JENIS TEKS YANG DIAJARKAN DI SMP DAN SMA DI

INDONESIA

(SUMBER: PENDEKATAN GENRE-BASED

DALAM MENGAJAR BAHASA INGGRIS:
PETUNJUK UNTUK GURU OLEH EMIE EMILIA, 2010)

PENDAHULUAN

Seperti telah disebutkan dalam bab 2, ada beberapa jenis teks yang harus

diajarkan di SMP dan SMA. Semua jenis teks itu adalah: Descriptive,

Recount, Narrative, Report, Exposition, Explanation , News Item dan

Discussion. Masing-masning jenis teks, termasuk tujuan sosial, struktur

organisasi serta ciri linguistiknya akan diapaprkan berikut.

Perlu diketahui bahwa pembahasan dalam bab ini didasarkan pada beberapa

referensi mengenai jenis-jenis teks atau SFL GBA yang tersedia (lihat

Derewianka, 1990; Education Department of Western Australia, 1997; Durkin,

Fergusson, Sperring, 2006; Knapp & Watkins, 2009; Thai, 2009; Joyce & Feez,

2004; Joyce & Feez, 2000; Butt et al, 2000; Christie, 2005; Hyland, 2004;

Anderson & Anderson, 1997a,b; Feez & Joyce, 1998a,b; Gerot, 1998).

A. TEKS RECOUNT

Recount text adalah jenis teks yang menceritakan kembali kejadian atau
pengalaman yang sudah lampau. Recount pada umumnya berdasarkan
pengalaman langsung dari penulis, tetapi bisa juga bersifat imajinatif atau
diluar pengalaman penulis (Education Department of Western Australia,
1997:45). Recount adalah berbicara atau menulis tentang kejadian di masa
lampau, yang biasanya ditulis dalam urutan waktu (Anderson & Anderson,
1997;Durkin, Ferguson & Sperring, 2006).

Teks jenis Recount mempunyai ciri-ciri sebagai berikut:

Tujuan
Tujuan Recount adalah menceritakan kembali apa yang terjadi dan ini bisa
melibatkan interpretasi pribadi penulis. Atau, menurut Anderson &
Anderson (1997:48), Recount bertujuan untuk memberi pembaca gambaran
tentang apa yang terjadi dan kapan terjadinya.

Focus:
Kejadian khusus yang ditulis berurutan.

Jenis: Ada banyak jenis Recount, di antaranya adalah:

 Personal Recounts: Menceritakan kembali pengalaman dimana
penulis telah terlibat secara langsung.
 Factual Recounts: Menceritakan kembali kejadian atau insiden seperti
berita korann, laporan kecelakaan.
 Imaginatif Recount: Menceritakan peran yang bersifat imajinatif dan
menghubungkan kejadian khayalan, seperti: sehari dalam kehidupan
puppy yang baru.

Contoh: Recount bisa ditulis dalam bentuk biografi, autobiografi, berita koran
tentang kejadian, sejarah, surat, jurnal, cerita atau penjelasan saksi mata dari
satu kejadian, penjelasan tentang kecelakaan yang dibuat untuk menklaim
asuransi (lihat juga penjelasan Anderson & Anderson, 1997; Durkin, Ferguson
& Sperring, 2006). Recount, menurut Anderson & Anderson (1997) bisa juga
ditulis dalam bentuk percakapan, pidato, wawancara di TV.

Organisasi Text Recounts

Teks Recount biasanya dimulai dengan:
 Setting atau Orientation: berisi informasi
mengenai latar belakang untuk membantu
pembaca memahami cerita. Biasanya ada
penjelasan mengenai siapa, kapan,
dimana, dan mengapa. Setting dan
Orientasi ini biasanya ditulis dalam
paragraf pertama.

 Kejadian penting (important Events) atau Record of Events: yang

dielaborasi dan biasanya disusun dalam urutan waktu, dari kejadian
pertama sampai kejadian terakhir. Kejadian-kejadian itu dipaparkan
dengan cara yang menarik dan bisa memasukkan unsur komentar
pribadi. ”Setiap kejadian ditulis dalam paragraf yang berbeda”
(Anderson & Anderson, 1997:50).

 Komentar evaluatif atau pernyataan kesimpulan yang mungkin

hanya berupa komentar mengenai kejadian yang telah dijelaskan
sebelumnya, tetapi ini bersifat opsional. Biasanya sering merupakan
komentar yang merefleksikan perasaan penulis tentang kejadian-
kejadian yang disebutkan sebelumnya (Education Department of
Sount Australia, 1997). Kesimpulan ini ditulis dalam paragraf
terakhir. Paragraf kesimpulan ini bersifat opsional, jadi Recount,
seperti contoh di bawah, mungkin tidak mempunyai kesimpulan.
Ciri-Ciri Linguistik
 Menceritakan tentang partisipan spesifik: adik, kaka, ayah, ibi, atau
teman, dan sebagainya.
 Biasanya ditulis dalam simple past tense.
 Menngunakan kata kerja action atau kata kerja dinamis, seperti: went,
saw, fed, returned, dsd.
 Menngunakan kata sambung yang berkenaan dengan waktu, untuk
membuat teks kohesif, seperti: yesterday, when, after, before, during
(juga termasuk, ”first, next, then” (anderson & Anderson, 1997:50).
 Menggunakan kata ganti pertama, seperti I, We.
 Penjelasan mengenai detail kejadian biasanya dipilih untuk
menjadikan teks lebih menarik.
 Tanggapan pribadi terhadap kejadian bisa dimasukkan (kecuali dalam
factual Recount (lihat juga Derewianka, 1990:15-16).

Selain dari ciri-ciri linguistik yang disebut di atas, Anderson & Anderson
(1997) menyebut ciri-ciri lain, yakni:
 Menggunakan descriptive words untuk menggambarkan detail
mengenai siapa, apa, kapan, dimana dan bagaimana.
 Menggunakan proper noun untuk mengidentifikasi mereka yang
terlibat dalam Recount.

Contoh teks Recount bisa dilihat dalam contoh berikut yang ditulis oleh salah
seorang siswa SMA di Bandung.
Tabel 5.1. Contoh teks Recount (Personal)
(oleh Santi, siswa SMP di Bandung)
Schematic Title: My Holiday Grammatical features
structure
Orientation Last holiday, I went to Bali with my family. I Penggunaan adverb of
went to Bali by bus. We started the journey time, place, dan purpose,
sangat bagus to help carry
from Bandung to Bali at 08.00 o’clock. In the
 journey to Bali, we pasted Sidoarjo in East the text forward.
Java, and I saw “Lumpur Lapindo”. In border
Penggunaan past dan
between Java Island and Bali island we took present tense.
recess for a minute in grafika restaurant. The
view in grafika restaurant is very beautiful. To Sebenarnya kalimat-
go to Bali, we might past the sea by ship. kalimatnya bisa
digabugkan untuk
menciptakan unity dalam
teks.

Penggunaan reference
spesifik (I) untuk
membangun pengalaman
pribadi.
Record In Bali, we stayed in my aunt’s bungalow. The Adverb of place (In Bali),
bungalow is near the pura. Then we took a menandai fase baru dari
teks untuk memulai
recess because we feel so tired. The second memaparkan Record of
day, we went to “Tanah Lot”. In Tanah Lot, I Events.
touched the snake with reliable as holly snake. I
also saw a big snake. At first, I thought the Penggunaan conjunction
snake is dangerous, but it was not. My family untuk menghubungkan
satu pernyataan dengan
and I also bought a lot of souvenirs like tie hair pernyataan lain.
and many more. I also saw a bat which hanging
in the wicker of the tree. Kata kerja action (we
The next day, I still continued my tour. stayed; I still continued),
My family and I went to Sanur Beach. In there ekspresi pernyataan
pribadi ( I very liked the
we played Kano. I very like the moment moment), sikap terhadap
because we played kano is very interesting. I sesuatu ‘it looked so
also swam in there. After swam and played beautiful; I’ve got a lot of
kano, my family and I visited the museum knowledge in there’)
which near the beach. The namely is “Lemeyer Penggunaan conjunction
membantu mengaitkan
Museum”. I’ve got a lot of knowledge in there. makna antara satu kalimat
The next day, my family and I went to atau gagasan dengan
Kuta Beach. In the journey to the Kuta kalimat atau gagasan lain.
Beach, I saw first bom Bali memorial in the
Kuta Beach. My family and I swam and played
sands. We also took a lot of picture in there,
and we also saw a sunset moment. It looked so
beautiful.
The last day in Bali, before we come
back to Bandung, we went to Sukowati
traditional market. In there we bought a lot of
souvenirs. The price in Sokowati traditional
market the price so sheap, and if the price to
high we can bargain it.
Reorientation After I bought some souvenirs, we came back Adverb of time (After I
to Bandung by airplane. bought some souvenirs)
memberi signal awal dari
 elemen terakhir dari
Recount yang merupakan
kesimpulan dari teks.

Contoh Historical Recount

Tujuan: menulis atau menceritakan apa yang terjadi di waktu lampau

dengan memfokuskan pada sekelompok orang yang hisup pada periode
tertentu yang bersejarah. Historical Recount juga bisa menceritakan atau
menulis tentang apa ayng terjadi di masa lampau untuk menjelaskan
mengapa kejadian itu terjadi dan membuat pernyataan umum tentang pola
bersejarah.

The Great Depression in Australia

(Sumber: Feez & Joyce, 1998a:76)
1. During World War 1, from 1914 to 1918, factories in Europe stopped making the goods
needed for trade in peacetime. Instead they made weapons. After 1918, many countries
in Europe never recovered financially from all the destruction of the war and several
years later the American economy also grew weaker. The American financial markets
were based in wall St in New York. In October 1929 these markets crashed. The Great
Depression had begun.

2. Before World War 1, Europe bought wool, wheat and other agricultural goods from
Australia and Australia bought goods manufactured in European factories. After the
war, the Australia Government and private companies borrowed large sums of money
from overseas countries to build factories, woollen mills, dams and bridges. In Sydney
they started to build the Harbour Bridge. Australia continued to sell agricultural goods
to Europe and, at the same time, to produce more manufactured goods for the home
market. The economy grew very fast and there was full employment. This period was
called the Boom Years.

3. In 1927, things began to go wrong for Australia. It was beginning of a terrible drought
which lasted until 1930. Many farm workers lost their jobs. There were fewer farm
goods to export and less wool for the mills. The mills and the factories closed and
factory workers also lost their jobs. With the hard times in Europe and the Wall Street
Crash, overseas trade, Australia could not repay the overseas money which had been
borrowed in the boom years. Now Australian, too, was in the grip of the Great
Depression.

4. As the Depression grew worse, wages fell. Princes also fell but this did not help people
who had no work at all. Those with jobs worked fewer hours and often were put off for
weeks and months at a time. Sometimes teenagers found work because employers
could pay them lower wages, but these jobs never lasted for long.
5. The worst of the Depression was 1932. Over a quarter of the working people in
Australia were unemployed. Farmers walked off their farms and factories; shops and
banks closed. When people could not pay the rent, they were thrown out of their
homes. Many people lived in the open and many starved. After losing their homes,
families often lived in one-room humpies huddled together in camps. Humpies were
usually made out of bags and cardboard boxes with a scrap-iron roof and a sand floor.
In these camps there were many rats, fleas and flies, and much disease. There were also
beggars in the streets.

6. Eventually the Government realized something had to be done. It began to set up

centres to hand out food and money. Hundreds of people stood in queues waiting for
small quantities of food and old clothing. Charities opened soup kitchen to provide
food for the starving and school often tried to find food for pupils. The Government
also began to offer some relief work, often in country areas. With men leaving home to
find work, it was the beginning of many years of separation for many families. Men
who wandered around the countryside looking for work were call swagman. They
walked, rode bicycles or ‘jumped, trains. They slept in paddocks, gullies and sheds,
and under bridges.

7. From 1933 things very gradually began to improve. Many of the unemployed,
however, could not find work until the beginning of World War II in 1939. Then the
army needed soldiers and the Depression ended.

8. The Great Depression was a period of extreme hardship for most ordinary Australian.
It shaped the lives of all who experienced it. Echoes of that time can still be heard in
Australia folklore, politics and institutions today. Moreover, the return to full
employment had a very high price. Finally people had jobs, but it was a war which
provided the work. The same people who had struggled during the Depression were
now expected to sacrifice themselves for their country.

B. DESCRIPTIVE

Tujuan: Memberi informasi tentang sesuatu atau seseorang.

Descriptive bisa juga berupa Descriptive Report, yang tujuannya memberi

informasi mengenai sesuatu.

Struktur Organisasi
 General Statement: Penulis menyatakan sesuatu yang akan
dideskripsikannya. Kalau Descriptive Report, biasanya bagian ini
menyatakan kategori umum dari apa yang akan diceritakan. Lihat
Contoh 4 di bawah tentang Platypus.
  Description: Penulis mendeskripsikan beberapa aspek dari topik yang
diceritakan, misalnya kalau binatang yang digambarkan, kpenulis
bisa menggambarkan keadaan fisik, tingkah laku, makanan yang
dimakan.
Sementara itu, Descriptive Report bertujuan untuk mengidentifikasi sejumlah

ciri dari suatu objek atau fenomena dan menggambarkan masing-masing ciri

itu secara bergiliran.

Descriptive Report terdiri dari dua tahapan: :

General statement yang berfungsi untuk:

- Memperkenalkan topik.

- Memberi informasi umum mengenai apa yang aakn dideskripsikan,

seperti kategori umum.

- Memperlihatkan apa yang akan dideskripsikan.

Description, memberi informasi mengenai topik yang dibahas dan informasi

itu dikelompokkan ke dalam beberaga bagian. Bagian deskripsi ini bisa

diurutkan dari yang paling penting sampai ke yang kurang penting atau dari

yang paling umum sampai ke yang khusus atau spesifik.

Contoh Descriptive

Contoh 1
Spot
Spot is a regular house cat. He is an adorable cat. He has orange fur with black and
white spots. I like to cuddle him because his fur feels soft. Every morning I give Spot
milk. Spot doesn’t like rice , so I give him cat food. Spot is an active animal. He likes
to run around the house. He likes to chase everyone in my house. When he feels tired
or sleepy, Spot usually sleeps on the sofa in the living room or under the table (Oleh
Ami (nama samaran), siswa SMP Salman Al Farisi, Bandung).
Contoh 2
THE BELL

The BELL tells us that someone is calling. The electric bell is very similar to
the door bell. The sound can be adjusted by a wheel under the case. The tone of
bell can be high or low. There are different telephones with different bells and
different tones (Sumber, Martin, 1985)

Contoh 3

Struktur My garden Ciri linguistik

Organisasi

I have a nice garden in front of my house. The

garden is small but beautiful. It has many
flowers-there are jasmines, orchids, sun
flowers, roses and many other plants in my
garden.

The flowers have different colors. They are

red, white, yellow, and so on. They are not
expensive flowers but they look very
interesting.

I water my garden in the afternoon. I clean it

in my spare time. It’s really a neat garden.I love
it very much (Oleh Sinta: High Achiever)

Contoh 4
Struktur My Uncle’s Garden Ciri Linguistik
Organisasi
My uncle has a garden, it is located at his
backyard, there are a lot of biotic and
abiotic objects, such as grass, ornamental
plant, mango tree, soil, stone on the wall
and tile.

There are beautiful ornamental plants.

They are used to make the garden
beautiful. These plants have oval shape
 leaves, green and white leaves. We can find
ornamental plants at his garden. At my
uncle garden we can find grass too. Grass
has green leaves, and the shape of the
leaves of the grass are flat and long, grow
over the surface of the soil. Grass used to
cover the surface of the soil, so that the soil
is not too slippery and dirty.

We can also find soil. The soil at my uncle

garden is fertile. It’s used as a media for
living plants. We can find also stone
attached on the wall that comes from the
mountain and the river. Cream colored
stone comes from limestone mountains,
used to beautify the garden wall. For seat
area, my uncle uses tile. The tile is made by
a manufacturer from basic materials such
as clay. The tile is used to coat the surface
of the soil.

I like the garden because it’s very nice. It

makes me feel comfortable at my uncle
house, because it decorates his house and
make it more beautiful. My uncle takes
care his garden every day, waters the plants
and cleans it (Oleh Sinta, Siswa SMPN 2
Bandung).

Contoh 5: Descriptive Report

Struktur Organisasi
Judul The platypus
General Statement The platypus is an Australian animal which belongs to a very small
group of animals, the monotremes. There is no other animal in the
Description of world with the characteristic of the platypus.
Appearance
The platypus has a small face with a flat, wide, rubbery duckbill.
The skin of the platypus has thick dense fur which is waterproof. It
has short strong
Description of Legs which sharp claws. The male platypus has one long, very sharp
Behaviour spur which is poisonous. The platypus has a long, flat tail.

The platypus swims in the creek and burrows in the mud of the
creek bank. It uses its tail for swimming, and for flattening the mud
in its burrow. It uses its bill to scoop up creek water and mud. It eats
small creatures which live in the water and the mud. The platypus
lays eggs but it feeds its young on milk (Feez & Joyce, 1998b: ...)

C. NARRATIVE

Tujuan: Menceritakan sebuah cerita tentang:

 Seseorang atau sekelompok orang.

 Memperlihatkan bagaimana seseorang atau sekelopok orang
merespon atau menanggapi sesuatu.
 Mengekspolari nilai sosial dan buadaya dalam suatu kelompok
masyarakat tertentu.
 Menghibur pembaca atau pendengar: membuat pembaca
tertarik dengan apa yang diceritakan.

Struktur Organisasi:

 Orientation:
- Memperkenalkan karakter dan menceritakan kepada pembaca
tentang karakter itu.
- Menceritakan kepada pembaca tentang kapan, dimana, siapa,
apa dan mengapa.
- Memberi tanda atau petunjuk tentang masalah yang akan
dihadapi oleh karakter yang diceritakan.
 Complication:

- Menceritakan masalah dan sesuatu yang terjadi yang tidak

diharapkan oleh karakter dalam cerita.

 Evaluation:

- Biasanya dihubungkan atau dipadukan dengan complication

 - Penulis memberikan komentar tentang kejadian dan dengan cara ini
penulis memberi signifikansi terhadap kejadian-kejadian itu.
- Menyadarkan pembaca terhadap apa yang terjadi terhadap karakter
yang ada dalam cerita.
- Memperlambat aksi dan menciptakan “suspense” yang membuat
pembaca berkeinginan untuk mengetahui apa yang terjadi selanjutnya.

 Resolution
Menggambarkan penyelesaian dari masalah yang muncul dalam
cerita.

 Coda
Mengakhiri cerita dengan sedikit komentar terhadap apa yang terjadi
atau komentar terhadap kehidupan karakter selanjtnya. Banyak
Narrative atau fairy tales diakhiri dengan pernyataan: And they lived
happily ever after.

Coda ini sebenarnya hanya kadang-kadang saja ada dalam Narrative,

banyak penulis yang membiarkan pembaca menyelesaikan ceritanya.

Jenis Narrative

Ada banyak jenis Narrative, dan umumnya bersifat imajinatif. Tetapi ada juga
yang faktual. Narrative bisa berbentuk fairy tales, misteri, science fiction,
romance, cerita horor.

Contoh Narrative

Contoh 1
Struktur Title The Golden Cucumber Ciri Linguistik Karakter
Organisasi
A long time ago, there was a farmer and his
wife. They live happily in a village near a
forest. Unfortunately they didn’t have any
children. Every day they prayed to God for a
child.

One day, a giant passed their home. He heard

their prayers and gave them a cucumber seed.
“Plant this seed, and you’ll have a daughter.
But on her 17th birthday, you must give her to
me,” said the giant.

Months later, a golden cucumber grew from

the seed and became bigger and bigger. When
it was ripe, they cut the cucumber and they
found a beautiful baby inside! There were so
happy. They named the baby Timun Mas
(Golden Cucumber).

Timun Mas grew into a beautiful girl. They

lived happily. On her 17th birthday, the giant
returned. They were so scared. He wanted to
take Timun Mas away.

The farmer went into the house he gave a

little pouch to Timun Mas. “This will help
you to fight off the giant. Now, run as fast as
you can!”

The couple were very sad to see their

beautiful daughter go when the giant found
out that she wasn’t there, he became very
angry. He destroyed their house and ran after
Timun Mas.

The giant chased Timun Mas steadily closing

in on her. Timun Mas took a handful of salt
and spread it behind her. Suddenly a bamboo
forest appeared between the giant and her.
The giant tried to reach her.

After a while the giant started getting closer

again. Timun Mas took some needles and
threw it behind her. The needles suddenly
became a mud pond. Timun Mas was able to
escape again.

But the giant could freed himself and chased

Timun Mas again. Timun Mas threw fish
paste. Suddenly there was a large cucumber
field. The tired and hungry giant ate the fresh
cucumbers. Soon he became very sleepy and
fell asleep.

Timun Mas was very tired and couldn’t run

fast anymore. The giant woke up and chased
her again. Desperately she threw her last
magic item, chilies. The chilies grew into
trees and surrounded the giant. The trees
thorns as sharp as knife. And the giant died.

Timun Mas sink down and walked to the

home. Timun lived happily with her parents.
They never had to fear the giant again.
Contoh 2
Struktur Lisa Goes to School Ciri Linguistik Karakter
Organisasi
LISA GOES TO SCHOOL
BY AJMI

Today is Lisa’s first day at school.

She is in grade 2.
The principal showed her where
To put her bag.
Then the principal showed her where
her class is.
Her room number is 6 and her
favorite number is 6.
Her teachers name is Nina.
Then the teacher said,
“who will take care of Lisa and show
her where the girls toilets are”.
“I will” said Sarah.
Lisa was still shy.
But Lisa wasn’t shy in class.
Then the bell rang for lunch time.
Lisa, Sarah and her friends
were playing in the play ground
Lisa wasn’t shy.
Then Lisa said to Sarah,
“your friends are so kind, I’m
going to play with them every day”.
Then Lisa made lots of
Friends that she wasn’t
Shy anymore.
When it was Thursday it was
canteen day.
But Lisa didn’t have any money to
buy something in the canteen.
Then Sarah saw Lisa crying.
“What’s wrong” asked Sarah.
“I don’t have any money to buy
something in the canteen”
replied Lisa.
“oh cheer up” said Sarah.
I’ll buy you something”
said Sarah.
So Sarah bought an
ICE-CREAM for Lisa.
Lisa said, thank you.
And Lisa never cried at
school anymore.
It was time to go home
So Lisa ran to her mum
and dad and told them
. what she had learned.
 THE END

D. PROCEDURE

Tujuan: memperlihatkan bagaimana sesuatu dilakukan, memperlihatkan

kepada pembaca bagaimana melakukan sesuatu atau tindakan
dengan urutan tertentu.

Struktur Organisasi:

 Tujuan (Aim): menyatakan tujuan dan memprediksi kesimpulan yang

mungkin terjadi.
 Bahan (Materials) dan alat: menuliskan alat atau aparatus dan bahan
atau objek yang diteliti.
 Langkah-langkah (Steps): menjelaskan langkah-langkah secara
berurutan yang perlu dilakukan untuk melengkapi eksperimen atau
prosedur. Setiap langkah digambarkan dalam baris yang terpisah dan
masing-masing langkah ditulis dengan “imperative” atau “command”.

Ciri-ciri Linguistik:
 Menggunakan kata kerja action dan kalimat perintah (command):
Pour some water into the ... .
 Kadang-kadang kalimat dimulai dengan penanda waktu yang
menunjukkan urutan langkah, seperti: First, second, dsb.
First ....
 Kadang-kadang kalimatnya diawali dengan kata, frase atau klausa
yang mengindikasikan kapan suatu langkah dilakukan:
When the spot is dry, record the time it has taken.
 Kadang-kadang kalimat mulai dengan adverb of manner atau kata,
frase atau klausa yang menunjukkan bagaimana melakukan
sesuatu:
With themeasuring jug, fill the bottle ...
Carefully ....
 Quickly...
 Menggunakan kata-kata atau bahasa teknis, tergantung pada topik
yang ditulis. Kalau procedure tentang eksperimen, kata-katanya
berkenaan dengan eksperimen, begitu pula topik lain.
 Memberikan gambaran rinci tentang benda atau alat yang dipakai,
termasuk bentuk ukuran, warna, jumlah.

Topik-topik yang bisa ditulis dalam procedure bisa berkenaan dengan

berbagai mata pelajaran, seperti:

Bahasa Inggris: How to organise an essay.

Social Science: How to use an atlas to locate a place.
Math: How to find the perimeter or a rectangle using 1 cm cubes.
Health: How to treat snake bite.
Science: How to conduct an experiment.
Physical Education: How to play a game.
Craft: How to tie-dye fabric (lihat Education Department of Western
Australia, 1997:68).

Contoh Procedure

Struktur Teks Ciri Karakter yang

Organisasi Linguistik dibangun
How to do an experiment on
Aim Ketelitian dan
photosynthesis
akurat dalam
You will need
melakukan
Two 600 ml beakers, 2 glass funnels, 2
Materials and sesuatu,
test tubes, sodium hyrogen carbonate
Equipment termasuk
solution (0.5%), 2 pieces of actively
menghitung
growing ... (plant), light source,
atau
wooden splint, safety goggles.
Steps mengukur
What to do
sesuatu,
1. Half-fill each beaker with sodium
khususnya
hydrogen carbonate solution.
kalau
2. Place a piece of plant in each beaker
berkenaan
and cover the plant with a funnel.
dengan
3. Invert a test tube full of water over
eksperimen.
each funnel’s stem.
 4. Place one beaker in the dark and the Selain itu,
other in continuous light for several ketaatan juga
days. bisa dilatih
5. Describe any changes in appearance karena kalau
that have developed in each set up. tidak
Test any gas collected. To do this, lift melakukan
the test tube off the funnel without sesuatu sesuai
letting the tube leave the water. dengan
Quickly insert a glowing wooden prosedur yang
splint into the test tube, making sure disarankan,
not to touch the sides of the wet test hasilnya akan
tube. lain.
Record results of the gas test.

Contoh 2

Struktur Teks Ciri Linguistik Karakter yang

Organisasi dibangun
How to make jelly
(Sumber: Anderson & Anderson, Commands Sama dengan
1997a: 53) karakter
Jelly can be made very simply by dalam contoh
following these directions. Tecnical words 1
You will need a packet of jelly
crystals, a 500 ml jug, 250 ml Numbers
of boiling water, 200 ml of showing the
cold water, a bowl. order to do the
1. Empty contents of a packet of steps.
jelly crystals into the jug.
2. Add boiling water.
3. Stirr well until crystals dissolve.
4. Add the cold water and stir.
5. Pour mixture into a bowl.
6. Refrigerate until firm.

E. REPORT

Report merupakan jenis teks yang menyajikan informasi dengan jelas dan
singkat.
Tujuan:

Mendokumentasikan, menyusun dan merekam informasi faktual mengenai

suatu topik. Report mengklasifikasikan dan menggambarkan suatu fenomena
di dunia.

Report berbeda dengan Descriptive: Report menceritakan satu kelompok

secara keseluruhan. Misalnya, kalau Report membicarakan “Cats” satu
kjelompok binatang, maka Descriptive akan menjelaskan tentang satu
binatang yang sangat spesifik, misalnya kucing yang merupakan piaraan
kita, seperti “Spot” yang ada dalam contoh Descriptive di atas. Atau kalau
repoort membahas “Bikes” maka Descriptive “My bike”. Report bisa
menggambarkan tentang benda hidup dan benda mati.

Types
Jenis teks Report ada banyak mulai dari Report mengenai cuaca, berita, report
hasil penelitian dan sebagainya.

Tetapi Report yang biasanya diajarkan di sekolah menengah adalah jenis

Zreport yang spesifik yang dipakai untuk memberikan informasi mengenai
satu kelompok atau kelas tertentu, apakah itu binatang atau tumbuhan atau
benda mati.

Struktur Organisasi

Fokus dari Report adalah sekelompok dari sesuatu (a class of things ).

Report biasanya terdiri dari:

 Opening general statement/general classification

Memaparkan apa yang akan diceritakan tentang apa yang ada di dunia ini.
Biasanya menjelaskan klasifikasi (Bikes are popular form of transport; whales are
mammals; snakes are reptiles).

 Fakta tentang beebrapa aspek yang dilaporkan

Bagian ini biasanya menggambarkjan beberapa hal berkjenaan dengan apa

yang dilaporkan, mulai dari ciri-ciri fisik, perilaku, mungin warna, tempat
hidup, cara makan atau lain sebaginya. Semua aspek dipaparkan dan
diurutkan mulai dari yang plaing penting sampai ke yang kurang penting.

Report biasanya tidak mengandung “ending”, walaupun kadang-kadang

informasi rinci diakhiri dengan pernyataan umum mengenai topik yang
dibicarakan (contohnya Stamps can provide hours of enjoyment for young
and old).

Report biasanya memasukkan diagram, foto dan ilustrasi untuk menjelaskan

teks dan mungkin dilengkapi dengan label.

Ciri Linguistik
 Yang digambarkan bersifat umum (sekelompok benda atau orang
tertentu, seperti volcanoes, news papers, the royal family).
 Beberapa kata kerja action ketika menggambarkan perilaku sesuatu atau
binatang.
 Menggunakan “linking” verb (is, are, has, have, belongs to).
 “Timeless” present tense (are, exist, grow).
 Bahasa deskriptif tetapi faktual dan precise, bukan imajinatif untuk
menyampaikan gagasan mengenai:
What they look like ( colour, shape, size, etc.)
What they have (body parts, components, etc.)
What they do (habits, behavior, functions, uses, etc.).
 Sangat mungkin mengandung kata-kata teknis
 Banyak bahasa yang dipakai untuk mendefinisikan, mengkalsifikasikan,
membandingkan dan membedakan (are called, belong to, can be classified as,
are similar to, are more powerful than).
 Ditulis dalam gaya formal dan objektif. Penggunaan kata ganti I dan We
dan pendapat penulis biasanya tidak dipakai dalam jenis tulisan ini.

general classification Snakes are reptiles (cold-blooded creatures). They

belong to the same group as lizards (the scaled
groups, Squamata) but form a sub-groups of their
own(Serpentes).
description Appearance
Snake have no legs but along time ago they had
claws to help them slither along.
 Snake are hot slimy. They are covered in scales
which are just bumps on the skin. Their skin is
hard and glossy to reduce friction as the snack
slithers along the ground.
Behavior
Snake often sunbake on rocks in the warm
weather. This is because snakes are cold blooded
and they need the sun’s warmth to heat their body
up.
Most snake live in the country. Some types of
snake live in trees, some live in water, but most
live on the ground in deserted rabbit burrows, in
thick, long grass and in old logs.
A snake’s diet usually consist of frogs, lizards
and mice and other snakes. The Anaconda can eat
small crocodiles and even wild boars.
Many snakes protect themselves with their
fangs. Boa Constrictors can give you a bear hug
which is so powerful it can crush every single
bone in your body. Some snakes are protected by
scaring their enemies away like the Cobra. The
Fling snake glides away from danger. Their ribs
spread apart and the skin stretches. Its technique
is just like the sugar glider’s.

John, Stefan & Joseph (year 5)

F. EXPOSITION

ARGUMENT (Stating your case)

Purpose
To take a position on same issue and justify it.

Types
Argument texts belong to a genre group called “ Exposition” concerned with
the analysis, interpretation and evaluation of the world around us. There are
several different expository genres and choice depends on whether your
major aim is to simply analyse, or to interpret, or to evaluate. Some texts
contain a mixture of expository genres.

In an Argument the emphasis is on persuading someone to your point of

view. You might be arguing simply to justify a position/interpretation
(“persuading that”), or you might be arguing that some sort of action be taken
(“persuading to”). Some examples are : convincing your parent to lend you’re
the car; newspaper editorials; sermons; political speeches; certain essays;
letters to the editor ; debates.

SAMPLE TEXTS:ARGUMENTS
Schematic Text topic Some
structure Uniform is unnecessary grammatical
features
Issue Nowadays, almost every school in Indonesia Generic reference.
Impersonal verbal
obligate their students to wear uniform. It is said that processes.
uniform gives the students a sense of identity and Thematic progression
teaches good discipline to them. It is also said that by achieved partly with
2 marked Themes.
Thesis wearing uniform, it will eliminate social gap among
students. For these reasons, schools made rules
about uniform.

However, I BELIEVE that those reasons are not an

excuse for making such a rule. I’m assured that
uniform is unnecessary, because it is a waste of
money. Bridles students’ freedom to express
themselves and fails to encourage good discipline.
Argument 1 First of all, I BELIEVE that instead of eliminating Mainly generic
reference;
social gap, it is a waste of money. For some people, conjunctive relations;
it might be fine to afford school uniform. But for Thematic
some other, it is a burden. Moreover, one can only progression. With 2
markerd Themes; 2
wear their uniforms during their period in school. textual Themes. One
Out of that period, the uniform is rather useless. mental process
Furthermore, once they finish their school, they
can’t use it anymore.
Argument 2 Next, I BELIEVE that uniform bridles students’ 2 mental processes.
Generic reference
freedom of expression. It make the students unable I marked Theme.
to express themselves. I THINK students can wear any Conjunctive relations
clothes they want to school as long as their clothes help build
connections in
aren’t against the norm. This way, the students argument
would be free to express themselves, and they won’t
be burdened to buy uniform. By buying their daily
wears, they get their school wear as well.
Argument 3 Finally, I BELIEVE that uniform doesn’t encourage
good discipline. Instead, a lot of students show some
rebellious acts through uniform. Shortened skirt,
snugging shirt, and other against-the-rule clothes are
clear evidences. It shows that uniform makes the
students more rebellious.
Argument 4/ As a student who ever study at school that obligates 2 mental processes.
Conclusion the students to wear uniform and school that doesn’t, Generic reference.
Opening Theme
I’ve ever experience both and know the plusses and marred by poor
minuses. I found out that a school can let their expression.
students wear daily wears to school, as long as it’s Marked Theme in
not against the norms. School could also teaches final statement.
good discipline towards the students without
uniform. It doesn’t matter whether there is uniform
or not, good discipline could still be taught and
students can still have a sense of identity.

However, since some students are burdened by

uniform, I assure you that uniform is unnecessary for
students.

Persuading to ……
Dear Sir,
issue On behalf of the residents of ……., I would like to
express our concern at the unreasonable amount of
pollution created by the steel works in our area.
argument The pollution is creasing and causing many
problems for the neighbourhood
 The sulphur fumes cause breathing difficulties
when a nort - easterly blows.
 The ash from the stack makes the washing
dirty.
 The coal trucks are running the roads and
making sleep impossible for shift-workers.
recommendation We would like to suggest that an enquiry be held
into the running of the steel mills and the impact
on the local community.
We hope that you will give this matter serious
consideration at your next meeting.
Your sincerely,
 Bruno Gallo
Persuading that
Position argument I think it’s good to be bald
Secondly you don’t have to comb your hair
And thirdly you don’t have to go to the barber.
Summing up So you’re lucky you’re bald
i) The personal pronoun “I” has been removed. The adult
author no longer speaks on behalf of himself or himself
alone, but assumes a representative voice.

ii) Through nominalization, action (verb) have become things (nouns):

ACTION THING
I am worried > concern
might > the possible detonation
everyone will die > widespread mortality

If the action disappear from the text, then so do those who perform
them. No longer is there an identifiable, real person (“I”) who is worried, no
longer are people such as politicians exploding the bomb, no longer are there
people dying.
This is a common ploy of adult writers when they don’t want to be
explicit about who is involved in or responsible for certain actions. (See p.64
for other uses of nominalization.)

iii) Similarly, the actors can be removed by using the passive

voice (e.g. “Concern has been expressed” ……by whom?)

iv) Abstract and technical terms have replaced more emotive, everyday
words: worried has become ”concern” , explode has become
”destination” bomb has become “device”; death has become
”mortality”. Personal opinion, as expressed by horrible, is no longer
present-the text has been neutralized. The average person in the
street tends to be excluded from the issue, which is now discussed
clinically by the knowledgeable expert. The technical terminology
lends a scientific aura to the text. The fallible human has been
eliminated.

v) The adult writer, with a greater of the world, is more aware of the
differing degrees of certainty with which we can make claims. To
win a argument, children often exaggerate and make sweeping
 generalisation An adult knows that the reader will become skeptical
and the argument will be jeopardised if bald statements and
unqualified claims are made. An adult leaves room for negotiation
by using words such as “nearly”, ”often”, “most”, “generally”,
“tend to “, “ might”, etc. In the adult text, notice how “could” has
been used to avoid charges of overstating the case.

vi) Cause-and-effect is usually expressed through conjunctions like

“because” and therefore” . However, in written texts particularly,
causeeffect and other relations are also here, verb (could result in
…..), or preposition (through ….), to give more structural choises
and often more subtle connections.

by Beverly
Derewianka

G. DISCUSSION
Discussion, yang bertujuan untuk membahas suatu isu, dilihat dari lebih dari

satu perspektif, dengan memamparkan argumen yang mendukung dan

menentang isu tersebut. Struktur organisasi teks Diskusi terdiri dari:

 Isu: memperkenalkan isu yang akan dibahas dalam Diskusi itu;

 Argumen mendukung dan yang menentang;

 Rekomendasi atau Penilaian: sebagai kesimpulan yang paling logis,

merekomendasikan posisi akhir penulis mengenai isu yang dibahas

(Macken-Horarik, 2002; Unsworth, 2000).

H. EXPLANATION

EXPLANATIONS (Why is it so?/How does it work?)

Purpose
To give an account of how somethings works or reasons for some
phenomenon.

Types
There is still much research to be done identifying and describing different
genres. The Explanation genre has not vet been studied in great detail, but
commonsense might suggest at least two basic types of Explanation:

A) explaining how, e.g.

Mechanical explanation (How does a pump work?)
Technological explanation (How does a computer work?)
System explanation (How does a company work?)
Natural explanation (How are does mountains formed?)

B) explaining why, e.g.

Why do some things float and others sink?
Why is the ozone layer thinning?
Why do we have different seasons?
Why does iron go rusty?
Why do living things need food?

SAMPLE TEXT : EXPLANATION

How are sedimentary rocks formed?

phenomenon Sedimentary rock is formed by the compression of
layers of particles into a solid form. Sediments such
as sand and
explanation mud settle onto the floors of oceans and lakes. Over
a long period of time, several layers of sediments
collect on the floor. These layers are pressed
together for many thousand of years, fusing the
small solid particles of mud sand to form solid rock.
This type of rock is called sedimentary rock.

THE TRIAL OF LINDY CHAMBERLAIN

Thesis statement In 1982 Lindy Chamberlain was convicted of
(position) murdering her baby Azaria While camping at
Ayer’s Rock. In my opinion, Lindy should not have
been convicted for Azaria’s muder as there is too
much conflicting evidence.
argument. point A First there is the question of the blood found in the
car. It was claimed that is was baby’s blood.
However, the test used to identify the blood were
later found to be unreliable and the blood could
have come from an adult.
point B Another piece of conflicting concerns the dingo.
Lindy claimed that Azaria was taken by a stray
dingo. Some of the other campers said that they saw
no dingo, but there were several who confirmed
Lindy’s story, and who stated that they heard a
dingo’s cry just before Azaria went missing.
And finally there is the matter of the baby’s
jumpsuit which was later found with holes in it. The
prosecution maintained that these holes could only
have been made by a pair of nail scissors – the ones
they claimed Lindy used to kill her baby. The
defence on the other hand demonstrated that the
holes could just as easily have been made by a
dingo’s teeth.
restatement of In the light of such conflicting evidence, I believe
position that is was wrong to convict Lindy Chamberlain
without finding more definite proof of her guilt.

Mick then created opportunities for the children to have a got at jointly
writing simple Arguments with familiar subject –matter. The classroom had
been broken into during the week and the computer disk stolen. So as a class
they composed a letter to the principal, urging the need for greater security
and giving arguments to support their position. Later in the week, following
an outbreak of shoplifting. Mick asked the children to decide whether the
local shop should be lenient or hard on first-offenders. This time they wanted
to put both sides of the argument before stating a position, and so, after an
informal debate, they jointly constructed a slightly different type expository
text – a Discussion.

issue Shopowners are losing a lot of money because of

 shoplifting. Should first offenders be let off lightly?
argument for On the one hand, it’s not fair to punish people the
first time they make a mistake. The police should
talk sternly to them and give them a warning.
argument against On the other hand, every day shops lose thousand
of dollars worth of valuable items. This affect us all
because prices increase and we have to pay extra. So
shopowners should come down heavy the first time
to set an example.
conclusion In our opinion, first offenders should be taught a
lesson but the punishment might depend on
question such as how old they are, why they stole
the goods, and so on.

This attempt at a Discussion was not entirely successful the conclusion

didn’t draw upon the arguments, but it was a satisfying approximation of the
genre and class felt a great sense of accomplishment.
As yet another demonstration of expository writing, Mick took the.
Ned Kelly drafts written by the “seeding” group, who ad raced ahead of the
rest, and made overhead transparencies of them. In the class conference
which followed, the children suggested more effective ways of organizing the
various arguments.
The class now had a variety of model texts to refer and had attempted
the joint writing of expository texts with the assistance of Mick and their
classmates. It was time to review what they knew about the Kelly trial,
formulate their positions and argue their cases individually in writing.
The unit Culminated in a re-enactment of the trial, with the children
taking the roles of prosecutor, defence counsel, jury, judge, witnesses, and of
course the accused – who was found guilty but, because of extenuating
circumstance, was not hanged.

TEXT type : sequence explanation

Purpose :  To sequence the phases of a process

 To show how and why the phases occur in that order

REMEMER
 OVERALL DESIGN OF SEQUENCE EXPLANATIONS
Sequence explanations have the following stages :
 Phenomenon identification which identifies what is being explained
 Explanation sequence which describes a chain of related events

Sequence explanations are written as a sequence of related events.

Sometimes the cause and effect link are also included.
Sequence explanations must always have an explanation sequence stage,
but the phenomenon identification stage is not used if it already clear what is
being explained.

LANGUAGE COMPONENTS
Sequence explanations explain the way processes always happen. For this
reason vebs in sequence explanation are action verbs in the present tense.
Water flows downhill.
The present tense is sometimes called the universal present tense
because it is used to talk about things which always happen.

ACTIVITY 6.1
…………………………………………………………………………………………
……………
White down the stages of a sequence explanation and then identify which
parts of the model text below belong to each stage.
M O D E L S E QU E N C E E X P L A N A T I O N
Evaporation
1 Evaporation occur as part of the water cycle.
2 When air warms up in the sun and circulates above large bodies of
water such as oceans, the surface on the ocean is turned into water
vapour and this water vapour rises.

ACTIVITY 6.2
…………………………………………………………………………………………
……………

1 Reread the model sequence explanation.

a. Write down the verbs. What tense are they In ?
b. List the linking words chosen by writer.
 c. Write down time clause, a phrase of place, a complex noun group
and a packaging noun.
2 Here is another explanation sequence for evaporation but with some
cause and effect words added. List the cause and effect words.
When air warms up in the sun and circulates above large bodies of
water such as oceans, it causes the water on the surface of the ocean
to turn into vapour. The vapour is lighter than the air so it rises.

Text type :
ConsequentIal explanation
Purpose : to explain reasons or consequences

Explanations of reasons or consequences

 The reason for an outcome
OR
 The consequences of occurrence

REMEMBER
OVERALL DESIGN OF CONSEQUENTIAL EXPLANATION

.
Contoh Consequential Explanation

Q: What where the main causes of the Great Depression ?

1. The great Depression was an extremely serious economic
downturn. It was felt all over the world because the main causes of
the Depression can be traced back to a world war. This war I which
lasted from 1914 to 1918.
2. One reason for Depression what that the countries who were
fighting in World war I invested they had in the equipment and
weapons needed to fight a war. When peace returned, these
countries were not equipped to manufacture the goods needed for
peace and prosperity.
3. Another reason for the Depression was the during the war
countries like England, the United states, France and Germany had
borrow a lot of money to keep going. After the war they were not
 able to pay back these debts. This led to inflation, high
unemployment and economic and political instability.
4. Finally, groups of countries formed trading blocs which overpaid
some countries for their goods making it impossible for other
countries to sell their goods. This made world trade very unstable
and unreliable.
5. In conclusion, it is clear that the Great Depression was largely
caused by the costs of world war I. These coasts included the
disruption to investment, the huge debts of war and the formation
of economically unhelpful alliances and animosities.

KESIMPULAN

Bab ini telah membahasa beberapa jenis teks yang harus diajarkan di SMP

dan SMA. Telah diperlihatkan bahwa jenis-jenis teks yang diajarkan terdiri

dari 7, yakni Descriptive, Procedure, Recount, Narrative, Exposition,

Discussion , Report. Telah pula diperlihatkan bahwa tujuan dari masing-

masing teks berbeda dan dengan demikian setiap teks mempunyai tahapan

serta ciri linguistik yang berbeda untuk bisa mencapai tujuannya.

Selain itu, sangat mungkin bahwa sebuah teks merupakan gabunagn dari

beberapa jenis teks, apalagi kalau teks itu panjang. Tetapi, yang harus dilihat

adalah struktur organisasi utamanya dari teks itu. Misalnya, sebuah teks,

dilihat dari struktur organisasinya bisa dikatakan Recount, tetapi sangat

mungkin bahwa dalam salah satu event yang diceritakan menggambarkan

kegiatan yang ditulis dalam procedure. Atau mungkin juga dalam sebuah

Recount seseorang menggambarkan sebuah kejadian yang merupakan

complication yang biasanya ada dalam sebuah Narrative. Hal ini sangat
mungkin apalagi kalau siswanya sudah pandai menulis. Selain itu, ada

kemungkinan juga dalam sebuah Recount, misalnya seseorang menceritakan

pergi ke sebuah tempat, dia menggambarkan keindahan atau sesuatu tentang

tempat itu, yang merupakan bagian dari Descriptive.

Demikian pula dalam hal ciri linguistik, ada kemungkinan bahwa ciri

linguistik yang biasanya aada dalam sebuah Recount, seperti past tense,

mungkin bisa dipakai dalam jenis teks argumentative seperti Exposition

untuk mendukung argumennya. Selain itu, dialog yang biasanya ada dalam

Narrative, mungkin saja ada dalam Recount.

Jadi, klasifikasi jenis teks tidak “rigid” atau kaku, semakin baik kemampuan

menulis seseorang, semakin mungkin teks yang dihasilkannya merupakan

gabungan dari berbagai jenis teks, sehingga konsep “interdiscursivity” bisa

sangat jelas.

LATIHAN

1. Tulis tahap-tahap atu struktur organisasi dari sebuah teks Narrative, kemudian
identifikasi tahap-tahap itu dalam sebuah teks yang termasuk Narrative.
2. Sebutkan tahap-tahap atau struktur organisasi serta ciri-ciri linguistik dari
jenis-jenis teks berikut:
a. Descriptive
b. Procedure
c. Recount
d. Report,
e. Exposition
f. Discussion
3. Tulislah satu contoh text untuk masing-masing jenis teks di atas yang bisa
dijadikan bahan modelling untuk siswa di kelas.