DISCUSSION
TEXT
KOMPETENSI DASAR
3.2.
Membedakan fungsi sosial, struktur teks, dan unsu
r kebahasaan beberapa pembahasan ilmiah ( discuss
ion ) lisan dan tulis terkait pembahasan isu kont
roversial dan actual dari beberapa (minimal dua )
sudut pandang, sesuai dengan konteks penggunaanny
a.
4.2.
Teks Pembahasan Ilmiah ( discussion text )
KOMPETENSI DASAR
4.2.1.
Menangkap makna secara kontekstual terkait fungsi
sosial, struktur teks, dan unsur kebahasaan teks p
embahasan ilmiah ( discussion ) lisan dan tulis te
rkait pembahasan isu kontroversial dan actual.
4.2.2.
Menyusun pembahasan ilmiah ( discussion ) lisan da
n tulis terkait isu kontroversial dan actual denga
n memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan secara benar dan sesuai konteks.
INDIKATOR PENCAPAIAN KOMPETENSI
Siswa dapat :
menganalisisfungsi social, struktur teks dan unsur keb
ahasaan dari teks yang dibaca
menentukan issue atau kasus yang terdapat dalam teks.
menentukan argumen yang mendukung dalam teks yang dibac
a.
menentukan argumen yang kontra dalam teks yang dibaca
menentukan kesimpulan dari teks yang dibaca
menyusunsebuah teks discussion sederhana berdasarkan k
asus dan argument yang telah tersedia.
TUJUAN PEMBELAJARAN
Melalui pembelajaran berbasis teks pesert
a didik terampil menerapkan fungsi sosia
l, struktur teks, unsur kebahasaan beber
apa teks pembahasan ilmiah (discussion)
lisan dan tulis dengan memberi dan memin
ta informasi terkait pembahasan isu kont
rovesial dan aktual dari beberapa (minim
al dua) sudut pandang, sesuai dengan kon
teks penggunaannya.
DEFINITION
Discussion text is a kind of text
used to present (at least) two poin
ts of view about an issue
SOCIAL FUNCTION
To present two points of view abo
ut an issue
To present arguments from differe
nt points of view about an issue.
GENERIC STRUCTURE
1. ISSU
a. contains of statements
b. preview of the is
sue of topic.
2. ARGUMENTS
a. Arguments for ( supporting points)
consist : point or main idea and elaboration
b. Arguments against ( contrasting point
s ) consist : point or main idea and elaboration.
3. CONCLUSION / RECOMMENDATION stating the write
r’s recommendation of the discourse.
LANGUAGE FEATURE
• Focus on general participants
• Use of thinking verbs (mental process) expressing writ
er’s idea, e.g.: feel, believe, hope, etc.
• Use of Material process, e.g.: has produced, have deve
loped, to feed, etc.
• Use of Relational Process, e.g.: is, are, cause, etc.
• Use of Comparative: Contrastive and causal connection
conjunctions to relate argument, e.g.: similarly, on t
he other hand, however, etc
• Adverb of Manner: hopefully, deliberately
• Modalities, like: perhaps, must, should, should have b
een, could be, could have
Example and Generic Structure
Homework
Issue
Statement/Preview
I have been wondering if homework is necessary.
Argument
Supported Point
I think we should have homework because it helps us to
learn and revise or work
Homework helps people who aren’t very smart to rememb
er what they have learned. Homework is really good bec
ause it helps with our education.
Statement of different point of view/Contradi
cted idea:
But, my times, doing homework is not a gre
at idea. I think we shouldn’t have homewor
k because I like to go out after school to
a restaurant or the movies.
Sometimes homework is boring and not import
ant. I think homework is bad because I like
to play and discuss things with my family.
Conclusion
It is obvious that homework has more advant
ages than disadvantages, therefore the teac
hers should give homework for their student
s after explaining the material.
