PENDALAMAN MATERI

1. TEXT TYPES
a. Listening
b. Speaking
c. Reading
d. Writing
2. LANGUAGE FUNCTIONS
a. Listening
b. Speaking
c. Reading
d. Writing
TEXT TYPES
 Grade X (Smt 1)  Grade X (Smt 2)
1. Recount 1. Narrative
2. Narrative 2. Descriptive
3. Procedure 3. News Item
 Grade XI (Smt 1)  Grade XI (Smt 2)
1. Report 1. Narrative
2. Narrative 2. Spoof
3. Analytical Exposition 3. Hortatory Exposition
 Grade XII (Smt 1)  Grade XII (Smt 2)
1. Narrative 1. Narrative
2. Explanation 2. Review
3. Discussion
Additional Lesson Materials
for Language Program
 Grade XI (Smt 1)  Grade XI (Smt 2)
1. Public Speaking: 1. English song
Master of Ceremony 2. English Contemporary
2. Show Presenter poetry
(Host) 3. Film
3. News Reader 4. Contemporary Drama
5. Novel
 Grade XII (Smt 1) 6. Figurative Languages
1. Public Speaking: Speech
2. Debate  Grade XII (Smt 2)
3. Presentation 1. English song
2. Contemporary Poetry
3. Film
4. Contemporary Drama
LANGUAGE FUNCTIONS
(Grade X Semester 1)
 Self introduction
 Introducing others
 Greetings
 Invitation
 Appointment
 Expressing happiness
 Sympathy
 Giving instructions
LANGUAGE FUNCTIONS
(Grade X Semester 2)

 Thanking
 Appreciating
 Congratulating
 Surprising
 Unbelieving
 LANGUAGE FUNCTIONS
(Grade XI Semester 1)
 Asking comments/opinions
 Giving comments/opinions
 Expressing satisfactions
 Expressing dissatisfactions
 Giving advice
 Warning
 Expressing relief, pain,
and pleasure
 LANGUAGE FUNCTIONS
(Grade XI Semester 2)

 Scolding
 Expressing Annoyance
 Expressing Anger
 Asking for and Offering
Suggestions
 Asking for and Offering
Recommendations
 LANGUAGE FUNCTIONS
(Grade XII Semester 1)

Accusing
Regretting
Asking and Offering
a Promise
Asking and Expressing
Wants, Hopes
and Wishes
 LANGUAGE FUNCTIONS
(Grade XII Semester 2)
Asking Plans
Asking Purposes
Predicting
Speculating
Criticizing
Persuading
Encouraging
Prohibiting
 Short Functional Texts
 Letters
 Listener’s letters
 Invitation cards
 Announcements
 Advertisements
 Manual instructions
 Editorials
 Schedules
 Contents
 Tourism information
ENGLISH TEXT TYPES

Lesson Materials
(Theory and Practice)
 Functions of Texts
Texts Functions
Spoof To retell a humorous twist
To retell events for the purpose of
Recount informing or entertaining
To classify and describe the
Report phenomena of our world.
Analytical To persuade the reader or listener
Exposition that something is in the case
To inform readers, listeners or
viewers about events of the day
News Item which are considered newsworthy
or important
 Functions of Texts
Texts Functions

To share with others an account of an

Anecdote
unusual or amusing incident
To amuse, entertain and to deal with
actual experience in different ways, I.e. to
Narrative
gain and hold the reader’s interest in a
story.
To describe how something is
Procedure accomplished through a sequence of
actions or steps
To describe a particular person, place or
Description
thing
To persuade the reader or listener that
Hortatory Exposition something should or should not be the
case
 Functions of Texts
Texts Functions
To explain the processes involved
in the formation or workings of
Explanation
natural or socio-cultural
phenomena
To present (at least) two points of
Discussion
view about an issue
To critique an art work or event for
Review
a public audience
To explain the processes involved
in the formation (evolution) of a
Commentary
socio-cultural phenomenon, as
though a natural phenomenon
 Schematic Structure of
Recounts

Orientation
Event 1
Event 2
Event 3
Re-orientation
 Linguistic Features of
Recount Text
 Focus on specific participant
 Use of material processes
 Circumstances of time and place
 Use of past tense
 Focus on temporal sequences
 Linguistic Features of
Spoof Text

 Focus on individual participants

 Use of action verbs
 Temporal Circumstances
 Spatial circumstances
 Use of past tense
 Schematic Structures of
Spoof Text

 Orientation : sets the scene

 Event(s) : tell what happened
 Twist : provides the ‘punch
line’
 Schematic Structure of Reports

 General Classification: tells what

the phenomenon under discussion
is.
 Description: tells what the
phenomenon under discussion is
like in terms of parts (and their
functions), qualities, habits or
behaviors, if living; uses, if non-
natural
 Linguistic Features of
Report Text
 Focus on Generic
Participants
 Use Relational
Processes
 Use of simple present
tense
 No temporal
sequence
 Schematic Structure of
Narrative Text
 Orientation
 Evaluation
 Complication
 Resolution
 Re-orientation
 Linguistic Features of
Narrative Text
 Focus on specific and usually
individualized participants
 Use of material processes
 Use of relational processes
 Use of temporal conjunction
 Use of past tense
 Schematic Structure of
Procedure
1) Goal
2) Materials
3) Step 1
4) Step 2
5) Step 3
6) Step 4
7) Step 5
 Linguistic Features of
Procedure
 Focus on generalized human
agents
 Use of simple present tense, often
imperative
 Use mainly of temporal
conjunction (or numbering to
indicate sequence
 Use mainly of material processes
 Schematic Structure of
Descriptive Text
 Identification:
Identifies
phenomenon to be
described
 Description:
describes parts,
qualities,
characteristics
 Linguistic Features of
Descriptive Text
 Focus on specific
participants
 Use of attributive and
identifying processes
 Frequent use of epithets and
classifiers in nominal groups
 Use of simple present tense
 Schematic Structure
of News Item
 Newsworthy Event(s):
recounts the event in
summary form
 Background Events:
elaborate what
happened, to whom, in
what circumstances
 Sources: comments
by participants in,
witnesses to and
authorities expert on
the event.
 Linguistic Features of a
News Item
 Short, telegraphic information about
story captured in headline
 Use of Material processes to retell
the event
 Use of projecting verbal processes in
sources stage
 Focus on circumstances
 Schematic Structure of
Analytical Exposition
 Thesis
Position: introduces topic
and indicates writer’s
position
Preview: outlines the main
 Arguments
Point: restates main
argument outlined in
preview
Elaboration: develops and
supports each
point/argument
 Reiteration: restates
writer’s position
 Linguistic Features of a
Analytical Exposition
 Focus on generic human and non-
human participants
 Use of simple present tense
 Use of relational processes
 Use of internal conjunction to stage
argument
 Reasoning through causal
conjunction or nominalization
 Schematic Structure
of Hortatory Exposition
 Thesis:
announcement of
issue of concern
 Arguments: reasons
for concern, leading
to recommendation
 Recommendation:
statement of what
ought or ought not to
happen
 Linguistic Features of a
Hortatory Exposition
 Focus on generic human and non- human
participants
 Use of simple present tense
 Use of mental processes: to state what writer
thinks or feels about issue e.g. realize, feel,
appreciate.
 Use of material processes: to state what
happens e.g. drive, travel, spend, etc.
 Use of relational processes: to state what is
or should be e.g. doesn’t seem, is, are, etc.
 Schematic Structure of
Explanation Text
 A general
statement to
position the
reader
 A sequenced
explanation of
why or how
something occurs
 Linguistic Features of a
Explanation Text
 Focus on generic, non-human participants
 Use mainly of material and relational
processes
 Use mainly of temporal and causal
circumstances and conjunctions
 Use of simple present tense
 Some use of passive voice to get theme right
 Schematic Structure of
Discussion
 Issue:
- Statement
- Preview
 Arguments for and
against or statements
of differing points of
view:
- Point
- Elaboration
 Conclusion or
recommendations
 Linguistic Features of a
Discussion
 Focus on generic human and generic non-
human participants
 Use of mental processes: to state what
writer thinks or feels about issue e.g.
realize, feel, appreciate, etc.
 Use of material processes: to state what
happens e.g. has produced, have
developed, to feed, etc.
 Use of relational processes: to state what
is or should be e.g. is, could have, cause,
are.
 Schematic Structure of
Reviews
1) Orientation
2) Interpretative
recount
3) Evaluation
4) Evaluative
summation
Linguistic Features of an
Review Text
 Focus on particular participants (on
movies, TV shows, plays, operas,
recordings, exhibitions, concerts and
ballets
 Direct expression of opinions through
use of attitudinal lexis
 Use of elaborating and extending
clause and group complexes to
package information
 Use metaphorical language
Schematic Linguistic
Structure Dear Dewi, Features
On Saturday I went to Mount
Bromo. I stayed at Nisa and Specific
Orientation Achmad’s house at Cemara participant
Lawang, Probolinggo. It has a
big garden with lots of colourful
flowers and a fishpond. Material
On Sunday Nisa and I saw Process
Event 1 Gunung Batok and went on the
scenic ride on horseback. It
was scary. Then we went to get Circumstance
a closer look at the mountain. of time
Event 2 We took pictures of the
beautiful sceneries there. Temporal
On Monday we went to the Zoo sequence
at Wonokromo. We saw
cockatoos having a shower. In Circumstance
Reorientation the afternoon I went home. of place
It was fun.
Love, Past Tense
Dini

RECOUNT TEXT
 Schematic Snow White and the Seven Dwarfs Linguistic
Structure Features
Once upon a time there lived a little girl named
Snow White, She lived with her Aunt and Uncle
Orientation because her parents were died.
Past Tense

One day she heard her Uncle and Aunt talking Temporal
Circumstance
about leaving Snow White in the castle because they
Major both wanted to go to America and they didn’t have
Complication enough money to take Snow White. Specific
Snow White did not want her Uncle and Aunt participant
to do this so she decided it would be best if she ran
Resolution away. The next morning she ran away from home Mental process
when her Aunt and Uncle were having breakfast.
She ran away into the woods. Relational
Complication She was very tired and hungry. process
Then she saw this little cottage. She knocked
but no one answered so she went inside and fell
Resolution asleep.
Material
process
Meanwhile, the seven dwarfs were coming
Complication home from work. They went inside. There they
found Snow White sleeping. Then Snow White woke Temporal
up. She saw the dwarfs. The dwarfs said, “What is Conjunction
your name?” Snow White said, “My name is Snow
White.” Temporal
Major Doc said, “If you wish, you may live here with Conjunction
us”. Snow White said, “Oh could I? Thank you.”
Resolution Then Snow White told the dwarfs the whole story Specific
and Snow White and the 7 dwarfs lived happily ever participant
after.
Language Functions

Lesson Materials
(Theory and Practice)
FORMS OF DIALOG
 Transactional dialog
 Interpersonal dialog
 TRANSACTIONAL DIALOG

Andy : Ben, did you buy any ice cream?

Benny : No. I only bought some bread, milk,
and an apple.
Andy : Oh, okay. I’ll buy the ice cream
then.
 Interpersonal Dialog
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, isn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s
car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
Greetings
Dialog 1:
 Anny : Hi, Dave.
 David : Hello, Ann.
 Anny : How are you today?
 David : Fine thanks. How is everything?
 Anny : Good, thanks

Dialog 2:
 Masduki : Good morning, Mr. Hartono?
 Mr. Hartono : Good morning.
 Masduki : How are you this morning?
 Mr. Hartono : Just fine, thank you.
Introducing people

 Fred : Tom, this is my brother, Ronald.

 Tom : Hello.
 Ronald : Nice to meet you.
 Tom : Nice meeting you, too.
 Dini : Excuse me, are you Helen Smith?
 Helen : That’s right.
 Bill : Excuse me, are you Frederick?
 Hilmi : No, I am not. I’m Nur Hilmi.
Inviting Someone
 Toni : Jaka, are you free on Sunday morning?
 Jaka : Yes, Toni. I have nothing to do.
 Toto : “I was wondering if you’d like to come to a
forum meeting to celebrate the Earth Day.
 Jaka : Sounds great.
 Toto : And after the meeting we are going to
save our earth.
 Jaka : What do you mean, Toto?
 Toto : Just picking up the rubbish, cleaning the
wastes and other litters.
 Jaka : That’s a very useful thing to do.
That’s OK.
Satisfaction and Dissatisfaction
 Fera : Morning, Tuti
 Tuti : Morning, Fera.
 Fera : How’s everything today?
 Tuti : It’s okay, but ….
 Fera : What’ the matter, Tuti. Are you not satisfied with reading that story?
 Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me
sleepy.
 Fera : Do you have any complaints?
 Wati : I don’t like the story. It is a lousy story.
 Fera : What are you complaining about?
 Wati : I’m a bit disappointed with the main character of the story.
The story is also a sad ending story.
 Fera : Oh, I see.
But don’t worry, Wati. Be happy please. It’s just a story.
 You can read other stories that can make you happy.
 Wati : Yes, that’s good idea. Thanks for your suggestion, Fera.
 Fera : You’re welcome. By the way, I must go now, Wati
 See you tomorrow at school.
 Wati : See you.
Asking and Giving Comments
 Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones
in the school?
 Jimmy: Yeah…
 Rudi : What do you think about it?
 Jimmy: Well, I think that’s fair enough. I agree with banning it.
 Rudi : Why do you think so?
 Jimmy: You see, cellular phone has caused so much trouble in our class.
Remember yesterday’s English class? Our teacher got very angry because he was
interrupted by cellular phone’s ringing many times. This may happen again and
again.
 Rudi : Oh, that’s terrible.
 Jimmy: Another thing is cellular phone has caused bad effects,
Students send SMS only for dating and gossiping their friends.
They often keep forbidden photos.
 Rudi : What do you mean?
 Jimmy: You know… some of them see the pornography on the cellular phone display
downloaded from internet.
 Rudi : Oh, that’s too bad.
 Jimmy: So, it’s a good idea if the school doesn’t allow students to use their hand phone in
the school.
 Rudi : Your comments have been very helpful.
 Jimmy: Thanks.
Predicting and Speculating
Andi : Hi, Susi.
Susi : Hello, Andi.
Andi : Susi, do you feel that the wind blows fast.
Susi : Yes, I do. And it’s too cold today.
Andi : I was predicted that a big storm will come.
Susi : How do you know that?
Andi : I heard the forecast from the radio. The scientist predicted that the
weather would turn next month.
Susi : What does it mean?
Andi : The following month our country would be in the bad weather.
Susi : Really? Or it is just a speculation, Andi.
Andi : I do not know exactly. It is not a speculation I think, because they
did a research how to predict the weather. And it is not a
speculation because all give logic reasons.
Susi : But I don’t believe it.
Andi : Yes, it depends on. By the way, I must go now. Bye, Susi.
Susi : Bye, Andi, See you later.