FINAL ASSIGNMENT OF MODULE 1

By Hartini, S.Pd

Instructions:

1. Analyze parts of the learning activities throughout Module 1.

2. Provide comments on each of the activities including its strength and weaknesses.
3. Share your opinion about the contribution of this particular module to improve
your professional competencies.
4. Write your work in the space available here.

Answer:
1. Part of the learning activities throughout Module 1.
LEARNING ACTIVITY 1
Personal Letter is a kind of letter in an informal composition which usually
concerns about personal matters rather than professional concerns. It is sent from
one individual to another. Talking about personal letter, we will go on to the social
function of it that is to give information to the receiver who is usually someone
closes to the sender, like parent, brother, sister, cousin, and close friend. Personal
letter consists of sender address, date when the letter written, salutation, body,
closing, signature. However, the main part consist of greeting, body of letter, and
closing.
Here, in Learning Activity 1, there are three examples of personal letter. The
three examples have different content, however they are similar in the part of social
function, text structure, and lexicon-grammatical feature. In case of social function,
they are generally written to give information to people, and create good relationship
of them. However, deeply each example letter has different purposes/focuses. The
first letter focuses on reconnecting, asking and sharing news to the best friend who is
now far away. The second letter focuses making a new friendship relation. Meanwhile,
the third letter focuses on responding the previous letter sent to her.
In all of example letters given in Learning Activity 1, the structure of them are
generally similar. There are greeting, body of the letter, and closing on each letter. It
has only a little different in some detail parts of each structure.
Talking about lexicon-grammatical feature, all of the example letters use simple
present, especially when the writer wants to tell personal news. In addition, they use
past tenses to share past experiences. However, there are some differences in some
features. On the first letter, the position of the date is written on top. It also uses
warmly greeting ‘Dear Fatima’. At the closing part, there is the word ‘Love’ to show
how close is the relationship between the sender and receiver. The second and the
third letters, there are no date. About greeting, they are casual but not as warm and
intimate as the first letter.
LEARNING ACTIVITY 2
Learning activity 2 discusses about Announcement. It is a spoken or written
statement that tells people about something, delivered in such formal or informal
words that announce something publicly. Therefore, the function of Announcement is
to give information to people. The generic structure of it consists about tittle and
body/content of announcement. However, for spoken announcement, it is not really
necessary to give tittle. The content of announcement usually consists of the event
name, time and place, and participant. The language feature of announcement can be
formal or informal, based on situation.

In learning activity 2, there are two types of announcements, written and spoken.
Both written and spoken announcements have similar in general purpose. About
structure of written announcement, there hasn’t much differences. It has heading or
tittle at the beginning, then followed by the content about some detail information.
The spoken announcement starts with welcome before getting to the core of the
matter of announcement while the written structures as a rule have title over the
announcement. Furthermore, in spoken announcement, the presentation of the speaker
is normally done toward the start of the announcement while the written structure is as
a rule toward the finish of the announcement. Spoken announcements likewise
requires the speaker to focus on the elocution and inflection to make the data obvious
while the written one is concentrating on the punctuation marks and different
prerequisites of a good composition.

LEARNING ACTIVITY 3
Learing Activity 3 tells about Analytical Exposition. It is a content that explains
the writer's thought regarding the phenomena surrounding. Its social function is to
influence the readers that the thought/idea is significant issue, and to break down the
theme that the thesis/feeling is right by building up an argument to support it. About
text structure, analytical exposition consists of three main parts: thesis, supporting
arguments, and conclusion/reiteration paragraph.
An analytical exposition text ought to be well-arranged and well-organized to be
a good one. It is organized individually from proposition to present the case and
author's position, arguments to support his position, and emphasis to reinforce the
thesis. Through a good analytical exposition, the writers can persuade the readers that
the case he is discussing is significant by expressing solid arguments to help his
position. arguments are all around bolstered with clear clarifications and evidences.
Here in learning activity 3, there are two sample texts of analytical exposition.
Both text 1 and text 2 have the similar structure; one thesis paragraph, three
supporting paragraph, and one reiteration paragraph.The different is only on the
content. On the text 1, the thesis is about three levels of government on the first
paragraph. It is supported by the first argument “First, the federal government is
necessary for big things” on the second paragraph. Then, it is followed by second
argument “Similarly, the state governments look after the middle sized things” on the
third paragraph. The last argument “Finally, the local governments look after the
small things and daily matters” is stated on the fourth paragraph. At the end of text,
there is reiteration paragraph “Thus, for the reasons above we can conclude that the
three levels of government are necessary”.
Meanwhile, on the text 2, the thesis is about exploring the educational potential of
television. Then, this thesis is supported by some arguments. The first argument is:
existing educational television programs that were developed to enhance the literacy
development of both children and adults have been quite successful in achieving their
intended outcomes, stated on the second paragraph. Next argument is stating on the
third paragraph “Second, because television is a very accessible medium, it has the
potential to reach learners that have not been able to participate in traditional adult
literacy programs”. The third argument is stated on the fourth paragraph “Finally, the
development of new visual technologies makes it possible to provide users with more
control and interactivity”. The reiteration is clearly stated on the Fifth paragraph “To
conclude, many teachers in UK are recently becoming aware to benefit the potential
of television programs to support the teaching processes”.

LEARNING ACTIVITY 4
Learning Activity 4 tells about hortatory exposition. It is a writing that explains
the readers that something should or should not happen or be done. Therefore, the
social function of it is to persuade the readers that something should or should not be
the case. To strengthen the explanation, the writer needs some arguments as the
fundamental reasons of the given idea. About generic structure, a hortatory exposition
consists of thesis, arguments, and recommendation paragraphs.

There are two texts of hortatory exposition as the examples in Learning Activity 4.
Both text 1 and text 2 have the same social function that is to persuade the readers that
something should or not should be case. However, in text 1, the purpose specifically
persuades the reader about the topic the difference between driving in the city and the
country to be the case. Meanwhile in text 2, the purpose is to persuade the reader
about the topic the numbers of people affected by the Asian 2004 tsunami, as the case.

Talking about generic structure in Learning Activity 4, the two texts have the
similar structure; thesis, arguments, and recommendation paragraphs. In the text 1, the
thesis is: In all the discussion over the removal of lead from petrol there doesn’t seem
to have been any mention of difference between driving in the city and the country.
Then it is followed by the argument, that is: While I realize my leaded petrol car is
polluting the air wherever I drive, I feel that when you travel through the country,
where you only see another car every five to ten minutes, the problem is not as severe
as when traffic is concentrated on city roads. The recommendation in this text is: I
feel that country people, who often have to travel huge distances to the nearest town
and who already spend a great deal of money on petrol, should be treated differently
to the people who live in the city.
 Meanwhile in Text 2, the thesis is: The Asian 2004 tsunami was probably the
worst natural disaster in human memory because of the numbers of people affected. It
is followed by some arguments. The first is: Data from the Aceh Province Fisheries
Statistics Yearbooks (1995–2005) shows there was a general decrease then an
increase in the overall number of boats from 1994 to 2004, but part of this was
attributable to switching from many small boats to a smaller number of larger boats
with inboard engines. The second argument is: Minimal provincial fisheries data are
available for the period since the tsunami, but at Lampulo, Banda Aceh, it was
possible to obtain some monthly data on catch, catch per boat, trips and number of
boats between February 2004 and May 2006. The next argument is: The quantity and
productivity of marine fish resources in Sri Lanka is driven by the presence of a
narrow continental shelf and the lack of significant areas of up-welling. In the last part,
there is writer’s recommendation, that is: The available evidence shows that overall,
impacts of the tsunami on fisheries are more related to ongoing and new
tsunami-related “human” factors, rather than the physical or biological effects of the
disaster on resources and ecosystems.

2. Comment on each of activities include strength and weaknesses

Learning Materials Strength Weakness

Activity
LA 1 Personal Letter  In this Learning  In this Learning
Activity, the Activity,
objectives of it is especially in task
stated clearly. 1 task, there is a
task which make
 This Learning
the learner
Activity provides
confuse.
definition of personal
Actually, there is
letter, that is:Personal
an instruction to
Letter is a kind
make an
of letter in an
assignment.
informal composition
However, when
 which usually we want to do it,
concerns about there is clear
personal matters instruction about
rather than what to do. Task
professional 1 is only three
concerns. examples
personal letter,
 Besides, this
without suck
Learning Activity
kind of Quiz or
also explains clearly
test. Moreover,
about the social
we must upload
function of it, that is:
our assignment
It is sent from one
by using
individual to another
up-loader
who has close
provided, in
relationship to bound
order to get
it.
check list
 Moreover, we can verification of
learn about the submission. As
generic structure and the result, we
lexicon-grammatical only copied the
feature, that have examples of
been stated clearly. personal letter
and pasted it on
 In addition, this a Ms. Word
Learning Activity Document and
provides some then we sent it
examples (3 again, in order to
examples) get submission
verification.

LA 2 Announcement  In this Learning  Similar with

Activity, the Learning
objectives of it is Activity 1, there
stated clearly. is also unclear
task.
 There is definition of
Announcement, that  There are so
is: a spoken or many exercises
written statement that which must be
tells people about done. There are
something, delivered actually 7 task
in such formal or on this Learning
informal words that Activity which
announce something made us very
busy to do it
 publicly. before the end
time.
 Besides, this
Learning Activity  Moreover, the
also explains clearly written
about the social explanation
function of it, that is: about the spoken
to give information announcement is
to people. not really detail.
So the readers
 Moreover, we can
will confuse to
learn about the
find the
generic structure and
difference of the
lexicon-grammatical
structure of
feature, that have
spoken and
been stated clearly.
written
 In addition, this announcement.
Learning Activity
provides some
examples both
written or spoken
announcements.

LA 3 Analytical Exposition  In this Learning  Similar with the

Activity, the two previous
learning objectives texts, this
are stated clearly. Learning
Activity also
 There is definition of
provides unclear
Analytical
task, especially
Exposition: a content
on Reflective
that explains the
Part. In this part,
writer's thought
the learner must
regarding the
compose a
phenomena
conclusion of the
surrounding.
task. However,
 Besides, this there is no
Learning Activity upload button.
also explains clearly We don’t know
about the social where should we
function of it, that post our
is:to influence the summary in
readers that the order to ger
thought/idea is submission
significant issue, and verification. As
to break down the the result, there
 theme that the is no check list
thesis/feeling is right point on this
by building up an part.
argument to support
 In this learning
it
activity, there
 Moreover, we can are many tasks
learn about the which we must
generic structure and do and submit,
lexicon-grammatical about 6 tasks.
feature, that have However for
been stated clearly. task 2, there are
2 tasks, so it is 7
 Also, What I really
tasks totally.
like is that in
Learning Activity
there are some videos
of how to compose
an analytical text,
which explained
clearly, step by step.
Therefore, it make us
understand more
about analytical text.
 In addition, this
Learning Activity
provides some
examples of
analytical exposition.
There are two texts
which help us to
know deeper about
the difference of
analytical exposition
and other texts.
LA 4 Hortatory Exposition  In this Learning  In this learning
Activity, the Activity, there is
learning objectives no task to create
are stated clearly. a hortatory
exposition. The
 There is definition of
task only ask the
Hortatory Exposition
learners to
is: a writing that
analyze, so it
explains the readers
will not give
that something
experience to the
should or should not
learners. It also
 happen or be done. happened on
Learning
 Besides, this
Activity 1, 2,
Learning Activity
and 3.
also explains clearly
about the social
function of it, that is:
to persuade the
readers that
something should or
should not be the
case
 Also, in this Learning
Activity there are
some videos of how
to compose a
hortatory exposition,
which explained
clearly, step by step.
Therefore, it make us
understand more
about hortatory
exposition.
 In addition, this
Learning Activity
provides some
examples of
hortatory exposition.
There are two texts
which help us to
understand deeper
about the difference
of hortatory
exposition and other
texts.

3. My opinion about the contribution of this particular module to improve my

professional competencies
Actually, I like this module. It is full of explanations about English for personal
Communication. There are personal letter, announcement, analytical exposition and
Hortatory exposition. There are video, and some examples which support my
understanding to this material. I am sure this material is really useful in improving my
professional competence an an English teacher.
This module teaches me in systematic ways because there are always completed
with learning outcomes, which will improve my attitude, knowledge, and also skills.
Besides, this module provides unit learning outcomes and very completed materials.
Moreover, there are also Social functions for each kind of topic, supported by generic
structure, and lexicon- grammatical features. And, in the last activity, there always
have meaning making task and formative task which are be used to measure my
understanding about the material. There is also reflective summary which helps me
build the conclusion. At the end of module, I also always do the summative test,
which gives examination through all materials. What really give me meaning is
discussion forum because I can share experience and knowledge with all English
teacher in my group (PPG Bahasa Inggris UMP Kelas A) which is really important in
improving my professionals as good English teacher. If I am a professional English
teacher, I am sure I will teach my students well.
Although feeling very tired, but learning must go on. I aware that this learning
process is really useful for my profession. Therefore, I must follow all of learning
activities which are provided in this module. I also aware that being a teacher, is not
only such kind transfer knowledge to my students. More than that, I must have a good
professional competence. Last, I want to say that I am really grateful in learning this
module. Feeling grateful and happy are the basic thing to start every activity.