Modul 2

Learning Activity 1

Descriptive Texts
Social Function
Describes particular things, animals, persons, or others, for
instance: pets or persons we know well (Gerot dan
Wignell, 1994 dalam Anggun, 2016)

Appeals to the senses, tells how something looks, feels,

smells, tastes, and/ or sounds; something like a word
picture enabling readers to imagine the described
objects, places, or persons (Oshima dan Hogue,
1998)
 Generic Structure

A descriptive text is made up of identification or general

statement and description element.

Identification introduces and identifies specific objects

(a person, thing, place, animal or event) intended to be
described. Description describes the intended objects
using descriptive details or information about the
objects’ characteristics, appearances, personality,
habits or qualities. (Derewianka, 2004; Butt et. al.,
2000; Gerot & Wignell, 1994; Knapp and Watkins, 2005,
p.149; Emilia & Christie, 2013).
• .
• Significant Lexicogrammatical Features

The features of a descriptive text are:

 Focusing on a specific object
 Generally using Present Tense
 Using linking verbs and verbs to classify things and describe appeara
nces, characteristics, parts, and functions
 Frequently using pre-and post-modified noun phrases;
 Using adjectives and adverbs to add information to nouns and verbs in
the provision of detailed information
 Using adverbial phrases of manner, place, or time
 Using words explaining characteristics or features (size, shape, location,
colour,etc)
 Using details to visualize the topic
 Providing examples (using the phrases for instance, such as, to illustrate, or
to demonstrate)
 Using the topic word or the topic-synonymous word repeatedly
 Learning Acitivity 2
Recount Text
• Key Features of Recount
A recount text is a text which describes how an event happened in
the past. The event usually occurred in a sequence of time.
It can be personal, historical, and biographical.
 Personal recount concerns a personal writer’s experience like
holiday time, school moments, and an unforgettable experience.
 Historical recount is concerned with a history of a place or an
object.
 Biographical recount tells about the life history of a person,
usually a famous important person.
 The generic structure of recount text
consists of three elements:
 Orientation directs the reader to the events that
follow.
 Events record the information that happened.
 Reorientation returns the reader to the point of
departure and closes the story (It is optional. It
means it can or cannot be available in the text,
depending on the writer’s intention.
• The three elements of recount text can be
explained as follows:
Text elements Content
Orientation Information about an event and its setting. It provides details
of who,what, when, where, or why.

Record of events A sequence of events which happened in a chronological

order. What
happened? First ….. Second ….. Next ….. Soon ….. During …..
After ….. Later ….. Eventually ….. Finally …..

Reorientation (coda) Closure, conclusion, or summary of the events that explains

about what we think, feel, or decide about the events that
occurred
 As a text which describes something that happened in the
past, a recount text has language features with the
following characteristics:

 Focus on a specific participant (persons, animals, or things

involved) with some pronouns representing the
noun/participant
 Use of material processes/action verbs
 Circumstances/adverb phrases to show location/place, time,
manner, and frequency, such as at school, in the morning,
slowly, and sometimes
 Use of past tense
 Focus on temporal sequence signaled with conjunctions and
time connections which order events, happenings, or
actions, such as and, but, then, however, after that, etc.
As a text which describes something that happened in the
past, a recount text has language features with the following
characteristics:

• Focus on a specific participant (persons, animals, or things

involved) with some pronouns representing the
noun/participant
• Use of material processes/action verbs
• Circumstances/adverb phrases to show location/place,
time, manner, and frequency, such as at school, in the
morning, slowly, and sometimes
• Use of past tense
• Focus on temporal sequence signaled with conjunctions
and time connections which order events, happenings, or
actions, such as and, but, then, however, after that, etc.
 Learning Activity 3
• Label
Key Features of Label
• Label commonly called product label is a term which refers to
printed information affixed on a particular article or a container of
product.
• The objective of foodstuff labeling is to guarantee that consumers
have access to complete information on the content and
composition of products, in order to protect their health and their
interest..
• Other information may provide details on a particular aspect of the
product, such as its origin or production method. Some foodstuffs,
such as genetically modified organisms, allergenic foods, foods
intended for infants or even various beverages, are also subject to
specific regulations.
• Social Function Labels have many uses, as product identification, name tags,
advertising, warnings, and other communication.

• Generic Structure (Food, drink, and medicine)

1. Food and drink label
 Servings: larger, bolder type, and sizes updated
 Calories: larger type
 Updated daily values
 Actual amounts declared
 Change in nutrients required
 New footnote
2. Medication label
 Active ingridient
 Uses
 Warnings
 Direcetions
 Other Information
 Inactive ingridients
 Call center
• Significant Lexicogrammatical Features
 Imperative (ask a doctor before use of you, etc)
 Suggestions (do not use more than directed, etc)
 If conditional (if you forget a dose, do not doublr the next
dose, etc)
 Singular and plural nouns with or without articles a, the,
this, those, etc.
 Quantifiers (fewer, more, etc)
 Numbers (weight of products, etc)
 Learning Activity 4
• Notice
Key Features of Notice
• Notices are a form of functional texts used as instruction or guidance to
someone doing or not doing something. Notice should be easily understood
and easy to read, so usually notice or notification always using simple words,
written in a simple, and large font. It is usually placed in public places and it
may be formed as signs.
The following are key features of notices:
Notices Social Function There are many functions of notice such as to give
information to people to do something appropriately, to give direction, to warn
people, to give information about a certain place, and to prohibit people from
doing something.
Types of Notice
• Caution
• Information
• Prohibition
• Warning
Generic Structure
 Attention gather (optional)
 Information
 Closure (optional)

Significant Lexicogrammatical Features

 Imperative sentence (can, should, may, etc)
 Command (keep the door, slow down, keep the room
clean, etc)
 Declarative sentence
 Information (for staff only, rest area, bike route, etc)
 Prohibition sentence (no smoking, no parking, etc)
 Spoken or written language features (forbidden, banned,
prohibited, not allowed, not permitted, not suggested,
can’t, may not, must not, etc)
Modul 5
 Learning Activity 1
Explanation texts.
1. Social function
Explain how and why something works or happens

There are two basic types of explanations.

The first type explains an occurrence or how something works.
This may be mechanical when it explains how a kettle boils
water, technological when it explains how a television
works and natural when describing how avalanches occur.
The second type explains why things happen, for example why
objects expand and contract or why we have a water cycle.
2. Text structure
Title,
General statement introducing or identifying the
phenomenon,
Series of sequenced statements,
Concluding statement,
Labelled diagrams and flow charts.
3. Language Features
Vocabulary: general nouns, technical language,
noun groups
Grammar: action verbs, ‘timeless’ present
tense, passives, adverbial phrases, causal &
temporal connectives
 Learning Activity 2
Discussion Text
Purpose
A discussion presents differing opinions, viewpoints or
perspectives on an issue, enabling the reader to explore
different ideas before making an informed decision. The
writer normally explores different opinions and ends with a
personal opinion or comment.

Structure of discussion texts

There are different stages in a discussion:
 Title
 Introduction: Statements of position
 Argument for
 Argument against
 Conclusion
• Language Features
 Writes in the present tense.
 Uses detailed noun groups.
 Uses thinking and saying verbs.
 Uses medium to high degrees of modality.
 Uses conjunctions and connectives.
 Uses quoted and reported speech to support arguments.
 Expresses a personal point of view.
 Uses evaluative language.
 Uses passive voice to change focus of sentences.
 Focuses attention on beginning of sentences.
 Uses complex combination of clauses.
 Uses word chains, synonyms, antonyms and repetition.
 Uses complex sentences.
 Uses technical terminology meaningfully.
 Learning Activity 3
Communicating With Graphic Organizers

A graphic organizer is a visual display that

demonstrates relationships between facts,
concepts or ideas.
A graphic organizer guides the learner’s thinking
as they fill in and build upon a visual map or
diagram. They are also informally used as a term
to describe all visual learning strategies such as
concept mapping, webbing, mind mapping, and
more.
 Learning Activity 4
Communicating With Infographic
Definition
An infographic is a visual representation of information. It uses images
and texts to communicate messages to the reader in a concise and
strategic manner.

Social function inform: explain, describe, show comparison &

contrast, convince

Text structure
 The title
 The story
 The data
 The presentation strategy
 The reference
Text features
 5W-1H structure
 Information presented either in chronological, alphabetical,
geographical, hierarchical, or categorical order
 Simple and clear lay-out;
 Graphical elements for emphasis
 generally in ‘present tense’, otherwise dependent on message type
 Simple sentences;
 Passive voice; Imperative;
 High-frequency vocabulary;
 Figures and symbols to represent concepts;
Example of infographic