banyak teks_lks _ rpp_ bhn ajar_narrative xi

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Sebelum dicetak Bacalah info berikut1. Bahan Ajar dari hal 1 s/d 122. Hapuslah info ini bila akan dicetak

BAHAN AJARGenre: Narrative

Class: XI

CYCLE ONE

STAGE 1: BKOF

Activity 1Observe the pictures below!

Picture 1 Picture 2

Answer these questions orally.1. What is the pictures above?2. Do you enjoy reading story books?3. What kind of story books do you like?4. Do you have any favourite authors?5. What is your favourite story book?6. Do you tell stories to other people?

STAGE 2: MOT

Activity 2Your teacher will read the story of PRINCESS AND THE PEA, listen carefully and complete the blanks with the correct words

PRINCESS and THE PEAOnce upon a time there was a ……….(1)who wanted to marry a princess, but

she would have to be a real………(2). He traveled all over the world to find one, but nowhere could he get what he wanted. There were princesses, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

One evening a…...(3)storm came; there was …….(4)and……………(5), and rain poured down in……………(6). Suddenly a knocking was heard at the city gate, and the old king went to open it.

It was a princess standing out there in front of the……………(7). But, good gracious ! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

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“Well, we’ll soon find that out,” thought the old queen. But she said nothing, went into the bed-room, took all the ………(8)of the…………(9), and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the ………..(10)

On this princess had to ………….(11)all night. In the morning she was asked how she had slept.

“Oh, very badly!” said she. I have ………..(12) closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It’s…………(13)!”

Now they knew that she was a real princess because she had left the pea right through the twenty mattresses and the twenty …………..(14) beds.

Nobody but a real princess could be as sensitive as that.So the prince took her for his wife, for now he knew that he had a real princess;

and the …………(15) was put in the museum, where it may still be seen, if no one has stolen it. There, that is a true story.

Activity 3Answer the following question based on the text above!1. Who is the first person mentioned?2. What did this person want?3. What happened that night?4. Who came?5. How is his /her appearance?6. What did the queen do?7. What was the guest reaction?8. What was the ending? 9. What kind of verbs are mostly used in the text?10. What is the type of the text above?

Activity 4

Read the following passage!

The giant was very strong. He almost caught Timun Mas again. So Timun Mas took the third magical item, the cucumber seeds. She threw the seeds and suddenly they became a wide cucumber field. The giant was very tired and hungry so he ate those fresh cucumbers. He ate so much that he felt sleepy and fell asleep soon.

o You use the simple past tense to talk about things that happened in the past.

o For most verbs the past simple form ends in –ed (regular verb) : I work in travel agency now. Before that I worked in a shop. We invited them to our party but they decided not to come The police stopped me on my way home last night. She passed her examination because she studied very hard.

o Some verbs have the irregular past form. Mozart wrote more than 600 pieces of music We saw Rose in town a few days ago I went to the cinema three times last week I found the wallet yesterday

THE SIMPLE PAST TENSE


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Activity 5What are the past form of the following verbs? Write down your answer in the blanks.

PRESENT PAST PRESENT PAST PRESENT PAST

begin find makebreak fly meetbuy give drink eat take throwget do catchcome feel havesit sleep swimrun drive shine tell hear knowcut say bring

Activity 6Complete the sentences. Put the verb into the correct form, positive or negative. No 1 & 2 has been done for you.

1. It was warm, so I took off my coat. (take )2. The film wasn’t very good. I didn’t enjoy it very much. (enjoy)3. I knew Sarah was very busy, so I ………….……..her. (disturb)4. I was very tired, so I ………………………....to bed early. (go)5. The bed was very uncomfortable. I……….….very well. (sleep)6. Sue wasn’t hungry, so she ………………..……..anything. (eat)7. We went to Kate’s house but she………..…………at home.(be)8. It was a funny situation but nobody…….………………..(laugh)9. The window was open and a bird……..……..into the room. (fly)10. The hotel wasn’t very expensive. It…………….very much. (cost)

Activity 7Read what Shanti says about a typical working day :

I usually get up at 7 o’clock and have a big breakfast. I walk to work, which takes me about half an hour. I start work at 8.45. I never have lunch. I finish work at 5 o’clock. I’m always tired when I get home. I usually cook a meal in the evening. I don’t usually go out. I go to bed at about 11 o’clock. I always sleep well.

Yesterday was a typical working day for shanti. Write what she did or didn’t do yesterday


Affirmative FormSubject + V 2

Negative FormSubject + did not + V 1

Interrogative FormDid + Subject + V 1 + ?

Time signal :………….ago.two days agofour years ago.Last…………Last yearLast two daysYesterdayThe day before

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1. She got up at 7 o’clock.2. ………..………………..at 5 o’clock.3. She…………a big breakfast.4. ………..tired when……..…..home.5. ……….….a meal yesterday evening.6. It…………….to get to work.7. …….……….out yesterday evening.8. ………………..….at 8.45.9. ………………………..at 11 o’clock.10. …………..………….well last night.

Activity 8This is a famous story. Fill in the blanks with the correct past form of the verbs in the brackets. Can you guess the title of this story?

One day Bawang Putih (have)……. to wash clothes at the river. She was very tired and a piece of clothing was being dragged by stream. When stepmother (notice) …………….that one of clothing was missing, she (become)……….. very angry and beat Bawang Putih with a piece of rattan. The she (make) …………her look for the piece of clothing at the river side.

Every time she (meet)………. somebody, she (ask)……… for her missing piece of clothing. At first, she met a man who was bathing his horse. Then she met a man who was fishing on the river.

At last, after having walked for some time, she (come)…….. near woods where she (see)…………. an old woman washing rice. When she asked her about her clothes, the old woman (say)……….. that she had seen her clothes. In fact the old woman (be) ……..a demon, called Nini Buto Ijo.

Then, Bawang Putih (gather)…….. her courage to say that she(want)………… to go home. The next morning, the demon(give)………. her the piece of clothing and a melon which should be opened in her home. Quickly, she (open)……. the melon and there(be)……….. gold, silver and precious inside it.

Activity 9

Read the Notes:A narrative is a type of spoken or written text that tells a story of one character or more who face certain situations. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. Narrative text can be found in short story books, magazines, novels, movies, etc. Narratives are popular because they present plots which consist of complications and resolutions. They make people feel curious and anxious with the ends of the stories.

A. Generic Structure of Narrative Text:The narrative organization includes :1. Orientation : Introducing the characters of the story, the time and the

place of the story.2. Complication : The stage where something unexpected happens or

events go wrong for one of the main characters.3. Complication : The ending of the story containing the problem’s solution.

B. Generic (Lexicogrammatical) Features:


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1. A narrative focuses on specific participants.2. There are many action verbs, verbal and mental processes.3. It usually uses past tenses.4. Direct and indirect speeches are often used.5. Linking words are used, related with time.6. There are sometimes some dialogs and the tense can change.7. Descriptive language is used to create listener’s or reader’s imagination.8. Temporal conjunctions are also used.


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FUNCTIONAL SKILL

Activity 10

Asking for Opinion and expressing ideas

Activity 11 Study the expressions of asking for opinion and expressing ideas below.

ASKING FOR OPINIONS RESPONSES (EXPRESSING IDEAS)

What is your opinion about…? What do you think about…? What do you say? Do you have some ideas? Etc.

My opinion is … I think (that) …. I think / believe (that) …. I suppose (that) … Etc.

Activity 12In pair, practice asking for your friend’s opinion about something. In your simple discussion, talk about the following points (look at the examples above):

A. : Showing the fact (a problem that is interesting to discuss)B. : Asking for opinion about the factA. : Expressing ideasB : Giving comments on the ideas

Activity 13 In group of three or four, practice asking for your friends’ opinions in your group about something. In a longer discussion, talk about the problem more freely. The important point is that you ask for opinions and give opinions when you are asked.

Activity 14 Role Play: The teacher will provide some problems to discuss about. He/she

will determine the speakers in the discussions: who becomes who. The following is a sample situation that can be used.


What do you think about the story?

I think it’s wonderful

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Situation : A parent, a teacher and a religious guide discuss seriously about pornography in youngsters that becomes a serious problem these days. a. Problem: Today many students of junior and senior high school use

pictures of pornography that are kept in their hand phones, computers and CDs.

b. Speakers: a Parent, a teacher, and a religious guide (Ustadz/clergyman)

STAGE 3: JCOT

Activity 12Make groups of four or five and then discuss the following questions.Read the text again and find the characteristics listed above.

a. What is the orientation of the story ?b. What is complication of the story ?c. What is the resolution of the story?d. What is the communicative purpose of the text?e. Write the pattern of the tenses used in the text!

STAGE 4: ICOT

Activity 13Read again the story above and then retell it with your own sentences.


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CYCLE TWO (Reading-Writing)

STAGE 1: BKOF

Activity 1Study the following pictures and answer the questions below.

1.

What happen in the picture?2. Have you ever heard the story Rama and Shinta? 3. Is it a legend, myth, or folklore?

Activity 2.Before reading the following story , match the words with their synonym.

WORDSANSWE

RSYNONYM

1. jealous A. being afraid

2. quarrelling B. asked

3. obedience C. guilty

4. felt sorry D. fighting

5. accepting E. receiving

6. beggedF. condition of obeying the

rule

7. fearing G. proposed

8. demanded H. suspecious

Activity 3Make the words above in good sentences in the past form.


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STAGE 2 : MOT

Activity 4Read this story carefully and notice how he author creates the generic structure of the text.

Generic structures

Orientation

Complication

Resolution

Activity 5

Answer these question based on the story above.1. Who are the main characters in the text ?2. Why was the first wife angry to his husband?3. How did the first husband conqure his wife?4. What did he bring when he locked himself in his room?5. How long did the second husband stay in his room without food?6. How was the result of his trick?7. What is the social purpose of the text ?8. The temporal sequences used in the text are : one day, ………,……..9. Are the verbs in the present or in the past ?10. What was the trick that wasn’t showen by the first husband to the second?

STAGE 3: JCOT


JEALOUS WIFE AND TRICKY HUSBAND

A jealous wife was continually quarrelling with her husband Over his mistress.One day the husband said,”Woman, you’re driving me mad. I’d rather die then do battle with you again”. Having said that, he locked himself in his room and went without food for Few days. At the end of it,the wife felt sorry, so she said, “enough is enough! I ‘ll never show any jealousy over your mistress again .”

After accepting a written statement of total obidience from his wife, he got out and ate heartly. And sure enough, she became as obidient as pet cat ever since. A friend of the man also had a mistress and he too had got no peace from his wife. When he heard of the trick, he decide to try it on her.So when he came home, he locked himself up and refused to eat. Five days passed and fearing that he would die, he began to cry for food. Right then, his wife was in the next room preparing meat soup and barbecued beef. The pleasant smell floated over to his room, tempting the hungry man.Unable to control himself any longer, he opened the door and begged his wife,” Listen! I promise that I’ll never see the other woman again if you’ll give me some meat to eat.”

“Only if you swear,” she demanded. Following that, she gave him the meat and ate it like a hungry wolf.

The next day, when he told his friend what had happened, the friend laughed and said,” Nobody can live five or six days without food and water. As for me, I hid a bag of shelled chestnuts in my sleeve, so that I could eat them in secret. That is the trick!”

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Sometimes we have to write a story. A good story or narrative text has a sequence, which is the order of events, one following another in time or place.

Activity 6Arrange the following scrambled paragraphs to become a meaningful passage. Pay attention to its generic structure.

POOH and THE HONEY POT

1. Making noises which he hoped would frighten the Heffalump, Winnie the Pooh looked under the bed. Well, he didn’t find Heffalump, but he did find his pot of honey!

2. Apart from seeing Christopher Robin, there is nothing Pooh likes better than eating honey. So when Christopher brought Pooh some honey one day, Pooh was doubly happy ! “Don’t eat it all at once,” chuckled Christopher. “ Put in a safe place in case a Heffalump comes along and tries to steal it !”

3. “ Silly me!” he laughed. “ That’s where I put the honey to keep it safe! Still, a safer place would be in my tummy!” So he ate the honey, and then fell asleep again.

4. Christopher was only joking, of course, but Pooh wasn’t taking any chances. He did put the honey in a safe place, and then he went to bed and fell fast asleep. But he began to dream that a Heffalump was trying to steal his honey!.

5. Pooh awoke with a surprise and ran to his cupboard. And the pot of honey wasn’t there! ”Oh, no, “ cried Pooh. “ I wasn’t dreaming ! There really is Heffalump here in my house!”


There are some words that are used to show the tie sequence, such as:before after then finallywhile later first after that

There are also “sequencing links” that we use in narrative story:First/at first/ at the beginningPreviously/ before longThen/ after that/ nextIt was then that………………….Finally/ in the end/ eventually

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Activity 7Give the number based on the order of Tangkuban Perahu story.

Pictures WordsWhen he was a man, Sangkuriang met a beautiful woman. He didn’t know that she was his mother but the woman knew he was her son. Sangkuriang wanted to marry her. His mother asked him to make a lake and a boat.

Once upon a time there was a woman (Dayang Sumbi) who lost her tread. A dog found it and gave it back to her. According to her promise, the dog became her husband.

He told his mother trhat he had killed the dog.Dayang Sumbi hit him and his head was injured. Sangkuriang ran away and lived as a monk.

The dog was really a man. One day Dayang Sumbi had a child. His name is Sangkuriang.

Sangkuriang tried to make a lake and boat, but he could not finish it in a day. He was angry so he kicked the boat and the boat turned upside down. It became the mountain of Tangkuban Perahu.

Dayang Sumbi wanted to eat the heart of a deer. So Sangkuriang and the dog looked for a deer in the forest. Because it was difficult, Sangkuriang killed his dog and took the heart to his mother.


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STAGE 4 : ICOT

Activity 8Make a draft telling about your plan to write a story of Tangkuban Perahu. You can write your draft by filling the chart below.

The Title :

The Figures/Character :

The Time/Place :

An Orientation :

A Complication :

A Resolution

Activity 9Write a composition of the story above in your own sentences.

Mengetahui Surabaya, 15 Juli 2008Kepala SMA Tri Murti Guru Mata Pelajaran

Dra. Hadiastuti Sri Muljani Tri Astutik, S.Pd

PENGEMBANGAN BAHAN AJAR

Jenjang Pendidikan : SMA


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Mata Pelajaran : Bahasa InggrisKelas/Semester : XI / IGenre / Text : NarrativeSiklus : Written

I. STANDAR KOMPETENSI :

c. Membaca :1) Memahami makna teks fungsional pendek dan esei berbentuk naratif dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

d. Menulis :1) Mengungkapkan makna dalam teks esei berbentuk naratif dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

II. KOMPETENSI DASAR:c. Membaca :

1) Merespon makna dalam teks fungsional pendek resmi tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari.2) Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: naratif.

d. Menulis :1) Mengungkapkan makna dalam bentuk teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari.2) Mengungkapkan makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: naratif.

III. INDIKATOR :c. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dalam bentuk tindak tutur:memyampaikan dan meminta pendapat.d. Merespon makna dalam teks monolog dalam bentuk cloze passage.e. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dalam bentuk tindak tutur:memyampaikan dan meminta pendapat.f. Mengungkapkan makna dalam teks monolog dalam bentuk cloze passage.

VI. TUJUAN PEMBELAJARAN:c. Siswa dapat merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dalam bentuk tindak tutur:memyampaikan dan meminta pendapat.d. Siswa dapat merespon makna dalam teks monolog dalam bentuk cloze passage.e. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dalam bentuk tindak tutur:memyampaikan dan meminta pendapat


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PENGEMBANGAN BAHAN AJAR(PBA)

Jenjang Pendidikan : SMAMata Pelajaran : Bahasa InggrisKelas/Semester : XII/ IGenre / Text : Discussion

KELOMPOK:

1. Drs. Sunarso SMA Negeri 2 Tanggul Jember2. Djoko Srijatno SPd SMA Negeri 2 Tuban3. Drs. M. Amiril M. SMA Negeri 1 Wringinanom Gresik4. Drs. Lukman Hakim SMA Negeri 1 Papar Kediri5. M. Yakut Anas SMA Negeri 1 Ngawi6. Warsono SPd SMA Negeri 1 Gambiran Banyuwangi

WORKSHOP PENGEMBANGAN BAHAN AJAR TAHAP 1INSERVICE 2

27 SEPTEMBER S/D 29 SEPTEMBER 2006BATU, 2006


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PENGEMBANGAN BAHAN AJAR

Satuan Pendidikan : SMAMata Pelajaran : Bahasa InggrisKelas / Semester : XII / 1Genre / Text : Discussion

I. Standar Kompetensi :2. Listening

Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation dan discussion dalam kontek kehidupan sehari-hari

4. SpeakingMengungkapkan makna dalam teks fungsioanal pendek dan monolog berbentuk narrative, explanation dan discussion dalam konteks kehidupan sehari-hari

5. ReadingMemahami makna teks fungsional pendek dan teks tulis essei berbentuk narrative, explanation dan discussion dalam kontek kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

6. WritingMengungkpkan makna dalam teks tulis monolog yang berbentuk narrative, explanation dan discussion secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.

II. Kompetensi Dasar2.2 Merespon makna dalam teks monolog yang menggunakan ragam

bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: dicussion

4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: discussion

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: discussion

6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: discussion.

III. Indikator Memahami isi wacana berbentuk discussion Memahami lexicogramatika dari wacana berbentuk discussion Memahami generic structure dari wacana berbentuk discussion Memahami fungsi sosial dari wacana berbentuk discussion Memproduksi wacana berbentuk discussiopn secara lisan maupun tulis

IV. Tujuan PembelajaranSiswa dapat : Memahami isi wacana berbentuk discussion Memahami lexicogramatika dari wacana berbentuk discussion Memahami generic structure dari wacana berbentuk discussion Memahami fungsi sosial dari wacana berbentuk discussion Memproduksi wacana berbentuk discussiopn secara lisan maupun tulis


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V. Siklus Pembelajaran

1. Oral Cycle

Building Knowledge of Text

Gambar: A teacher shows the picture of Inul and asks some questions.

Task 1. Answer the following questions orally!1. Do you know the woman in the picture2. Who is she? and what is she?3. What do you think of her performance on the stage?4. Do you agree on your friend’s opinion?5. What about the public opinion, do they all agree?6. What is the government attitude on the contradictive views?

Task 2.Listen the following text and complete the missing words.

1. Inul is a very famous Indonesian dangdut singer. She is well-known not only in Indonesia but also in other countries.(1) ..., we all see in television that many people like her but many others do not.

People who do not like her say that it is a(2) ... , it is not (3) ... with our culture and religion.(4) ... those who like her say that it is an (5) .... Art (6) ... be expressed (7) .... A French proverb says that “ L art pour L art” that means “ art for art”.

Because of that now, the parliament is still discussing about the bill of pornography and pornoaction.

2.

3.

4.

5.

6.

7.

Task 3. Once again, listen to your teacher reading the text then state whether the following statements are true (T) or false (F)1. Most Indonesians know about Inul Daratista. ( ... )2. No one objects to Inul’s action. ( ... )3. Inul fans say her action is not a porn but it is art. ( ... )4. The government doesn’t care about this matter. ( ... )

Task 4.Now to know the generic structure of the text, complete the spaces on the left side of the text with the following words.

conclusion / recommendation issue argument


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Task 5. The social function of the text is to present ( one, two, three ) points of view about an issue.

Modeling of TextTask 6Answer the following questions while you are listening to your teacher

1. What is the energy we use now?2. People agree to use nuclear energy because it is …..3. People do not agree to use nuclear energy because it is ….4. Because of the different opinion, the scientists try to do ....

Task 7Your teacher will read the text again. Guess the generic structure of the text as he stops reading the part of it. Whether it is an issue, argument or a conclusion.

Task 8What is the social function of the text?

Task 9Your teacher will read the text again. List the verbs as many as you can, then guess the tenses used in the text.

The verbs Meaning ....................................... .......................................

....................................... .......................................

....................................... .......................................

....................................... .......................................

....................................... .......................................

The tenses : ...................................................................

Joint Construction of Text

You have got some knowledge about Discussion Text. In this stage you will have to create another one. Do it with your group. As you finish it, present the result to your class.

Task 10With your group, create a draft of monolog spoken Discussion text, then everyone of you should present the text orally. When one of the group members presents the new created text the other members are expected to give comment.

Independent Construction of Text

As your knowledge on this kind of text becomes more complete, now it is time for you to try to create a text by yourself.

Task 11 Create a draft of spoken discussion text individually Consult your draft to your teacher Present your revised text in front of your class


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2. Written Cycle

Building Knowledge of Text

In this stage you will deal with written text of discussion. Again observe : the content, the generic structure, the social function and the language features of the text.

Gene Splicing_____________Genetic research has produced both exciting and frightening possibilities. Scientists are now able to create new forms of life in the laboratory due to the development of gene splicing._____________On the other hand, the ability to create life in the laboratory could greatly benefit mankind.For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory._______________Another beneficial application of gene splicing is in an agriculture. Scientists foresee the day when new plan will be developed using nitrogen from the air instead of from fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people._______________Not everyone is excited about gene splicing, however. Some people feel that it could have terribled consequences. Laboratory accident, for example might cause an epidemic of an unknown disease that could wipe out humanity_______________As a result of this controversion, the government has made rules to control genetic experiment. While some members of the scientific community feel that these rules are too strict, many other people feel that they are not still strict enough.

Task 12Answer the following questions.

1. What has the genetic research produced?2. Why have the scientists developed new method?3. Where can we find another benefit of gene splicing application?4. What do the scientists do to develop new plants?

Task 13.Write the generic structure of the text on the spaces provided on the above of each paragraph.

Task 14.The social function of the text is ….

Task 15.Rewrite the conjunction that shows contrast on the spaces below.

…………………………………… ……………………………………………………………………… …………………………………


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Modeling of TextRead the following text carefully.

Good morning Ladies and Gentlemen,

First of all, I would like to thank the organizing committee for giving me the opportunity to say a few words at this seminar. In this occasion I’d like to speak about “ Abortion: pro and contra”

As you see, there has been a great deal of discussion on the problem of abortion in this country and abroad. The discussion includes: is abortion legal or illegal?, is abortion morally justified or not? But in this discussion I would like to talk from another side.

To begin with, let me say that abortion is one of the method of birth control.

Let’s see the fact about the population problem in a country. When a country faces the problems of population explosion, the government should find methods to solve it. But since no methods of contraception is one hundred percent effective and successful, abortion becomes the only way out when prevention fails.

On the other hand, abortion may cause many negative effects for women’s health.Women risk their health and lives in bearing the weight of the operation and its consequences. The most common complications are inflammation, interruption of menstrual patterns, infertility, endometriosis, myoma of the uterus and many other kinds of ovary illnesses.

So far, abortion becomes a dilema for countries with a large number of citizens. On the one hand, it can control the birthrate but on the other hand, it brings terrible consequences, especially for the women’s health.

Task 16Answer the following questions.

1. What is the topic of the text above?2. What do you know about abortion?3. Why is abortion considered legal?4. Why is abortion considered illegal?5. Do we need to control the birthrate?6. So what is the problem in reducing the birthrate by abortion?

Focus on Grammar

You are going to produce an oral monolog discussion text. For the purpose, you are going to be enforced by the following grammar features.

Sentence ConnectorsTask 17In the previous section you have found some sentence connectors such as : however, on the contrary, etc.Now study the following sentences and answer the questions below.

1. Inul Daratista is very popular, however not all people like her


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2. Nuclear is great source of energy on the contrary its radiation is very dangerous.

3. It was raining therefore I stayed at home4. Gita didn’t study hard consequently she failed the exam.

Questions1. Mention the sentence connector in the sentences above2. What is the function of a sentence connectors?3. Which sentence connector have similar meaning?4. Can you mention some other sentence connector?

Study the followingHow do you connect two sentences into one?

First sentence

HoweverOn the

contraryTherefore

Consequently

Second sentence

First sentence

However,on the

contrary,therefore,

consequently,

Second sentence

However and On the contrary express a contrastExample

1. It was cold. However I still went swimming2. Fita goes on picnic, on the contrary, Zaskia studies at home for exam

Some other connectors expressing contrast are: nevertheless, on the other hand, although, even if, etc

Therefore and Consequently express a resultExample

1. Dani is sick, therefore he can’t come to Yuda’s birthday party2. Susan eats too much, consequently, she has stomachache

Some other connectors expressing contrast are: as a result, so that, as consequence, so, so as, etc

Task 18.Combine the sentences using however, therefore, consequently or on the contrary.

1. Vita always study hard. She often gets good mark.2. I bought a pair of shoes last week. I haven’t worn them yet.3. Yuda broke an expensive ceramics. He was grounded by his mother.4. It was raining. Mr. Candra arrived at the meeting on time.5. Sakiya has spent her money carelessly. She can not buy any new

books6. Mr. Indra worked until midnight. He went to his office very early.7. The doctor is very busy. He always has time for dinner with his family.8. It was cold outside. Tina didn’t wear a jacket.


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9. Gita didn’t use a dictionary. She made a lot of spelling mistakes in her composition.

10. Our team were very happy as the winner. The opponent team felt very sad.

Adverb of Manner

Task 19.Study the following sentences and answer the questions.1. The waste of the nuclear product completely destroy the environment.2. The nuclear blast imperilled environment and human severely.3. Many people say that art should be expressed freely.4. The room was beautifully decorated.

Questions1. What are the underlined words in the sentences above called?2. Where are those words usually placed in the sentence?3. How are those words formed?4. Can you give some more example?

Study the following :The words completely, severely, freely, beautifully are called adverbs.Adverbs explained how something done. Adverbs are formed by adding “ly” into the adjectives.For example :

- complete + ly completely- severe + ly severely- free + ly freely- beautiful + ly beautifully

The position is usually before or after the main verbs. And after the direct object.Example1. He drive carefully2. They have finished the work quickly

NoteThe position of adverb before the main verbs is amphasizing the verbs.e.g The waste of the nuclear product completely destroy the environment

The adverb of manners in passive sentences is usually right after the to bee.g The lesson is completely taught to the students

There are adverbs that have the same form of adjectives. They are: early, far, fast, hard, etc.NoteThe adverb of “good” is “well”Badly, highly and deeply mean “very”.

Task 20.Fill in the blanks with the suitable adverbs.1. We waited …. For David to turn up, but he must have forgotten all about the appointment.


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2. When turned up, the show had … started.3. It was a … exciting show, but … we missed part of it. 4. She packed her books and placed them on the shelf.5. Can you talked … please? I can’t hear you ….

Joint Construction of textDo the following instructions.

1. Make a group of four or five.2. Choose one of the following topics :

1. The use of calculators in the classroom: pro and contra2. Is homework necessary?3. Too young to be married: good or bad

3. List of the positive and negative points.

Positive Points Negative Pointsa. …………………………….. a. …………………………………b. ……………………………. b. ………………………………...c. ……………………………. c. ………………………………..d. ……………………………. d. ………………………………..e. ……………………………. e. ………………………………..

4. Write monolog discussion text based on the above data5. As you finish writing, attach the result on the wall of your class. One or

two members of each group have to stand near the text and ready to explain or receive the comment from the other group. The rest of the members walk around to give comment on the other groups work.

Independent Construction of TextIn this stage you have to produce a text individually. Do the following instructions.

o Write a draft of monolog discussion text individually.o Split your draft with your friend’so You have to correct your friend’s work and your friends will do it for

youo As you finish, submit your friend’s works and ask yourso If you feel OK, submit it to your teacher to get writing score.

List ScriptWe all need energy in our life. Most of the energy we use now comes

from oil and coal. This kind of energy will not lost long, so the scientists begin to think to find another kind of energy. They consider the use of nuclear energy.

People who agree with the use of the energy say that it is worth to use because it is cheaper than any other sources of energy. On the contrary people who do not agree with it oppose it, because it causes pollution that it is dangerous for mankind.

Because of different opinion above, people now try to find another alternative which is supposed to be safer and cheaper.

A disscussion text is a kind of text to present ( at least) two points of view about an issue.The structure usually consists of:- issue ( statement and preview)


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- arguements for and against or statement of different points of view (point and ekaborations).

- conclusion or recomendation.A discussion text focuses on generic human and generic non-human participants.

Your answer:1. ..................... 2. ....................... 3. .........................4. ..................... 5. ....................... 4. .........................7. .....................


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PENGEMBANGAN BAHAN AJAR(PBA)

Jenjang Pendidikan : SMAMata Pelajaran : Bahasa InggrisKelas/Semester : XI / IGenre / Text : Narrative

KELOMPOK:

1. Djulia Andriati, S. Pd SMAK Mater Dei Probolinggo2. Yunik Astutik, S. Pd. SMAN 1 Nganjuk3. Samiran, S. Pd SMAN 2 Lamongan4. Dari’s, S. Pd SMAK St. Thomas Wlingi, Blitar5. Drs. Edy Mulyono SMAN 1 Kedungwaru6. Drs. Herry Effendy, M.Pd SMAN 1 Tumpang – Malang

WORKSHOP PENGEMBANGAN BAHAN AJAR TAHAP 1INSERVICE 2

27 SEPTEMBER S/D 29 SEPTEMBER 2006BATU, 2006


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Jenjang Pendidikan : SMAMata Pelajaran : Bahasa IngggrisKelas / Semester : XI / 1Genre/ Teks : Analytical ExpositionStandar Kompetensi : 2, 4, 5, dan 6Kompetensi Dasar : 2.1, 2.2, 4.2, 5.2, dan 6.2

UNIT 1

Genre : Analytical Exposition

Learning Objectives :In this unit, you will…….

- to identify and perform the text of analytical exposition orally- to identify the generic structure of an analytical exposition- to identify and use Nouns- to write an analytical exposition text

ORAL CYCLE (Listening and Speaking)

Building Knowledge of The Field

Task 1. Answer the following questions !1. Do you have animals at home? What are they? 2. Do you think they are pet or cattle?3. What do people usually use the cattle for?

Task 2. Look at the pictures and name each of them!

1. …………. 2………….. 3………..

Task 3. Listen the following sentences and identify the nouns!1. Some farmers have beef cattle2. Do you think a cow is a kind of cattle?3. The woman milks the cow once a week4. A lion is the king of the jungle5. The children always love rabbits


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Modeling of the Text

Task 1 Listen to the following text and answer the questions that follow!

Cattle play a major role in modern society. Broadly speaking, there are four major categories for the use of cattle: food, work, commercial products and sports. Over fifty percent of the meat we eat is beef or veal, and more than ninety-five percent of the world’s milk supply is from cattle.

In developing countries like Ethiopia, cattle play a role in agriculture by pulling plows and carts. In countries like Sudan and Chad, cattle are often used as a pack animal. Additionally, many commercial products are derived from cattle. Glue for instance, is made from their bones, leather goods such as bags and shoes, from their hides. Certain type of carpets and blankets, and even brushes are made from cow hair.

If that is not enough, one popular spectator sport in Oklahoma in the United States is the rodeo, where cattle play an important role. In Spain and Mexico, their task is grueling as they provide entertainment for the bullfighter.

We can conclude that cattle are obviously useful in modern life.

1. What is this article about?2. What are the uses of cattle in Ethiopia and Sudan?3. Is there another use of cattle? What is it?4. Cattle are also used in sport. Give an example! 5. What is the purpose of the text?

Joint Construction of Text

Task 1 : Complete the following table about the uses of cattle based on the text you have heard! One of them has been done for you.

No Ethiopia Sudan Chad Oklahoma Spain andMexico

1. Pack animal

Task 2 Based on the prompt above, construct its oral text in pair! No 2 has been done for you.

1. Thesis

2. Argument 1 In countries like Sudan and Chad, cattle are often used as a pack animal.

3. Argument 2

4. Reiteration


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Independent Construction of TextChoose one of the following pictures and construct an oral analytical exposition individually!

1 2

WRITTEN CYCLE (Reading and Writing)Building Knowledge of The Field

Task 1: Look at the picture below?1. Where can you find the situation depicted in the picture below?2. What do you think about the picture?

Task 2 : Answer the following questions!

1. Is your environment clean enough to live in? Why do you think so?2. Is it easy for you to get clean air around you?3. What might cause air pollution in your environment?

Task 3 : Fill in the following sentences with the words available in the box!

harmful corrode emit decompose

dump insulator

1. Acid can ……… most metals.2. Doctors have warned against the ………..effects of smoking.3. Barry had to drive six miles just to …….her garden waste.4. Materials that do not conduct heat well are called ………5. An average car …………..five lungful of poisonous carbon monoxide gas per mile6. A dead fish in the aquarium will …………..rapidly


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Modeling of the Text

Task 1 Read the text carefully and answer the questions that follow!

Air pollution is one of the harmful substances that cause damage to the environment, human health, and quality of life.

It makes people sick like having breathing problems and cancers. It also harms plants, animals, and ecosystems in which they live. Some air pollutants return to earth in the form of acid rain and snow – which corrode statues and buildings – damage crops and forests, make lakes and streams unsuitable for fish and other plant and animal life.

Pollution is changing earth’s atmosphere so that it lets in more harmful radiation from the sun. At the same time, our polluted atmosphere is becoming a better insulator, preventing heat from escaping back into space and heading to rise in global average temperature. Scientists predict that the temperature increase called , global warming, will affect world supply, change sea level, make weather more extreme, and increase the spread tropical disease.

Most air pollution comes from one human activity: burning fossil fuels - natural gas, coal and oil – to power industrial processes and motor vehicles.

Among the harmful chemical compounds put into the atmosphere are carbon dioxide, carbon monoxide, nitrogenoxides, sulfur dioxide and tiny solid particle, called particulates. Between 1900 and 1970, motor vehicle use expanded rapidly, and emissions of nitrogen oxides increased 690 percent. When fuels are incompletely burned, various chemicals called volatile organic chemical (VOCs) also enter the air. Pollutants also come from other sources. For instance, decomposing garbage in landfills and solid waste disposal sites emits methane gas and many products give off VOCs.

Some of these pollutants also come from natural sources. For example, forest fires emit particulates and VOCs into the atmosphere. Volcanoes spew out sulfur dioxide and large amount of lava rock called volcanic ash. A big volcanic eruption can darken the sky and affect the earth’s atmosphere. The 1991 eruption of Mount Pinatubo in the Philippines, for example, dumped enough volcanic ash into the upper atmosphere to lower global temperatures for the next two years. Unlike pollutants from human activity however, natural pollutants tend to remain in the atmosphere for a short time and do not lead to permanent atmosphere change

1. What is the best title of the text above?2. What is the main idea of the text?3. What does the word “It” ” in “It makes people sick” (paragraph 2) refer to?4. What is the writer’s position on the text?5. Find an argument that supports the writer’s position!6. What kind of text is it?

Joint Construction of TextLet’s take a look again at another following example of analytical exposition in a form of interview. In group, write the interview into this text organization!

Interviewer : Hey guys! Nice to see you again. Welcome back again in the “Young Learners” programme. This time I’d like to interview a high school student named, Melisa.Good morning Melisa.

Melisa : Good morning. Nice to see youInterviewer : Well guys. In this occasion we’d talk about an interesting topic. Guess

what it is….uhh……it is HOMEWORK!.Okey. Melisa. Do your teachers always give you homework to do at home?

Melisa : Most of the timeInterviewer : Hm……really? And what do you feel about that? Is it effective or

ineffective?Melisa : Well, I think that homework is ineffective in developing student’s skillInterviewer : Oh..that surprises me. Tell me about that!


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Melisa : Well, firstly homework is a burden, because you are just forced to do tasks that you already know how to do.

Interviewer : Now, that’s an interesting point. And then?Melisa : Hmm….secondly , homework is ineffective because the task you do seems

like memorizing. Most of the tasks you must do have already been known and therefore you don’t discover anything

Interviewer : Aha……..is there any other reason?Melisa : Yes, another way in which homework is ineffective is because when most

kids come home from school they’re usually tired from all the work that they have done during the day.

Interviewer : Those are good reasons, Melisa. So what is your conclusion then?Melisa : My conclusion is that homework is ineffective and is not the best way to

develop student’s skills. Interviewer : Well, thank you Melisa. See you.Melisa : See you guys.

Thesis

Argument (1)

Argument (2)

Argument (3)

Conclusion

Independent Construction of Text

Now make your own analytical text. These are additional persuasion topics that you may consider to write

1. You persuade the readers that a person should not be allowed to have a hand gun unless he is a law-enforcement agent.

2. You persuade your friends not to activate their mobile phones during the class.3. You persuade the society to be in line with anti pornography code.


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EVALUATION ON ANALYTICAL EXPOSITION

Listening

I. Listen to the following text and complete the blank spaces!

Cars Should Be Banned in Cities

Cars should be banned in the city. As we all(1)…….., cars(2)………. pollution, and (3) ……………. a lot of road (4) ………. and other accidents.

Firstly, cars, as we all know, (5) ………… to most of the pollution in the world. Cars (6)………….. a deadly gas that cause illness such as (7) …………., lung cancers and triggers of (8) …………. Some of these illness are so bad that people can (9) ……………… from them

(10) …………….. , the city is very busy. (11)……….. wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are (12) …………… roads biggest (13)……….

Thirdly, cars are very noisy. If you live in the city, you may find it is (14)………… to sleep at night, or (15) …………….. your homework, and especially talk to someone.

In(16)……………… cars should be banned from the city far the reasons listed (17)…………

Speaking

Tell why cars should be banned in your city!


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Reading

Read the text carefully and answer the questions that follow!

Air pollution is one of the harmful substances that cause damage to the environment, human health, and quality of life.

It makes people sick like having breathing problems and cancers. It also harms plants, animals, and ecosystems in which they live. Some air pollutants return to earth in the form of acid rain and snow – which corrode statues and buildings – damage crops and forests, make lakes and streams unsuitable for fish and other plant and animal life.

Pollution is changing earth’s atmosphere so that it lets in more harmful radiation from the sun. At the same time, our polluted atmosphere is becoming a better insulator, preventing heat from escaping back into space and heading to rise in global average temperature. Scientists predict that the temperature increase called , global warming, will affect world supply, change sea level, make weather more extreme, and increase the spread tropical disease.

Most air pollution comes from one human activity: burning fossil fuels - natural gas, coal and oil – to power industrial processes and motor vehicles.

Among the harmful chemical compounds put into the atmosphere are carbon dioxide, carbon monoxide, nitrogenoxides, sulfur dioxide and tiny solid particle, called particulates. Between 1900 and 1970, motor vehicle use expanded rapidly, and emissions of nitrogen oxides increased 690 percent. When fuels are incompletely burned, various chemicals called volatile organic chemical (VOCs) also enter the air. Pollutants also come from other sources. For instance, decomposing garbage in landfills and solid waste disposal sites emits methane gas and many products give off VOCs.

Some of these pollutants also come from natural sources. For example, forest fires emit particulates and VOCs into the atmosphere. Volcanoes spew out sulfur dioxide and large amount of lava rock called volcanic ash. A big volcanic eruption can darken the sky and affect the earth’s atmosphere. The 1991 eruption of Mount Pinatubo in the Philippines, for example, dumped enough volcanic ash into the upper atmosphere to lower global temperatures for the next two years. Unlike pollutants from human activity however, natural pollutants tend to remain in the atmosphere for a short time and do not lead to permanent atmosphere change

1. What does the text tell you?2. What is the topic sentence of the first paragraph?3. What does the word it in “it lets in more harmful radiation from the sun” refer to?4. What is purpose of the text?5. After reading the text, what is your conclusion?

Writing

Write an analytical exposition based on the topic below! Rubbish is a serious problem to our city.

Note: consider the generic structure on your composition


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banyak teks_lks _ rpp_ bhn ajar_narrative xi

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