the city is laid out, you
walk downtown and explore the waterfront.
3. Hiking the trail to the peak
be dangerous if you are not
well prepared for dramatic weather changes. You
research
the route a little more before you attempt the ascent.

4. When you have a small child in the house, you
small objects lying around. Such objects
_leave
be swallowed,
causing serious injury or even death.

5. Dave:
you hold your breath for more than a minute?
Nathan: No, I can't.

6. Jenny's engagement ring is enormous! It
have cost a
fortune.
7. Please make sure to water my plants while I am gone. If they don't get
enough water, they
8. I
die.
speak Arabic fluently when I was a child and we lived in
Egypt. But after we
93
PENUTUP
Demikian yang dapat kami paparkan mengenai materi yang menjadi pokok
bahasan dalam modul ini, tentunya masih banyak kekurangan dan kelemahan
nya, karena terbatasnya pengetahuan dan kurangnya rujukan atau referensi
yang ada hubungan nya dengan modul ini.
Penulis banyak berharap para pembaca yang budiman sudi memberikan kritik
dan saran yang membangun kepada penulis demi sempurnanya modul ini dan
penulisan modul dikesempatan-kesempatan berikutnya. Semoga modul ini
berguna bagi penulis pada khusus nya juga para pembaca yang budiman
pada umumnya.
94
DAFTAR PUSTAKA
Source: www.understandingtext.com
Source;typesoftext.blogspot.com
Adapted
from;
http://rebecca-wrenn.suite101.com/benefits-of-learning-a-
foreign-language-a130160
Adapted from Focus SPM English
Adapted
from:
http://www.oppapers.com/essays/Online-Games-Should-Be-
Banned-By/192821
Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati.
Sri mulyati. Penerbit Erlangga. 2008
Taken from TOPS Siap UN Bahasa Inggris by Eudia Grace, Th. M. Sudarwati.
Sri mulyati. Penerbit Erlangga. 2008
Taken from: Look Ahead 3 dalam TOPS Siap UN Bahasa Inggris by Eudia
Grace, Th. M. Sudarwati. Sri mulyati. Penerbit Erlangga. 2008
Djuharie,
Otong
Setiawan.2009.Essay
Writing
Book
3.Yrama
Widya
Bandung.)
Djuharie, Otong Setiawan 2012 Essay Writing Yrama Widya Bandung
Source; Setiadi, Linawati dkk. 2012. SPM Bahasa Inggris. ESIS
Djuharie, Setiawan Otong. 2008. Extensive Reading Top-Down Reading.
Yrama Widya
(http://languagetesting.info/whatis/lt.html
http://www.ulc.manchester.ac.uk/resources/online/support-advice/learningguide/developing-skills/
95
(http://www.criticalthinking.org/pages/defining-critical-thinking/766. (11.30. 3
Desember 2015)
http://www.criticalreading.com/learnreadwritetoc.htm)
Sumber:
https://mugiekonomi.wordpress.com/2013/06/16/mengulik-critical-
thinking-skills/)
Hammond, Jenny. 1992. English For Social Purpose: a Handbook for
Teachers of
Adult Literacy. Sidney: NCELTR Macquarie University.
Hughes, Glyn and Moate, Josephine. 2007. Practical Classroom English. New
York:
Oxford University Press.
Kiely, Richard, Rea, Paulin-Dickins 2005.:Palgrave Macmilian. Program
Evaluation in Language Education
Wallace , Chatrine 2003. Critical Reading in Language Education
http://www.fresh.my.id/2013/10/hortatory-exposition.html)
http://englishdiarstewart.blogspot.co.id/2013/01/hortatory-exposition.html/16
September 2015
Adapted from: April 24, 2010http://www.studyskillsblog.com/the-advantagesand diadvatges-of-study-groups/
Adapted from : March 24,2010 <http:/haycei.tripod.com/id1.html>
96
GLOSSARIUM
concepts
: konsep
concerned
: cemas, terganggu, takut
conclusion
: kesimpulan
conjunctions
: kata sambung
connectives
: kata penghubung
content-based instruction
: instruksi berdasar isi
contextual teaching and learning
: pembelajaran dan pengajaran

berdasar konteks
contrary
: yang bertentangan, yang bersebrangan
contrasting
: membedakan, memprtentangkan
cooperative language learning
: pembelajaran bahasa kooperatif
critical thinking skill
: Kemampuan berfikir kritis
coherence
: koherensi
cohesive device
: perangkat kohesif
degrees of certainty
: tingkat kepastian
descriptive
: deskripsi
discussion
: diskusi
dialogue journal
: jurnal percakapan
disadvantage
: ketidak untungan, kekurangan
discourse
: wacana
discovery Learning Environment
: lingkungan pembelajaran dengan

menemukan
discovery learning
: pembelajaran dengan menemukan
elaborate
: menjelaskan, merinci
elaboration
: tentang pendalaman lebih jauh

mengenai sesuatu
e-learning
: pembelajaran berdasar elektronik
establish
: membangun,
97
evidence
: kejadian, fakta
example
: contoh
expectation
: harapan
explanation
: eksplanasi
exposition
: eksposisi
facebook
: facebook
further
: lebih jauh
factual
: berdasarkan fakta
gambits
: gambit
generic structure
: langkah-langkah retorika
information report
: laporan informasi
language features
: unsur kebahasaan
literary
: sastra
modality
: pengandaian
modals
: modals
narrative
: naratif
news item
: item berita
organization structure
: struktur bahasa
orientation
: orientasi
poetry
: puisi
procedure
: proses
quote
: kutipan
recount
: rekon
response
: tanggapan
short functional text
: teks fungsional pendek
social function
: fungsi sosial
sources
: sumber
spoof
: lelucon
sufficient development
: pengembangan yang cukup
twist
: plintiran
unity
: kesatuan
98

Modul Inggris SMA KK I Bag 1

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Modul Inggris SMA KK I Bag 1

Diunggah oleh

Hak Cipta:

Format Tersedia

GURU PEMBELAJAR

Kelompok Kompetensi I Profesional:

Direktorat Jenderal Guru dan Tenaga Kependidikan

Direktorat Jenderal Guru dan Tenaga Kependidikan

E. Saran Cara Penggunaan Modul

Kegiatan Pembelajaran 1: Introduction to Social Function,

B. Indikator Pencapaian Kompetensi

E. Latihan / Kasus/ Tugas

G. Umpan Balik dan Tindak Lanjut

Kegiatan Pembelajaran 2: Learning Hortatory Expositions

B. Indikator Pencapaian Kompetensi

E. Latihan / Kasus/ Tugas

G. Umpan Balik dan Tindak Lanjut

Kegiatan Pembelajaran 3: Language Expressions and Modality

B. Indikator Pencapaian Kompetensi

E. Latihan / Kasus/ Tugas

G. Umpan Balik dan Tindak Lanjut

mengarahkan, melatih, menilai dan mengevaluasi guru diharapkan dapat

kemajuan ilmu pengetahuan, teknologi dan seni.

Dari evaluasi hasil pelaksanaan UKG sebelumnya

pemerintah merasa masih diperlukan adanya peningkatan kualifikasi hasil

Oleh karena itu, pemerintah memprogramkan Modul Pendidikan

dan PelatihanGuru Pembelajar sebagai tindak lanjut dari hasil UKG

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

Adapun kegiatan pengembangan diri melalui diklat tersebut dibagi dalam

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

meliputi kegiatan pembelajaran kompetensi

profesional. Kegiatan-kegiatan pembelajaran tersebut meliputi kegiatan

Text Organization dan

Language Features ; Learning Hortatory Expositions dan Language

E. Saran cara penggunaan modul

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

Nasional Nomor 35 Tahun 2010 tentang Petunjuk Teknis Pelaksanaan

melaksanakan tugasnya, disamping itu PK Guru juga berdampak pada

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

a. Penilaian kinerja adalah suatu proses yang digunakan pemimpin untuk

karyawan sukses atau gagal dalam melaksanakan pekerjaannya

Nasional (2004 : 35) yaitu : (1). Pengembangan pribadi, dengan

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

pemanfaatan sumber belajar; (4). Evaluasi belajar, dengan indikator

memahami semua dokumen yang terkait dengan sistem PK

keduanya mengetahui tentang aspek yang dinilai serta dasar

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

tahun dan penilaian sumatif di akhir tahun dengan memperhatikan

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

B. Indikator Pencapaian Kompetensi

menghasilkan guru yang professional dalam penguasaan akademik dari

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

penggunaan bahasa Inggris oleh seseorang sebagai sarana untuk

: the people, they, she, I you etc.

: do, does, is, am, are,(present), did, was, were(past).

: will, would, could etc

: always, usually, really.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

: Tabel Fungsi Sosial Jenis-jenis Teks

langkah tersebut bisa dipastikan infomasi tidak akan efektif untuk di

Dalam konteks dialog terdapat adab tata-cara atau budaya yang

Dalam konteks monologue berbeda dengan konteks dialogue.

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

: Tabel Organisasi Text

Orientation : provides the setting and

a. Issue :opening statement and preview

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional I

whom, in what circumstances.