Jika seseorang melakukan suatu aktivitas secara berulang-ulang maka ia bisa dipastikan akan menguasai aktivitas yang digelutinya. Istilah learning by doing, belajar sambil melakukan masih berlaku untuk hampir semua disiplin ilmu.
Seperti seorang anak yang main game online, mobile legend misalnya, ia ketika kali pertama main dengan hero baru mungkin akan mengalami kesulitan dalam kontrol dan penguasaan skill bermainnya. Seiring dengan waktu karena ia sering memainkan game tersebut secara otomatis ia beradaptasi dan menjadi lihai dan terampil dalam permainan online tersebut. Hal demikian juga berlaku dalam belajar, contoh saja belajar bahasa inggris, awalnya mungkin akan kesulitan karena bahasa inggris adalah bahasa asing bukan bahasa asli sehari-hari, namun jika gigih dan disiplin mempelajarinya sambil learning by doing (mempraktekkan dan menerapkan dalam keseharian) maka dijamin akan mahir berbahasa inggris secara lisan maupun tulisan (atau teori). Jadi intinya lakukan aktivitas belajar secara berulang-ulang, rutin dan terjadwal maka insyaallah kita menjadi pandai, cerdas dan tentunya berilmu dalam bidang yang kita tekuni. Istiqomah adalah kunci dari keberhasilan, khususnya sukses belajar (dalam hal ini status pelajar berkewajiban dan butuh untuk mencapainya). Selamat mencoba ya kawan, berikut link latihan soal bahasa inggris:
1. latihan soal kelas 10 [unduh pdf]
2. latihan soal kelas 11 [unduh pdf]
ReplyDeleteDescriptive Text adalah teks yang menjelaskan tentang seperti apa seseorang atau binatang. Ini tentang pengalaman indrawi, bagaimana sesuatu terlihat, terdengar, berbentuk. Sebagian besar adalah tentang pengalaman visual, tetapi deskripsi juga berkaitan dengan jenis persepsi lainnya. Dapat dikatakan bahwa teks deskriptif adalah teks bermakna yang menggambarkan orang atau binatang tertentu. Ini mengungkapkan pengalaman yang berhubungan dengan indera, seperti penampilan, bentuk, suara, rasa. Secara khusus, ini adalah teks yang mengatakan apa itu seseorang atau binatang. Tujuannya adalah untuk memberikan gambaran visual tentang orang, atau hewan yang sedang dideskripsikan, seperti Guru favorit saya; Kakatua (burung tertentu) dengan menjelaskan ciri-ciri, penampilan, ciri fisik, atau apa pun yang berhubungan dengan apa yang penulis gambarkan
A. INTRODUCTION
ReplyDeleteIn Leaning Activity 1, you are going to learn descriptive texts that describes the particular objects in relation to person and animals. The texts are made available to public to inform readers or viewers about the characteristics of a specific person/family or animals, the visual experience related to the sense, shapes, sounds, etc. You will be exposed to some examples of descriptive texts about person/family and animals. From the examples you have to read with a good understanding of the cotents and analyse the elements that make up descriptive texts and see how different language features are employed to meet certain purposes from the texts.
1. Short Description
Descriptive Text is a text that explains about what a person or an animal, is like. It is about sensory experience, how something looks, sounds, shapes. Mostly it is about visual experience, but description also deals with other kinds of perception. It can be said that the descriptive text is a meaningful text that describes particular person or animals. It reveals the experience related to the sense, such as appearance, shape, sound, taste is. In particular, it is a text which says what a person or an animal is. Its purpose is to give a visual picture of person, or animal being described, such as My favourite teacher; Cockatoo (a specific bird) by explaining the characteristics, appearance, physical features, or anything relate to what the writer describes.
2. Relevance
The main objective of Learning Activity 1 is to assist you in understanding the definition of descriptive text, specifically in describing what people and animals look like. You should also know the benefit of the text as its social function. Beside that you, are expected to identify the language features (words, phrases, sentences) that are mostly applied in this kind of text. Having such knowledge you will be able to write descriptive texts meaningfully. This module tries to meld theory and practice with clear pedagogic intent of equipping you with a generative set of knowledge of descriptive text.
3. Learning Guide
The Learning Activity 1 is divided in three sections. Those are : (A) Introduction that introduces the topic, (B) Main section that leads readers to observe and study: 1. learning outcomes, 2. learning material and learning activities, and 3. discussion. (C) Closing section that expects the readers to make summary of material and make reflection, then do formative test as an exercise after doing each activity.
B. MAIN SECTION
1. Learning Outcomes
Attitude
To internalize, uphold, and put into action religious, moral, and ethical values, integrity, accountability, independence, tolerance, care, mutual respect, peace, collaboration, and nationalism.
Knowledge
a. To analyse the contextual differences and similarities between a number of descriptive texts in regard to the social functions, by showing the evidence from the texts (expressions, sentences, paragraphs, etc) in fluent and lexicogrammatically accurate spoken and written English.
b. To analyse the contextual differences and similarities between a number of descriptive texts in regard to the text structures, by showing the evidence from the texts (expression, sentences, paragraphs, etc) in fluent and lexicogrammatically accurate spoken and written English
Skill
a. To get detailed information of the descriptive texts with contextually different social functions, text structures, and lexico-grammatical features
b. To make inferences of the descriptive texts with contextually different social functions, text structures, and lexico-grammatical features
c. To evaluate the descriptive texts with contextually different social functions, text structures, and lexico-grammatical features
d. To construct the descriptive texts with contextually different social functions, text structures, and lexico-grammatical features.
ENGLISH FOR PUBLIC INFORMATION
ReplyDeleteA. Introduction
Welcome to the Module 1. This module entitles English for Public Information. Based on its name, this module is arranged to make you, as the English learners and as the English teachers know and understand on how to learn and teach English for public Information.
This module will also explore about comprehension and ability of short functional texts. You will be introduced to the concept of public notice, post and banners, texts of graphic organizers, and texts of infographic. You will be asked to observe kinds of sample of public notice, posts and banners, graphic organizers, and infographic in Indonesia. You have to make a product of public notice, posts and banners, graphic organizers, and infographic.
What will you learn from this book?
1. knowledge to engage in social functions in contextually acceptable short functional text structures and lexico-grammatical features
2. the social functions, text structures, and lexico-grammatical features of a number of short functional texts in regard to the contexts of situation
3. the differences and similarities between a number of short functional texts from varied contexts of situation, in regard to the social functions, text structures, and lexico- grammatical features
4. how to produce short functional texts with contextually acceptable social functions, with contextually acceptable text structures and lexico- grammatical features.
B. Objectives
ReplyDeleteThis module, English for Public Information, aims to help you to
1. have better knowledge particularly in some types of short functional texts.
2. understand four types of short functional texts whose social functions are to inform, warn, remind the readers – public notice text, posters and banners, graphic organizers, and infographics.
3. familiarize you with all language skills in English, namely Listening, Speaking, Reading and Writing.
4. have a higher order thinking by being creative to create samples of public notice, posters and banners, graphic organizers, and infographics.
C. Activities
This module has four learning activities accredited for one credit equals to eight- class hour and distributed in:
1. Learning Activity 1: Exploring Public Notice
2. Learning Activity 2: Exploring Posters and Banners
3. Learning Activity 3: Exploring Graphic Organizers
4. Learning Activity 4: Exploring Infographic
Having completed learning this module, you are expected to be able to know more about various types of short functional texts including public notice, posters and banners, graphic organizers, and infographic. Your knowledge and comprehension about short functional texts will be a big help for you to create your own texts and to teach your students meaningfully. When you master
materials about short functional text, it allows you to understand the meaning behind the texts and create your own samples.
There are three specific activities to help you achieve the goals of learning this module namely pre-activity, main-activity, and post-activity.
A. Pre-activity: building background knowledge about short functional texts. Building background knowledge. Since background knowledge greatly influences comprehension, it is important to have specific concepts of short functional texts. You can provide yourself with factual information such as the information from an encyclopedia or a list of key words from the story and check yourself what you know about the information.
B. Main Activity: Many activities encourage understanding and enjoyment while you are comprehending the materials about short functional texts.
• Post-it Note: You can write notes while learning
• Identify different types of short functional texts.
• Determine the content of the overview of short functional texts.
• Find factual information from a variety of short functional texts.
• Discover implicit information from a variety of short functional texts.
• Determine the meaning of words based on context.
C. Post-Activity: Questioning, Discussion, Creating, and Presenting.
ReplyDelete1. Questioning: Questioning activities encourage you to think about and respond to the information and ideas about short functional texts.
2. Discussion: Discussion is exchanging ideas out loud. The intent is to freely explore ideas, to learn something new or gain a different perspective by pooling the information or insights that more than one person can give.
3. Creating: Making your own text (notice, caution, and prohibition) is another enjoyable activity.
4. Presenting your texts: Presenting your own texts is another enjoyable activity.
A. INTRODUCTION
ReplyDelete1. Short Description
This part conveys the Learning Activity 1 of Module 1 “English for Public Information”. Have you ever seen samples of public notice? Can you understand the meaning or information contained in the texts? To answer this, you may read a brief description below.
People usually use notice to give information, instruction or warning. That’s why in the notice, people use a simple word with a simple font which is written in a placard or notice board. Notice / caution is a form of
functional Text used as instruction or guidance to someone doing or not doing something. Notice / caution may be in the form of phrases (combination of words), clause (Sentence), or an image / mark / sign.
Notice should be easily understood and easy to read, so usually notice or notification always using simple words, written in a simple, and large font. And it is usually placed in public places. Notice can also be signs.
2. Relevance
Can you easily find the sample of notices in your neighborhood? How do you see those? Can you grab the information from the notices you find? Have you ever tried to make one of those? If you have never created notice, so this course will help you much to deepen your comprehension about notices as well as to dig your creativity in creating series of notice. So, let's start and check it out!
3. Learning Guide
There are three specific activities to help you achieve the goals of learning this module namely pre-activity, main-activity, and post-activity.
a. Pre-activity: building background knowledge about notices
Building background knowledge. Since background knowledge greatly influences comprehension, it is important to have specific concepts of short functional texts. You can provide yourself with factual information such as the information from an encyclopedia or a list of key words from the story and check yourself what you know about the information.
b. Main Activity: Many activities encourage understanding and enjoyment while you are comprehending the materials about notices.
• Post-it Note: You can write notes while learning
• Identify series of notice sample
• Determine the messages contained in notices
ReplyDelete• Find factual information from a variety of notices
c. Post-Activity: Questioning, Discussion, Creating, and Presenting.
• Questioning: Questioning activities encourage you to think about and respond to the information and ideas about notices.
• Discussion: Discussion is exchanging ideas out loud. The aim is to freely explore ideas, to learn something new or gain a different perspective by pooling the information or insights that more than one person can give.
• Creating: Making your own notices.
• Presenting your created notices.
B. MAIN SECTION
1. Learning Outcomes
In Learning Activity 1 you will learn the following competencies:
a. Attitude
To uphold and apply religious values, moral values, ethical values, personal and social values (honesty, discipline, accountability, independence), care and respect for differences and diversity, tolerance, peace, collaboration, and nationalism.
b. Knowledge
To analyze the social functions, text structures, and lexico-grammatical features of notices in regard to the contexts of situation.
c. Skill
After learning this chapter, you are expected to be able to:
• comprehend a series of notice meaningfully.
• compare the social functions of notices regarding the context of situation, the target readers, the points of interests or importance.
• compare the difference among the types of notice.
ReplyDelete• comprehend the language features of notice.
• create notices.
2. Learning Material and Learning Activities
a. Definition of Notice
Do you know what notices are? Can you explain the definition of notice? How are they constructed? How are the notices designed for? If you have no idea to answer the questions above, please see the pictures below. The video will provide a depiction about what notices are, so that you can understand the definition, structure, as well as the functions of notices.
b. Social Function of Public Notice Text
ReplyDeleteA notice is a formal means of communication. The purpose of a notice is to announce or display information to a specific group of people. In social communication, there are many functions or purposes of Notice text, they are used:
To give an instruction / to instruct people to….
To give information / to inform people to….
To give direction
To ask people to….
To advice/to suggest / to recommend people to….
To remind people to….
To warn / to give warning
To ban / to forbid / to prohibit people to…
The purposes of notice text are based on the message written in the notice. Because of the above functions, that’s why in the notice, people use a simple word with a simple font which is written in a placard or notice board.
c. Characteristics of Notice Text
Below are the characteristics of notice text:
Short text (simple words, phrases, or clauses)
Easy to understand
Written in capital font
Mostly use images/pictures
d. Generic Structure of Public Notice
ReplyDeleteAs stated by Nurdiono (2016), there are three parts of generic structure of public notice: attention gather, information, and closure. The description of each part is depicted below.
Attention gather (optional)
Attention gather means using expressions or phrases that can attract readers’ or people’s attention such as Notice, Warning, or Caution. See the initial word of some examples below.
Information
ReplyDeleteInformation here can be defined as the messages or information of the text that want to be delivered to people.
Look at the example below.
Closure (optional)
ReplyDeleteCan you see the closure part in the notice below?
If you can’t see the closure part of the notice above, you should read the short description about what closure is. Closure is an act of closing: the condition of being closed. Closure in notice text can be defined as a closing statement of notice. As its optional characteristic, closure can be omitted or it can be written in the last part of the text. The function of closure is to close the statements of notice.
ReplyDeleteAfter you read the description of closure, can you now find the closure of notice above?
e. Language Features of Public Notice
Using Imperative mood (imperative sentence)
The imperative mood is a verb form which makes a command or a request. For example:
a. Empty the bin, John.
(This is a verb in the imperative mood.)
b. John empties the bin.
(This verb is not in the imperative mood. It is in the indicative mood.)
The main verb (i.e., the finite verb) in an imperative sentence will be in the imperative mood. In other words, it will be a command or a polite request.
Here are some more examples of verbs in the imperative mood (shaded):
a. Run!
b. Get out!
c. Stop the bleeding.
d. I am going to cross the field. Shout when you see the bull.
(I am going is the indicative mood (i.e., just a statement). However, shout is in the imperative mood.)
Using Declarative reference
ReplyDeleteThe final punctuation is usually a full-stop/period (.).
Declarative sentences can be in positive or negative form, and in any tense as well as notice.
Spoken / written language features
In writing notice text, we can use spoken or written language style. The differences between both features are presented in the following charts.
The chart above describes about the difference between spoken and written language features in writing notice.
ReplyDeletei. The use of personal pronouns
In spoken language, personal pronouns are often used, yet for written language, they are infrequently used.
ii. Sentence structure
The sentence structure of spoken language is shorter and easier to follow than the sentence structure in written language.
iii. How to emphasize ideas
In spoken language style, to emphasize ideas words, repetition and phrases occur more than written style in which the ideas delivered through precise and varied language.
iv. Tone
Conversational tone is applied in spoken language, whereas in written language it applies formal tone.
v. Vocabulary
Familiar words are mostly used in spoken style in order to ensure readers’ understanding, while in written style rich and precise vocabulary is implemented.
vi. Reference to previously stated information
Fewer references to previously stated information are as the feature of spoken language style such as “as mentioned above”. Yet, in the written style previously stated information may be required such as “as in the former”.
f. Kinds of Notice and their examples
Below is the description of kinds of notice and the examples.
Command
Command sentences are used when you are telling someone to do something.
Commands usually start with an imperative verb, also known as a 'bossy verb', because they tell someone to do something.
Look at the example 1, the word “keep” is an imperative verb, and it tells someone or people to do something.
Example:
• Keep The Door Closed
ReplyDelete• Slow Down
• Keep the Room Clean
Caution
A caution is a formal warning that is given to a person who has admitted the offence. It is usually used to remind person or reader to be more careful.
Example:
• CAUTION wet floor
ReplyDelete• CAUTION Hot Surface
Information:
Information means giving information. Information notice provides or gives information or material contained in the notice texts to the readers/people.
Example:
• For Staff Only
• Rest Area
• Bike Route
Prohibition
ReplyDeleteProhibition is the action of prohibiting or inhibiting or forbidding (or an instance there of) to do something. Therefore, people or readers are not allowed to do the things written in the notices.
Example:
• Pedestrians Prohibited
• No Smoking
• No Parking
• Don’t littering
Warning
Warning usually refers to a message informing of danger. It can be in both written and spoken form. It is usually intended to make readers or people becoming aware about the danger condition near them.
Example:
• Warning High Voltage
• Warning Keep Out of Children Reach
• Beware of Pickpockets