Post on 24-Apr-2015
CONTOH LESSON PLAN
Lesson Plan
Date : 5 Mei 2009
Grade Level : SMP (Sekolah Menengah Pertama) Kelas I
No. Of Student : 30 Siswa
Subjects : IPS – Geografi “Vulkanisme dan Gunung Berapi”
Duration : 20 Menit, Pukul 09.00 – 09.20 WIB
Description :
Guru akan menjelaskan mengenai jenis-jenis gunung berapi,
bahan-bahan vulkanik yang keluar pada waktu erupsi, dan
memperagakan mekanisme erupsi gunung berapi.
Goals :
1. Siswa mampu memahami jenis-jenis gunung berapi
2. Siswa mampu mengerti bahan-bahan vulkanik yang keluar
pada waktu erupsi
3. Siswa mampu menjelaskan mekanisme erupsi
Objective :
Di akhir pertemuan, diharapkan murid mampu memahami
tentang gunung berapi
Materials :
Laptop dengan Microsoft Powerpoint
LCD Projector
Alat peraga gunung berapi
Prosedures :
5 Menit pertama (Greeting)
2
1. Memberitahukan tentang materi yang akan dibahas
pada pertemuan hari ini.
2. Menanyakan kepada siswa, apa yang mereka ketahui
tentang gunung berapi.
5 menit kedua
1. Menjelaskan jenis-jenis gunung berapi.
2. Menjelaskan bahan-bahan vulkanik yang keluar pada
waktu erupsi.
10 menit terakhir
1. Memperagakan mekanisme terjadinya erupsi secara
sederhana.
2. Meminta feedback dari siswa mengenai materi yang
telah dijelaskan.
3. Assessment.
4. Goodbye
Assessment :
3
(Melakukan tanya jawab kepada siswa, tentang materi yang
telah diajarkan).
FORMAT PEMBUATAN LESSON PLAN
LESSON PLAN
Date (Tanggal materi akan diajarkan)
Grade Level (Pelajaran yang diajarkan untuk siswa kelas berapa)
No. Of Student (Jumlah siswa yang akan diajar dalam kelas)
Subjects (Subjek pelajaran dan judul materi)
Duration (Lama waktu pengajaran)
Description (Gambaran umum materi yang akan diajarkan)
Goals (Tujuan yang ingin dicapai oleh pengajar bagi siswa)
Objective (Tujuan pengajaran di akhir pertemuan)
Materials (Alat dan bahan yang diperlukan dalam pengajaran)
4
Prosedures (Langkah-langkah yang akan dilaksanakan dalam proses pengajaran)
Assessment (Penilaian yang dilakukan oleh pengajar untuk melihat kemampuan
siswa dalam memahami materi yang diberikan)
Minggu, 07 Juni 2009
LANGKAH-LANGKAH MENGEMBANGKAN LESSON PLAN YANG BAIK
Dalam membuat lesson plan tidaklah terlalu rumit. Akan tetapi, ada
beberapa langkah yang perlu diperhatikan agar lesson plan yang
kita buat sangat membantu dan efektif bagi pengajaran. Di bawah
ini merupakan langkah-langkah serta gambaran masing-masing
bagian dalam mengembangkan rencana pelajaran atau lesson plan
yang baik:
1. Mempertimbangkan apa yang mau diajarkan. Sebaiknya
dikembangkan berdasarkan kurikulum yang ada, mengetahui
untuk kelas berapa materi yang akan diajarkan tersebut, dan
juga mencatat perkiraan waktu dalam rencana pelajaran
untuk menolong waktu penganggaran yang diperlukan. Begitu
5
mempunyai topik, bisa memulai menentukan bagaimana cara
mengajar topik.
2. Untuk memastikan lesson plan benar-benar membantu
pengajaran, kita perlu membuat tujuan yang jelas dan spesifik
dari apa yang diajarkan. Tujuan bukan merupakan aktivitas
yang akan dilakukan dalam rencana pelajaran tetapi
merupakan hasil belajar aktivitas itu yang ingin dicapai,
Tujuan juga sebaiknya dapat diukur secara langsung. Dengan
kata lain, harus memastikan tujuan dapat dikatakan baik
tujuan ini dijumpai atau tidak. Kita dapat mempunyai lebih
dari satu tujuan untuk rencana pelajaran. Untuk membuat
6
tujuan lebih berarti, dapat memasukkan tujuan luas maupun
sempit.
3. Kita mungkin memerlukan material-material yang diperlukan
dalam pengajaran nanti, tetapi sebaiknya dipersiapkan lebih
awal dalam rencana pelajaran kita. Dengan begitu, jika orang
lain menggunakan rencana pelajaran kita, mereka akan tahu
dari awal apa bahan diperlukan. Dengan menuliskan secara
spesifik, pengajar akan mempunyai segalanya mereka perlu
dalam pengajaran.
4. Kita juga mungkin ingin menulis Anticipatory Set, yang dapat
menjadi pengantar dalam pelajaran dan mengembangkan
perhatian siswa dalam belajar apa yang akan diajarkan.
Contoh: menangani pelajaran pecahan, pengajar bisa memulai
dengan meminta siswa menjawab bagaimana mereka akan
membagi-bagikan pizza untuk masing-masing 5 orang teman
7
mereka mendapat jumlah pizza yang sama, dan memberi tahu
mereka bahwa mereka bisa melakukan ini jika mereka tahu
bagaimana caranya untuk bekerja dengan pecahan.
5. Selanjutnya perlu menuliskan langkah-langkah prosedur yang
akan dilakukan untuk mencapai tujuan. Dalam hal ini tidak
harus melibatkan setiap hal kecil yang akan kita katakan dan
lakukan, tetapi sebaiknya mendaftar tindakan relevan yang
perlu dilakukan dalam pengajaran.
6. Setelah prosedur selesai, kita dapat menyediakan waktu
untuk latihan mandiri bagi siswa agar siswa dapat lebih
memahami materi yang diajarkan.
7. Sebelum beralih ke penilaian sebaiknya menanyakan kembali
semua yang telah diajarkan, dengan mengacu pada
Anticipatory Set. Contoh: kita dapat menanyakan kembali
kepada siswa bagaimana mereka akan membagi-bagikan
pizza setelah mereka mengerti mengenai pecahan (dari
8
contoh pada langkah ke-4).
8. Kita dapat menuliskan evaluasi/penilaian kita. Beberapa
lesson plan mungkin tidak memerlukan penilaian, tetapi
sebaiknya kita membuat semacam evaluasi untuk melihat
apakah tujuan pengajaran dalan lesson plan tercapai. Kunci
dalam mengembangkan penilaian kita adalah membuat
penilaian yang secara khas dan pasti mengukur tujuan dicapai
atau tidak. Dengan begitu, akan terlihat hubungan nyata
antara tujuan dan penilaian.
9. Penyesuaian juga sebaiknya dibuat untuk siswa dengan
ketidakmampuan (disabilities). Hal ini dapat dilakukan dengan
menggunakan penyesuaian spesifik bagi siswa tertentu
dengan memperhitungkan perbedaan individual mereka.
10. Kita dapat juga memasukkan bagian "hubungan", yang
memperlihatkan bagaimana lesson plan dapat diintegrasikan
9
dengan subyek pelajaran lain. Sebagai contoh kita dapat
menerapkan pelajaran mengenai pecahan dengan kehidupan
sehari-hari yang lain, tidak hanya dalam pelajaran
matematika.
Jika mengikuti semua langkah di atas, kita akan berhasil membuat
lesson plan dengan baik dan seksama yang akan berguna bagi kita
atau pengajar mana pun yang ingin mengajarkan topik yang sama.
Salah satu tips yang paling membantu dalam penulisan lesson plan
pertama kita adalah dengan melihat lesson plan lain yang lebih dulu
telah dikembangkan dengan baik untuk mendapatkan ide yang lebih
baik tentang apa saja yang diperlukan dalam lesson plan.
http://bahanajar.wordpress.com/textspeech/jenis-jenis-text-ing/
Jenis-jenis text English
Tinggalkan komentar Go to comments
Jenis-jenis text dalam Bahasa Inggris
NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged
10
RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event
Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past
so narrative and recount usually apply PAST TENSE; whether Simple Past Tense,
Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount
told are in chronological order using time or place. Commonly narrative text is found
in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are
constructed. Narrative uses conflicts among the participants whether natural conflict,
social conflict or psychological conflict. In some ways narrative text combines all
these conflicts. In the contrary, we do not find these conflicts inside recount text.
Recount applies series of event as the basic structure
DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.
Dominant Generic Structure:
1. Identification
2. Description
Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms
REPORT
Purpose: to presents information about something, as it is.
Generic Structure
1. General classification
2. Description
Dominant Language Feature
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1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense
EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or
socio-cultural phenomena.
Generic Structure:
1. General statement
2. Explanation
3. Closing
Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.
ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case
Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion
Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition
12
HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be
done
Generic Structure:
1. Thesis
2. Arguments
3. Recommendation
Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In
simple word. Analytical is the answer of “How is/will” while hortatory is the answer
of “How should”. Analytical exposition will be best to describe “How will student do
for his examination? The point is the important thing to do. But for the question” How
should student do for his exam?” will be good to be answered with hortatory. It is to
convince that the thing should be done
PROCEDURE
Purpose: to help readers how to do or make something completely
Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods
Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms
DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue
13
(‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner
REVIEW
Purpose: to critique or evaluate an art work or event for a public audience
dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation
Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor
ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident
Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.
Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
14
2. Using material process
3. Using temporal conjunctions
SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers
Generic Structure:
1. Orientation
2. Event(s)
3. Twist
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged
NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy
or important
Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources
Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.
//
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Narrative
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Recount
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Ada 6 jenis text yang akan dijelaskan disini:
1.Recount
2.Procedure
3.Anecdote
4.Narrative
5.Report
6.Report
1.RECOUNT
Recount Tujuan komunikatif: Melaporkan peristiwa, kejadian atau
kegiatan dengan tujuan memberitakan atau menghibur. Struktur
teks: * Pendahuluan (orientasi), yaitu memberikan informasi tentang
apa, siapa, di mana dan kapan; * Laporan (rentetan) peristiwa,
kegiatan yang terjadi, yang biasanya disampaikan secara berurut
Contoh:
Class Picnic
Last Friday our school went to Centennial Park for a picnic
First our teachers marked the rolls and the we got on the buses. On
the buses, everyone was chatting and eating. When we arrived at
the park, some students played cricket, some played cards but
others went for a walk with the teachers. At lunchtime, we sat
together and had our picnic. Finally, at two o’clock we left for school.
20
We had a great day.
2.PROCEDURE
Procedure, the communicative purpose is to tell the steps of making
or doing something. (Tujuan komunikatif nya: memberi petunjuk
cara melakukan sesuatu melalui serangkaian tindakan atau
langkah.)
Generic Structure: Goal/Aim – Materials/Tools – Steps/Methods
Language Features of Procedure text:
Imperative form, ex: Cut, Pour, Don’t mix, dsb.
action verbs: turn, put, don’t, mix, dsb.
connectives (untuk mengurutkan kegiatan), ex: then, while, dsb.
adverbials (untuk menyatakan rinci waktu, tempat, cara yang
akurat), ex: for five minutes, two centimetres from the top, dsb.
Contoh:
SESAME DROP BISCUITS
Ingredients/Materials:
2 cups flour
1 ½ teaspoons baking powder
½ reaspoon each baking soda and salt
Butter or margarine
2 tablespoons sesame seed
1 cup buttermilk
Night Before:
21
In a large bowl stir together flour, baking powder, soda and salt.
2 knives or pastry blender cut in ½ cup butter until particles are fine
.
Stir in sesame seed.
Next Morning:
Add buttermilk to flour mixture and stir with a fork just until mixed.
Drop by tablespoons on greased cookies sheet.
Bake in preheated 450 degrees oven until light brown. 12 to 14
minutes.
Serve at once with butter.
3.ANECDOTE
Definition and Social Function of Anecdote
Anecdote is a text which retells funny and unusual incidents in fact
or imagination. Its purpose is to entertain the readers.
Generic Structure of Anecdote
1. Abstract
2. Orientation
3. Crisis
4. Incident.Language Feature of Anecdote
1. Using exclamation words; it’s awful!, it’s wonderful!, etc
2. Using imperative; listen to this
3. Using rhetoric question; do you know what?
4. Using action verb; go, write, etc
5. Using conjunction of time; then, afterward
6. Using simple past tense
Contoh Anecdote:
Blessing Behind Tragedy
22
There was a black family in Scotland years ago. They were Clark
family with nine children. They had a dream to go to America. The
family worked and saved. They were making plan to travel with their
children to America. It had taken several years but finally they had
saved enough money. They had gotten passport. They had booked
seats for the whole family member in a new liner to America.
The entire family was full of anticipation and excitement with their
new life in America. However few days before their departure, the
youngest son was bitten by a dog. The doctor sewed up the boy.
Because of the possibility of getting rabies, there were being
quarantined for long days. They were in quarantine when the
departure time came. The family dreams were dashed. They could
not make the trip to America as they had planned.
The father was full of disappointed and anger. He stomped the dock
to watch the ship leaved without him and his family. He shed tears
of disappointment. He cursed both his son and God for the
misfortune.
Five days latter, the tragic news spread throughout Scotland. The
ship, the mighty Titanic, had shank. It took hundreds of passenger
and crew with it. Titanic which had been called the unsinkable ship
had sunk. It was unbelievable but it was.
The Clak family should have been on that ship, but because of the
bitten son by a dog, they were left behind. When the father heard
the news, he hugged the son and thanked him for saving the family.
He thanked God for saving their lives. It was a blessing behind a
tragedy. (Adapted from Look Ahead 2)
GenericStructureAnalysis:
Abstract: Everybody has a dream. You have and so do I. When the
dream will come true, there is something wrong last minute before
it. What will we feel? What will we do?
Orientation: the Clak family lived in Scotland. They had dream to
travel to America. They prepared well for their plan
23
Crisis: few days before they went to America, his youngest son was
bitten by a dog. It made they were being quarantined. They had to
forget their plan.
Incident: the family was full of disappointment and anger. The
father was angry with his son and God. The family failed to travel to
America and the father could not accept it.
Coda: the father thank to his son when he hear the ship sank. He
thank to God because of saving the family from sinking. He thought
leaving behind the ship was not a tragedy but a blessing.
4.REPORT
Report Tujuan Komunikatif: Menyampaikan informasi tentang
sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau
analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan,
benda buatan manusia, atau gejala- gejala sosial. Deskripsi sebuah
teks report dapat berupa simpulan umum misalnya tentang rumah
sederhana dengan mendekripsikan ciri-ciri subyek tersebut
sehingga layak dikategorikan rumah sederhana, dsb.
Contoh:
Fax Machine
Fax, the short term for facsimile is a telecommunications technology
used to transfer copies (facsimiles) of documents, especially using
affordable devices operating over the telephone network. The word
telefax, short for telefacsimile, for “make a copy at a distance”, is
also used as a synonym. The device is also known as a telecopier in
certain industries. When sending documents to people at large
distances, faxes have a distinct advantage over postal mail in that
the delivery is nearly instantenous, yet its disadvantages in quality
and its proprietary format have relegated it to a position beneath
email as the prevailing form of electronic document tranferral.
5.NARRATIVE
Tujuan Komunikatif Teks: Menghibur pendengar atau pembaca
24
dengan pengalaman nyata atau khayal. Ciri naratif adalah adanya
unsur konflik (masalah) dan resolusi (penyelesaian masalah). Jumlah
masalah atau penyelesaiannya mungkin hanya satu, mungkin juga
lebih. Struktur Teks: * Pengenalan latar: tokoh, waktu, dan tempat:
* Pengembangan konflik; * Penyelesaian konflik; * Koda: perubahan
yang terjadi pada tokoh atau pelajaran yang dapat dipetik dari
cerita.
Contoh 1:
It was a warm day in March. I was very excited. The day had finally
come. I was in the rowing team for the Olympics. I got up very early
and exercised as always. Then after breakfast I drove to
Drummoyne. My team arrived and at last it was time to start.
Ready, set and the starting gun went off. We began in the third
position and were slowly moving closer. There they were. We could
see the second boat and then we did it.
We moved past. My arms were aching. My whole body was sore but
we all rowed harder.
The first boat was just in front I saw a dark shadow near the boat. I
looked again. What was it? I was sure it was the shape of a cigar.
‘Oh my God’, I thought, ‘I must be seeing things. A shark in
Parramata River? Impossible!’
Just then I pulled my oar out of the water. ‘Oh no, why only half?’ I
thought. Then I knew. I shouted to my team, ‘Shark! Shark!’ and
suddenly we forgot the race. We rowed faster than ever back to
shore. We made it. Phew, we were safe!
Contoh 2:
Long ago on the top of Mount Kinabalu in Borneo, there lived a
dragon. He owned a large and beautiful pearl. People believed that
he controlled the weather with it.
The emperor of China heard this and wanted the pearl. He sent his
two sons, Wee Ping and Wee San to Borneo to steal it. The princes,
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together with one hundred soldiers, set sail for Borneo in twelve
sailing junks.
When they arrived in Borneo, The set out immediately to find the
famous mountain. Their journey up the rugged slopes of Mount
Kinabalu proved very difficult. The dragon guarded his cave very
fiercely and killed many of their soldiers.
Then Wee San had a clever idea. He climbed a tall tree, so he could
see the dragon’s cave. He noted what time the dragon left his cave
to hunt for food and what time he returned to it.
Next he ordered his men to make a fake pearl and a large kite. He
waited until the dragon left his cave. Then he placed the fake pearl
in a bag, slung it across his shoulder and flew up to the mountain-
top on the kite. He exchanged the real pearl for the fake one and
then his brother pulled his kite back to the ground.
The brothers quickly returned to their ships and set sail for China.
They sailed safely home. The emperor was thrilled with the pearl
and gave a big party to celebrate his sons’ return.
6.DESCRIPTIVE
Tujuan Komunikatif : Struktur Teks: ciri-ciri seseorang, suatu benda
atau tempat tertentu. * Pengenalan benda, orang atau sesuatu
yang akan dideskripsikan. * Deskripsi: menggambarkan ciri-ciri
benda tersebut,misalnya berasal dari mana, warnanya, ukurannya,
kesukaannya dsb. Deskripsi ini hanya memberikan informasi
mengenai benda atau orang tertentu yang sedang dibahas saja,
misalnya deskripsi tentang ‘My Dog’. Ciri-ciri ‘anjing saya’ tersebut
dapat berbeda dengan anjing yang lain.
What is descdiptive text?
The Definition and Purpose of Descriptive Text
Descriptive text is a text which say what a person or a thing is like.
Its purpose is to describe and reveal a particular person, place, or
thing.The Generic Structure of Descriptive Text
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Descriptive text has structure as below:
Identification; identifying the phenomenon to be described.
Description; describing the phenomenon in parts, qualities, or/and
characteristics.
The Language Feature of Descriptive Text
Using attributive and identifying process.
Using adjective and classifiers in nominal group.
Using simple present tense
Contoh 1:
Borobudur Temple
Borobudur is Hindu – Budhist temple. It was build in the nineth
century under Sailendra dynasty of ancient Mataram kingdom.
Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is
influenced by the Gupta architecture of India. The temple is
constructed on a hill 46 m high and consist of eight step like stone
terrace. The first five terrace are square and surrounded by walls
adorned with Budist sculpture in bas-relief. The upper three are
circular. Each of them is with a circle of bell shape-stupa. The entire
adifice is crowned by a large stupa at the centre at the centre of the
top circle. The way to the summit extends through some 4.8 km of
passage and starways. The design of borobudur which symbolizes
the structure of universe influences temples at Angkor, Cambodia.
Borobudur temple which is rededicated as an Indonesian monument
in 1983 is a valuable treasure for Indonesian people.Analyzing the
Text (Generic Structure Analysis):
Identification; identifying the phenomenon to be described in
general; Borobudur temple
Description; describing the Borobudur temple in parts; eight
terraces of Borobudur temple and its characteristics
Language Feature Analysis
Using adjective and classifiers; valuable
Using simple present tense; Borobudur is well-known,The temple is
constructed, etc
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Contoh 2:
The Ambarawa Train Museum houses 21 antique locomotives plus
two more, which are stored in the depot. These locomotives are no
longer produced; even the factories that made them no longer exist.
The main building of this museum is the defunct Ambarawa railway
station which was built in 1873. the station covers 127,500 m2.
The oldest in this museum is a locomotive made by Hartman
Chemnitz. This locomotive, with a length of 8.58 m and a width of
2.45 m, began its operation in 1891. Using wood as fuel, the steam
locomotive could run 50 km/h – its maximum speed.
A special part of a visit to this museum is a trip by train from the
Ambarawa Train Museum to the defunct Bedono train station. This
package tour is called Railway Mountain Tour. Why is the trip so
special? Because the participants will board an antique train and the
train will travel on a 4.9 kilometer-cog railway, which is the only one
in the world.
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