3. TEXT TYPES
Grade X (Smt 1)
1. Recount
2. Narrative
3. Procedure
Grade XI (Smt 1)
1. Report
2. Narrative
3. Analytical Exposition
Grade XII (Smt 1)
1. Narrative
2. Explanation
3. Discussion
Grade X (Smt 2)
1. Narrative
2. Descriptive
3. News Item
Grade XI (Smt 2)
1. Narrative
2. Spoof
3. Hortatory Exposition
Grade XII (Smt 2)
1. Narrative
2. Review
4. Additional Lesson Materials
for Language Program
Grade XI (Smt 1)
1. Public Speaking:
Master of Ceremony
2. Show Presenter
(Host)
3. News Reader
Grade XII (Smt 1)
1. Public Speaking:
Speech
2. Debate
3. Presentation
Grade XI (Smt 2)
1. English song
2. English Contemporary
poetry
3. Film
4. Contemporary Drama
5. Novel
6. Figurative Languages
Grade XII (Smt 2)
1. English song
2. Contemporary Poetry
3. Film
4. Contemporary Drama
7. LANGUAGE FUNCTIONS
(Grade XI Semester 1)
Asking comments/opinions
Giving comments/opinions
Expressing satisfactions
Expressing dissatisfactions
Giving advice
Warning
Expressing relief, pain,
and pleasure
8. LANGUAGE FUNCTIONS
(Grade XI Semester 2)
Scolding
Expressing Annoyance
Expressing Anger
Asking for and Offering
Suggestions
Asking for and Offering
Recommendations
9. LANGUAGE FUNCTIONS
(Grade XII Semester 1)
Accusing
Regretting
Asking and Offering
a Promise
Asking and Expressing
Wants, Hopes
and Wishes
10. LANGUAGE FUNCTIONS
(Grade XII Semester 2)
Asking Plans
Asking Purposes
Predicting
Speculating
Criticizing
Persuading
Encouraging
Prohibiting
12. BASIC COMPETENCE
LISTENING
Memahami wacana transactional dan wacana interpersonal ringan, dan
monolog lisan yang berkenaan dengan jenis teks.
SPEAKING
Mengungkapkan nuansa makna dalam wacana transactional dan wacana
interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis
teks.
READING
Memahami nuansa makna dan langkah-langkah pengembangan retorika
di dalam teks tertulis berdasarkan jenis teks.
WRITING
Mengungkapkan nuansa makna dengan langkah-langkah pengembangan
retorika yang benar di dalam teks tertulis berdasarkan jenis teks.
14. Listening
Interpersonal Dialog (Recorded):
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, wasn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
This conversation is between:
a. Two close friends
b. Two strangers
c. teacher and student
d. news reader and listener
15. Listening
Monolog Report (Dictated/Recorded)
Snakes are reptiles. These cold-blooded creatures belong
to the same group as lizards. Snakes have no legs, but a
long time ago they had claws to help them slither along.
Snakes often sunbathe 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 snakes live in the
country. Some types of snakes live in trees, some snakes
live in water, but most live on the ground in thick, long
grass and in old logs.
Snakes belong to the same group as
a. lizard
b. crabs
c. cold-blooded creatures
d. warm-blooded animals
16. Speaking
Factual questions:
What’s your first name?
What do you do in your spare time?
Do you like cooking?
Assigned dialog (in pairs)
You planned to play basketball last night, but no one could come because
of the heavy rain. Now make another plan to play basketball.
Interpersonal dialog
Monolog (describing a picture/photo, retelling a story)
Aspects of speaking test:
a. Grammar and vocabulary
b. Discourse management
c. Pronunciation
d. Interactive Communication
17. Reading
Reading Text
Snake are reptiles. These cold-blooded creatures belong to the same
group as lizards. Snakes have no legs, but a long time ago they had
claws to help them slither along. Snakes often sunbathe 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 snakes live in the
country. Some types of snakes live in tress, some snakes live in water,
but most live on the ground in thick, long grass and in old logs.
The genre of the text is
a. Description
b. Explanation
c. Report
d. Exposition
The first sentence functions as
a. Identification
b. General classification
c. Description
d. Introduction
18. Writing
Writing short transactional texts:
Sahabat pena Anda di London bermaksud
mengunjungi Anda dalam liburan mendatang. Beri
petunjuk bagaimana ia bisa sampai di kota Anda
dengan mudah.
Writing one of genres (e.g. recount):
Tadi malam listrik di daerah Anda padam. Tiba-tiba,
Anda mendengar orang menggedor pintu dan Anda
ketakutan. Anda tidak mau membuka pintu sampai
orang tersebut pergi. Ceriterakan ini kepada teman
Anda.
20. Functions of Texts
Texts
Functions
Spoof
To retell a humorous twist
Recount
To retell events for the purpose of
informing or entertaining
Report
To classify and describe the
phenomena of our world.
Analytical
Exposition
To persuade the reader or listener
that something is in the case
News Item
To inform readers, listeners or
viewers about events of the day
which are considered newsworthy
or important
21. Functions of Texts
Texts
Functions
Anecdote
To share with others an account of an
unusual or amusing incident
Narrative
To amuse, entertain and to deal with
actual experience in different ways, I.e. to
gain and hold the reader’s interest in a
story.
Procedure
To describe how something is
accomplished through a sequence of
actions or steps
Description
To describe a particular person, place or
thing
Hortatory Exposition
To persuade the reader or listener that
something should or should not be the
case
22. Functions of Texts
Texts
Functions
Explanation
To explain the processes involved
in the formation or workings of
natural or socio-cultural
phenomena
Discussion
To present (at least) two points of
view about an issue
Review
To critique an art work or event for
a public audience
Commentary
To explain the processes involved
in the formation (evolution) of a
socio-cultural phenomenon, as
though a natural phenomenon
24. Linguistic Features of
Recount Text
Focus on specific participant
Use of material processes
Circumstances of time and place
Use of past tense
Focus on temporal sequences
25. Linguistic Features of
Spoof Text
Focus on
individual participants
Use of action verbs
Temporal Circumstances
Spatial circumstances
Use of past tense
26. Schematic Structures of
Spoof Text
Orientation
Event(s)
Twist
: sets the scene
: tell what happened
: provides the ‘punch
line’
27. Schematic Structure of Reports
General Classification: tells what
the phenomenon under discussion
is.
Description: tells what the
phenomenon under discussion is
like in terms of parts (and their
functions), qualities, habits or
behaviors, if living; uses, if nonnatural
28. Linguistic Features of
Report Text
Focus
on Generic
Participants
Use Relational
Processes
Use of simple present
tense
No temporal
sequence
30. Linguistic Features of
Narrative Text
Focus
on specific and usually
individualized participants
Use of material processes
Use of relational processes
Use of temporal conjunction
Use of past tense
32. Linguistic Features of
Procedure
Focus
on generalized human
agents
Use of simple present tense, often
imperative
Use mainly of temporal
conjunction (or numbering to
indicate sequence
Use mainly of material processes
33. Schematic Structure of
Descriptive Text
Identification:
Identifies
phenomenon to be
described
Description:
describes parts,
qualities,
characteristics
34. Linguistic Features of
Descriptive Text
Focus on specific
participants
Use of attributive and
identifying processes
Frequent use of epithets and
classifiers in nominal groups
Use of simple present tense
35. Schematic Structure
of News Item
Newsworthy Event(s):
recounts the event in
summary form
Background Events:
elaborate what
happened, to whom, in
what circumstances
Sources: comments
by participants in,
witnesses to and
authorities expert on
the event.
36. Linguistic Features of a
News Item
Short,
telegraphic information about
story captured in headline
Use of Material processes to retell
the event
Use of projecting verbal processes in
sources stage
Focus on circumstances
37. Schematic Structure of
Analytical Exposition
Thesis
Position: introduces topic
and indicates writer’s
position
Preview: outlines the main
Arguments
Point: restates main
argument outlined in
preview
Elaboration: develops and
supports each
point/argument
Reiteration: restates
writer’s position
38. Linguistic Features of a
Analytical Exposition
Focus on generic human and nonhuman participants
Use of simple present tense
Use of relational processes
Use of internal conjunction to stage
argument
Reasoning through causal
conjunction or nominalization
39. Schematic Structure
of Hortatory Exposition
Thesis:
announcement of
issue of concern
Arguments: reasons
for concern, leading
to recommendation
Recommendation:
statement of what
ought or ought not to
happen
40. Linguistic Features of a
Hortatory Exposition
Focus on generic human and non- human
participants
Use of simple present tense
Use of mental processes: to state what writer
thinks or feels about issue e.g. realize, feel,
appreciate.
Use of material processes: to state what
happens e.g. drive, travel, spend, etc.
Use of relational processes: to state what is
or should be e.g. doesn’t seem, is, are, etc.
41. Schematic Structure of
Explanation Text
A general
statement to
position the
reader
A sequenced
explanation of
why or how
something occurs
42. Linguistic Features of a
Explanation Text
Focus on generic, non-human participants
Use mainly of material and relational
processes
Use mainly of temporal and causal
circumstances and conjunctions
Use of simple present tense
Some use of passive voice to get theme right
44. Linguistic Features of a
Discussion
Focus on generic human and generic nonhuman participants
Use of mental processes: to state what
writer thinks or feels about issue e.g.
realize, feel, appreciate, etc.
Use of material processes: to state what
happens e.g. has produced, have
developed, to feed, etc.
Use of relational processes: to state what
is or should be e.g. is, could have, cause,
are.
46. Linguistic Features of an
Review Text
Focus on particular participants (on
movies, TV shows, plays, operas,
recordings, exhibitions, concerts and
ballets
Direct expression of opinions through
use of attitudinal lexis
Use of elaborating and extending
clause and group complexes to
package information
Use metaphorical language
47. Schematic
Structure
Orientation
Event 1
Event 2
Reorientation
Dear Dewi,
On Saturday I went to Mount
Bromo. I stayed at Nisa and
Achmad’s house at Cemara
Lawang, Probolinggo. It has a
big garden with lots of colourful
flowers and a fishpond.
On Sunday Nisa and I saw
Gunung Batok and went on the
scenic ride on horseback. It
was scary. Then we went to get
a closer look at the mountain.
We took pictures of the
beautiful sceneries there.
On Monday we went to the Zoo
at Wonokromo. We saw
cockatoos having a shower. In
the afternoon I went home.
It was fun.
Love,
Dini
RECOUNT TEXT
Linguistic
Features
Specific
participant
Material
Process
Circumstance
of time
Temporal
sequence
Circumstance
of place
Past Tense
48. Schematic
Structure
Orientation
Major
Complication
Resolution
Complication
Resolution
Complication
Major
Resolution
Snow White and the Seven Dwarfs
Once upon a time there lived a little girl named
Snow White, She lived with her Aunt and Uncle
because her parents were died.
One day she heard her Uncle and Aunt
talking about leaving Snow White in the castle
because they both wanted to go to America and
they didn’t have enough money to take Snow White.
Snow White did not want her Uncle and Aunt
to do this so she decided it would be best if she ran
away. The next morning she ran away from home
when her Aunt and Uncle were having breakfast.
She ran away into the woods.
She was very tired and hungry.
Then she saw this little cottage. She knocked
but no one answered so she went inside and fell
asleep.
Meanwhile, the seven dwarfs were coming
home from work. They went inside. There they
found Snow White sleeping. Then Snow White woke
up. She saw the dwarfs. The dwarfs said, “What is
your name?” Snow White said, “My name is Snow
White.”
Doc said, “If you wish, you may live here with
us”. Snow White said, “Oh could I? Thank you.”
Then Snow White told the dwarfs the whole story
and Snow White and the 7 dwarfs lived happily ever
after.
Linguistic
Features
Past Tense
Temporal
Circumstance
Specific
participant
Mental
process
Relational
process
Material
process
Temporal
Conjunction
Temporal
Conjunction
Specific
participant
52. Interpersonal Dialog
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, isn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s
car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
53. Greetings
Dialog 1:
Anny
David
Anny
David
Anny
: Hi, Dave.
: Hello, Ann.
: How are you today?
: Fine thanks. How is everything?
: Good, thanks
Dialog 2:
Masduki
Mr. Hartono
Masduki
Mr. Hartono
: Good morning, Mr. Hartono?
: Good morning.
: How are you this morning?
: Just fine, thank you.
54. Introducing people
Fred
Tom
Ronald
Tom
Dini
Helen
Bill
Hilmi
: Tom, this is my brother, Ronald.
: Hello.
: Nice to meet you.
: Nice meeting you, too.
: Excuse me, are you Helen Smith?
: That’s right.
: Excuse me, are you Frederick?
: No, I am not. I’m Nur Hilmi.
55. Inviting Someone
Toni
Jaka
Toto
Jaka
Toto
Jaka
Toto
Jaka
: Jaka, are you free on Sunday morning?
: Yes, Toni. I have nothing to do.
: “I was wondering if you’d like to come to a
forum meeting to celebrate the Earth Day.
: Sounds great.
: And after the meeting we are going to
save our earth.
: What do you mean, Toto?
: Just picking up the rubbish, cleaning the
wastes and other litters.
: That’s a very useful thing to do.
That’s OK.
56. Satisfaction and Dissatisfaction
Fera : Morning, Tuti
Tuti : Morning, Fera.
Fera : How’s everything today?
Tuti : It’s okay, but ….
Fera : What’ the matter, Tuti. Are you not satisfied with reading that story?
Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me
sleepy.
Fera : Do you have any complaints?
Wati : I don’t like the story. It is a lousy story.
Fera : What are you complaining about?
Wati : I’m a bit disappointed with the main character of the story.
The story is also a sad ending story.
Fera : Oh, I see.
But don’t worry, Wati. Be happy please. It’s just a story.
You can read other stories that can make you happy.
Wati : Yes, that’s good idea. Thanks for your suggestion, Fera.
Fera : You’re welcome. By the way, I must go now, Wati
See you tomorrow at school.
Wati : See you.
57. Asking and Giving Comments
Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones
in the school?
Jimmy: Yeah…
Rudi : What do you think about it?
Jimmy: Well, I think that’s fair enough. I agree with banning it.
Rudi : Why do you think so?
Jimmy: You see, cellular phone has caused so much trouble in our class.
Remember yesterday’s English class? Our teacher got very angry because he was
interrupted by cellular phone’s ringing many times. This may happen again and
again.
Rudi : Oh, that’s terrible.
Jimmy: Another thing is cellular phone has caused bad effects,
Students send SMS only for dating and gossiping their friends.
They often keep forbidden photos.
Rudi : What do you mean?
Jimmy: You know… some of them see the pornography on the cellular phone display
downloaded from internet.
Rudi : Oh, that’s too bad.
Jimmy: So, it’s a good idea if the school doesn’t allow students to use their hand phone in
the school.
Rudi : Your comments have been very helpful.
Jimmy: Thanks.
58. Predicting and Speculating
Andi
Susi
Andi
Susi
Andi
Susi
Andi
Susi
Andi
Susi
Andi
Susi
Andi
Susi
: Hi, Susi.
: Hello, Andi.
: Susi, do you feel that the wind blows fast.
: Yes, I do. And it’s too cold today.
: I was predicted that a big storm will come.
: How do you know that?
: I heard the forecast from the radio. The scientist predicted that the
weather would turn next month.
: What does it mean?
: The following month our country would be in the bad weather.
: Really? Or it is just a speculation, Andi.
: I do not know exactly. It is not a speculation I think, because they
did a research how to predict the weather. And it is not a
speculation because all give logic reasons.
: But I don’t believe it.
: Yes, it depends on. By the way, I must go now. Bye, Susi.
: Bye, Andi, See you later.