modul-kk-b1-b-ing-sma-revisi-harris

Example 2 What do you think about home schooling? Do you think it's a good idea concerning socialization and all? Believed to be first introduced in the U.S. decades ago, home schooling is now mushrooming in the country. This phenomenon seems to be in response to the fact that children's rights are sidelined in the arena of formal education. As an alternative education system, home schooling could become a popular choice for children of school age Home schooling provides kids with educational opportunities that traditional public schooling has not provided. It offers a refreshing system by which students are encouraged to be creative and express themselves. Students will discover the thrill and sense of accomplishment that self-initiated learning can bring. On the other hand, some people believe that home schooling can be inefficient and expensive. Students‘ social life is, indeed, something to be concerned about in home schooling education. Most school districts make sincere attempts to keep their home schooled students active participants in the social, athletic, and extracurricular life of the school. It is strongly recommended that parents contact home schooling resource that may be able to put them in touch with kids who have gone through home schooling and those who are currently being home schooled. Talking with them would be a great way for parents to make a more informed decision about their kids‘ education. D. Aktivitas Pembelajaran Penjelasan Materi Tanya Jawab Diskusi Kelompok tentang The Use tentang Materi of Modals in Texts yang kurang dimengerti Rangkuman PresentasI kelompok Gambar 3 Alur Kegiatan Pembelajaran 3 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 94

E. Latihan I. Fill in the blanks with suitable modal verbs. A : I was wondering if I ______(1) borrow the company van for a fundraiser this weekend. B : Sure, I think that _____(2) be possible. Where is the fundraiser? A : It is in the park downtown. B : _____(3) you need it for both Saturday and Sunday? A : We _____(4) need it for Saturday only. B : I think that ______(5) be OK. Who will be driving it? A : Mary and I ______(6) be driving the van. B : ______(7) you drop it off on Sunday night? A : Yes, we ______(8) do that. Can we borrow the chairs from the lunchroom also? B : Yes, that ______(9) be fine. Just make sure that everything is returned by Sunday night. 1. A. would C. could B. should D. might 2. A. could C. shall B. might D. would 3. A. might C. may B. can D. would 4. A. can C. will B. may D. should 5. A. might C. may D. can D. would 6. A. can B. will B. shall D. may 7. A. could B. may B. should D. might 8. A. can B. will B. shall D. may 9. A. might C. may D. can D. Would Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 95

II. What is the function of modal verb in this: 1. Warning 2. Advertisement F. Rangkuman Modal verbs are used in interpersonal texts to show a dialogue where the tenors express the request, promise, ability, etc. Meanwhile, modal verbs are used in transactional texts to send the message that someone needs to get something done. Student : Ma`am, I find difficulty to understand this material, Could you explain it? Teacher : Of course. But I will do it in break time. I am going to teach now. Student : Thank you Ma‘am Modal verbs are also used in short functional text such as ::  Notice  Announcement  Brochure  Short Message  Label  Etc. In a certain text types, modality becomes one of the text language features that relates to its social function and generic structure. Hortatory expositon and discussion are two texts that one of their language function is the use of modal verbs since their social function is to persuade readers and listeners to agree with their ideas. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 96

Example 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. The best advice is to think carefully before accepting any position and make sure the job is the one you want to have. G. Umpan Balik dan Tindak Lanjut Sebagai refleksi pembelajaran/umpan balik jawablah pertanyaan berikut: 1. Setelah menyimak materi di atas, apakah Anda mendapatkan informasi baru mengenai The use of modals in texts: modals in interpersonal and transactional texts dan text types? 2. Apakah bahasan The use of modals in texts: modals in interpersonal and transactional texts dan text types di atas, cukup komprehensif ? 3. Apakah bahasan The use of modals in texts: modals in interpersonal and transactional texts dan text types di atas, menambah kepercayaaan Anda untuk lebih mempraktikan Bahasa Inggris bersama siswa Anda? H. Kunci Jawaban 1. C 6. B 2. D 7. A 3. D 8. A 4. C 9. D 5. D II. 1. a. Can = possibility b. should = command 2. Will = certainty Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 97

Kegiatan Pembelajaran 4 EXPLANATION TEXT A. Tujuan Setelah mempelajari explanation text, diharapkan Anda akan mampu meningkatkan penguasaan materi, struktur, konsep, dan pola pikir keilmuan yang mendukung pemahaman explanation text dengan benar. B. Indikator Pencapaian Kompetensi 1. Menentukan gambaran umum explanation text dengan tepat. 2. Menentukan makna kata explanation text dengan tepat. 3. Menentukan informasi rinci tersurat explanation text dengan tepat. 4. Menentukan koherensi dan kohesi explanation text tertulis dengan tepat. 5. Menentukan cara pengajaran explanation text dengan tepat . C. Uraian Materi 1. Fungsi Sosial Tujuan komunikatif dari explanation text adalah untuk menerangkan proses-proses yang terjadi dalam pembentukan sesuatu yang terkait dengan fenomena-fenomena alam, sosial, ilmu pengetahuan, budaya, dan lainnya yang bertujuan menjelaskan bagaimana atau mengapa hal tersebut bisa terjadi. 2. Unsur Kebahasaan  Focus on generic, non-human participants (e.g. clouds, rains, the air, moisture, gas, petrol, oil, urbanization, flood, tornado)  Use of simple present tense  Use of passive voice  Use of action verbs  Use of temporal conjunctions (e.g. before, first, then, in the end, finally)  Use of causal conjunctions (e.g. if, when, until, so, as, why)  Use of technical language  Use of complex sentences Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 98

3. Menentukan Koherensi dan Kohesi Coherence dan cohesiveness adalah kesinambungan antara bagian yang satu dengan bagian yang lain jika disatukan membentuk satu teks yang padu. Dalam teks explanation, penjelasan yang disajikan harus memiliki kesinambungan dan kesatuan dengan sesuai dengan urutan (sequence) proses fenomena yang dibahas. Berikut ini disajikan contoh sebuah teks eksplanation. Tabel 1. Struktur Explanation Text How Deserts Remain Dry There are possible reasons why desert remain General statement dry. The reasons can be; high mountain barriers, (Pernyataan umum) cold ocean currents, and high pressure systems. Mountain Barriers When warm air passes over the ocean it picks up Sequence of explanation 1 moisture in the form of water vapor. As the moist air travels over the land, it rises to pass over mountain ranges. When it begins to rise, the air cools and this causes the water vapor to condense into droplets which fall as rain. When the air reaches the other side of the mountain barriers, it has lost all its moisture and so the other side of the mountain remains dry. Cold Ocean Currents Air passing over cold ocean currents is cooled and Sequence of explanation 2 therefore is unable to pick up and hold much moisture. When this cold air mass reaches the warm desert, any moisture in the air is evaporate and so does not fall as rain and so the desert remains dry. High Pressure System In a high pressure system, the air is dry and is Sequence of explanation 3 moving downwards. As this system moves over the land it draws in moisture from the land surface. Consequently the moisture does not fall as rain and Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 99

so the desert remains dry. In conclusion, we know now that deserts do Closing not appear by themselves. There are several factors of nature that make it possible to form. 4. Explanation Text Dalam kehidupan sehari-hari kita sudah akrab dengan istilah penjelasan atau menjelaskan. Karena dalam dunia pendidikan khususnya dalam kegiatan belajar dan mengajar, yang namanya penjelasan banyak kita jumpai. Penjelasan-penjelasan tersebut merupakan salah satu contoh real life dari Explanation text. Jadi sebenarnya kita sudah menggunakan prinsip-prinsip Explanation text dalam kegiatan sehari-hari. Anderson dan Anderson (1997:80) menyatakan bahwa Explanation text menceritakan bagaimana (how) dan mengapa (why) sesuatu terjadi. Tujuan dari Explanation text adalah untuk menceritakan setiap langkah dari sebuah proses (the how) dan alasannya (the why). Jenis teks ini adalah salah satu bagian dari 37 jenis teks yang berhubungan dengan suatu proses fenomena alam, kejadian, dan konsep-konsep yang ada di bidang sains dan teknik. Struktur bahasa dari teks ini adalah passive voice, simple present tense, conjunctions of time dan cause, noun groups dan complex sentences. Secara umum ada 3 bagian dalam penulisan explanation teks berdasarkan Anderson dan Anderson (1997: 80). Bagian pertama adalah general statement berisi tentang penjelasan umum tentang fenomena yang akan dibahas, bisa berupa pengenalan fenomena tersebut atau penjelasannya. Kemudian, A sequenced of explanation berisi tentang penjelasan proses mengapa fenomena tersebut bisa terjadi atau tercipta. A sequence of explanation merupakan jawaban dari pertanyaan ‗why‘ dan ‗how‘ penulis ketika membuat sebuah Explanation text. Sequence of explanation bisa terdiri lebih dari satu paragrap. Yang lebih ditekankan dalam paragraf ini adalah bagaimana (how) dan mengapa (why) fenomena atau sesuatu itu terjadi. Pada bagian ini, penulis menjelaskan dalam beberapa tahap (sequence). Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 100

Bagian terakhir adalah paragraf penutup (concluding paragraph) yang berisi kesimpulan keseluruhan penjelasan yang telah diberikan pada paragraf sebelumnya. Sebenarnya closing ini tidak tercantum dalam generic structure dari Explanation text, tetapi kebanyakan orang beranggapan bahwa paragrap terakhir dari sebuah Explanation text adalah closing, padahal itu merupakan bagian dari squenced of explanation yang berisi tentang langkah akhir yang dijelaskan pada bagian squenced of explanation. Dalam pembuatan explanation text yang baik, kita harus mempertimbangkan beberapa fitur gramatikal. Beberapa diantaranya adalah: - Penggunaan simple present tense/action verbs, seperti: lungs are the main organ, the brain sends a message through the nerves - Penggunaan passive voice, seperti: These are covered with small blood vessels called capillaries, a breath is taken. - Penggunaan cause and effect word, seperti: then, as a result, so, if, because, therefore. - Menggunakan kata sinyal waktu, seperti : first, then, next, after, finally - Menggunakan abstract noun (kata benda yang nampak) - Focus pada generic, non-human participants (e.g. clouds, rains, the air, moisture, gas, petrol, oil, urbanization, flood, tornado) - Menggunakan temporal conjunctions (e.g. before, first, then, in the end, finally) dan causal conjunctions (e.g. if, when, until, so, as, why) - Menggunakan technical language - Menggunakan complex sentences Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 101

5. Contoh Explanation Text How Do We Breathe TEXT ORGANISATION LANGUAGE General statement FEATURES introducing phenomenon The nose, trachea and Use of present tense, Series of sequenced lungs are the main e.g. are, allows paragraphs organs which make up the respiratory system. This system allows the exchange of gases which are needed for us to live. Breathing happens when Use of conjunctions of the brain sends a time, e.g. when, message through the because nerves to the intercostal muscles which lie Use of action verbs, e.g. between the ribs and sends, pull diaphragm. When the instruction is received, Use of passive voice, the muscles pull the ribs e.g. is received, is first outwards and the taken, are covered diaphragm relaxes so that the space in the chest Use of adverbial gets bigger. Because the phrases of place, e.g. pressure in the chest gets outwards, bigger lower, air rushes in to fill the lungs. This air is first taken in Use of pronouns for through the nose or words already mouth. It then travels into introduced, e.g. It the throat (the pharynx) and on through the voice Use of technical words, box (the larynx). The e.g. epiglottis, trachea opening to the voice box has a cover over it called the epiglottis. This cover opens when a breath is taken. In this way, the air is able to flow Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 102

down the trachea but food Use of time connectives is kept out. to link time sequences, e.g. after, as a result After passing down the trachea the air travels into Use of noun groups, e.g. the lung down either the small blood vessels, the right or left bronchus, main organs through the bronchioles and at last into tiny air sacs called alveoli. These are covered with small blood vessels called capillaries. From here, oxygen is finally taken into the blood stream and carbon dioxide is passed back to the lungs. The intercostal muscles Use of clear subject and then push the rib cage verb agreement, e.g. back inwards. As a result, muscles, push the space in the chest gets smaller and the pressure rises, thus pushing the carbon dioxide back out of the lungs. Concluding And it all happens in the Use of abstract noun, sentence/paragraph space of a single breath! e.g. breath 6. Menentukan Gambaran Umum Teks Tertulis Esei Berbentuk Explanation Text Gambaran umum isi bacaan berbicara tentang topik yang dibahas dalam suatu teks. Untuk menjawab pertanyaan seperti ini, kita bisa melakukan hal-hal sebagai berikut: - Lakukan skimming, yaitu membaca cepat keseluruhan teks tanpa berhenti membaca walau menjumpai kata-kata sulit. - Baca setiap kalimat pertama dari tiap-tiap paragraf. - Amati kata-kata yang sering muncul - Simpulkan topik teks Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 103

Untuk menanyakan gambaran umum sebuah teks, biasanya diajukan pertanyaan seperti berikut ini: - What is the topic of the text? - Where? - When? - Who is the audience? Contoh soal: Petroleum product, such as gasoline, kerosene, home heating oil, residual fuel oil and lubricating oils, come from one source. Crude oil is found below the earth surface, as well as under large bodies of water, from a few hundred feet below the surface to as deep as 25.000 feet into the earth interior. Crude oil is obtained by drilling a hole through the earth, but sometimes more dry holes are drilled than those producing oil. Pressure at the source, or pumping, forces the crude oil to the surface. Crude oil wells flow at varying rates, from ten to thousands of barrel per hour. Petroleum products vary greatly in physical appearance: thin, transparent, or opaque. Their chemical compositions are made up of only two elements: carbon and hydrogen, which from two compounds called hydrocarbons. Other chemical elements found in the union with the hydrocarbons are few and are classified as impurities. Trace elements are also found, but these are of such minute quantities that they are disregarded. The various petroleum products are refined from the crude oil by heating and condensing the vapors of crude oil. These products are called light oil such as gasoline, kerosene and distillate coil. (Sumber: UNAS 2008) Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 104

The best title of the text is … A. Petroleum products B. Crude oil products C. Petroleum processing D. Processing Petroleum Products E. Petroleum Chemical Compositing. 7. Menentukan Makna Kata Teks Tertulis Fungsional Berbentuk Explanation Sebuah kata atau teks akan memiliki makna yang berbeda apabila berada pada konteks yang berbeda. Dalam kegiatan menemukan makna kata dapat diartikan sebagai kegiatan mencari definisi kata, padanan kata (synonym) atau mencari lawan kata (antonym) dari suatu kata tertentu. Berikut ini contoh pertanyaan yang menanyakan makna kata: - What does the underlined word mean? - What does the underlined phrase mean? - What does the underlined sentence mean? - The underlined word/phrase/sentence means … - What is the synonym of the underlined word? - What is the closest meaning of the underlined word? - What is the antonym of the underlined word? Untuk menentukan makna kata tertentu dalam explanation text, kita dapat melakukan beberapa langkah kegiatan sebagai berikut: - Baca dan pahami pertanyaan dengan baik. - Baca dengan teliti bagian teks yang memuat kata tersebut. - Baca kalimat sekitar, sebelum, dan sesudah dari awal kalimat dimana kata itu digunakan. - Tentukan makna dari kata tersebut. Contoh soal: ―Trace elements are also found, but these are of such minute quantities.‖ (Paragraph 2) Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 105

The opposites meaning of the underlined word is … A. Big B. Wide C. Broad D. Plain E. Apparent 8. Menentukan Informasi Rinci Test Tertulis Fungsional Berbentuk Explanation Informasi rinci tersurat baru bisa ditemukan setelah kita membaca teks dengan rinci atau seksama. Kadang-kadang informasi ini tersebar di sana-sini dan pembaca harus mengumpulkannya atau memperhatikan hubungan antar informasi dari kalimat yang satu dengan yang lain dalam teks. Berikut pertanyaan yang menanyakan informasi rinci tersurat: - Why … ? - Which of the following statements is true acording to the passage? - Which of the following statements are wrong based on the text? - How … ? Contoh soal: How is crude oil obtained? A. Drilling a hole to the earth. B. Digging under large body of water. C. Heating the oil. D. Condensing the water. E. Tracing the elements. 9. Menentukan Koherensi dan Kohesi Teks Tertulis Berbentuk Explanation. Sebuah teks memerlukan unsur pembentuk teks agar teks dapat berterima. Kohesi merupakan salah satu unsur pembentuk teks yang penting. Brown dan Yule (1983) dalam Rani (2004) menyatakan bahwa unsur pembentuk teks itulah yang membedakan sebuah rangkaian Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 106

kalimat itu sebagai sebuah teks atau bukan teks. Sebuah teks harus memiliki keterpaduan bentuk (kohesi) dan keterpaduan makna (koherensi). Kohesi adalah hubungan antar bagian dalam teks yang ditandai oleh piranti kohesi (cohesion devices). Sedangkan koheren adalah keterpaduan antar kalimat yang saling mendukung. Sebuah teks yang kohesif belum tentu koheren. Namun teks yang koheren biasanya kohesif. Piranti untuk menunjukkan kalimat/paragraph yang kohesif: Table 2 Piranti Kohesi Meaning/Function Examples Meaning/ Examples Function Furthermore, too, While, never, Moreover, also, Immediately, in the second place, after,later, again, in addition, earlier, always, even more, next, when, soon, further, last, lastly, whenever, Addition finally, besides, and, Time meanwhile, or, nor, first, second, sometimes, secondly, etc. in the meantime, during afterwards, now, until now, next Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 107

Meaning/Function Examples Meaning/ Examples Function following, once then, at length, simultaneously so far, this time subsequently Here, there, nearby, to illustrate beyond, wherever opposite to, adjacent to demonstrate to Place neighboring on, Exemplific specifically above, below ation/ for instance Illustration as an illustration e.g.(for example) Comparison in the same way Contrast Yet, and yet, by the same token similarly, likewise nevertheless in like manner in similar fashion nonetheless after all, but, however, though otherwise, on the contrary Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 108

Meaning/Function Examples Meaning/ Examples Function in contrast not withstanding on the other hand at the same time Clarification that is to say Cause because in other words since to explain on account of i.e., (that is) for that reason to clarify to rephrase it to put it another way Effect Therefore, as a result, Purpose in order that consequently, thus, so that, this accordingly, hence end, to that end, to for this purpose Qualification Almost, nearly, never Intensificat Indeed, yes, no, Probably, always, ion to repeat, Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 109

Meaning/Function Examples Meaning/ Examples Function Frequently, perhaps, by all means, Maybe, although of course, doubtedly, certainly, in fact, without doubt, undoubtedly, in fact, surely, to be sure to summarize granted in sum Consession of course, it is true Summary in brief to sum up in short in summary Conclusion in conclusion Demonstra actings to conclude tive This finally those these that Pronouns His, its, theirs, it, their, Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 110

Meaning/Function Examples Meaning/ Examples Function serving your, her, they, our as links to clearly refer to a specific word or phrase Berikut contoh teks yang memiliki paragraph yang kohesif: Do you know what helps your body get oxygen from the air? It‘s the respiratory system. Can you tell the most important organs in the respiratory system? Yes, they are nose, mouth, trachea, lungs, and diaphragm. The respiratory system, in anatomy and physiology, are organs that deliver oxygen to the circulatory system for transport to all the body cells. The respiratory and circulatory systems work together to deliver oxygen to cells and remove carbon dioxide in a two phase process called respiration. The first phase of respiration begins with breathing in or inhalation. This inhalation brings air from outside the body into the lungs. Oxygen in the air moves from the lungs through blood vessels to the heart, which pumps the oxygen-rich blood to all parts of the body. Oxygen then moves from the bloodstream into cells, which completes the first phase of respiration. In the cells, oxygen is used in a separate energy-producing process called cellular respiration, which produces carbon dioxide as a byproduct. The second phase of respiration begins with the movement of carbon dioxide from the cells to the bloodstream. The bloodstream carries carbon dioxide to the heart, which pumps the carbon dioxide- laden blood to the lungs. In the lungs, breathing out or exhalation removes carbon dioxide from the body, thus completing the respiration cycle. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 111

Untuk membentuk wacana yang baik, tidak hanya dibutuhkan hubungan kohesi. Cook (1989) dalam Rani (2006) menyatakan bahwa penggunaan piranti kohesi itu memang penting untuk membentuk wacana yang utuh, tetapi tidak cukup hanya menggunakan piranti kohesi tersebut. Agar wacana yang kohesif itu baik, wacana tersebut perlu dibuat koheren. Koherensi adalah kepaduan hubungan maknawi antara bagian-bagian dalam wacana (Rani, 2006). Koherensi membuat wacana menjadi memiliki makna yang utuh. Wacana kohesif berbeda dari wacana padu (coherent). Coba perhatikan contoh berikut ini. A. Paragraf yang kohesif dan koheren How Earthquakes Happen Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. (source: www.understandingtext.blogspot.com) Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 112

B. Paragraf yang kohesif tapi tidak koheren How Earthquakes Happen Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. Moreover the causalities from earthquake incidents might be varied, depend on the strength of the earthquake (or the magnitude) and the place where it occurs. Earthquake reported with high magnitude moment 6 and above (in Richter scale) or categorized in intensity II–XII (using the modified Mercalli intensity scale) will cause serious damage such as landslides, fires, or even tsunami. (source: www.understandingtext.blogspot.com and Wikipedia.com with some changes) 10. Menentukan Cara Pengajaran Explanation Text Cara mengajarkan explanation text pada peserta didik dengan pendekatan saintifik, langkah-langkah pembelajarannya adalah sebagai berikut. Tahapan Uraian Kegiatan Mengamati Pada tahap mengamati, Saudara dapat meminta peserta didik untuk membaca teks explanation, atau mendengarkan teks explanation lisan, atau melihat tayangan film ilmiah pendek tentang explanation. Saudara juga disarankan untuk membuat pertanyaan tentang isi teks, agar kegiatan peserta didik lebih terarah pada tahap mengamati ini. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 113

Tahapan Uraian Kegiatan Menanya Setelah peserta didik memahami tentang isi, apa, kapan, bagaimana dsb, maka Saudara dapat merangsang peserta didik untuk menanyakan fungsi sosial, unsur kebahasaan, dan ciri-ciri kebahasaan yang digunakan dalam teks explanation. Saudara juga bisa mendorong peserta didik untuk menanyakan tentang perbedaan antara teks explanation dan description, dan juga penggunaan kalimat berpola present tense dan kalimat dalam menyusun teks explanation. Mengumpulkan Saudara bisa meminta peserta didik untuk bekerja data dalam kelompok kecil (misal 4 orang) lalu meminta mereka menyiapkan masing-masing 2 teks explanation yang berbeda. Selanjutnya Saudara dapat meminta para peserta didik untuk membacakan teks explanation dalam kelompoknya, sementara anggota lain dalam kelompok mencatat hal-hal penting seperti fungsi sosial, tenses yang digunakan. Mengasosiasi Pada tahap ini Saudara bisa meminta peserta didik untuk membandingkan dan mengelompokkan fungsi sosial, tenses yang digunakan dalam teks explanation. Selanjutnya siswa dapat berlatih untuk menggunakan kalimat dengan pola Present Tense. Selanjutnya siswa dapat memulai menyusun draf teks tertulis berbentuk explanation. Mengomunikasikan Saudara dapat meminta peserta didik untuk menampilkan teks explanation secara lisan/ mempresentasikan teks explanation yang telah dibuat. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 114

D. Aktifitas Pembelajaran Pada bagian ini Saudara akan melakukan kegiatan untuk dapat menguasai materi tentang explanation. Kegiatan yang sebaiknya Saudara lakukan adalah yang pertama membaca ulang teori tentang explanation text; fungsi sosial; unsur kebahasaan dalam teks explanation; struktur teks explanation dan juga cara mengajarkan teks explanation. Kedua Saudara juga disarankan untuk berlatih untuk menentukan isi teks, pikiran utama paragraf tertentu, koherensi dan kohesif pada teks tertulis berbentuk explanation. E. Latihan / Kasus/ Tugas Read the text and choose one of the best answers. Question number 1 and 2 refer to the following text. Lembar Kerja 1 (LK 1) Water is very important for the life of the earth‘s creatures; humans, animals, and plants. Water is used to sustain their existence in food and drink, and also to support human‘s daily activities such as washing, bathing, etc. Water is one of the renewable natural resources. The water cycle begins when the sun heats the oceans, lakes, and dams. The water becomes so warm that it evaporates in the form of water vapour and rises into the air. The water vapour cools and condenses to become droplets, which form clouds. If enough water condenses, the drops become heavy enough to fall to the ground as rain and snow. Some rain collects in ground wells. The rest flows through rivers back into the oceans. 1. Menentukan gambaran umum teks tertulis fungsional berbentuk explanation dengan tepat. The text above tells about ... A. The water cycle. B. The water vapour. C. The forming of clouds. D. The benefits of water. E. The importance of water. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 115

2. Menentukan pikiran pokok dari paragraph tertentu dalam teks tertulis fungsional berbentuk explanation dengan tepat. What is the main idea of the first paragraph? A. The importance of water for the earth‘s creatures B. The origin of water C. The function of water for humans D. Water cycle E. Water as the unrenewable natural resource Read the text and then answer questions number 3 to 6! Hibernation Hibernation is one of the main adaptations that allow certain northern animals to survive long, cold winters. Hibernation is like a very deep sleep that allows animals to save their energy when there is little or no food available. The body functions of ‗true hibernators‘ go through several changes while they are hibernating. Body temperature drops, and the heart rate slows. For example, a hibernating woodchuck‘s body temperature drops by more than 30 degrees Celsius, and its heart rate slows from 80 to 4 beats per minute! Other true hibernators include the jumping mouse, little brown bat, eastern chipmunk, and several ground squirrels. Other animals, such as the skunk and raccoon, are not considered true hibernators, as they wake up in the winter to feed, and their body functions do not change as much. Since they only sleep for a little bit at a time, the term dormancy or ‗light sleeping‘ is used to describe their behavior. The largest animals to hibernate are bears. Their heart rate may slow down from a usual 40 –50 beats per minute to 8-12 beats per minute, but their body temperature changes very little, so they are able to wake up quickly. Hibernating animals have a special substance in the blood called hibernation inducement trigger, or HIT. This substance becomes active in the fall, when the days become cooler and shorter. When HIT becomes active, the animals start preparing for winter. Some animals store Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 116

food so that they can eat when they wake up, and some animals eat a lot in late summer and fall to add excess fat to their bodies. This fat keeps them warmer and acts as a source of energy while they are sleeping. Some animals also make changes to the places where they will sleep (dens). They add leaves and grasses to keep them warm. 3. Menentukan gambaran umum teks tertulis fungsional berbentuk explanation dengan tepat. Why do animals hibernate? _______________________________________________________ 4. Menentukan informasi rinci teks tertulis fungsional berbentuk explanation dengan tepat. What changes occur in the functions of an animal‘s body when it hibernates? _______________________________________________________ 5. Menentukan informasi tersirat dalam teks tertulis fungsional berbentuk explanation dengan tepat. Why are raccoons and skunks not ‗true hibernators‘? _______________________________________________________ 6. Menentukan koherensi dan kohesi dari teks explanation dengan tepat. ―This substance becomes active in the fall, when the days become cooler and shorter. (paragraph 2) The underline word refers to _______________________________________________________ 7. Menentukan cara pengajaran teks explanation dengan tepat. Title How Earthquakes Happen General Earthquakes are usually caused when rock Statement underground suddenly breaks along a fault. This sudden release of energy causes the seismic Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 117

waves. It makes the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don't just slide smoothly. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that's built up. When the rocks break, the earthquake occurs. A Sequence of During the earthquake and afterward, the Explanation plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus is called the epicenter of the earthquake. (source: www.understandingtext.blogspot.com You will teach explanation text. How will you do it? These are steps represented in each alphabet. The steps are not in the correct order. Write the number showing the process/steps on the column provided. Alphabet Stages Number A Ask students to discuss the model text and identify the grammatical and linguistic features of explanation text. Every group reports their findings with the class. B Show some pictures or topics to students. Ask students to create a coherent short text of explanation text based on the pictures given. C Get the students to sit in small groups to watch a video of natural phenomena such as global warming, or earthquake showed by the teacher. D Ask students how natural phenomena can happen and what the causes are. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 118

Alphabet Stages Number E Teacher gives confirmation and explanation of the purpose, generic structure, and linguistic and grammatical features of explanation text. F After watching the video, ask the students to discuss and write down the steps/the stages of the natural phenomena shown. G Confirm the correct answers for re-arranging jumbled sentences, and show the text as the model text of explanation. H In a class discussion, teacher confirms the correct stages involved in the natural phenomena that they have watched. I Make a group of 4 to rearrange jumbled sentences to make a coherence text. J Ask the students if they notice any process of any natural phenomena (Teacher may take one sample of natural phenomena) K Ask students to take notes of unfamiliar terms and steps involved in the natural phenomena presented in the video. L Swap the texts among students, and let them evaluate their friends‘ texts using a simple evaluation form. The evaluator then returns the texts to the owner. F. Rangkuman Explanation Text adalah sebuah teks yang berisi tentang proses-proses yang berhubungan dengan fenomena-fenomena alam, sosial, ilmu pengetahuan, budaya dan lainnya. Sebuah Explanation text biasanya berasal dari pertanyaan penulis terkait ‗why‘ dan ‗how‘ terhadap suatu fenomena yang ada. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 119

Struktur explanation text terdiri atas: - A general statement Dalam general statement berisi tentang penjelasan umum tentang fenomena yang akan dibahas, bisa berupa pengenalan fenomena tersebut atau penjelasannya. - A sequenced of explanation A sequenced of explanation berisi tentang penjelasan proses mengapa fenomena tersebut bisa terjadi atau tercipta. A squenced of explanation berupa jawaban dari pertanyaan ‗why‘ dan ‗how‘ penulis ketika membuat sebuah Explanation text. Dalam squenced of explanation bisa terdiri lebih dari satu paragrap. - Closing Sebenarnya closing itu tidak tercantum dalam generic structure dari Explanation text, tetapi kebanyakan orang beranggapan bahwa paragrap terakhir dari sebuah Explanation text adalah closing, padahal itu merupakan bagian dari squenced of explantaion yang berisi tentang langkah akhir yang dijelaskan pada bagian squenced of explanation. Dalam sebuah explanation text, terdapat ciri-ciri kebahasaan seperti di bawah ini, yaitu: - Menggunakan simpel present tense - Menggunakan abstract noun (kata benda yang nampak) - Mengguanakan Passive voice - Menggunakan Action verbs - Focus pada generic, non-human participants (e.g. clouds, rains, the air, moisture, gas, petrol, oil, urbanization, flood, tornado) - Menggunakan temporal conjunctions (e.g. before, first, then, in the end, finally) - Menggunakan causal conjunctions (e.g. if, when, until, so, as, why) - Menggunakan technical language - Menggunakan complex sentences Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 120

G. Umpan Balik dan Tindak Lanjut Setelah anda mempelajari Explanation Text, apa saja yang sudah Anda dapatkan? Topik apakah yang bisa Anda pelajari setelah memahami Explanation Text? Tuliskan semua pengalaman Anda dalam mempelajari Explanation Text pada jurnal belajar berikut. My Learning Log Tabel Jurnal Refleksi Kegiatan Pembelajaran 1 Date : What did you learn? : Explanation Text What have you learned? : What have not you learned? : How will you make yourself be : learned on Explanation text? What can you learn by having : knowledge on Explanation text? How will you teach your students : about Explanation text? H. Kunci Jawaban 1. A 2. E 3. Some animals hibernate because it is a method for them to adapt and survive during long, cold winter. 4. The animals‘ body temperature drops and the heart rate slows down. 5. Because raccoon and skunks actually wake up in the winter to feed, and their body functions do not change as much. 6. HIT (hibernation inducement trigger) A. 9 D. 2 G. 8 J. 1 B. 11 E. 10 H. 6 K. 4 C. 3 F. 5 I. 7 L. 12 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 121

PENUTUP Setelah mempelajari keseluruhan isi dari modul ini, peserta diklat diharapkan dapat merasakan manfaat dalam peningkatan pemahaman pengunaan modality dalam berbagai konteks kebahasaan. Sehingga mampu meningkatkan perolehan capaian nilai UKG yang lebih maksimal dan bermanfaat dalam peningkatkan kualitas pengajaran Bahasa Inggris di kelas. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 122

DAFTAR PUSTAKA Allsop, J. (1986). Cassell's Students' English Grammar Exercises: With Answers. English Language Book Society/Cassell. Bybee, J., Perkins, R., & Pagliuca, W. (1994). The evolution of grammar: Tense, aspect, and modality in the languages of the world. University of Chicago Press. Eastwood, J., Mackin, R., & Dandini, M. G. (1988). A basic English grammar: exercises. Oxford University Press. Fortune, A. (1992). Self study grammar practice: learners' views and preferences. ELT journal, 46(2), 160-171. Federmeier, K. D., & Kutas, M. (2001). Meaning and modality: Influences of context, semantic memory organization, and perceptual predictability on picture processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(1), 202. Palmer, F. R. (2001). Mood and modality. Cambridge University Press. Lycan, W. G. (1994). Modality and meaning (Vol. 53). Springer Science & Business Media. Richards, Jack. C. 1990. ― The teacher as self-observer‖. Dalam Jack C. Richards, The Language Teaching Matrix. New York: Cambridge University Press. White, L. (1989). Universal grammar and second language acquisition (Vol. 1). John Benjamins Publishing. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 123

SUMBER TAUTAN INTERNET http://usefulenglish.ru/grammar/modal-verbs-introduction (http://www.grammaring.com/types-of-modals) http://dictionary.cambridge.org/grammar/british-grammar/modality- meanings-and-uses http://dictionary.cambridge.org/grammar/british-grammar/commands- and-instructions http://dictionary.cambridge.org/grammar/british-grammar/requests http://dictionary.cambridge.org/grammar/british- grammar/modality-other-modal-words-and-expressions http://dictionary.cambridge.org/grammar/british-grammar/matter http://dictionary.cambridge.org/grammar/british-grammar/tags http://dictionary.cambridge.org/grammar/british-grammar/headers- and-tails http://www.grammaring.com/types-of-modals http://dictionary.cambridge.org/grammar/british-grammar/need http://usefulenglish.ru/grammar/modal-verbs-exercise-eight http://usefulenglish.ru/grammar/modal-verbs-exercise-three http://usefulenglish.ru/grammar/modal-verbs-exercise-four http://usefulenglish.ru/grammar/modal-verbs-exercise-five http://usefulenglish.ru/grammar/modal-verbs-exercise-six http://www.myenglishpages.com/site_php_files/grammar-exercise- modals.php http://www.perfect-english-grammar.com/modal-verbs.html http://grammar.about.com/od/rs/g/Semi-Auxiliary.htm Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 124

GLOSARIUM Clause adalah sederetan kata yang mengandung paling sedikit satu finite verb, seperti: I saw the girl who wears a red skirt. (merupakan satu kalimat dengan dua klausa) Grammar Usage, penggunaan kaidah tata bahasa sesuai dengan konteksnya IPK (Indikator Pencapaian Kompetensi), ciri-ciri yang menunjukkan bahwa sebuah kompetensi telah tercapai Inverted sentence, adalah pola kalimat terbalik dimana subject tidak ditempatkan di awal kalimat tetapi mengikuti setelah predicate, seperti pada contoh: On the ceiling hangs the lamp, never again will you do that. Interchangeable, capable of being used in place of each other—usage, synonyms, more, bisa dipakai saling menggantikan. Kompetensi, seperangkat pengetahuan, keterampilan, dan perilaku yang harus dimiliki, dihayati, dikuasai, dan diaktualisasikan Kompetensi Profesional, seperangkat pengetahuan, keterampilan, dan perilaku yang harus dimiliki, dihayati, dikuasai, dan diaktualisasikan oleh guru dalam tugasnya sebagai pendidik di kelas atau tempat belajar terkait dengan keahlian dalam bidang tertentu yang didapat melalui pendidikan Languange Aquisation Device (LAD), perangkat bawaan kemampuan pada manusia untuk mempelajari bahasa yang berlaku universal. Languaga Expression, ekspresi bahasa yang dikeluarkan untuk memperkaya dan mempertegas makna Language Feature, ciri-ciri kebahasaan dalam sebuah teks Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 125

Modality, tingkat kekuatan makna dari kata kerja Modal Auxiliary Verb adalah kata yang muncul sebelum main verb ... (be, do, have) dan modal auxiliary verb (can, could, may, might, will, would, shall,sould) Modul, bahan ajar diklat PKB yang dapat dipelajari sendir tanpa bantuan instruktur/fasilitator dan dapat dilakukan secara jarak jauh dari penyelenggara diklat Modifier, adalah kata, phrase atau clause di dalam bahasa Inggris yang memiliki fungsi sebagai adjective (kata sifat) atau adverb (kata keterangan) PKB, Pengembangan Keprofesian Berkelanjutan, sebuah program yang ditujukan untuk peningkatan profesionalisme Guru Semi Modal, Kata kerja bantu terdiri dari need; used to, dare dan ought to. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional B 126