CHAPTER 4 LONG FUNCTIONAL TEXT

(Dra. Malikatul Laila, M.Hum.)

4.1. In A. troduction
The term long unctional te!t i" rarel# u"ed in communication. Thi" cha$ter u"e" the term long unctional te!t onl# to make the counter$art o the $re%iou" term, i.e. "hort unctional te!t. In dail# "$eech, there are man# t#$e" o unctional te!t", not onl# in the orm" o "hort unctional te!t" "uch a" $rohi&ition, in%itation, greeting card", "hort me""age, etc., &ut al"o in the orm" o long unctional te!t" or e""a#". '""a# (riting" are meant to hel$ reader" accom$li"h an e%er#da# ta"k and orm culturall# te!t) t#$e" or genre". A te!t orm" a $iece o language u"e or a record o a communicati%e act, or the "o called *language (hich i" unctional+ (Hallida# and Ha"an, 1,-.). In general, te!t" (hich ha%e the "ame "ort" o meaning and/or the "ame "tructural element" are "aid to &e the "ame te!t t#$e. Long unctional te!t" are "o called due not onl# to the length in the (riting, &ut al"o the $roce"" o the inter$reting (hich re0uire" "$eci ic recognition o their "tructure" and "ituation. A te!t (ill &e meaningle"" i it i" taken a$art rom it" "tructure and "ituation. Long unctional te!t" are al"o cla""i ied on the &a"i" o the intention o the communicator. 1a"ed on it" communicati%e $ur$o"e", te!t %arie" in the cour"e o it" unction, generic "tructure, language eature, and %oca&ularie". To communicate $ur$o"e, one" ma# con"truct te!t" in "$eci ic "tructure" and u"e certain lingui"tic eature" in con2unction (ith $articular %oca&ularie".

4.3. The T#$e" o Long 4unctional Te!t

Thi" cha$ter $re"ent" 15 t#$e" o te!t including 6arrati%e, 7ecount, De"cri$ti%e, 8rocedure, 7e$ort, Anecdote, Hortator#, 9$oo , '!$lanation, Di"cu""ion, 6e(" Item te!t, 7e%ie(, and Anal#tical '!$o"ition te!t. The di"cu""ion on each te!t co%er" the unctional "tructure o the te!t, e!am$le", and e!erci"e". The ollo(ing i" the ela&oration o each te!t.

226

4.3.1. 6arrati%e Te!t

a. Social Function

6arrati%e te!t i" a kind o "tor# or e%ent narrated or retold in "$oken or (ritten o (hich "ocial unction i" to entertain it" reader". It ma# co%er legend", a&le", "torie" o man %". animal, lo%e "torie", or other olktale". 6arrati%e te!t:o ten (ritten &a"ed on li e e!$erience:(ill tell the "tor# in a amu"ing (a# and $ro%ide" an e"thetic literar# e!$erience to it" reader". In the literar# term, e!$erience i" (hat $eo$le do, eel, hear, read, e%en (hat the# dream.

b. Generic Structure of Narrative Text Text Elements Orientation Complication (events that lead to climax) Content An introduction to the character" and "etting o the e%ent"/ "tor#. The e%ent" (hich lead to the clima!. It e!$lore" the con lict in the "tor# and (ill "ho( the cri"i", ri"ing cri"i" and clima! o the "tor#. The "e0uence" o e%ent" ma# include; )A de"cri$tion o e%ent" a" the# occur; 4ir"t<, 6e!t<, Later,.. A ter< )9e0uence" o e%ent" $articular to each character; =hile<, A"<, Mean(hile<, =hen<, one da#. It "ho(" the "ituation in (hich the $ro&lem" ha%e &een re"ol%ed; ail or "ucceed, and de"cri&e" the ending relating to the main character", e.g. (hat the# look like, "ad or ha$$#>

esolution

c. !an"ua"e Features

The language eature" in 6arrati%e te!t include the ollo(ing indicator";

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1. ?ertain noun", $ronoun", animal", and certain thing" in the "tor#, "uch a" maid, "te$"i"ter", hou"e(ork, etc. 3. Ad2ecti%e" e!tending noun $hra"e", "uch a" long &lack hair, t(o red a$$le", etc. 5. Time connecti%e" and con2unction" to make e%ent" "e0uence, "uch a" then, &e ore that, "oon, ne!t, etc. 4. Ad%er&" and ad%er&ial $hra"e" to "ho( location and time o e%ent", "uch a" here, in the mountain, ha$$il# e%er a ter, etc. .. Action %er&" in $a"t ten"e; "ta#ed, clim&ed, 2um$ed, etc. @. 9a#ing %er&" indicating untterance "uch a" "aid, told, $romi"ed, and thinking %er&" identi #ing the thought, $erce$tion or eeling o the character" in the "tor#, "uch a" thought, under"tood, elt, "eemed, etc. A. The u"e o 8a"t Ten"e d. Example of a Narrative Text The smartest #arrot Orientatio n Bnce u$on time, a man had a (onder ul $arrot. There (a" no other $arrot like it. The $arrot could "a# e%er# (ord, e!ce$t one (ord. The $arrot (ould not "a# the name o the $lace (here it (a" &orn. The name o the $lace (a" ?atano. The man elt e!cited ha%ing the "marte"t $arrot &ut he could not under"tand (h# the $arrot (ould not "a# ?atano. The man tried to teach the &ird to "a# ?atano ho(e%er the &ird ke$t not "a#ing the (ord. At the ir"t, the man (a" %er# nice to the &ird &ut then he got %er# angr#. Cou "tu$id &irdD $ointed the man to the $arrot. =h# can+t #ou "a# the (ord> 9a# ?atanoD Br I (ill kill #ou the man "aid angril#. Although he tried hard to teach, the $arrot (ould not "a# it. Then the man got "o angr# and "houted to the &ird o%er and o%erE 9a# ?atano or I+ll kill #ou. The &ird ke$t not "a#ing the (ord o ?atano. Bne da#, a ter he had &een tr#ing "o man# time" to make the &ird "a# ?atano, the man reall# got %er# angr#. He could not &ear it. He $icked the $arrot and thre( it into the chicken hou"e. There (ere our old chicken" or ne!t dinner, #ou are a" "tu$id a" the chicken". Fu"t "ta# (ith them, "aid the man angril#. Then he continued to mum&le Cou kno(, I (ill cut the chicken or m# meal. 6e!t it (ill &e #our turn, I (ill eat #ou too, "tu$id $arrot. A ter that he le t the chicken hou"e. The ne!t da#, the man came &ack to the chicken hou"e. He o$ened the door and (a" %er# "ur$ri"ed. He could not &elie%e (hat he "a( at the chicken hou"e. There (ere three death
228

Events that lead to climax

esolution

chicken" on the loor. At the moment, the $arrot (a" "tanding $roudl# and "creaming at the la"t old chickenE 9a# ?atano or I+ll kill #ou. (4rom (((.engli"hdirection.com.)

e. Exercise =rite e!erci"e" or the narrati%e te!t" &elo(. 7ead and determine the te!t element" o the ollo(ing narrati%e te!t" &# $ara$hra"ing their content". ($) The !e"end of Sura and %a&a

A long time ago, there (ere t(o animal", 9ura and 1a#a. 9ura (a" the name o a "hark and 1a#a (a" a crocodile. The# li%ed in a "ea. Bnce 9ura and 1a#a (ere looking or "ome ood. 9uddenl#, 1a#a "a( a goat. Cumm#, thi" i" m# lunch, "aid 1a#a. 6o (a#D Thi" i" m# lunch. Cou are greed# "aid 9ura. Then the# ought or the goat. A ter "e%eral hour", the# (ere %er# tired. 4eeling tired o ighting, the# li%ed in di erent $lace". 9ura li%ed in the (ater and 1a#a li%ed on the land. The &order (a" the &each, "o the# (ould ne%er ight again. Bne da#, 9ura (ent to the land and looked or "ome ood in the ri%er. He (a" %er# hungr# and there (a" not much ood in the "ea. 1a#a (a" %er# angr# (hen he kne( that 9ura &roke the $romi"e. The# ought again. The# &oth hit each other. 9ura &it 1a#aG" tail. 1a#a did the "ame thing to 9ura. He &it %er# hard until 9ura inall# ga%e u$ and (ent &ack to the "ea. 1a#a (a" ha$$#. (Taken rom; (((.engli"hdirection.com.) (') The Cap Seller and The (on)e&s Bnce, a ca$ "eller (a" $a""ing through a 2ungle. He (a" %er# tired and needed to re"t. Then, he "to$$ed and "$read a cloth under a tree. He $laced hi" &ag ull o ca$" near him and la# do(n (ith hi" ca$ on hi" head. The ca$ "eller had a "ound "lee$ or one hour. =hen he got u$, the ir"t thing he did (a" to look into hi" &ag. He (a" "tartled (hen he ound all hi" ca$" (ere not there. =hen he looked u$ the "k#, he (a" %er# "ur$ri"ed to "ee monke#" "itting on the &ranche" o a tree, each o the monke#" (a" (earing a ca$ o on it" head. The# had e%identl# done it to imitate him. He decided to get hi" ca$" &ack &# making a hum&le re0ue"t to the monke#". In return, the monke#" onl# made ace" o him. =hen he &egun to make ge"ture, the monke#" al"o imitated him. At la"t he ound a cle%er idea. H Monke#" are a great imitator,H he thought. 9o he took o hi" o(n ca$ and
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thre( it do(n on the ground. And a" he had e!$ected, all the monke#" took o the ca$" and thre( the ca$" do(n on the ground. Iuickl#, he "tood u$ and collected the ca$", $ut them &ack into hi" &ag and (ent a(a#. (Taken rom; (((.engli"hdirection.com.)

*ocabular&

a. =rite do(n the (ord" under the categor# o ad+ective in the te!t o The smartest #arrot a&o%e and cla""i # them in the "en"e o good or &ad connotation.

b.

S&non&m

Mo"t (ord" ha%e more than one meaning. A (ord (hich ha" a "imilar meaning to other" i" called a s&non&m. 4or e!am$le; (eird J "trange, li&ert# J reedom, "elect J choo"e, etc. ,rite out the follo-in" sentences and replace each hi"hli"hted -ord -ith its s&non&m. 1. Cease talking and li"ten to m# brief in"truction"D. 3. Cou+ll need to &e cautious (hen #ou reach the summit. 5. =hen are #our annual holida#"> 4. Do #ou need an# assistance> .. Tea i" a $lea"ant bevera"e. @. The captive lo"t hi" libert&. A. The "oldier" ought the foe (ith great valour. -. The d-ellin" i" vacant. ,. There (a" a catastrophe (hen the oil tanker contaminated the "ea. 1K. The rich inancier purchased a (ater ront home. 11. The little child (a" miserable in her ne( "chool. 13. The "(immer "u ered fati"ue and ound it di icult to complete the race. c. .nton&m A (ord (hich ha" an o$$o"ite meaning to other" i" called an anton&m. 4or e!am$le; $roud L hum&le, ad%ance L retreat, $o%ert# L (ealth, etc. Find the anton&m for the -ords belo-. The first letter of each anton&m is "iven. 1. (ar 3. dee$ 5. ugl# 4. &lack $<<<. "<<<. &<<<. (<<<.
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15. 0ue"tion 14. in erior 1..%ictor# 1@. chea$

a.......... "<....... d<<<. e<<<.

.. e!terior @. rough A. $ri%ate -. earl# ,. d(ar 1K. em$t# 11. co(ard 13. &itter

i<<<. "<<<. $<<<. l<<<. g<<<. <<<. h<<<. "<<<.

1A. di icult 1-. 2unior 1,. noi"# 3K. hea%# 31. ooli"h 33. al"e 35. uture 34. demoli"h

e<<<. "<<<. 0<<<. l<<<. (<<<. t<<<. $<<<. &<<<.

Grammar

a) *erb and Tense Mer&" not onl# indicate (here an action i" taking $lace &ut al"o tell u" (hen it i" taking $lace. Mer&" tell u" their ten"e; (hether the action i" in the $re"ent, in the uture or in the $a"t. %elo- are t-o columns of verbs in present and past tense. #lease fill in the blan)s -ith the correct verb forms. #resent 9he hear" 9he "lee$" It<<<. I (ake He<<< The# go<<. 9he<<<. He think" =e<<. 9he catche" #ast "he heard "he <<. It<........ I<....<.. he drank The#<< "he "ang he<..... =e "tood 9he<.... #resent I eat He "it"<. 9he<<< =e &ring The#<<.. It eel"<< 9he<.. I kee$ The#< I ind #ast I ate He....<... "he (rote (e<<..... the# ought it<<<. "he "a( I <......< the# met I .......<.

&) 1uild "entence" &# u"ing ad2ecti%e" "ho(ing good connotation, "uch a" (onder ul, e!iceted, greatE and (rite other" in%ol%ing ad2ecti%e" "ho(ing &ad connotation, "uch a" angr#, "tu$id, rightening, etc.

4.3.3. 7ecount Te!t

a.

Social Function
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A recount tell" $a"t e%ent" (hich occurred in a "e0uence. 6arrati%e and recount te!t" are "imilar that i" &oth tell the $a"t e%ent", "o the# commonl# u"e 8a"t Ten"e, either 9im$le 8a"t Ten"e or 8a"t 8er ect Ten"e. 1e"ide", the# u"e "e0uence" o time in telling the $a"t e%ent". 6arrati%e te!t i" o ten ound in "tor# &ook" a&out m#th", a&el, olklore", etc, (hile 7ecount te!t i" u"uall# ound (ithin &iogra$h#. The di erence lie" on their "tructure". 6arrati%e te!t" rai"e con lict" (ithin the e%ent" (hich are natural, "ocial, or $"#chological. 7ecount te!t" do not include con lict" &ut onl# retell a "e0uence o e%ent" (hich occurred in the $a"t.

b. The Generic Structure of ecount Text TE/T E!E(ENTS Orientation Events CONTENT In ormation a&out an e%ent and it" "etting. It $ro%ide" detail" o (ho, (hat, (hen, (here, or (h#. A "e0uence o e%ent" (hich ha$$ened in a chronological order. =hat ha$$ened> 4ir"t<, 6e!t<, 9oon<, During<, A ter<, Later<., '%entuall#<, 4inall#< ?onclu"ion/ "ummar# o the e%ent" =hat #ou think, eel or decide a&out the occurred e%ent".

Closin" (reorientation)

c. !an"ua"e Features The language eature" in 7ecount te!t" include the ollo(ing indicator"; 1. 6oun" and $ronoun" in"tead o $er"on", animal", or thing" in%ol%ed, "uch a" Da%id, the monke#, (e, etc. 3. 5. 4. Action %er&" "uch a" go, "lee$, run, etc. 8a"t ten"e "uch a" =e (ent to the NooE 9he (a" ha$$#, etc. ?on2unction" and time connecti%e" (hich order e%ent", ha$$ening", or action", "uch a" and, &ut, then, a ter that, etc.
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..

Ad%er&" and ad%er& $hra"e" to "ho( location, time, and manner, "uch a" right here, in m# hou"e, #e"terda# a ternoon, "lo(l#, o ten, etc.

@.

Ad2ecti%e" to modi # noun" "uch a" &eauti ul, unn#, childi"h, tin#, etc.

d. Example of a ecount Text *acation to !ondon0 the clear example of recount text Orientation Events Mr. 7ichard+" amil# (a" on %acation. The# are Mr. and Mr". 7ichard (ith t(o "on". The# (ent to London. The# "a( their tra%el agent and &ooked their ticket". The# (ent to the 1riti"h 'm&a""# to get %i"a" to enter 1ritain. The# had &ooked ourteen da#" tour. Thi" include" tra%el and accommodation. The# al"o included tour" around London. The# &oarded a large 1oeing light. The light (a" nearl# ourteen hour". Bn the $lane the ca&in cre(" (ere %er# riendl#. The# ga%e them ne(" $a$er and magaNine to read. The# ga%e them ood and drink. There (a" a ilm or their entertainment. The# had a %er# $lea"ant light. The# "le$t $art o the (a#. Bn arri%al at Heathro( Air$ort, the# had to go to ?u"tom" and Immigration. The o icer" (ere $lea"ant. The# checked the document care ull# &ut their manner" (ere %er# $olite. Mr. 7ichard and hi" amil# collected their &ag" and (ent to London =elcome De"k. The# arranged the tran" er to a hotel. The hotel (a" a (ell)kno(n our)"tar hotel. The room had $er ect %ie( o the $ark. The room had it" o(n &athroom and toilet. In"tead o ke#" or the room, the# in"erted a ke#) card to o$en the door. Bn the third loor, there (a" a re"taurant "er%ing A"ian and 'uro$ean ood. The# had %ariet# o ood. The t(o (eek" in London (ent &# a"t. At the end o the 14) da#, the# (ere 0uite tired &ut the# elt %er# ha$$#. The t(o (eek in London (ent &# a"t. At the end o the 14) da#, the# (ere 0uite tired &ut the# elt %er# ha$$#. (Taken rom; (((.engli"hdirection.com.)

eorientation

e. Exercise ,ritin" =rite a recount te!t in the ta&le &elo( containing acti%itie" #ou did on the (eekend, %acation, or "$ecial occa"ion". (Title) 1111111111111111111111 Orientation <<<<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<<<.
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Events eorientation

<<<<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<.<..

*ocabular& ?om$lete the ollo(ing $aragra$h &# $lacing the correct a&"tract noun" rom the li"t. The ir"t letter o each (ord ha" &een gi%en to hel$ #ou. The Grandvie- esort 9ta# at Orand%ie( and let u" im$ro%e #our <<.. and #our h<<. . Bur e!$ert" are al(a#" "eeking $<<< or #ou. Cou (ill need $lent# o d<<< )there i" no room or l<<.. in our re"ort. Bn the other hand, &<<.. i" im$o""i&le. Cou (ill run, 2um$, "(im and $la# "$ort all in "urrounding" o great &<<<<<<., or t(el%e hour" a da#. Bur e!$ert" (ill gi%e #ou all the g<<<<<<. and e<<<<< #ou need or #our "<<<. The other t(el%e hour" #ou (ill "lee$, ha$$# in the k<<<< that #ou are doing (hat come" naturall#. 9ta# (ith u" at the Orand%ie( and en2o# the <<< o &eauti ul, health# $eo$le 2u"t like #ou.

!ist of abstract nouns riend"hi$ &eaut# determination "ucce"" itne"" &oredom laNine"" health $er ection guidance kno(ledge encouragement

Grammar

a) 7elati%e 8ronoun" ?om&ine the "entence" &# u"ing the relati%e $ronoun in the &old t#$e. Cou ma# need to change or rearrange "ome o the (ord". 1. -hich The rat" (ere %er# hungr#. The# (ere tr#ing to gna( their (a# into the kitchen. 3. that The ele$hant" i" a cle%er animal. It u"e" it" trunk a" a hand and a no"e. 5. -ho The Noo kee$er (a" kind to all the animal". He (a" huge and &earded. 4. that The eagle o ten "$read it" (ing" and "oared on hermal current". It ne"ted high u$ in the mountai". .. -hich The "eal" heard the noi"e o a terri&le enem#. The# "oon "a( it (a" a great (hite "hark.
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@. -hose The camel can "ur%i%e long de"ert 2ourne#". The (ater i" "tored in it" hum$. A. -ho The mountaineer" "tared in di"&elie at the "no(. The# "a( the outline o Ceti+" oot $rint". -). ho?on"er%ationi"t" (ere tr#ing to "a%e the alligator". The# (ere cam$ed on the mud lat". ,). that There (a" a amil# o $enguin". The touri"t" $hotogra$hed them. 1K). that The %illager heard a "trange "ound it (a" the "narl o a tiger. &). 1uild "entence" &# u"ing the "u&ordinati%e con2unction" "uch a" although, i , &ecau"e, etc.

4.3.5. De"cri$ti%e Te!t

a. Social Function A de"cri$ti%e te!t i" a te!t (hich $ortra#" the image o a certain thing rom (hich a (riter (ant" to tran" er it to reader". Mo"tl# de"cri$ti%e te!t" de$ict or de"cri&e the image o a certain $er"on, animal, thing", and location or $lace. The "ocial unction o de"cri$tion te!t i" to in orm the reader" a&out the illu"tration o certain $er"on", $lace", or "ome thing" in "$eci ic (a#". b. The Generic Structure of 2escriptive Text Text Elements 3dentification 2escription Content An introduction to the o&2ect"/thing" de"cri&ed (hich include" (ho or (hat, (hen, (here. A de"cri$tion o an o&2ect. 4or e!am$le the color, the "iNe, the "mell, the ta"te, etc. 4or $er"on"; (hat the# look like, (hat the# do, ho( the# act, (hat the# like or di"like, (hat make" them "$ecial. 4or "omething; ho( it look", "ound", eel", "mell" or ta"te", (here it i" "een or ound, (hat it doe", ho( it i" u"ed, (hat make" it "$ecial.

c. !an"ua"e Features The language eature" o de"cri$ti%e te!t include the ollo(ing indicator"; 1. ?ertain noun", "uch a" teacher, hou"e, m# cat, &ridge, etc.

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3. 9im$le 8re"ent Ten"e. 5. Detailed noun $hra"e" to gi%e in ormation a&out a "u&2ect, "uch a" It (a" a large o$en ro(&oat, a "(eet #oung lad#, the dea $er"on, etc. 4. Mariou" ad2ecti%e" (hich are de"cri&ing, num&ering, cla""i #ing "uch a" t(o "trong leg", "har$ (hite ang", her curl# hair, etc. .. 7elating %er&" to gi%e in ormation a&out a "u&2ect, "uch a" M# mum i" reall# coolE It ha" %er# thick ur, the re"t remain" at home, etc. @. Thinking %er&" and eeling %er&" to re%eal the (riter+" %ie(, "uch a" The $olice &elie%e the "u"$ect i" armedE I think it i" a cle%er animal, etc. A. Action %er&", "uch a" Bur ne( $u$$# &ite" our "hoe"E It eat" "o t ood, etc. -. A&%er&" to gi%e additional in ormation a&out manner, "uch a" a"t, graduall#, at the tree hou"e, etc. ,. 4igurati%e language, "uch "imile, meta or, e.g. Fohn i" (hite a" chalk, "at tight, etc.

d. Example of a 2escriptive Text 3dentification 2escription (& #et I ha%e a $et. It i" a dog, and I call it 1ro(nie. 1ro(nie i" a ?hine"e &reed. It i" "mall, lu #, and cute. It ha" got thick &ro(n ur. =hen I cuddle it, the ur eel" "o t. 1ro(nie doe" not like &one". '%er# da# it eat" "o t ood like "teamed rice, i"h or &read. '%er# morning I gi%e her milk and &read. =hen I am at "chool, 1ro(nie $la#" (ith m# cat. The# get along (ell, and ne%er ight ma#&e &ecau"e 1ro(nie" doe" not &ark a lot. It treat" the other animal" in our hou"e gentl#, and it ne%er eat" "hoe". 1ro(nie i" reall# a "(eet and riendl# animal.

e. Exercise ,ritin" 4ind and read a &iogra$h# o a amou" $er"on, "inger, mo%ie "tar, $olitician, oot&all $la#er, etc. 8ara$hra"e hi" or her &iogra$h# and de"cri&e the $er"on in a de"cri$ti%e te!t in the ollo(ing ta&le.
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(Title) ......................... 3dentification 2escription <<<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<<< 1111111111111111111111111 1111111111111111111111111 1111111111111111111111111 1111111111111111111111111

*ocabular& Form ad+ectives from the -ords in brac)ets. 1) An <<. <<. <<<<.. teacher (energ#) 3) An <<. <<. <<<<.. ather ($ride) 5) An <<. <<. <<<<.. mountaineer ( ame) 4) An <<. <<. <<<<.. crime (horror) .) An <<. <<. <<<<.. cla"" (talk) @) An <<. <<. <<<<.. in2ur# ($ain) A) An <<. <<. <<<<.. (eight li ter ("trength) -) An <<. <<. <<<<.. accident (terror) ,) An <<. <<. <<<<.. gi t (mar%el) 1K) An <<. <<. <<<<.. %a"e (%alue)

Grammar

Look at the ad2ecti%e" in the ollo(ing "entence". The earth i" a lar"e $lanet. ($o"iti%e) Fu$iter i" lar"er than the 'arth (com$arati%e) Fu$iter i" the lar"est $lanet in our "olar "#"tem. ("u$erlati%e)

Fill in the blan)s in the follo-in" table -ith appropriate forms of ad+ective. The first one has been done to help &ou. #ositive Long 4riendl# 1ad Dr# ?om orta&le Man# Ha$$# Comparative Longer ................................. ................................. ................................ ................................ ................................. .................................
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Superlative longe"t ................................. ................................. ................................ ................................ ................................. .................................

4a"hiona&le 9en"iti%e 'a"# Angr#

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

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

4.3.4. 8rocedure Te!t

a. Social Functions The "ocial unction o 8rocedure Te!t" i" to in orm (a#" or in"truction or making or doing "omething com$letel#. b. The Generic Structure of #rocedure Text Title41. Goal (aterials needed Steps to accomplish c. !an"ua"e Features A &rie de"cri$tion o (hat (ill &e done. A li"t o (hat are needed (hich ma# include ingredient", uten"il", material", tool", etc. =hat ha" to &e doneE including diagram" or $icture" i needed.

The language eature" o 8rocedure Te!t u"e the ollo(ing indicator"; 1. The "entence t#$e i" im$erati%e, "uch a" cut, don+t mi!, hold, etc. 3. Action %er&" "uch a" turn, $ut, mi!, etc. 5. ?onnecti%e" to order action", "uch a" then, (hile, etc. 4. Ad%er&ial" to "tate detailed time, $lace, accurate (a#", "uch a" or i%e minute", 3 centimetre" rom the to$, etc. d. Example of #rocedure Text T53NGS 23SSO!*E 3N ,.TE Topic follo-ed b& statement of purpose (aterials needed Steps to accomplish To ind thing" that di""ol%e in (ater (aterials4 '""ence, 2ell# cr#"tal", "and, "ugar, "alt, (ater, cu$", &ottle". (ethods4 1. 8ut "ome o each material in a cu$ 3. Add a cu$ o (ater to the material"
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5. =atch care ull# (hat ha$$en". The ollo(ing i" another e!am$le o a $rocedure te!t.

(a)in" Candle Making coloured and "cented candle" i" reall# 0uick and "im$le. =hatG" more, #ouGll "a%e "o much mone#. I making candle i" ea"#, (h# do #ou e%er &ought one rom a "ho$> =hat #ou need in making candle are (a!, mould", (ick, d#e di"c", e""ential oil", and a dou&le &oiler. All the"e material" are a%aila&le rom cra t "ho$". Br i #ou do not (ant to &u# them, #ou can im$ro%i"e (ith an old "auce$an, $#re! 2ug, or e%en a "turd# can, in a $ot o (ater. A ter $ro%iding the material", ollo( thi" $rocedure or in"truction in making candle"D First of all, melt the (a!. All (a! ha" a la"h $oint, "o to $re%ent it &ur"ting into lame", #ou mu"t melt it in a dou&le &oiler, (ith (ater in the &ottom $an. Then, $re$are the mould (ith the (ick. Thread the (ick through the mould and make "ure that #ou lea%e a good e( centimetre" "ticking out o the hole in the &ottom. .fter that, add the "cent. I #ou (ant a "cented candle, add a e( dro$" o e""ential oil to the melted (a!. Cou can u"e an# e""ential oil #ou like, a" long a" it doe"nGt contain (ater. Next step, $our the (a! into the mould. Tr# and ti$ the (a! into the mould 0uickl#, all in one go, to minimi"e "$illage and air &u&&le". Then, relea"e the &u&&le" and to$ it u$. 7elea"ing the air &u&&le" (ill e%entuall# make the candle "ink, "o #ou (ill need to to$ it u$ (ith more melted (a!. Finall&6 remo%e it rom the mould. A ter our or i%e hour", the candle can &e taken out o it" mould. Cour candle i" no( read# or di"$la#. 7emem&er, #ou mu"t al(a#" lea%e it or a da# &e ore lighting it. (9ource; (((.engli"hdirection.com.)

e. Exercise ,ritin"

,rite a procedure text and identif& its structures4 (Title)...................... Topic (aterials needed

Steps to accomplish

<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<< 111111111111111111 111111111111111111 111111111111111111 111111111111111111

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111111111111111111 2emonstrate the procedures and ma)e reasonable statements to +ustif& the steps in the procedure text belo-. 5o- to Get an E"" 3nto a %ottle =ith thi" #ou can amaNe $eo$le and make them (onder Ho( in the (orld did that $er"on get that egg in the &ottle> Thin"s 7ou8ll Need4 A gla"" &ottle (ith a large enough mouth to admit an egg ("ee Ti$") 5 matche" A hard &oiled egg, $eeled 9a et# goggle" A re"$on"i&le adult The Steps to 2o4 1. Make "ure the &ottle ha" no li0uid in the &ottom o it and there are no lamma&le u&"tance" in it either. 3. 9tand the gla"" &ottle u$right (ith the o$ening "k#(ard". 5. Light three matche" and dro$ them in the &ottle. =ait a "econd or t(o. 4. 8ut the $eeled, hard)&oiled egg onto the &ottle+" o$ening, (ide end do(n. .. =ait, a ter the matche" go out, the egg (ill &e $ulled into the &ottle. (9ource; (((.(ikiho(.com/Oet)an)'gg)into)a)1ottle) *ocabular&

Consult &our dictionar& to find the meanin" and the pronunciation of the follo-in" -ords. 1. align the connector" 3. "lide &ack the co%er 5. li t the &atter# 4. "lide the co%er .. in"ert the 9IM card @. "na$ into it" $lace A. $ull the &atter# lock -. "(itch o the $hone ,. $u"h the o$$o"ite end 1K. "(itch on the $hone Grammar

The follo-in" is the procedure of ma)in" %arbe9ued :ebobs. Fill in the blan)s -ith se9uence adverbials; 1. <<<<<<. $ut charcoal in the &ar&e0ue and light it (ith lighter luid. 3. <<<<<<. cut u$ "ome meat and %egeta&le" and $ut them in a &o(l (ith #our
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a%orite &ar&e0ue marimade. 5. <<<<<<. $ut the meat and %egeta&le" on the "ke(er". 4. <<<<<<. $ut he ke&o&" on the &ar&e0ue and cook or 1K to 1. minute", turning them o%er rom time to time. .. <<<<<..... take the ke&o&" o the &ar&e0ue and en2o# them.

4.3... 7e$ort Te!t

a. Social Function The "ocial unction o a re$ort te!t i" to dra( a general in erence or to re$ort. 4or e!am$le, a (hale i" a kind o mammal &ecau"e it gi%e" &irth it" cal . To make "uch a re$ort, "tudent" need to o&"er%e and com$are (hale" rom other animal" ha%ing "imilar characteri"tic". 9tudent" ma# al"o make a re$ort a&out, or e!am$le, a %er# "im$le hou"e, warung tegal, a "chool, a ho"$ital, etc. &# $ro%iding de"cri$tion o the "u&2ect. b. Generic Structure The generic "tructure o 7e$ort te!t re er" to general "tatement" (hich e!$lain re$orted "u&2ect, additional in ormation, and it" cla""i ication. Text Elements General statement 2escription Content De inition, cla""i ication or a &rie de"cri$tion. De"cri$tion o the to$ic (hich tell" a&out the im$ortant act" a&out the "u&2ect.

c. !an"ua"e Features The language eature" o 7e$ort Te!t include the ollo(ing. 1. Oeneral noun", "uch a" *7e$tile" in ?omodo In"land+. 3. 7elating %er&" to e!$lain eature" "uch a" re$tile" are "car# animal" (Thi" eature i" u"ed or all re$tile"). 5. Action %er&" e!$laining character" "uch a" liNard" cannot l#. 4. 8re"ent Ten"e to e!$re"" common thing, "uch a" ?omodo dragon" u"uall# (eight more than 1@K kg. .. Tecnical term" "uch a" (ater contain" o!#gen and h#drogen. @. 8aragra$h (ith a to$ic "entence to organiNe in ormation".

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d. Example of a eport Text #lat&pus General statement 2escription Man# $eo$le call $lat#$u" duck&ill &ecau"e thi" animal ha" a &ill like duck&ill. 8lat#$u" i" a nati%e Ta"mania and "outhern and ea"tern Au"tralia. 8lat#$u" ha" a lat tail and (e&&ed eet. It" &od# length i" 5K to 4. cm and co%ered (ith a thick and (ooll# la#er o ur. It" &ill i" detecting $re# and "tirring u$ mud. 8lat#$u"G e#e" and head are "mall. It ha" no ear" &ut ha" a&ilit# to "en"e "ound and light. 8lat#$u" li%e" in "tream", ri%er", and lake". 4emale $lat#$u" u"uall# dig" &urro(" in the "tream" or ri%er &ank". The &urro(" are &locked (ith "oil to $rotect it rom intruder" and looding. In the other hand, male $lat#$u" doe" not need an# &urro( to "ta#. (9ource; (((.engli"hdirection.com)

e. Exercise *ocabular& Chan"e these nouns to their sin"ular forms 1) 3) 5) 4) teeth $otatoe" radii heroe" .) gee"e @) hoo%e" A) (omen -) lu!urie" ,) oa"e" 1K) d(ar " 11) thie%e" 13) mice 15) li%e" 14) "alarie" 1.) diarie" 1@) "hee$

Grammar .rran"e the follo-in" sentences into a "ood order of a report text. Correct the form of the verbs in the brac)et. 1. 3. 5. 4. .. @. A. -. Then the "nake (o$en) it" mouth and (mo%e) the egg into it" throat. 9nake" (eat) all "ort thing". Then the "nake ("$it) out the egg "hell. 9nake" (lo%e) to eat egg". 'gg" (&e) a%ourite ood o man# "nake". It ("0ueeNe) the egg (ith mu"cle" in it" neck. =hen a "nake (eat) an egg, the "nake ir"t (curl) around the egg. It (do) not ((ant) the egg to roll a(a#.
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,. The egg (&reak) and (go) into the "nake+" "tomach.

4.3.@. Anecdote Te!t

a. Social Function The "ocial unction o anecdote" i" to tell unn# and unu"ual "torie" and it" main $ur$o"e i" not onl# to get $eo$le entertained, &ut al"o to re%eal a truth more general than the &rie tale it"el . b. Generic Structure Text Elements .bstract Orientation Crisis 3ncident<reaction Coda c. !an"ua"e Features The language eature" in anecdote" commonl# include the ollo(ing indicator". 1. 3. 5. 4. .. @. '!clamation (ord"; it's awful!, it's wonderful!, etc Im$erati%e; listen to this! 7hetoric 0ue"tion"; do you know what? Action %er&; go, write, etc ?on2unction o time; then, afterward 9im$le 8a"t Ten"e Content 9tatement" introducing the to$ic, clo"el# related to the title and u"uall# in the orm o rhetorical 0ue"tion. The &eginning o the "tor# and introducing the "etting o the e%ent". The e%ent"/ incident" The reaction/ re"$on"e to(ard the e%ent" ?lo"ing

d. Example of an .necdote %lessin" behind Tra"ed& There (a" a &lack amil# in 9cotland #ear" ago. The# (ere ?lark amil# (ith nine children. The# had a dream to go to America. The amil# (orked and "a%ed. The# (ere making a $lan to tra%el (ith their children to America. It had taken "e%eral #ear" &ut inall# the# had "a%ed enough mone#. The# had gotten $a""$ort. The# had &ooked "eat" or the (hole amil# mem&er in a ne( liner toAmerica. The entire amil# (a" ull o antici$ation and e!citement (ith their ne( li e inAmerica. Ho(e%er e( da#" &e ore their de$arture, the #ounge"t "on (a" &itten &# a
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dog. The doctor "e(ed u$ the &o#. 1ecau"e o the $o""i&ilit# o getting ra&ie", the# (ere &eing 0uarantined or long da#". The# (ere in 0uarantine (hen the de$arture time came. The amil# dream" (ere da"hed. The# could not make the tri$ to America a" the# had $lanned. The ather (a" ull o di"a$$ointment and anger. He "tom$ed the dock to (atch the "hi$ lea%ed (ithout him and hi" amil#. He "hed tear" o di"a$$ointment. He cur"ed &oth hi" "on and Ood or the mi" ortune. 4i%e da#" latter, the tragic ne(" "$read throughout 9cotland. The "hi$, the might# Titanic, had "hank. It took hundred" o $a""enger" and cre(" (ith it. Titanic (hich had &een called the un"inka&le "hi$ had "unk. It (a" un&elie%a&le &ut it (a" true. The ?lak amil# "hould ha%e &een on that "hi$, &ut &ecau"e o the &itten "on &# a dog, the# (ere le t &ehind. =hen the ather heard the ne(", he hugged the "on and thanked him or "a%ing the amil#. He thanked Ood or "a%ing their li%e". It (a" a &le""ing &ehind a traged#. (Ada$ted rom; Look Ahead 3/(((.engli"hdirection.com) %lessin" behind Tra"ed& '%er#&od# ha" a dream. Cou ha%e and "o do I. =hen the dream (ill come true, there i" "omething (rong la"t minute &e ore it. =hat (ill (e eel> =hat (ill (e do> The ?lak amil# li%ed in 9cotland. The# had dream to tra%el toAmerica. The# $re$ared (ell or their $lan. 4e( da#" &e ore the# (ent to America, hi" #ounge"t "on (a" &itten &# a dog. Thi" made them &eing 0uarantined. The# had to orget their $lan. The amil# (a" ull o di"a$$ointment and anger. The ather (a" angr# (ith hi" "on and Ood. The amil# ailed to tra%el to America and the ather could not acce$t it. ?lak thanked hi" "on (hen he heard the "hi$ "ank. He thanked to Ood &ecau"e o "a%ing the amil# rom "inking. He thought lea%ing &ehind the "hi$ (a" not a traged# &ut a &le""ing.

.bstract

Orientation Crisis 3ncident<reaction

Coda

e. Exercise *ocabular& Create ad+ectives from the follo-in" -ords b& addin" the suffixes =ful and =less. The first one has been done to help &ou. 1) $ain 3) harm 5) tact $ain ul <<.. <<..
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$ainle"" <<<. <<<.

4) thought .) grace @) $it# A) merc# -) care ,) hel$ 1K) dou&t

<<.. <<.. <<.. <<.. <<.. <<.. <<<

<<<. <<<. <<<.. <<<. <<<. <<< <<<

Grammar

#rovide an adverb of -hich meanin" matches -ith the -ords in brac)ets. The first one has been done to help &ou. 1. 3. 5. 4. .. The re"ident" (ere e%acuated rom the unit" "a el# ((ithout danger) The# $ut the ire e< ((ithout di icult#) 4<<.,the ire" (ere deli&eratel# lit on (man# occa"ion) At ir"t the hiker" &eha%ed $<<<< ((ith good manner) The ire&ug "tarted the ire d<<<<. (on $ur$o"e)

4.3.A. Hortator# Te!t

a. Social Function Hortator# i" a t#$e o te!t containing an argumentation (hich ma# lead reader" to do "omething. Thi" t#$e o te!t generall# $ro%ide" logical rea"oning o (h# reader" "hould do "omething. To "u$$ort their argumentation, (riter" ma# $re"ent act", re"earch inding", and theorie". Thi" te!t t#$e i" al"o called a" an argumentati%e te!t (hich can &e ound in "cienti ic &ook", 2ournal", magaNine", article" o ne("$a$er, lecture", re$ort o "tud#, etc.

b. Generic Structure Text elements Thesis CONTENT The (riter+" o$inion a&out the to$ic
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.r"umentative ecommendation

9tatement" (hich "ho( the (riter+" o$inion a&out the to$ic "u$$orted &# act" and e%idence etc. A recommendation rom the (riter to do "omething.

c. !an"ua"e Features The language o Hortator# te!t ocu"e" on the (riter or the (riter+" $oint o %ie( (ith the ollo(ing eature"; 1. 3. 5. 4. .. @. A. -. A&"tract nounE $olic#, ad%antage, etc Action %er&" Thinking %er&" Modal ad%er&"E certainl#, "urel#, etc Tem$oral connecti%e"E ir"tl#, "econdl#, etc '%aluati%e (ord"E im$ortant, %alua&le, tru"t(orth#, etc 8a""i%e %oice 9im$le $re"ent ten"e

d. Example of a 5ortator& Text

,h& Should ,earin" a 5elmet -hen (otorc&clin" Thesis =e o ten hear lot" o "torie" rom road regarding $eo$le taking "$ill on motorc#cle (hen the# are riding (ithout u"ing helmet. Mo"tl# the rider" &adl# end u$ in me"". .r"umentative =earing a itted $rotecti%e helmet o er" man# &ene it" (hich reduce" the negati%e a"$ect" o riding. 4ir"t and the mo"t im$ortant i" that (earing the correct helmet can "a%e a riderG" li e, $h#"ical a&ilit#, amil# $ain, and mone#. The recommended de"ign" o motorc#cle helmet" can $ro%ide total $rotection. The# $rotect rider" not onl# rom getting a (or"e road in2ured accident &ut al"o rom l#ing &ug", rain, "leet, mud and other $otential $ro2ectile". 9econd, (earing a helmet can gi%e the rider" a matter o "t#le. Helmet" gi%e the o$$ortunit# or rider" to e!$re"" the image the# ma# (ant to $ro2ect (hen riding on their (a#. Thi" &ene it ma# not &e im$ortant to "ome $eo$le, &ut to other", it mean" a lot and im$ortant. 1# choo"ing
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the mo"t a$$ro$riate helmet rom all o the %ariou" "t#le", "uch a" &eanie, "hortie, Oerman, and man# other", (earing a helmet (hich can $ro2ect an image i" an inherent crucial $art o motorc#cling and hel$ rider" eel more con ident (hen riding on the road. ecommendati on Ho(e%er, (hat mo"t im$ortant i" (earing a helmet (hen riding i" a matter o u"ing it $ro$erl#. 1iker" "hould u"e the helmet" (hich are i!ed to their head. It i" reall# not good i the# $ut "im$l# the helmet" on the head (ithout "etting them $ro$erl#. The &iker" "hould a"ten the helmet correctl# to their head in order to get "a e and com ort. (9ource; (((.engli"hdirection.com)

e. Exercise *ocabular& a). S&non&m Fill in the blan)s -ith the s&non&ms in the brac)ets. The first letter of each -ord has been "iven to help &ou. The first one has been done for &ou. 1. a good "tart 3. a terri&le "<<<<<<. 5. $aid # <<<<<<<<< 4. the gho"t % <<<<<<.. .. t<<to (ork harder @. the doctor+" c <<<<<<.. A. a ( <<< "treet -. a r<<<(indo( ,. "<<<&ehind 1K. & <<< "omething (&eginning) (odour) (annuall#) (di"a$$eared) (attem$t) (remed#) (&road) (&eginning) (remind) ($urcha"e)

b). %ased on the follo-in" text6 identif& suffixes in some -ords indicatin" nouns and ad+ectives. Television for Social Construction Tele%i"ion i" toda# a $art o dail# li e. It i" not onl# a "ource o entertainment &ut al"o ne(" and in ormation. Tele%i"ion i" al"o a %alua&le tool or "cience, education and indu"tr#. =hat make" tele%i"ion e%en more intere"ting i" that action i" accom$anied &#
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"ound, "o that (e can "ee a" (ell a" hear (hat on the tele%i"ion. Toda# (e can "ta# at home and en2o# entertainment that once could &e "een onl# in cinema, theater" and "$ort arena". Tele%i"ion ena&le" to meet im$ortant $eo$le. It can &ring im$ortant gue"t" and im$ortant "cene to recei%er" (ho are located an#(here. Tele%i"ion ha" a great in luence on our idea a&out (hat i" right and (hat i" (rong. It in luence" the (a# (hich (e "hould &eha%e. Tele%i"ion ha" clo"e related to our li e in general. 9ome time" the %alue and li e "t#le (e get rom tele%i"ion are in con lict (ith tho"e that (e get at home and "chool. ?ritic" $oint out that crime and TM "ho( o ten a$$eal to ta"te or %iolence, (hile man# game" and 0uiNNe" a$$eal to greed#. It i" im$ortant to "ugge"t that tele%i"ion "hould &e u"ed or "ociall# con"tructi%e $ur$o"e or the "hake o &etter li e. (9ource; (((.engli"hdirection.com). Grammar

1. 7ead the ollo(ing Hortator# '!$o"ition te!t and identi # it" generic "tructure. 3. Identi # the $a""i%e %oice u"ed in the te!t. 5. Make a li"t o the argument" $re"ented &# the "$eaker in the te!t &elo( (in "im$le "entence"), (hich gi%e rea"on" to(ard" the "tatement that character education i" nece""aril# im$lemented in all le%el "chool". 3mplementin" Character Education in .ll level schools Dear audience. Toda# I (ant to talk a&out The need or character education in "chool to create "tudent" (ho ha%e a good $er"onalit#. 7ecentl#, (hen (e (atch ne(" on tele%i"ion, li"ten to ne(" at radio "tation, and read ne(" in ne("$a$er, (e o ten kno( that there are man# &ad character" co%ered. =e kno( &ad character" "ho(ed "uch a" &ri&er#, corru$tion, ighting, "moking, con"uming narcotic" and alcohol and "o on. Do #ou kno( (h# tho"e &ad character" ha$$ened> I $er"onall# think that one o the an"(er" i" that character &uilding in education i" not taught or im$lemented &# teacher" to all "tudent" in their "chool". A" (e all kno( that it i" common in Indone"ia that our education onl# "tre""e" the kno(ledge a"$ect". 9o that "tudentG" moral and character" are ignored. 9o, to $re%ent &ad character" o our "tudent", all le%el "chool" mu"t educate "tudent" not onl# kno(ledge and "kill" &ut al"o good character. Actuall#, the mini"tr# o education ha" cla""i ied that there are , $illar" o character that "hould &e im$lemented. The# are 4ir"t, the character o lo%ing Ood and all Hi" creationE "econd, inde$endence and re"$on"i&ilit#E Third, hone"t# / tru"t, di$lomaticall#E 4ourth, re"$ect and courte"#E i th, generou", like mutual hel$ and mutual a""i"tance / coo$erationE "i!th, con ident and hard(orkingE "e%enth, leader"hi$ and 2u"ticeE eighth, kind and hum&le, andE ninth, the character o tolerance, $eace, and unit#. I do &elie%e I tho"e nine $illar" are im$lemented at all le%el "chool", our nation, Indone"ia (ill &e great nation (ith great $eo$le. Bn thi" occa"ion, I deli%er three main argument" a&out character education (hich mu"t &e gi%en in all le%el "chool in Indone"ia. 4ir"t, character education i" the real guarantee o Indone"ia nation to &ecome a great nation. 9econd, character education make" Indone"ian are a&le to com$ete (ith tho"e o%er"ea" $eo$le e"$eciall# in the glo&aliNation era Third, character education hel$" our nation to &e a great nation (ith great citiNen.
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A" m# "$eech clo"ing, I recommend to all le%el "chool" in Indone"ia to im$lement character &uilding at their "chool. Oood character &uilding i" a mu"t. Do #ou kno( (h#> Ce", (e kno(. =e reall# kno( that our nation i" "ick no(. To cure it, letG" &uild our #oung generation character" into good character" &# im$lementing , $illar" o character mentioned &e ore. (9ource; (((.engli"hdirection.com).

4.3.-. 9$oo Te!t

a. Social Function 9$oo te!t tell" a actual "tor# (hich occur" in the $a"t and end" in tragic, ironic, humorou"/ unn# ending, or in an un$redicta&le t(i"t. T(i"t i" the ending $lot o a "tor# (hich i" un$redicta&le. A "$oo te!t can &e %er# "imilar to narrati%e, recount, or e%en ne(" item te!t". All are mo"tl# com$o"ed in 8a"t Ten"e" mode. It" "ocial unction i" to entertain and "hare the "tor#. b. Generic Structure TE/T E!E(ENTS Orientation Events T-ist c. !an"ua"e Features The language eature" o 9$oo te!t include the ollo(ing. 1. 4ocu"ing on $eo$le, animal" or certain thing" 3. P"ing action %er&; ate6 ran, etc 5. P"ing ad%er& o time and $lace d. Example of a Spoof Text Orientation Events The >oo ?ob Stor& Bne da# a clo(n (a" %i"iting the Noo and attem$ted to earn "ome mone# &# making a "treet $er ormance. He acted and mimed $er ectl# "ome animal act". A" "oon a" he "tarted to dri%e a cro(d, a Noo kee$er gra&&ed him and dragged him into hi" o ice. The Noo kee$er e!$lained to the clo(n that the NooG" mo"t $o$ular gorilla had died "uddenl# and the kee$er (a" ear that attendance at the Noo (ould all o . 9o he o ered the clo(n a 2o& to dre"" u$ a" the gorilla until the Noo could get another one. The clo(n acce$ted thi"
249

CONTENT Introduction to the $er"on, "etting The "e0uence o e%ent" A t(i"t to un$redicta&le ending

T-ist

great o$$ortunit#. 9o the ne!t morning the clo(n $ut on the gorilla "uit and entered the cage &e ore the cro(d came. He elt that it (a" a great 2o&. He could "lee$ all he (anted, $la#ed and made un o $eo$le and he dro%e &igger cro(d" than he e%er did a" a clo(n. He $retended the gorilla "ucce"" ull#. Ho(e%er, e%entuall# the cro(d" (ere tired o him or 2u"t "(inging on tire". He &egan to notice that the $eo$le (ere $a#ing more attention to the lion in the ne!t cage. 6ot (anting to lo"e the attention o hi" audience, he decided to make a "$ectacular $er ormance. He clim&ed to the to$ o hi" cage, cra(led acro"" a $artition, and dangled rom the to$ to the lionG" cage. B cour"e, thi" made the lion uriou", &ut the cro(d $eo$le lo%ed it. At the end o the da# the Noo kee$er came and ga%e him a rai"e or &eing "uch a good attraction. =ell, thi" (ent on or "ome time, he ke$t taunting the lion, the audience cro(d gre( a larger, and hi" "alar# ke$t going u$. Then one terri&le da# ha$$ened. =hen he (a" dangling o%er the uriou" lion, he "li$$ed and ell into the lion cage. The clo(n (a" reall# in &ig terri&le "ituation. He (a" terri ied. 9ooner the lion gathered it"el and $re$ared to $ounce. The clo(n (a" "o "cared. He could do nothing and he &egan to run round and round the cage (ith the lion clo"e and clo"er &ehind. 4inall#, the lion could catch him. The clo(n "tarted "creaming and #elling, HHel$ me, hel$ meDH, &ut the lion (a" 0uick and $ouncing him. The clo(n "oon ound him"el lat on hi" &ack looking u$ at the angr# lion and "uddenl# he heard a %oice rom the lion+" mouthEH9hut u$ #ou idiotD Do #ou (ant to get u" &oth ired>H (7e)(ritten and "im$li ied rom (((.onl# unn#"torie".com)

e. Exercise *ocabular& (atch up the adverbs on the left -ith their opposites on the ri"ht. 1) 3) 5) 4) .) @) A) -) ,) 1K) 9eldom Diml# But"ide Loudl# 7oughl# 9kill ull# =rongl# Hea%il# 9trongl# =arml# a ter correctl# coldl# o ten in"ide (eakl# 0uietl# &rightl# "moothl# clum"il#
250

11) 'arl# 13) 1e ore

lightl# late

Grammar 1. 3. Li"t the ad%er&" o time u"ed in the te!t a&o%e. 7e(rite the "im$le "entence" in the te!t and com&ine them a$$ro$riatel# to orm com$le! or com$ound "entence".

4.3.,. '!$lanation Te!t

a. Social Function '!$lanation i" a t#$e o te!t (hich clari ie" a $roce"" relating to natural $henomena, "ocial "cience, and culture. The te!t e!$lain" (h# and ho( a certain $henomenon ha$$ened. The te!t i" o ten ound in "cience, geogra$h#, and hi"tor# &ook". b. Generic Structure TE/T E!E(ENTS Oeneral "tatement 9e0uenced e!$lanation c. !an"ua"e Features The language eatue" o '!$lanation te!t are a" ollo(". 1. ?hronological connectionE to &egin (ith, ne!t, etc 3. 8a""i%e %oice $attern 5. 9im$le 8re"ent Ten"e d. Example of an Explanation Text CONTENT 9tating the i""ue". 9tating a "erie" o "te$" (hich e!$lain the $henomena

251

Text element General statement Se9uenced explanations

C.NCE =hat i" cancer> It i" actuall# a grou$ o more than one hundred "e$arate di"ea"e". Mo"t o u" are ear rom cancer. It i" rea"ona&le &ecau"e ne!t to heart di"ea"e, cancer i" the "econd leading cau"e o death. ?ancer cell" come rom normal cell" &ecau"e o mutation" o D6A. Tho"e mutation" can occur "$ontaneou"l#. The mutation" ma# &e al"o induced &# other actor" "uch a"; nuclear and electromagnetic radiation, %iru"e", &acteria and ungi, $ara"ite", heat, chemical" in the air, (ater and ood, mechanical cell)le%el in2ur#, ree radical", e%olution and ageing o D6A, etc. All "uch actor" can $roduce mutation" that ma# "tart cancer. ?ancer cell" are ormed continuou"l# in the organi"m. It i" e"timated that there are a&out 1K,KKK cancer cell" at an# gi%en time in a health# $er"on. =h# do "ome re"ult in macro"co$ic)le%el cancer" and "ome do not> 4ir"t, not all damaged cell" can multi$l# and man# o them die 0uickl#. 9econd, tho"e (hich $otentiall# di%ide and orm cancer are e ecti%el# de"tro#ed &# the mechani"m" a%aila&le to the immune "#"tem. There ore cancer de%elo$" i the immune "#"tem i" not (orking $ro$erl# or the amount o cell" $roduced i" too great or the immune "#"tem to eliminate. (9im$li ied rom; (((.digitalrecording".com/$u&l/cancer.html)

e. Exercise ,ritin" =rite the main "e0uenced e!$lanation" (#ou ma# u"e #our o(n (ord") dealing (ith the te!t a&out the cancer leading to the cau"e o death. eadin" 5o- 3t ,or)s 4rog" are delight ul creature". Bur countr# i" home to more than 33K named "$ecie" and the# can &e ound in almo"t an# Au"tralian land"ca$e. Mo"t rog" la# egg" on land or in the (ater. Then, a ter the egg" hatch, tad$ole" enter the (ater or t(o (eek" to "i! month" de$ending on the tem$erature, &e ore emerging a" roglet" (&a&# rog").6ot all rog" do thi". The hi$$ocket rog i" a %er# intere"ting e!am$le o $arental care. A ter the emale hi$)$ocket rog ha" "$a(ned, the male (ill lie her egg" and a&out eight tad$ole" (riggle u$ into each $ocket (here the# gro( into &a&# rog". Au"tralia+" t(o "$ecie" o ga"tric &rooding rog" are e%en more amaNing. The# "(allo( their ertiliNed egg" and hatch the tad$ole" in their "tomach". 9i! (eek" later the rog" emerge rom their mother+" mouth. ("ource;htt$;//engli"hteacher"meeting.&log"$ot.com/3K1K/11/e!am$le)o )te!t.html)

252

.ns-er the follo-in" 9uestions based on the text above4 1. A" the e!$lanation &egin", ho( do #ou kno( that the (riter like" rog"> 3. =hat &eha%iour i" common to mo"t rog"> 5. =hat e!$lanation i" gi%en or the act that "ome tad$ole" "$end longer in the (ater than the other> 4. =h# do "ome rog" ha%e hi$ $ocket">

4.3.1K. Di"cu""ion Te!t

a. Social Function

A di"cu""ion te!t unction" to $ro%ide in ormation a&out contro%er"ial i""ue" and $re"ent argument" rom t(o "ide"; the $ro" and con". Thi" te!t i" o ten clo"ed (ith recommendation. b. Generic Structure TE/T E!E(ENTS I""ue Argumentation or Argumentation again"t 7ecommendation c. !an"ua"e Features The language eature" o 1. 3. 5. 4. Di"cu""ion te!t ocu" on general to$ic" o human and non CONTENT Introduction to the to$ic o di"cu""ion/9tatement o i""ue. Thi" can include a 0ue"tion and the %ie( o the author. 8oint"/ela&oration "u$$orted &# e%idence 8oint"/ela&oration "u$$orted &# e%idence 9ummar#/conclu"ion

human &eing (hich are characteriNed &# the u"e o ; 9im$le 8re"ent Ten"e Logical con2uncti%e" like ho(e%er, "imilarl#, etc. Thinking %er&" like eel, &elie%e, ho$e, think, etc. Ad%er&ial" o manner like deli&eratel#, ho$e ull#, etc.

d. Examples of 2iscussion Text

253

($) National Exam in #ros and Cons 6ational e!am &ecome" the hot to$ic in mo"t o di"cu""ion". Though the 9u$reme ?ourt ha" re2ected an a$$eal &# the go%ernment on the organiNation o the national e!am", the contro%er"# o%er (hether it i" nece""ar# to maintain the national e!am" or Ujian nasional (P6) ha" continued. 9ome de&ate" include the $rimar# 0ue"tion" "uch a"E doe" the 0ualit# o Indone"ia education de$end on the national e!am>, (ill the 0ualit# o the Indone"ian education "#"tem (or"en (ithout nati$nal e!am> 8eo$le, (ho "u$$ort the national e!am e!$lain that the 0ualit# o the Indone"ia education "#"tem (ill dro$ (ithout the national e!am, "o the# tr# to de end the current "#"tem. Hoe%er there are $eo$le (ho di"agree (ith the o$inion. Tho"e (ho again"t thi" national e!am ke$t in our high "chool education "a# that it doe"nGt need the national e!am" &ecau"e the 0ualit# o education doe" not 2u"t de$end on the national e!am. 4urther, the national e!am onl# mea"ure" a "mall $ortion o "tudent"G com$etence in "$eci ic "u&2ect", and doe" not mea"ure "tudent"G com$etence" throughout the "eme"ter. In act, the national e!amination can "till &e u"e ul a" an in"trument to e%aluate or detect the le%el o "tudent"G cogniti%e com$etence in "e%eral "u&2ect", on a national "cale. (Taken rom; (((.engli"hdirection.com.) (') Television4 the %est 3nvention of the T-entieth Centur&@ During the t(entieth centur# the (orld ha" (itne""ed the in%ention o man# amaNing thing". Tele%i"ion i" a great in%ention, &ut there are argument" or and again"t (hether it i" the &e"t in%ention o the t(entieth centur#. Tele%i"ion (a" in%ented in the 1,3K" and ir"t came to Au"tralia in 1,.@. It ha" $la#ed an im$ortant role in communicating ne(". =e can learn in"tantl# a&out (hat i" ha$$ening in the (orld &ecau"e o tele%i"ion. Al"o, tele%i"ion ha" $ro%ided $eo$le (ith entertainment in their o(n home". 8eo$le in i"olated area" can "till eel $art o the (orld &ecau"e o tele%i"ion. 4or the"e rea"on" I eel that tele%i"ion could &e con"idered the &e"t in%ention o the t(entieth centur#. Bn the other hand, there are other in%ention" that could &e con"idered to &e &etter than tele%i"ion. 9ome might argue that the com$uter "hould &e a(arded the di"tinction o &eing the &e"t in%ention &ecau"e com$uter" ha%e made li e ea"ier. Bther" might argue that medical in%ention" "uch a" heart $eacemaker" are the &e"t in%ention" &ecau"e the# hel$ to "a%e li%e". It can &e "een that there are rea"on" or and again"t tele%i"ion &eing con"idered the &e"t in%ention o the t(entieth centur#. A ter looking at &oth "ide" I "till &elie%e it i" the &e"t in%ention. (Taken rom; (((.engli"hdirection.com.) e. Exercise ,ritin" .nal&Ae the texts above based on its elements. #araphrase the points of each element and -rite them in the follo-in" table. Text element 3ssue .r"umentation for CONTENT <<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<<
254

.r"umentation a"ainst

ecommendation

<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<< <<<<<<<<<<<<<<<<<<<<<<<<

*ocabular&

Bnderline and replace the -ea) -ords in the sentences belo- -ith the po-erful -ords from the available mini=thesaurus belo-. 1. It (a" a nice da# to go to the &each. 3. It (a" a reall# good mo%ie. 5. The chee"e (a" &ad. 4. 9he $la#ed a reall# &ad character in the $la#. .. The a$$le $ie (a" reall# nice. @. I had a reall# nice time at the $ool. A. 9itting in the heat (a" a reall# &ad e!$erience. -. He i" reall# good at "occer. ,. 8a#ing Q,,., (a" reall# good %alue or a $air o 7ee&ok". 1K. 9he had a &ad o$inion o the mo%ie.

1ad Oood 6ice

(3N3=T5ES.B BS Tediou", e%il, (icked, %ile, un a%ora&le, ault#, im$er ect, rotten, un$lea"ant 4anta"tic, mar%elou", e!ce$tional, (onder ul, a&ulou", remarka&le, out"tanding agreea&le, $lea"ant, delight ul, en2o#a&le, deliciou", (ell) mannered, (ell)"$oken, ta"t#, $anoramic, ine

Grammar

?hange the ollo(ing "entence" rom 8a"t Ten"e into timele"" 8re"ent Ten"e. The ir"t one i" done or #ou.
255

1. There (a" an earth0uake la"t #ear. 3. He (a" riding the &ike 5. 9he (ore "hoe" 4. the (ater lo(ed to the "ea .. The curtain determined ho( much light entered the room. @. The accelerator controlled he "$eed o the car.

'arth0uake occur" <<<<<<<. <<<<<<<. <<<<<.<< .............................. ...<<<<<<<

4.3.11. 6e(" Item Te!t

a. Social Function 6e(" item te!t i" a (ritten $u&lic in ormation o (hich the $ur$o"e i" to in orm reader" a&out e%ent" o the da# (hich are con"idered ne("(orth# or im$ortant. 1a"icall#, a ne(" item te!t an"(er" the .= and 1H 0ue"tion"; (hat, (ho, (hen, (here, (h#, and ho( relating to the ne("(orth#. b. Generic Structure The generic "tructure of 6e(" Item Te!t include" ne("(orth# e%ent, ela&oration o &ackground /&ackground e%ent("), and "ource". Text Elements 6e("(orth# e%ent 'la&oration o &ackground/ 1ackground e%ent(") 9ource" Content '%ent (hich i" con"idered a" ne("(orth#. The ne("(orth# e%ent i" commonl# $laced at the ir"t $aragra$h. The detail in ormation o the ne("(orth# e%ent or the e!ternal &ackground (hich clo"el# relate" to ne("(orth# e%ent. The clo"ing "tatement", ranging rom the $artici$ant", (itne"", and the o icial authoritie".

c. !an"ua"e Features 6e(" Item Te!t ocu"e" on the circumstances and the use of material process. In a unctional de"cri$tion, circum"tance re er" to the ad%er&ial grou$ and the $re$o"itional $hra"e a" con"tituent "tructure" in a clau"e (Hallida#+" term in"tead o +"entence+) &e"ide" $artici$ant, and $roce"". Mean(hile, $roce"" re er" to %er&al grou$" "ho(ing the e!$re""ion o e%ent" in a clau"e. Thi" include" (hate%er i" ha$$ening, acting, doing,
256

"en"ing, "a#ing, or "im$l# &eing. There are three &a"ic t#$e" o $roce""; material, relational, and $ro2ecting. Material $roce""e" are a&out doingE the# could an"(er the 0ue"tion *=hat did L do>+ or *=hat ha$$ened to L>+ (1utt, et.al. 1,,-; 4-).@). The language eature" o 6e(" Item te!t ocu" on general to$ic" o human and non human &eing. It i" characteriNed &# the dominant u"e o ; 1. 9hort, telegra$hic in ormation a&out "tor# ca$tured in headline 3. Action %er&" 5. 9a#ing %er&" 4. Ad%er&" ; time, $lace and manner. d. Examples of Ne-s 3tem Text ($) Camp oc) ' the final ?am -ill #remieres on 2isne& Channel It (a" announced on Tue"da# that Di"ne# ?hannel mo%ie (ith tourmate Demi Lo%ato, H?am$ 7ock 3; The 4inal Fam,H (ill $remiere on 9e$tem&er 5 at - $.m. 'T. Bn Ful# 3A, long &e ore the# (atch the "e0uel to the 3KK- lick, an" can $ick u$ the "oundtrack, eaturing 1. original "ong" that a $re"" relea"e $romi"e" (ill "$an genre" rom hi$)ho$ to rock to $o$. The lick (ill not onl# ha%e more "ummer lo%inG &et(een real)li e cou$le Lo%ato and Foe Fona" a" Mitchie and 9hane, &ut there (ill al"o &e a little riendl# ri%alr# &et(een the ?am$ 7ocker" and a grou$ o mu"ician" at another "ummer cam$, ?am$ 9tar, including a lo%e intere"t or 6ick Fona", $la#ed &# ?hloe 1ridge". The Fo1ro" $romi"e the mo%ieG" mu"ic (ill &e e%er# &it a" entertaining a" it" $lot, (hich ha" &een ke$t a "ecret "ince the mo%ie (a" "hot. HThe "ong" are reall# cool,H Foe told MTM 6e(".
(9im$li ied rom; (((.holl#(oodre$orter.com/hr/ ilm)re%ie("/3K13) ilm)re%ie() 1KK4K415KK."tor#/ (((.engli"hdirection.com)

(') Three 2ie after .ttendin" (arria"e Ceremon& Three re"ident" (ere killed, (hile doNen" o other" (ere (ounded a ter a $icku$ truck the# (ere taking to attend a marriage ceremon# o%erturned in Fingkang %illage, 1an#uma" 7egenc#, on 9unda#. The $icku$ (a" carr#ing 5K $a""enger", mo"tl# (omen, (hen it ailed to a"cend a "tee$ road on it" (a# &ack rom the ceremon#. A" a re"ult, the $a""enger" (ere "0ueeNed. The (ounded $a""enger" (ere later ru"hed to the A2i&arang regional $u&lic ho"$ital. Local $olice are in%e"tigating the cau"e o the accident (Taken rom Fakarta 8o"t). e. Exercise ,ritin"

Choose and anal&Ae the texts belo- ($) or (') based on its elements. #araphrase the points of each element and -rite them in the table.
257

(1) E"&pt #eacefull& Transitions to (ilitar& 2ictatorship

?AI7B, 'OC8T ) 4ollo(ing the re"ignation o 8re"ident Ho"ani Mu&arak, $ro) democrac# demon"trator" 0uietl# (atched a" the militar# di""ol%ed $arliament and "u"$ended the con"titution. H=e ha%e gotten rid o an autocrat,H "aid one demon"trator. H'g#$t no( ha" a militar# 2unta like man# nation" in 9outh America.H The go%ernment (ill re$ort to the 9u$reme ?ouncil o the Armed 4orce", (ho ha%e %o(ed to hold ree election in G"i! month" or more.GH According to 8rime Mini"ter Ahmed 9ha i0, militar# leader" ha%enGt threatened to "hoot an#one, "hould the nation not return to normalit#. HThatG" 0uite a &ig conce""ion,H "aid 9ha i0. HThi" "ho(" the arm# care" dee$l# and i" %er# "incere.H ?ro(d" in Tahrir 90uare (ere heartened &# the ne(". Bne man (e$t o$enl#. H4or #ear" (e (ere under the &oot o a t#rant (Mu&arak) and no( (eGre ruled &# the militar# (ho ha%e $romi"ed not to "hoot u". IGm "o glad I ha%e T(itter.H
(2)

?apanese Br"ed to Tr& iotin"

6'= B7L'A69, LA ) 4ru"trated &# tele%i"ed "cene" o orderl# Fa$ane"e (aiting or (ater and other "u$$lie", a 6e( Brlean" re"ident ha" urged the Fa$ane"e $eo$le to riot. H=hat are the# (aiting or>H "aid ?harle" Oreen, 41. HA (ritten in%itation>H Oreen elt that &# re raining rom looting and attacking ello( citiNen" the Fa$ane"e (ere mi""ing out on a golden o$$ortunit# to "hake loo"e "ome ten"ion.H Oreen re erred to image" o $olice hel$ing Fa$ane"e %ictim" in"tead o ran"acking a "tore and leeing (ith la$ to$". H9hort)"ighted,H "aid Oreen. HThatG" ree "tu . 8lu" rioting i" like a good long run. It relea"e" (hat I call Griot endor$hin".GH Oreen ho$ed the P.9. go%ernment (ould di"$atch "el )a&"or&ed, unrul# American" to Fa$an. HThe# could teach tho"e Fa$ane"e to loo"en u$ a little.H Oreen thought ?harlie 9heen (ould &e a good choice a" (ell a" a large $ortion o the =i"con"in TeacherG" Pnion.

Text elements Ne-s-orth& event Elaboration of bac)"round

Content <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<. <<<<<<<<<<<<<<<<<<<<<..

Source.

*ocabular&

a. (a)e a list of -ords identified as material process in the text a) and b) above0 then replace them b& other closel& related -ords.
258

11111.6 111116 111111..6 11111..6 1.11.6 111116 etc.

111116

11111..6

b. ,rite and explain the cate"or& of circumstances (the adverbial "roups and the prepositional phrases) to occur in the follo-in" sentences. 1. An unidenti ied man &ecame a hero in Argentina on Tue"da# 4e&ruar# K,. 3. The %ideo "ho(" the man 2um$ o the &ack o motorc#cle and $u"h a (hite %an acro"" the track". 5. The train narro(l# mi""ed him. 4. A ter a &rie di"cu""ion (ith the man dri%ing the motorc#cle, he got &ack on the motorc#cle and the t(o dro%e a(a#. .. T(o $eo$le died (hile our other" (ere (ounded in a land"lide at a #ard &ehind a hou"e near Teleng market in 1ukittinggi, =e"t 9umatra on Tue"da#. @. The in2ured (ere ru"hed to the Achmad Muchtar and Car"i ho"$ital". A. An Indone"ian migrant (orker Munti 1inti 1ani ha" died on Monda# a ter &eing ho"$italiNed or "e%eral da#" due to alleged torture &# her em$lo#ee" in 9elangor, Mala#"ia.

Grammar

?hange the ollo(ing "entence" into the "tated a irmati%e". 1. 3. 9hould the P.9. 6a%# &e u"ed to e%acuate American national" caught in"ide Li&#a> Ha" the 8re"identG" re"$on"e to the cri"i" &een te$id in #ou o$inion> 5. H=e ha%e gotten rid o an autocrat,H "aid one demon"trator. 4. I" there a rea"on #ouGre 2um$ing on that "ta erG" &ack>e) DonGt thank me. .. @. HM# cancer i" much &etter no(,H "aid al)Megrahi. H=hat are the# (aiting or>H "aid ?harle" Oreen, 41. "hoot an#one, "hould the nation not return to normalit#.

A. According to 8rime Mini"ter Ahmed 9ha i0, militar# leader" ha%enGt threatened to

4.3.13. 7e%ie( Te!t

a. Social Function
259

The "ocial unction o 7e%ie( te!t i" to make a criti0ue or e%aluate an art (ork or e%ent or a $u&lic audience, "uch &ook, co"metic" $roduct, car, cell $hone, note&ook, etc. b. Generic Structure The generic "tructure o 7e%ie( te!t in%ol%e" orientation, e%aluation, inter$retati%e recount, e%aluation, and e%aluati%e "ummation.

Text Elements Orientation Evaluation

%usiness !oan #ro"ram Man# o u" (ant to &uild ne( &u"ine"" or manage the old one to make &ig de%elo$ment. 1u"ine"" $lan ha" &een anal#Ned. The $ro$ert# and e0ui$ment ha%e &een li"ted. Ho(e%er thi" good $lan and $re$aration (ill not run (ell (ithout enough ca"h in hand". =hat (e ha%e to do (hen (e ha%e to ace "uch condition> =ill (e gi%e u$ and "lee$ lea%ing that good $lan and $re$aration> =e "hould not. =hen there i" a (ill there i" a (a#. The an"(er i" inding 1u"ine"" Loan" $rogram (hich o er the &e"t "er%ice. 'a"# $roce"" i" one o the characteri"tic". B cour"e (e do not (ant to a$$l# the loan in com$licated $roce"". 9ome $rogram" o er the ea"# "er%ice in $roce""ing &ut "ome time the# do not gi%e unding 0uickl#. In the other hand (e do need the ca"h or running our &u"ine"". The &e"t $rogram o 1u"ine"" Loan (ill $ro%ide ea"# $roce"" in a$$lication, und 0uickl# a" (e urgentl# need the ca"h and $ro%ide the e!cellent "er%ice (ith ull# cu"tomer "u$$ort. 9o i #ou ha%e ound "uch $rogram, a$$l# "oon to increa"e #our o(n &u"ine"" $ro it.

3nterpretative ecount

Evaluation

Evaluative Summation c. !an"ua"e feature

1. 4ocu" on "$eci ic $artici$ant", i.e. the character" &eing in%ol%ed in the te!t. 3. P"ing ad2ecti%e", i.e. indicated &# "u i!e", "uch a"; )i"h, )i%e, ) ul, )ou", )al, etc. 5. P"ing long and com$le! clau"e", i.e. mind the t#$e" o "entence. 4. P"ing meta$hor, i.e. com$aring t(o thing" u"ing di erent characteri"tic". d. Example of a evie- Text

260

'C$' Film evie3K13 i" 7oland 'mmerichG" ilm (hich u"e" the Ma#an calendar and other end)o ) da#" $ro$hecie" or their doom"da# "cenario. It imagine" the (orld coming to an end in 3K13. 3K13 ilm &ring" o a "erie" o (onder". The mo%ie hit" it" $eak earl# on. It "tart" (hen ?u"ack dri%e" a limo through the "treet" o Lo" Angele" a" ree(a#" and "k#"cra$er" crum&le all around him rom the "hock o a 1K.. earth0uake. The $re$o"terou" l#ing "e0uence i" e0uall# thrilling. The clima! occur" a&oard the giant ark, (hen an e0ui$ment mal unction almo"t threaten" the entire mi""ion. Pn ortunatel#, the crucial "e0uence i" not ilmed or edited (ith the re0ui"ite clarit#. In 3K13 ilm, 'mmerich lea%e" u" &e uddled a" to e!actl# (hat i" ha$$ening to (hom. Ho(e%er, 'mmerichG 3K13 de"er%e" credit or o &eat ca"ting. ?u"ack "u$$lie" hi" trademark hangdog charm. Mc?arth# ha" $erha$" hi" &e"t role e%er a" 8eetG" cock#. Dann# Olo%er lend" dignit# to the role o the tormented $re"ident. ?hi(etel '2io or, a" the chie "cienti"t, &ring" a mo%ing "en"e o angui"h to a "tock role. 8latt ha" un $la#ing the %illain o the $iece, and =ood# Harrel"on al"o che(" the "cener# a" a &ug)e#ed radio $ro$het tr#ing to (arn hi" li"tener" a&out Armageddon. All in one, 3K13G" cinematogra$h#, $roduction de"ign and %i"ual e ect" are a(ard") (orth#. Mu"ic al"o $ro$el" the mo%ie. It $re"ent" American Idol runner)u$, Adam Lam&ert, (ho $ro%ide" a rou"ing anthem o%er the end credit". (9im$li ied rom; (((.holl#(oodre$orter.com/hr/ ilm)re%ie("/3K13) ilm)re%ie()1KK4K415KK."tor#) e. Exercise ,ritin" ,hat are the "eneric structures of the text entitled D'C$' Film above@ *ocabular&
1.

evie-E

Identi # the (ord" o material $roce"" in the te!t entitled 3K13 4ilm 7e%ie( a&o%e. 4ill in the &lank" in the te!t &elo( (ith the a%aila&le (ord" in the li"t. The initial letter" (ill &e hel$ ul. >eni Optical4 a site for e&e"lasses

3.

'#egla""e" (ill b.... more and more im$ortant. It i" not onl# &ecau"e or p..... our e#e" rom the hot l..... &ut al"o or holding the trend. There are a lot o online "ite" (hich $ro%ide" p...... o e#egla""e" &ut Renni B$tical (a" on 4BL ne("D i" 2u"t the $er ect one. I (e %i"it the "ite, (e (ill ea"il# catch v.... in ormation a&out e#egla""e". The "ite i" 0uite "im$le &ut %er# in ormati%e. It i" real, ea"# and not c..... de"ign. =ith 0uick loading thi" "ite (ill &ring u" 9...... in to (hat (e (ant.
261

There i" in ormation a&out Maria&le Dimen"ion 4rame" 4rom Renni. Titanium, aluminum and rimle"" f.... are a%aila&le. The e#egla""e" are de"igned or di erent u"er". E..... or children, (oman and man are a%aila&le choice. Again, (hat make" it di erent i" thi" "ite gi%e" the Oreat '#egla""e" 4or Le"" co"t. The $roduct can &e s.... in chea$ $rice &ecau"e it ha" cut the marketing link. It "traightl# goe" to the end u.... . The !ist of ,ords4 product", variou", frame, u"er", protecting, become, light, e#egla""e", sold, 9uickl#, com$licated

Grammar a) ,hat are the t&pes of the follo-in" sentences@

1.

3K13 i" 7oland 'mmerichG" ilm (hich u"e" the Ma#an calendar and other end)o ) da#" $ro$hecie" or their doom"da# "cenario. It imagine" the (orld coming to an end in 3K13. 3K13 ilm &ring" o a "erie" o (onder". The mo%ie hit" it" $eak earl# on. It "tart" (hen ?u"ack dri%e" a Limo through the "treet" o Lo" Angele" a" ree(a#" and "k#"cra$er" crum&le all around him rom the "hock o a 1K.. earth0uake.

3. 5.
4. ..

@. A. -. ,.

The $re$o"terou" l#ing "e0uence i" e0uall# thrilling. The clima! occur" a&oard the giant ark, (hen an e0ui$ment mal unction almo"t threaten" the entire mi""ion. The "ite i" 0uite "im$le &ut %er# in ormati%e. The $roduct can &e "old in chea$ $rice &ecau"e it ha" cut the marketing link.

1K. It "traightl# goe" to the end u"er". b). %uild different sentences b& usin" the various forms of -ords belo-. 1. 3. 5. 4. ImaginationE imagineE imaginati%e 9cience, "cienti"t, "cienti ic, "cienti icall# '0ual, e0uall#, e0ualit# In orm, in ormati%e, in ormation, in ormati%el#
262

..

7ed, redden, reddi"h

4.3.15. Anal#tical '!$o"ition Te!t

a. Social Function Anal#tical e!$o"ition and hortator# are argument" (hich $re"ent a the"i" or o$inion (ith "u$$orting e%idence. An anal#tical e!$o"ition $re"ent" the argument in "uch a (a# that it "ound" like the (riter i" an authorit# on the "u&2ect and "o it doe" not u"e ir"t $er"on $ronoun (e.g. I, (e or u"), or e!tra%agant language or cliche"E (hil"t a hortator# or $er"ua"i%e e!$o"ition $re"ent" the argument in a much more lo(er# and lam&o#ant manner, like the $er"onal o$inion o the (riter. '!am$le" o anal#tical e!$o"ition" are ound in the di"cu""ion o a "cienti ic e!$eriment re$ort or re$ort" o &u"ine"" $ro2ect". The "ocial unction o an an anal#tical e!$o"ition te!t i" to re%eal reader" that "omething i" the im$ortant ca"e. b. Generic Structure The generic "tructure o an nal#tical e!$o"ition te!t con"i"t" o the"i", argument", and reiteration/conclu"ion. Text Elements Thesis 3s Smo)in" Good for Bs@ 1e ore "moking, it i" &etter to look at the act. A&out .K thou"and" $eo$le die e%er# #ear in 1ritain a" direct re"ult o "moking. Thi" i" "e%en time" a" man# a" tho"e die in road accident". 6earl# a 0uarter o "moker" die &ecau"e o di"ea"e" cau"ed &# "moking. 6inet# $ercent o lung cancer" are cau"ed &# "moking. I one" "moke i%e cigarette" a da#, the# are "i! time" more likel# to die o lung cancer than a non "moker. I $eo$le "moke t(ent# cigarette" a da#, the ri"k i" nineteen greater. 6inet# i%e $ercent o $eo$le (ho "u er o &ronchiti" are $eo$le (ho are "moking. 9moker" are t(o and hal time" more likel# to die o heart di"ea"e than non "moker". Additionall#, children o "moker are more likel# to de%elo$ &ronchiti" and $neumonia. In one hour in "mok# room, non "moker &reathe" a" much a" "u&"tance cau"ing cancer a" i he had "moked i teen cigarette". 9moking i" reall# good or to&acco com$anie" &ecau"e the# do make much mone# rom "moking ha&it. 9moking ho(e%er i" not good or e%er# &od# el"e.

.r"uments

eiteration

Conclusion

c. !an"ua"e Features
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The language o Anal#tical e!$o"ition include" the ollo(ing; 1. 3. 5. 4. .. @. A. -. Modal" Action %er&" Thinking %er&" Ad%er&" Ad2ecti%e Technical term" Oeneral and a&"tract noun ?onnecti%e"/tran"ition

d. Examples of .nal&tical Exposition text ($) 3s Smo)in" Good for Bs@ 1e ore "moking, it i" &etter to look at the act. A&out .K thou"and" $eo$le die e%er# #ear in 1ritain a" direct re"ult o "moking. Thi" i" "e%en time" a" man# a" die in road accident". 6earl# a 0uarter o "moker" die &ecau"e o di"ea"e" cau"ed &# "moking. 6inet# $ercent o lung cancer" are cau"ed &# "moking. I one" "moke i%e cigarette" a da#, the# are "i! time" more likel# to die o lung cancer than a non "moker. I the# "moke t(ent# cigarette" a da#, the ri"k i" nineteen greater. 6inet# i%e $ercent o $eo$le (ho "u er o &ronchiti" are $eo$le (ho are "moking. 9moker" are t(o and hal time" more likel# to die o heart di"ea"e than non "moker". Additionall#, children o "moker are more likel# to de%elo$ &ronchiti" and $neumonia. In one hour in "mok# room, non "moker &reathe" a" much a" "u&"tance cau"ing cancer a" i he had "moked i teen cigarette". 9moking i" reall# good or to&acco com$anie" &ecau"e the# do make much mone# rom "moking ha&it. 9moking ho(e%er i" not good or e%er# &od# el"e. ("ource; (((.engli"hdirection.com)

(') 3s 3t 3mportant to Choose an .ccredited School@ Mo"t o teenager" need to go to "chool and there are a lot o "chool" o%er there. 6o(ada#", "chool" gro( to o er $lent# o choiceE $ri%ate and "tate one". Ho(e%er it i" a hard choice "ince there are man# actor" (hich need to &e con"idered &e ore making the "election. 9ome (ill &e in luenced &# riend"E &ecau"e "ome riend got to certain "chool than (e go to there too. 9ome $re er to choo"e certain "chool &ecau"e o the clo"er di"tance. In act, the $rimar# deci"i%e matter or "electing "chool i" (hether the "chool ha" &een accredited or not. =h# i" im$ortant to choo"e an accredited "chool> =ell, accredited "chool" ha%e an edge o%er the unaccredited "chool". Thi" la&el o Accredited 9chool ha" an im$act in em$lo#ment o$$ortunitie". A" re"ult, i there are t(o or more "tudent" (ith "imilar 0uali ication", the "tudent (ho come" rom the accredited
264

"chool (ill ha%e an edge o%er the other candidate. 9tudent rom an accredited "chool ha" more o$en door than "tudent (ith an accredited one. Man# "tudent" "elect certain "chool de$ending more on "hort term actor" like riend in luence and "hort di"tance rom home. It i" not &ad "ince commuting actuall# need" much co"t. ?hoo"ing "chool (hich i" clo"er to home (ill "a%e time, energ# and mone#. Ho(e%er i that "chool i" not accredited, the time and mone# "$ent along "tud#ing "eem" to &e (a"te in the long term &ecau"e it could &ecome a limiting actor in gaining uture o$$ortunitie". Accredited "chool i" not the onl# actor (hich (ill dri%e "tudent+" "ucce"". 8er"onalit# and characteriNation are %er# im$ortant too. Ho(e%er a "tudent (ith good $er"onalit# (ho come" rom an accredited "chool i" &etter than the other".

e. Exercise ,ritin" Find the "eneric structures of the text belo- and put them in the table@ Controllin" Children Bsin" Computer ?om$uter and internet are u"e ul a" (ell a" $o(er ul. In ormation a&out health and "a e u"age o com$uter and Internet, e"$eciall# or children, "hould &e o(ned &# each amil#. ?om$uter connected to internet i" $o(er ul (a# to "ocialiNe (ith other". It can &e good &ut al"o &ad e ect. 7ecentl# (e hear a lot o children get the ad%antage o "ocial net(orking "ite" &ut (e o ten "ee the ne(" a&out the di"ad%antage o it or children. Health# and "a et# o com$uter and Internet u"age "hould continue to &e cam$aigned. The role o $arent in a""i"ting and directing children in u"ing com$uter i" %er# nece""ar#. In"tallation o "o t(are monitor "uch a" ke# logger (hich ha" unction to (atch and note all acti%itie" relating to ke#&oard u"age i" hel$ ul &ut not enough to $rotect children rom $otential harm". ?hildren tend to hide (hat the# ha%e done in ront o the com$uter to their $arent. The# "ee that all o the# ha%e done are their $ri%ac# and no one ma# kno(. =e can not $re%ent children rom u"ing com$uter &ecau"e it i" multi unctional. Ho(e%er, man# $arent" (orr# a&out (hat their kid" do in ront o the com$uterE (hether the# are doing home(ork or e%en 2u"t $la#ing game". Br "$ending all time to "ur internet (hich i" the material" do not it (ith hi" age. There i" a tendenc#, e"$eciall# teenager", (ant to &ecome ac0uainted (ith man# "tranger" out "ide. The lack $arental "u$er%i"ion o childrenG" acti%itie" i" likel# to $o"e a $otential danger to them. 9o $arental monitor again"t the u"e o com$uter" need" to &e done rom time to time. (9ource; (((.engli"hdirection.com). Controllin" Children Bsin" Computer Text Elements

265

Thesis .r"uments eiteration Conclusion

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

*ocabular& a). Fill in the blan)s -ith -ords in the cate"ories6 and continue -ith different -ords for the rest. No. 1. 3. 5. 4. .. @. A. -. ,. 1K. 11. 13. Noun $er"onalit# ................... ................... ................... ................... anal#"i" ................... ................... ................... ................... ................... ................... *erb ................... characteriNe ................... ................... $re%ent ................... ................... ................... ................... ................... ................... ................... .d+ective ................... ................... di erent ................... ................... ................... $er"onal ................... ................... ................... ................... ................... .dverb ................... ................... ................... "u$$orti%el# ................... ................... ................... actuall# ................... ................... ................... ...................

b). 3dentif& the -ords -hich sho- the materials process in the text D3s Smo)in" Good for Bs@E6 and -hich sho- the circumstances in the text D3s 3t 3mportant to Choose an .ccredited School@E above. Grammar 1. =rite do(n the paraphrases o the underlined "entence"/clau"e" in the ollo(ing te!t, &# changing/ a%oiding the u"e o the $artici$ant" I/ =e. 3. ?hange the underlined "entence"/ clau"e" into an# t#$e" o $hra"e", i $o""i&le.
266

The #o-er of (usic in our !ife Do #ou agree that mu"ic i" im$ortant in our li e> (1) Ce" I do, mu"ic ha" certain role com$leting our da# to da# acti%itie". Here are "ome rea"on" (h# mu"ic i" heard e%er#(here and an#(here. (3) Mu"ic i" a (a# to e!$re"" eeling". =hen (e all in lo%e, the kind o mu"ic (e+d li"ten to (ould &e all a&out lo%e. =hen (e+re "ad, (e (ould go or mu"ic that i" melancholic in nature and immer"e our"el%e" in the "adne"". (5) =hen (e+re ha$$#, (e+d choo"e "ong" (ith ha$$# tune" too. (4) 9ong can hel$ to memoriNe the la"t e!$erience". A a%orite "ong i" a $o(er ul documentar#. 8eo$le (ith AlNheimer (hich are im$aired the &rain (ould remem&er detail" a&out "ong" the# (ere amiliar (ith. 4or e!am$le, an elderl# (oman (ho couldn+t e%en remem&er her hu"&and+" name (ould remem&er the detail" o her a%orite "ongE (.) (hen it (a" $la#ed, the "ong made her eel thing" a&out that made it e"$eciall# memora&le or her. (@) 4urther, mu"ic can unite $eo$le or a cau"e and change" the (orld. A "ong (ith good l#ric and "triking dee$ chord can "timulate the uni%er"al eeling o all $eo$le. (A) =e can "ee it in the ca"e o the amou" and legendar# Michael Fac"onG" Heal the =orld. It can arou"e humani"m o a lot $eo$le in thi" (orld. (-) 9o (hat (ould the (orld &e like (ithout mu"ic> It (ould &e lonel#. The $ara$hra"e" o "entence/clau"e are the ollo(ing; 1. ............................................................................................... 3. .............................................................................................. 5. .............................................................................................. 4. .............................................................................................. .. .............................................................................................. @. .............................................................................................. A. .............................................................................................. -. .............................................................................................

4.5. 9ummar#
Thi" cha$ter $re"ent" the kind" o te!t in the orm" o e""a# that can &e called a" long unctional te!t". 9ometime a e( te!t" "hare relation"hi$ one to anotherE though, (e can "till dra( their di erence". The t#$e" o te!t or genre" commonl# "tudied in high "chool are narration (narrati%e te!t), de"cri$tion (de"cri$ti%e te!t), and argumentation (argumentati%e te!t). 6arration include" narrati%e, recount, and ne(" item te!t"E de"cri$tion include" re$ort, de"cri$ti%e, and e!$lanation te!t"E (hile argumentation include" anal#tical e!$o"ition, hortator#, and di"cu""ion te!t". 6arrati%e te!t" narrate or retell "torie" or e%ent" in "$oken or (ritten language o (hich "ocial unction i" to entertain reader". The# ma# co%er legend", a&le", "torie" o man %". Animal, lo%e "torie", or other olktale". Their generic "tructure" include
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orientation, e%ent" that lead to clima! (com$lication), and re"olution. A more clo"el# related te!t are narrati%e and recount te!t". 7ecount te!t" tell $a"t e%ent" occurred in a "e0uence. The "imilarit# &et(een narrati%e and recount te!t i" that &oth tell the $a"t e%ent" "o the# u"e 8a"t Ten"e, either 9im$le 8a"t Ten"e or 8a"t 8er ect Ten"e. 1e"ide", the# u"e "e0uence o time in telling the $a"t e%ent". I narrati%e te!t i" commonl# ound in "tor# &ook" including m#th", a&el, olklore", etc, recount te!t i" ound (ithin &iogra$h#. The di erence o the t(o lie" in their "tructure". 6arrati%e te!t" rai"e con lict" (ithin the e%ent"E the con lict" o (hich are natural, "ocial, or $"#chological. 7ecount te!t" do not include con lict" &ut onl# retell a "e0uence o e%ent". The generic "tructure" o recount te!t are orientation, e%ent", and clo"ing (reorientation). De"cri$ti%e te!t i" the one (hich $ortra#" the image o a certain thing rom (hich a (riter (ant" to tran" er it to reader". Mo"t de"cri$ti%e te!t" de$ict or de"cri&e the image o $er"on", animal", thing", and $lace" o (hich "ocial unction i" to in orm reader" a&out $er"on", $lace", or "omething" in "$eci ic (a#". The generic "tructure" o de"cri$ti%e te!t contain identi ication and de"cri$tion. A de"cri$ti%e te!t can &e "een a" a re$ort te!t, &ecau"e it can "ometime" &e included in re$ort te!t. 6e%erthele"" de"cri$ti%e te!t de"cri&e" thing" ela&orati%el# to the detail (hil"t a re$ort te!t onl# de"cri&e" "omething in general. 7e$ort te!t de"cri&e" "omething in general. In re$ort te!t, there (ill &e a de"cri$tion o "omething, or one" &eing re$orted. The "ocial unction o re$ort te!t i" to re$ort "omething a" in erence &eing generall# de"cri&ed. 4or e!am$le, a (hale i" a kind o mammal &ecau"e it gi%e" &irth it" cal . To make "uch a re$ort, re$orter" need to o&"er%e and com$are (hale" rom other animal" ha%ing "imilar characteri"tic". 8rocedure" te!t i" a orm o te!t con"i"ting o the "te$" or "tage" along (ith the re0uirement" re0uired to reach a certain target. The "ocial unction o $rocedure te!t" i" to gi%e in"truction" or making or doing "omething. The generic "tructure" o $rocedure te!t include the goal, material" needed, and "te$" to accom$li"h. The "ocial unction o Anecdote" i" to tell unn# and unu"ual "torie" o (hich main $ur$o"e i" not onl# to entertain $eo$le, &ut al"o to re%eal a truth more general than the &rie tale it"el . The generic "tructure" o anecdote" con"i"t o cri"i", incident/ reaction, and coda. a&"tract, orientation,

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The "ocial unction o Hortator# te!t i" to lead reader" to do "omething &# u"ing certain (a#". It al"o e!$lain" (h# reader" "hould do "omething. To "u$$ort the e!$lanation, (riter" (ill $ro%ide argument" to the $ro$o"ed idea". Hortator# te!t i" al"o kno(n a" argumentati%e te!t (hich can &e ound in "cienti ic &ook", 2ournal", magaNine", article" o ne("$a$er, lecture", re$ort o "tud#, etc. The generic "tructure" o hortator# te!t are the"i", argumentati%e, and recommendation. 9$oo i" a te!t (hich tell" actual "torie" occurred in the $a"t (hich ended in a tragic ironic ending, humorou"/ unn# ending, or un$redicta&le ending t(i"t. T(i"t i" the ending $lot o the "tor# (hich i" un$redicta&le. A "$oo te!t can &e %er# "imilar to narrati%e, recount, or e%en ne(" item te!t". All are mo"tl# com$o"ed in 8a"t Ten"e" mode. The "ocial unction o "$oo te!t i" to entertain and "hare "torie". The generic "tructure" o "$oo te!t include orientation, e%ent", and t(i"t. '!$lanation te!t i" a t#$e o te!t (hich e!$lain" a $roce"" relating to natural $henomena, "ocial "cience, and culture. It commonl# e!$lain" (h# and ho( a certain $henomenon ha$$ened. The te!t i" o ten ound in "cience, geogra$h#, and hi"tor# &ook". The generic "tructure" o e!$lanation te!t contain general "tatement and "e0uenced e!$lanation. Di"cu""ion te!t unction" to "end in ormation a&out "omething contro%er"ial and to $re"ent argument" rom di erent "ide". Thi" te!t i" clo"ed (ith a recommendation. Di"cu""ion te!t i" mo"tl# related to the Anal#tical '!$o"ition in ha%ing argument", &ut the# are di erent in their ending; the ormer $ro%ide" a recommendation (hile the latter dra(" a conclu"ion. The generic "tructure" o di"cu""ion te!t in%ol%e i""ue, argumentation or, argumentation again"t, and recommendation. 6e(" item te!t i" a (ritten or $u&lic in ormation o (hich $ur$o"e i" to in orm reader" a&out e%ent" o the da# (hich are con"idered ne("(orth# or im$ortant. 1a"icall#, a ne(" item te!t an"(er" the .= and 1H 0ue"tion"; (hat, (ho, (hen, (here, (h#, and ho( relating to the ne("(orth# e%ent". The generic "tructure" o ne(" item te!t con"i"t o ne("(orth# e%ent, ela&oration o &ackground/ &ackground e%ent", and "ource". The "ocial unction o 7e%ie( te!t i" to make a criti0ue or e%aluation to art (ork" or e%ent" or $u&lic. The generic "tructure" o 7e%ie( te!t include orientation, e%aluation, inter$reti%e recount, e%aluation, and e%aluati%e "ummation.

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The "ocial unction o an Anal#tical '!$o"ition te!t i" to in orm reader" that "omething i" in the im$ortant ca"e. Like hortator# te!t, it $re"ent" argument" including a the"i" or o$inion along (ith "u$$orting e%idence". Anal#tical '!$o"ition $re"ent" argument" in "uch a (a# in (hich the (riter "ound" to re$re"ent an authorit# on the "u&2ect and it doe" not u"e ir"t $er"on $ronoun (e.g. I, (e or u"), or e!tra%agant language or cliche". Mean(hile hortator# or $er"ua"i%e e!$o"ition $re"ent" argument" in a much more lo(er# and lam&o#ant manner, (hich "ound like the $er"onal o$inion" o the (riter. Anal#tical e!$o"ition" are ound in the di"cu""ion o a "cienti ic e!$eriment re$ort or re$ort" o &u"ine"" $ro2ect". The generic "tructure" o Anal#tical '!$o"ition te!t are the"i", argument", reiteration, and conclu"ion.

4.4. Ho( to Teach Long 4unctional Te!t"

1elo( i" the e!am$le o ho( to teach a 7e$ort te!t. The title o the te!t i" Human 1od# 'nerg#. The le""on $lan i" not ull# $re"entedE in"tead, it onl# $re"ent" the $art in the learning $rocedure" o a le""on $lan, e"$eciall# a ter the introduction. The orm" o main acti%itie" include e!$loration, ela&oration, and con irmation. $. Tas) $ (a&out . minute") Initiation; Teacher demon"trate" the (a# ho( to &reathe "lo(l# and "tudent" are re0uired to $ractice it &# imitating the teacher. =hile &reathing "lo(l#, the "tudent" are e!$ected to an"(er the 0ue"tion"; a. &. c. d. =hat are (e doing right no(> ("ee the initiation a&o%e) I machine need" uel to o$erate, (hat do (e need in the $roce"" o &reathing> =hat (ill ha$$en (hen (e "to$ &reathing> Ha%e #ou e%er imagined rom (here human energ# i" taken> Exploration

Tas) ' (a&out . minute") Cou are going to read a te!t a&out Human 1od# 'nerg#. =hat in ormation do #ou e!$ect rom the te!t> a. &. c. d. SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS

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Tas) F (a&out . minute") 7ead the ollo(ing te!t, and check (hether #ou can ind the in ormation #ou e!$ected (in ta"k 3) 5uman %od& Ener"& Human &od# i" actuall# a li%ing machine and i" like all other machine". Thi" li%ing machine need" uel to "u$$l# it (ith energ#. The uel i" $ro%ided &# the ood (hich (e eat. Ho(e%er do (e kno( ho( much (e need to "ta# health#> The energ# %alue o ood i" u"uall# mea"ured in calorie". A calorie i" the amount o heat (hich i" re0uired to rai"e the tem$erature o 1 kg o (ater &# 1 degree ?. The num&er o calorie" (hich $eo$le need $er da# %arie". It de$end" on the acti%it# (hich the $eo$le are in%ol%ed in. 4or e!am$leE $eo$le (ill need more calorie" or "tanding than or "itting, $eo$le need more or running than or (alking, etc. The energ# (hich i" $ro%ided &# ood i" in the orm o three kind" o chemical "u&"tance". The# are car&oh#drate, $rotein and at. ?ar&oh#drate $ro%ide" -.- calorie" $er gram (cal/gm) o energ#, $rotein 4.K cal/gm and at -.K cal/gm. 'ach ood contain" di erent $ro$ortion o the"e "u&"tance".The"e three chemical "u&")tance" are all im$ortant or &od# "ta#ing health#. (9ource; (((.engli"hdirection.com). '. Elaboration Tas) $ (a&out 5K minute") Make a grou$ o three (or i%e). Do e!erci"e" 1). &# di"cu""ing them (ith #our riend". Exercise $ An"(er the ollo(ing 0ue"tion" &a"ed on the te!t. a. =hat i" the analog# di"cu""ed in the te!t a&o%e> &. =h# i" the "igni icant o energ# or human &od#> c. =hat i" calorie> d. Doe" e%er#one need the "ame amount o calorie" $er da#> =h#> e. =hat "u&"tance" are im$ortant to kee$ one" health#> . '!$lain the di erence &et(een calorie and energ#. g. Ho( man# "entence" are there in the te!t> Exercise ' ,hat do the follo-in" pronouns refer to in the text@ a. thi" ("entence 3) &. it ("entence -) c. the"e ("entence 14) ; SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS ; SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS ; SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS

271

Exercise F Match the (ord" in column A (taken rom the te!t) and their meaning" in column 1. . 1. "u$$l# 3. health# 5. rai"e 4. num&er .. $ro%ide" % a. contain"
&. increa"e

c. re"tore d. three e. amount" . good "tamina

Exercise G eread the text intensivel& and examine ho- the text is developed and or"aniAed. a. =hat i" &eing re$orted in the te!t> &. =hat i" &eing de"cri&ed in detail> c. =hat doe" the t#$e o $aragra$h de%elo$ment the te!t ha"> d. =hat i" the generic unction o the te!t> e. 1uild "entence(") &# gi%ing e!am$le(") o de"cri&ing one or t(o technical term". Tas) ' (a&out 3K minute") Each "roup presents the results of the "roup discussion. The other "roups "ive their responses or comments.

5.

Confirmation (a&out 1. menit)

In thi" $ha"e, teacher gi%e" eed &ack and re"$on"e to "tudent"+ $re"entation. Thi" i" to con irm (hether or not their an"(er" are correct. The con irmation al"o hel$" them to "u$$ort their "trategie" o rea"oning. The teacher "hould e!$lain that a $aragra$h can &e de%elo$ed in %ariou" (a#", e.g. &# de ining, u"ing analog#, com$aring and contra"ting, u"ing e!am$le", and clari #ing detail". (ore Exercises The ollo(ing genre" or te!t t#$e" are taken rom htt$; (((. under"tanding

engli"h/(((.engli"hdirection.com. Identi # the t#$e" o the te!t and gi%e #our rea"on".

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(1). DNaruto and 5inataH 6aruto (a" (alking alone in the Tonoha %illage, he "a( Hinata and (a%ed to her. 4ortunatel#, Hinata turned around and (alked o%er to him. HHe#, Hinata, (ould #ou like to take a (alk (ith me>H 6aruto a"ked "milingl# &ut Hinata &lu"hed and looked do(n, 0uiet or a "econd. HHm> =hatG" (rong>H 6aruto a"k looking at her. HBhD Pm nothing 6aruto kun. I... I lo%e to.. (alk (ith (ith #ou.H Hinata "aid "h#l#. 6aruto $laced hi" hand" &ehind hi" head and "miled. Hinata (alked &# him a" the t(o (ere "ilent or a moment. HHinata, (h# are #ou "o 0uiet all the time>H 6aruto &roke the "ilent. Hinata didnt an"(er, then he"itated, H....I.... IG%e... al(a#"... &een... that (a#.H 9he "aid "o tl#. HI "ee. Cou need to talk more)) ho( am I "u$$o"ed to kno( more a&out #ou, i #ou donGt talk. CouGre al(a#" acting (eird around me.H 6aruto $ointed out. Hinata looked at him "h#l# then looked do(n looking a"hamed. H9......."orr#. I))H HHm>H 6aruto re$lied not o$ening hi" mouth. HI..... I l))li.....like #.. #ouDH 9he "aid inall# committing her eeling". Her ace &lu"hed a dee$ red. 6aruto "to$$ed (alking. He didnGt kno( (hat to "a#. 9ilence took o%e the moment. Tear" illed in HinataG" e#e" H9)"orr#DH 9he "aid in a 0uiet tone a" "he took o running, a"hamed. Tear" le( rom her e#e" a" "he ran $a""ed. 6aruto ran a ter her. 1ut Hinata ran a"t. 9uddenl# 9he tri$$ed on a tree "tum$. Her ace im$lanted in the dirt, a" her hand" clenched the gra"" and dirt. 9he "o&&ed 0uietl#. 6aruto inall# caught u$ to her. He crouched do(n, $laced hi" hand, "haking on Hinata" "houlder. HHinata... do... do #ou reall# like me>H He a"ked in hi" 0uiet tone. Pnder her mu led cr#ing %oice, Hinata an"(ered, H#...#e"...H 6aruto didnGt an"(er or a moment, then he re$lied, H=ell... I ha%e... eeling" or #ou too.... I like #ou, HinataH

(3). ,h& Eiffel To-er -as %uilt I (e talk a&out the =onder" o the =orld &uilding", then (e (ill "ee 'i el To(er i" one o them. Ho(e%er man# o u" do not kno( the to(er+" $a"t hi"tor# on (h# it (a" &uild. '%er#thing ha" the rea"ona&le &ackground, e"$eciall# or the to(er (hich i" to &e one o the mo"t recogniNed &uilding" in the (orld. 8rimaril#, the 'i el To(er (a" &uilt or the =orld '!hi&ition. It (a" called 8ari" '!$o"ition in 1--,. The e!hi&ition (a" organiNed to cele&rate the 1KKth anni%er"ar# o the 4rench 7e%olution. The $ur$o"e o &uilding 'i el To(er in "uch "tructure (a" to "ho( to the (orld 4rance+" ad%ancement o technolog# and &eaut#. The 'i el To(er (a" de"igned &# Ou"ta%e 'i el. It "eemed that then the name o the to(er (a" deri%ed rom the de"igner+" la"t name, 'i el Another rea"on on (h# the to(er (a" &uilt (a" or "cienti ic $rogre"". Although e( realiNed it, the 'i el To(er (ould &ecome the $rominent "tructure in term" o "cience and technolog#. Man# e!$eriment (ith tem$erature, $re""ure and $endulum" (ere $er ormed ato$ the uni0ue amou" &uilding. Additionall# the 'i el To(er (a" u"ed or radio tran"mi""ion to(er. Man# e!$eriment" (ere conducted ato$ the 'i el To(er or radio tran"mi""ion ad%ancement. Bnce the 'i el To(er (a" $ro$o"ed to &e demoli"hed &ut it (a" "$ared &ecau"e the to(er had the $romi"ing uture a" a radio to(er. (9im$li ied rom htt$;//eNinearticle".com/) ( F). H5one&6 ,hat is for Supper@H
273

An elderl# gentleman o -. eared hi" (i e (a" getting hard o hearing. 9o one da# he called her doctor to make an a$$ointment to ha%e her hearing checked. The Doctor made an a$$ointment or a hearing te"t in t(o (eek", and mean(hile thereG" a "im$le in ormal te"t the hu"&and could do to gi%e the doctor "ome idea o the "tate o her $ro&lem. HereG" (hat #ou do, "aid the doctor. 9tart out a&out 4K eet a(a# rom her, and in a normal con%er"ational "$eaking tone "ee i "he hear" #ou. I not, go to 5K eet, then 3K eet, and "o on until #ou get a re"$on"e. That e%ening, the (i e i" in the kitchen cooking dinner, and heG" in the li%ing room. He "a#" to him"el , IGm a&out 4K eet a(a#, letG" "ee (hat ha$$en". Then in a normal tone he a"k", Hone#, (hatG" or "u$$er> 6o re"$on"e. 9o the hu"&and mo%ed to the other end o the room, a&out 5K eet rom hi" (i e and re$eat", Hone#, (hatG" or "u$$er> 9till no re"$on"e. 6e!t he mo%e" into the dining room (here he i" a&out 3K eet rom hi" (i e and a"k", Hone#, (hatG" or "u$$er> Again he get" no re"$on"e. 9o he (alk" u$ to the kitchen door, onl# 1K eet a(a#. Hone#, (hatG" or "u$$er> Again there i" no re"$on"e. 9o he (alk" right u$ &ehind her. Hone#, (hatG" or "u$$er> Damn it 'arl, or the i th time, ?HI?T'6D (G). .cer 3conia Tab .$CC =hile the 1K)inch ta&let market i" %er# cro(ded and highl# com$etiti%e right no(, (hen it come" to A)inch $o(er ul and relia&le "late", there are "till "ome ga$" that need to &e illed. The Iconia Ta& A1KK (ant" to do 2u"t that, &eing a %er# intere"ting, $orta&le and "na$$# gadget. 2esi"n and displa& =hen talking a&out A)inch ta&let", the a"$ect i" %er# im$ortant. The Ta& A1KK doe" not di"a$$oint rom thi" $oint o %ie(, &eing elegant and cla""#. The ront ace i" "urrounded &# glo""# &lack $la"tic, (hile the &ack o the ta&let i" a dark gra# $la"tic (ith Acer+" logo in the middle. In term" o $orta&ilit#, the Iconia Ta& A1KK i" al"o a more than a "ati" #ing de%ice, &eing a&out the "ame "iNe and (eight a" the HT? 4l#er, or e!am$le. The A)inch touch"creen (ith 1K34!@KK $i!el" re"olution o er" great image 0ualit#, contra"t and &rightne"", &ut doe" more o a mediocre 2o& (hen talking a&out %ie(ing angle". 9till, the di"$la# i" o%erall decent and hold" the com$ari"on (ith the HT? 4l#er or the 9am"ung Oala!# Ta& A. #erformance and soft-are The Iconia Ta& A1KK eature" the alread# cla""ic 6%idia Tegra 3 dual)core $roce""or (ith 1 O1 o 7AM memor# and i" there ore at lea"t a" "na$$# and $o(er ul a" an# other A or 1K)inch ta&let on the market right no(. The camera" are "ur$ri"ingl# decent, the 3 M8 ront) acing and the . M8 rear) acing de%ice" o ering $rett# much the &e"t image 0ualit# #ou might ho$e to ind on a "late. In term" o "o t(are, Acer+" A)inch ta&let i" "et to &e a $ioneer, &eing the ir"t "late o it" categor# to &e $o(ered &# the Android Hone#com& B9. 6ot onl# that, &ut it (ill run on the late"t 5.3 %er"ion o the o$erating "#"tem, (hich mean" that #ou (ill get load" o a$$" and "na$$# $er ormance.

274

Connectivit& and pricin" The Iconia Ta& A1KK i" "et to eature =i4i and 1luetooth com$ati&ilit#, a" (ell a" a micro) P91 $ort and a micro 9D "lot card. It (ould ha%e &een $er ect i it (ould ha%e eatured HDMI a" (ell, &ut "till it i" $rett# decent or a A)inch ta&let. A" ar a" $ricing i" concerned, the Acer Iconia Ta& A1KK, (hich ha" not #et &een relea"ed on the market, (ill &e a%aila&le or 53, dollar"( the - O1 %er"ion) or or 54, dollar"( the 1@ O1 %er"ion). Thi" i" con"i"tentl# le"" than HT? 4l#er+" or 1lack&err# 8la#&ook+" $rice", to name t(o o the im$ortant A)inch ta&let" right no(. ,rap=up =hile the Iconia Ta& A.KK i" "till "truggling to &ecome one o the im$ortant name" in the ta&let"+ (orld, the rom thi" Android ta&let re%ie( it look" like a (inner right a(a#. 8acking good technical "$eci ication", a" (ell a" a decent di"$la# and a re%olutionar# "o t(are or a A)inch ta&let, Acer+" ne( "late al"o come" at an a orda&le $rice tag and (ill $ro&a&l# me"meriNe technolog# anatic" all around the (orld. (I). :inds of Earth9ua)e 'arth0uake o ten ha$$en" around u". It &ring" great damage". 'arth0uake i" hard to &e $redicted and that make" lot %ictim". Actuall# there are three kind" o earth0uake. Thi" kind" o earth0uake are commonl# &a"e on the actor and geological area (here the earth0uake" ha$$en. The"e three kind" o earth0uake are tectonic, %olcanic and e!$lo"ion. Tectonic earth0uake" i" mo"t common one. Thi" kind o earth0uake ha$$en" (hile earthG" cru"t rock" &reak &ecau"e o the geological "trength created &# mo%ing o the earthG" $late". Molcanic earth0uake" ha$$en e!actl# (ith %olcanic acti%it#. Molcanic earth0uake" are (hen the %olcano $roduce" acidic la%a, (hich dr#" 0uickl#, (hen it dr#" 0uickl# it &lock" the to$ o the %olcano. Thi" make no more magma can e"ca$e. 8re""ure "tart" to &uild u$ and e%entuall# the acidic la%a can no longer "tand the $re""ure. 9o the %olcano i" ree to e!$lode, the $re""ure i" relea"ed "o a"t that an earth0uake i" cau"ed. A %olcanic earth0uake i" u"uall# ke$t (ithin 1K)3K mile" o the %olcano. '!$lo"ion earth0uake" are the re"ult o the colla$"e earth0uake" that are "mall earth0uake" occurring in underground mine" and ca%ern". (@). ,hat am 3@ I inha&it a "mall area in "outh)(e"tern =e"tern Au"tralia. M# "$ecie" (a" 0uite (ide"$read in Au"tralia &e ore 'uro$ean "ettlement &ut no( (e are endangered. I $re er area" o o$en (oodland. I orage or m# ood in the morning" and a ternoon". At night I "lee$ in hollo( log" or under allen tim&er. M# &od# i" a&out 3. centimeter" long. M# &u"h# tail i" nearl# a" long a" m# &od#. I am co%ered in a reddi"h)&ro(n coat (ith (hite "tri$e". M# ront leg" are "horter then m# &ack leg" and I ha%e "mall cla(". M# ear" are "hort &ut m# "nout i" long I ha%e a %er# long, "tick# tongue or eating termite" I can eat o%er 1KKKK termite" in one da#. I am a mar"u$ial mammal. =hat animal am I> (J). Career in Translation Monda#, Fune 1@, 3KK- Anal#tical '!$o"ition, 7e%ie(, =riting Tool 1 comment 4unctionall#, tran"lation i" tran" erring the me""age or the meaning and not the (ord. According to 6ida, "uch tran"lation i" called d#namic e0ui%alence tran"lation. It trie" to &ring the $reci"e me""age in di erent language. Man# $eo$le like to (atch Holl#(ood mo%ie &ut man# get trou&le in under"tanding to the actor"G dialogue. 9o the (a# the# get the under"tanding a&out the mo%ie i" reading the tran"lating te!t running. I Hindi tran"lation i" $ro%ided, it (ill &ring the &etter under"tanding or Indian mo%iegoer. Holl#(ood mo%ie "$read o%er other A"ia countrie". There ore, Ara&ic tran"lation, Indone"ian tran"lation and
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4ar"i tran"lation are (idel# needed and that i" a &ig chance or 'ngli"h ma"ter in that countrie". India i" likel# &eing an 'ngli"h "$eaking countr#. India tran"lation (ill gro( &etter and. It "eem" Indone"ia, Mala#"ia and 4ili$ina (ill reach that mark too "oon. Tran"lation 2o& (ill &e great in amount and that i" good de%elo$ment or tran"lating 2o& "eeker". (K). 5olida& to the %lue (ountain Bn 4rida# (e (ent to the &lue montain". =e "ta#ed at Da%id and delta+" hou"e. It ha" a &ig garden (ith lot" o color ul lo(er" and a tenni" court. 4ir"t, on 9aturda# (e "a( the three "i"ter" and (ent on the "cenic rail(a#. It (a" "car#. Then, Mumm# and I (ent "ho$$ing (ith Delta. =e (ent to "ome anti0ue "ho$" and I tried on "ome old hat". Bn 9unda# (e (ent on the "cenic 9k#(a# and it rocked. =e "a( cockatoo" ha%ing a "ho(er. In the a ternoon (e (ent home. (L). !ovin" (one& too (uch There (a" a man (ho liked mone# %er# much. He (orked all o hi" li e and (anted to "a%e all o hi" mone# or hi" o(n uture. He (a" a real mi"er (hen it came to hi" mone#. He lo%ed mone# more than 2u"t a&out an#thing. '%en, 2u"t &e ore he died, he "aid to hi" (i eE H6o( li"ten, (hen I die, I (ant #ou to take all m# mone# and $lace it in the ca"ket (ith me. I (anna take m# mone# to the a terli e.H 9o he a"ked hi" (i e to $romi"e him (ith all her heart that (hen he died, "he (ould $ut all the mone# in the ca"ket (ith him. =ell, one da#, he reall# died. Then he (a" "tretched out in the ca"ket. The (i e (a" "itting there in &lack clothe" ne!t to her clo"e"t riend. =hen the# ini"hed the ceremon#, 2u"t &e ore the undertaker" got read# to clo"e the ca"ket, the (i e "aid H=ait 2u"t a minuteDH. 9he had a &o! in her hand". 9he came o%er (ith the &o! and $laced it in the ca"ket. A ter that the undertaker locked the ca"ket do(n and rolled it a(a#. 6ot long a ter that, her riend "aid, HI ho$e #ou (ere not craN# enough to $ut all that mone# in the ca"ket.H The (i e turned to her riend and re$liedE HCe", &ecau"e I ha%e $romi"ed.H Then "he continuedE HI canGt lie. I $romi"ed him that I (a" going to $ut that mone# in that ca"ket (ith him.H 4eeling "hocked, her riend "aidE HCou mean that #ou ha%e $ut e%er# cent o hi" mone# in the ca"ket (ith him>H Then the (i e an"(eredE H9urel# I did. I got it all together, $ut all the mone# into m# account and I 2u"t (rote him a check.H (7e(ritten rom; (((.onl# unn#"torie".com) ($C). Three 2ie after .ttendin" (arria"e Ceremon& Three re"ident" (ere killed, (hile doNen" o other" (ere (ounded a ter a $icku$ truck the# (ere taking to attend a marriage ceremon# o%erturned in Fingkang %illage, 1an#uma" 7egenc#, on 9unda#. The $icku$ (a" carr#ing 5K $a""enger", mo"tl# (omen, (hen it ailed to a"cend a "tee$ road on it" (a# &ack rom the ceremon#. A" a re"ult, the $a""enger" (ere "0ueeNed. The (ounded $a""enger" (ere later ru"hed to the A2i&arang regional $u&lic ho"$ital. Local $olice are in%e"tigating the cau"e o the accident. ($$). ,h& Should ,earin" a 5elmet -hen (otorc&clin" =e o ten hear lot" o "torie" rom road regarding $eo$le taking "$ill on motorc#cle (hen the# are riding (ithout u"ing helmet. Mo"tl# the rider" &adl# end u$ in me"". =earing a itted $rotecti%e helmet o er" man# &ene it" (hich reduce" the negati%e a"$ect" o riding. 4ir"t and the mo"t im$ortant i" that (earing the correct helmet can "a%e a riderG" li e, $h#"ical a&ilit#, amil# $ain, and mone#. The recommended de"ign" o motorc#cle helmet" can $ro%ide total $rotection. The# not onl# $rotect rider" rom getting a (or"e road in2ured accident &ut al"o
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rom l#ing &ug", "uch a" rain, "leet, mud and other $otential $ro2ectile". 9econd, (earing a helmet can gi%e" the raider" a matter o "t#le. Helmet" gi%e the o$$ortunit# or rider to e!$re"" the image the# ma# (ant to $ro2ect (hen riding on the# (a#. Thi" &ene it ma# not &e im$ortant to "ome $eo$le, &ut to other", it mean" a lot and im$ortant. 1# choo"ing the mo"t a$$ro$riate helmet rom all o the %ariou" "t#le", "uch a" &eanie, "hort#, Oerman, and man# other", (earing a helmet (hich can $ro2ecting an image i" an inherent crucial $art o motorc#cling and hel$ rider" eel more con ident (hen riding on the road. Ho(e%er, (hat mo"t im$ortant i" (earing helmet (hen riding i" a matter o u"ing it $ro$erl#. 1iker" "hould u"e the helmet" (hich are i!ed to their head. It i" reall# not good i the# $lace" "im$l# the helmet" on the head (ithout "ettling them $ro$erl#. The &iker" "hould a"ten the helmet correctl# to their head in order to get "a e and com ort.

(13). Nuclear Ener"& 4 .dvanta"e Or 2isadvanra"e 6uclear energ# i" commonl# o ered a" an alternati%e to o%ercome the cri"i" o energ#. The de&ate o (hether the u"e o nuclear energ# i" an a$$ro$riate choice ha" not come to an end. 9ome $eo$le agree (ith the utiliNation o it &ecau"e o it" &ene it". 9ome other", ho(e%er, di"agree &ecau"e o it" ri"k" to the en%ironment.Tho"e (ho agree (ith the o$eration o nuclear reactor" u"uall# argue that nuclear energ# i" the onl# ea"i&le choice to an"(er the e%er U increa"ing energ# need". In their o$inion, the other "ource" o energ#; oil, coal, and li0uid natural ga" are not rene(a&le and "a e, (hile nuclear energ# can &e "u"taina&le (hen $roduced in a "a e (a#. Ho(e%er, $eo$le (ho di"agree (ith the u"e o nuclear energ# $oint out that the (a"te o nuclear $roduct" can com$letel# de"tro# the en%ironment and human li%e". A meltdo(n in reactor, or e!am$le, u"uall# re"ult" in the contamination o the "urrounding" "oil and (ater. Take or e!am$le, the &lo( u$ o the nuclear reactor at the ?herno&#l 6uclear 8o(er 9tation in 7u""ia t(ent# #ear" ago. The "eriou" contamination im$eriled $eo$le and the en%ironment "e%erel#. It i" o&%iou" that nuclear energ# "hould &e a%oided &ecau"e it reall# endanger the en%ironment &ut (hat a&out a le"" $olluted energ# in"tead o nuclear energ#> I" there an# alternati%e energ# to o%ercome the cri"i" o energ#> ($F). ,ritin" is a Great for (one& Online The emergence o the internet ha" gi%en internet entre$reneur" man# (a#" to make mone#. =riter" are one grou$ that ha%e &ene ited rom their talent" a" a re"ult in the ri"e o internet &a"ed 2o&". 1log (riting i" an increa"ingl# $o$ular (a# to earn mone# online determined &# the o(ner o the &log. The# are %er# $o$ular &ecau"e o 1log" are u"uall# (ritten on a certain "u&2ect area &ut can %ar# a" it" content i" heir "im$licit# to get u$ and running. There are man# ree (e&"ite" out there that (ill hel$ #ou "et u$ #our o(n &log i #ou choo"e to go that route &ecau"e &log $lu" ad%erti"ement i" a $otential mone#. Article (riting i" al"o good mone# to earn mone# online. Make "ure to gear #our article" to $romote and ad%erti"e #ou o(n &u"ine"" %enture". The"e article" are a ree (a# to market the $roduct" and "er%ice" #ou o er or ree. The mo"t e ecti%e ad%erti"ing (ith the"e article" come" rom the dialogue &o! that i" in"erted at the end o each article. The"e dialogue &o!e" contain link" to &a"icall# an# (e&"ite #ou (ould like to dri%e tra ic to. 4or in"tance, #ou might ha%e one link in #our dialogue &o! to a $roduct #ou are "elling and one to a &log (here #ou are $romoting a di"cu""ing other $roduct". =riting take" "ome time to gain credi&ilit# through &ut once itG" doneG earning $otential can &ecome %er# $o(er ul.

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($G). The Bnhealth& Fast Food 4a"t ood no(ada#" i" con"idered a normal eating %enture. 8eo$le are not 2u"t eating out on "$ecial occa"ion" or (eekend" an#more. It mean" that all the time the# mo"tl# eat a"t ood". Ho(e%er i" a"t ood good or health> 4a"t ood ha" it" $o$ularit# in the 1,4K+". =ithin a e( #ear", a"t) ood o$eration" $o$$ed u$ e%er#(here. =ith the com$elling ri"e in a"t) ood re"taurant" "ince the 1,4K+", oddl# it "tarted the ri"e in o&e"it# and cancer during that "ame time $eriod. 4a"t ood i" highl# $roce""ed (ith a (ide arra# o additi%e". To en"ure a"t ood+" lo( co"t, the a"t ood $roduct" are made (ith highl#)$roce""ed ingredient" to gi%e it "hel )li e, to hold con"i"tenc#, and to enhance la%or. 4a"t ood i" altered rom it" original health# orm. It i" not the calorie" in a"t ood (hich damage health and (ai"tline. It i" the chemical additi%e" "uch a" a"$artame and M9O (mono"odium glutamate). 9tudie" "ho( that the chemical additi%e" lead to (eight and di"ea"e i""ue". 9o, there i" a&"olutel# nothing nutritional a&out a"t ood. 4a"t ood "im$l# eed" hunger and cra%ing. ($I). The Stor& of Sangkuriang and Tangkuban Perahu (ountain Bnce, there (a" a kingdom in Priangan Land. Li%ed a ha$$# amil#. The# (ere a ather in orm o dog,hi" name i" Tumang, a mother (hich (a" called i" Da#ang Sum i, and a child (hich (a" called Sangkuriang. Bne da#, !ayang Sum i a"ked her "on to go hunting (ith hi" lo%el# dog, Tumang. A ter hunting all da#, Sangkuriang &egan de"$erate and (orried &ecau"e he hunted no deer. Then he thought to "hot hi" o(n dog. Then he took the dog li%er and carried home. 9oon !ayang Sum i ound out that it (a" not deer le%er &ut TumangG", hi" o(n dog. 9o, 9he (a" %er# angr# and hit SangkuriangG" head. In that incident, Sangkuriang got (ounded and "car then ca"t a(a# rom their home. Cear" go &#, Sang"kuriang had tra%el man# $lace" and inall# arri%ed at a %illage. He met a &eauti ul (oman and elt in lo%e (ith her. =hen the# (ere di"cu""ing their (edding $lan", The (oman looked at the (ound in Sangkuriang'" head. It matched to her "onG" (ound (ho had le t "e%erall #ear" earlier. 9oon "he realiNed that "he elt in lo%e (ith her o(n "on. 9he couldnGt marr# him &ut ho( to "a# it. Then, "he ound the (a#. 9he needed a lake and a &oat or cele&rating their (edding da#. Sangkuriang had to make them in one night. He &uilt a lake. =ith a da(n 2u"t moment a(a# and the &oat (a" almo"t com$lete. !ayang Sum i had to "to$ it. Then, "he lit u$ the ea"tern horiNon (ith la"he" o light. It made the cock cro(ed or a ne( da#. Sangkuriang ailed to marr# her. 9he (a" %er# angr# and kicked the &oat. It elt o%er and &ecame the mountain o Tangku an Perahu 1andung. ($M). :omodo 2ra"on Do #ou kno( (hat i" the large"t liNard> Thi" liNard i" called komodo. It li%e" in the "cru& and (oodland o a e( Indone"ian i"land". Tomodo dragon i" the (orldG" hea%ie"t liNard, (eighing 1.K $ound" or more. The large"t Tomodo e%er mea"ured (a" more than 1K eet (5 meter") long and (eighed 5@@ $ound" (1@@ kg) &ut the a%erage "iNe o komodo in the (ild i" a&out - eet (3.. meter") long and 3KK $ound" (,1 kg). Tomodo ha" gra# "cal# "kin, a $ointed "nout, $o(er ul lim&" and a mu"cular tail. The# u"e their keen "en"e o "mell to locate deca#ing animal remain" rom "e%eral mile" a(a#. The# al"o hunt other liNard" a" (ell a" large mammal" and are "ometime" canni&ali"tic. The Tomodo dragon teeth are almo"t com$letel# co%ered &# it" gum". =hen it eed", the gum" &leed, creating an ideal culture or %irulent &acteria. The &acteria that li%e in the Tomodo dragon "ali%a cau"e" "e$ticemia, or &lood $oi"oning, in it" %ictim". A dragon (ill &ite it" $re#, then, ollo( it until the animal i" too (eak to carr# on. Thi" liNard "$ecie" i" threatened &# hunting, lo"" o $re# "$ecie" and ha&itat lo"".

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($J). Fasten 7our Seat %elt; A "eat &elt, "ometime" called a "a et# &elt, i" a "a et# harne"" de"igned to "ecure the occu$ant o a %ehicle again"t harm ul mo%ement that ma# re"ult rom a colli"ion or a "udden "to$. =h# "hould (e u"e "eat &elt> #s part of an o$erall occupant restraint system, seat elts are intended to reduce injuries y stopping the wearer from hitting hard interior elements of the $ehicle or other passengers %the so"called second impact& and y pre$enting the wearer from eing thrown from the $ehicle. !uring '((), total accident in !*+ ,akarta are ).-)) cases, with ...)/ death $ictims, /01 of that accident $ictims didn2t use seat elt. +f we use seat elt, we will e safe if an accident happening to us. 3f course it will decrease the num er of death y fatal accident. This fact makes us reali4e that if we don2t use seat elt, we will endanger our life. So it2s $ery important to use seat elt. 5or some people, using seat elt makes journey uncomforta le, makes us can2t mo$e freely, etc. 6ut if we used to wear it, it will e our ha it. 7e will feel more and more comforta le if we often use it. 8egardless of whether it is comforta le or not, it is $ery important for us to use seat elt, to sa$e our life. 4rom the a&o%e rea"on", there i" not an# rea"on or u" not to u"e "eat &elt. There are "o man# ad%antage" o u"ing "eat &elt. And "o man# di"ad%antage" (ill (e ha%e i (e do not u"e "eat &elt. I think (e ha%e to rel# on one thing; our "a et#. 8rotection i" &etter than curing. 9o, (ear and a"ten "eat &eltD ($K). The Stor& of (a"ic (irror There (ere three girl"; an ugl# redhead, a at &urnet, and a dum& &londe. The three girl" (ere at a hi"torical inn. The# "to$$ed to take a tour. The innkee$er "ho(ed them a mirror. He "aid that i the# tell a lie in ront o the mirror, the# (ill di"a$$ear. The ugl# redhead (ent u$ to the mirror and "aid i think I+m $rett# and 8BB4D 9he di"a$$eared. Then at &urnet (ent u$ to the mirror and "a#" I think I+m "lim and 8BB4D 9he (a" gone too. It (a" or the dum& turn. Then, the dum& &londe (ent u$ to the mirror and "aid I think and 8BB4D 9he (a" gone. ($L). Tombs -ith (umm& Found in E"&pt ?AI7B U Archaeologi"t" ha%e unearthed .A ancient 'g#$tian tom&", mo"t o (hich hold an ornatel# $ainted (ooden "arco$hagu" (ith a mumm# in"ide, 'g#$t+" 9u$reme ?ouncil o Anti0uitie" "aid 9unda#. The olde"t tom&" date &ack to around 3A.K 1.?., during the $eriod o 'g#$t+" ir"t and "econd d#na"tie", the council "aid in a "tatement. T(el%e o the tom&" &elong the 1-th D#na"t#, (hich ruled 'g#$t during the "econd millennium 1.?. The 1-th D#na"t# include" "uch (ell)kno(n $haraoh" a" Tutankhamun, #khenaten and Iueen 9atshepsut. The di"co%er# thro(" ne( light on 'g#$t+" ancient religion", the council "aid. ('C). #ros and Cons on anti=smo)in" laThe $ro" and con" on anti)"moking la( or "moking i" haram i" "till &eing di"cu""ed in our countr#. The i""ue i" not ne(. It i" onl# a "mall $art o the anti)"moking (a%e (hich ha" &een $romoted or more than .K #ear". Argument" or anti)"moking are a&undant. 9ome o them "uch a"; "moking i" a "lo( "uicide and make" other $eo$le $a""i%e "moker" (ho ha%e "ame im$act" in term o health. 4urthermore "moking in%ite" death and im$otence, cau"ing tu&erculo"i", lung damage, "tomach in2ur#, li%er and heart damage and cancer. In "ocial interaction, cigarette" make "moker "mell#, (eak, thin and $oor. Moreo%er, cigarette "moke contain" around 4,KKK chemical" cau"ing ma""i%e air $ollution. Ho(e%er, "moker" ha%e a "el )de en"e argument. The# "a# that "moking hel$" thinking, "$ur" creati%it#, calm" the ner%e", eliminate" atigue and grie , i" "ocial, and in%ite" chummine"" and health# emotion". ?riticiNing regulation", "moker" argue that the anti)"moking la( i" un2u"t, inhumane, %iolate" $ri%ac#, re"trict" e!$re""ion and i" di"criminator#. The anti)"moking regulation i" "iding (ith
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one and den#ing the other at the "ame time. The t(o "ide" are e0uall# "trong. It i" im$o""i&le to di"regard either. I" "moking or not "moking a matter o $er"onal choice> (Ada$ted rom The Fakarta 8o"t).

('$). (eteors Meteor" are the "hort, (hite trail" acro"" the "k# that (e call "hooting "tar". A meteor "ho(er i" a cele"tial e%ent in (hich a num&er o meteor" are o&"er%ed to radiate rom one $oint in the night "k#. Meteor" are cau"ed &# "mall $ea)"iNed $iece" o inter)$lanetar# du"t that &urn u$ (hen the# "lam into the 'arth+" atmo"$here at high "$eed". Meteor "ho(er" ha$$en (hen 'arth $a""e" through the or&ital $ath o a comet that le t a lot o du"t &ehind. 'arth $lo(" through the du"t, and the $article" orm meteor" a" the# hit the atmo"$here. Bcca"ionall# a "mall rock ma# all through the atmo"$here, cau"ing an e!tremel# &right and color ul "treak acro"" the "k# called a ire&all. 9ometime" ire&all rock" are not com$letel# %a$oriNed, and the# im$act 'arth+" "ur ace. A rock that ell rom "$ace thi" (a# i" called a meteorite. (''). Goat ?umpin" into 2eep 5ole T(o men (ere (alking through the (ood" and come acro"" a %er# &ig dee$ hole. H=o(...that look" dee$.H Bne re$lied, H9ure doe"... to"" a e( $e&&le" in there and (e (ill "ee ho( dee$ thi" hole i".H Then the# $ick u$ a e( $e&&le" and thro( them in and (ait... no noi"e H OeeeN. That i" reall# dee$... here. Thro( one o the"e great &ig rock" do(n there. Tho"e "hould make a noi"e.H A ter that, the# $ick u$ a cou$le oot&all)"iNed rock" and to"" them into the hole and (ait... and (ait &ut no noi"e the# heard. =o(. The# (ere reall# im$re""ed (ith ho( dee$ hole it (a". The# look at each other in amaNement. Bne get" a determined look on hi" ace and "a#", HHe#...o%er here in the (eed", thereG" a railroad tie. Hel$ me carr# it o%er here. =hen (e to"" that "ucker in thi" hole, itG" mu"t make "ome noi"e.H The t(o men drag the hea%# tie o%er to the hole and hea%e it in. 1ut, not a "ound come" rom the hole. 9uddenl#, out o the near&# (ood", a goat a$$ear", running like the (ind. It ru"he" to(ard the t(o men, then, right $a"t them, running a" a"t a" it" leg" (ill carr# it. 9uddenl# it lea$" in the air and into the hole. The goat di"a$$eared into the dee$ hole. The t(o men are a"toni"hed (ith (hat the#G%e 2u"t "een. Ho( could a goat 2um$ into the hole> Then, not long a ter that, out o the (ood", come" a armer. He "eemed to "eek "omething and a"ked to the t(o men, HHe# t(o gu#"... ha%e #ou "een m# goat out here>H 4eeling amaNing (ith (hat the# "a( o a goat 2um$ing to the hole, the# an"(er "traightl#, HCou &et (e didD ?raNie"t thing IG%e e%er "eenD A goat came running like craN# and 2u"t 2um$ed into thi" holeDH The armer thought a moment and "aid, HThat could not ha%e &een m# goat &ecau"e m# goat (a" chained to a railroad tie.H Then he le t the t(o men. ('F). From %an)rupt Candle to %est Seller Soap In 1-A,, =illiam 8rocter and Fame" Oam&leG" &e"t "eller (a" candle". The# had &egun &u"ine"" together in ?incinnati. =hile the# (ere in $eak o $o$ularit#, the candle com$an# (a" in trou&le a" Thoma" 'di"on had in%ented the light &ul&. It looked a" i their candle $roduct (ould &ecome o&"olete. 8eo$le (ould like to u"e light &ul& and (ould not u"e candle an#more. The ear" &ecame realit# (hen the market or candle" $lummeted "ince the candle
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$roduct" (ere no( "old onl# or "$ecial occa"ion". The outlook o candle)com$an# a$$eared to &e &leak and de$re""ing or 8rocter and Oam&le. The "ituation (a" more mi"era&le. 9e%eral month" later the accident occurred. =ithout thinking one o the em$lo#ee le t to go to lunch and orgot to turn o the machine. 9ince the machiner# (a" le t in o$eration, air (ould (ork it" (a# into the mi!ture. Ho(e%er a ter di"cu""ing (ith hi" "u$er%i"or, the em$lo#ee decided not to di"card the mi!ture. In"tead, he $oured the mi!ture into rame" and the "oa$ hardened. Thu", the loating "oa$ (a" &orn. Harle# 8rocter decided to gi%e the "oa$ a name that $eo$le could remem&er. Then the "oa$ (a" named IMB7C. Thi" i%or# "oa$ &ecame the main"ta# o the 8rocter and Oam&le ?om$an#. AmaNingl#, 8rocter and Oam&le &egan to recei%e letter" rom &u#er" o thi" HaccidentalH "oa$. The# (anted more o the "oa$ that loat". I%or# "oa$ (a" introduced to the market$lace. '%en though thi" intere"ting ormula (a" one o their &e"t $roduct", the# (ere $er$le!ed a" to ho( thi" ha$$ened. The m#"teriou" ormula or the loating "oa$ (a" re"ol%ed (hen the lunchtime accident (a" re%ealed. ('G). 5o- *enus Eclipse 5appens Bn Ma# 1@, 3K1K, $eo$le in mo"t region" in the (orld ha%e "een a %er# rare natural $henomenon. It (a" Menu" ecli$"e. It (a" %er# rare amaNing natural e%ent. It (a" re$orted that the Menu" ecli$"e (ill "een again in the uture in 3K.K. Do #ou kno( ho( thi" rare Menu" ecli$"e ha$$en"> =ell, actuall# Menu" ecli$"e i" like 9un ecli$"e. Menu" ecli$"e" occur" (hen the $o"ition o the earth, moon and Menu" i" $arallel. Menu" $lanet (ill "lo(l# di"a$$ear or a moment &ecau"e it i" co%ered the "ur ace o the Moon. Menu" $lanet "eem" to mo%e to the &ack "ide o the Moon. The moon and $lanet" are "haring a "imilar a$$arent $ath in the "k#. That i" (h#, it i" not unu"ual or the moon to a$$ear to $a"" clo"e to Menu". In act, the moon a$$ear" "ome(here near it a&out once a month. Ho(e%er, mo"t $eo$le don+t "ee the"e e%ent" &ecau"e the# are %i"i&le in the e%ening "k# onl# hal the time, and then onl# or a "hort $eriod a ter "un"et. The a$$arent clo"ene"" %arie" rom month to month a" (ell. ('I). 5o- does ain 5appen@ 7ain i" the $rimar# "ource o re"h (ater or mo"t area" o the (orld, $ro%iding "uita&le condition" or di%er"e eco"#"tem", a" (ell a" (ater or h#droelectric $o(er $lant" and cro$ irrigation. The $henomenon o rain i" actuall# a (ater circle. The conce$t o the (ater c#cle in%ol%e" the "un heating the 'arthG" "ur ace (ater and cau"ing the "ur ace (ater to e%a$orate. The (ater %a$or ri"e" into the 'arthG" atmo"$here. The (ater in the atmo"$here cool" and conden"e" into li0uid dro$let". The dro$let" gro( until the# are hea%# and all to the earth a" $reci$itation (hich can &e in the orm o rain or "no(. Ho(e%er, not all rain reache" the "ur ace. 9ome e%a$orate" (hile alling through dr# air. Thi" i" called %irga, a $henomenon (hich i" o ten "een in hot, dr# de"ert region". ('M). 5o- to (a)e Fast and Eas& Fried ice 9o #ou (ant to learn ho( to make ried rice, &ut #ou donGt (ant to "$end a lot o time or mone# to do it. =ell, #ouG%e come to the right $lace. There are a e( thing" #ouGll need &e ore #ou can make ried rice. I onl# li"t them here or the "tar%ing college "tudent (ith e( uten"il" and cook(are to (ork (ith. 1). 1ig $ot. B&%iou"> Ma#&e. 9ome (ould u"e a $an, &ut itGll 2u"t &e $lain me""# that (a#. 3). A (a# to make rice. IGd "a# #ou needed a rice cooker or "teamer, &ut then thi" (ouldnGt &e %er# ea"# all o a "udden, (ould it> I #ou ha%e a "teamer, great. I not, #ou can al(a#" make #our rice in a $ot. 5). 9omething to "tir the rice. Thi" i" 2u"t "el e!$lanator#.
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4). Tni e, and 1o(l. 3n"redients4 To make the a&"olute &are minimum o ried rice, #ouGll need ingredient" 1)4. It (onGt ta"te or look the greate"t, &ut #ou ma# &e a&le to $a"" it o a" ried rice to #our riend" i #ouGre %er# con%incing. 1. 7ice. =hate%er &rand. 4or t(o "er%ing", u"e hal a cu$ o rice. Fu"t remem&er, the rice (ill e!$and. 3. 'gg. Bne egg $er hal cu$ o rice i" m# rule. 5. Bli%e oil. An# oil (ill do, although I eel oli%e or canola oil i" the healthie"t. Bne ta&le"$oon "hould &e enough. 4. 9o# "auce. 7ule o thum&))an# A"ian meal need" "o# "auce. CouGll &e right AKV o the time. .. Oreen onion/chi%e". CouGll need t(o "talk" $er hal cu$ o rice. @. Meat. I #ou (ant meat, u"e "ome. A. 4roNen green $ea"/other %eggie". The"e do not ha%e to &e roNen, &ut &# "im$l# "a#ing H roNenH I make the reci$e "ound that much ea"ier to handle. -. 8e$$er, "e"ame oil, etc. to ta"te.

('J). Givin" Children 5ome-or)0 #ro and Con There i" a lot o di"cu""ion a" to (hether children "hould &e gi%en home(ork or not. I" it enough or children ha%ing time to "tud# at "chool or needing additional time in home or "tud# a ter "chool time> 9ome $eo$le claim that children do enough (ork in "chool alread#. The# al"o argue that children ha%e their ho&&ie" (hich the# (ant to do a ter "chool, "uch a" "$ort or mu"ic. A urther $oint the# make i" that a lot o home (ork" are $ointle"" and doe" not hel$ the children learn at all. Ho(e%er, there are al"o "trong argument" again"t thi" $oint o %ie(. 8arent" and teacher" argue that it i" im$ortant to ind out (hether children can (ork on their o(n (ithout the "u$$ort rom the teacher. The# "a# that the e%ening i" a good time or children to "it do(n and think a&out (hat the# ha%e learned in "chool. 4urthermore the# claim that the "chool da# i" too "hort to get an#thing done. It make" "en"e to "end home ta"k" like inde$endent reading or urther (riting ta"k" (hich do not need the teacher "u$$ort. I think, on &alance, that "ome home(ork i" good idea &ut that "hould onl# gi%en at the (eekend (hen children ha%e more time.

('K). ,h& Summer 2a&li"ht is !on""er than ,inter 2a&li"ht0 an explanation text
In the "ummer, the amount o da#light that (e get i" more than (e get in (inter. Thi" i" not &ecau"e a" much $eo$le think (e are clo"er to the "un &ut &ecau"e o the tilt o the earth. The earth i" actuall# clo"er to the "un in (inter than it i" in "ummer &ut #ou (ould &e orgi%en or thinking that thi" can not &e true a ter looking out o #our (indo( on a cold and ro"t# morning. It "eem" "trange that a" the earth get clo"er to the "un during it" or&it then the amount o da#light that (e get decrea"e. 1ut that i" the ca"e. It i" the tilt o the earth that
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determine the amount o da#light that (e get and "o the length o time that or u" the "un i" a&o%e the horiNon. (Taken rom; (((.ictteacher".co.uk/ (((.engli"hdirection.com)

eferences
Ander"on, Mark and Tath# Ander"on. 1,,A. Te:t Types in ;nglish. Mala#"ia; Macmillan 'ducation Au"tralia 8t# Ltd. 1lundell, Fohn. 1,,3. 5unction in ;nglish. 6e( Cork; 8ergamon 8re"". ?elce)Murcia, M,. W Bl"htain, '. 3KKK. !iscourse and <onte:t in =anguage Teaching. 6e( Cork; ?am&ridge Pni%er"it# 8re"". Dere(ianka, 1e%erl#. 1,,K. ;:ploring 9ow Te:ts 7ork. 9#dne#; 8'TA. Hallida# and Ha"an, 1,-.. =anguage, <onte:t, and Te:t> #spects of =anguage in a Social" Semiotic Perspecti$e. B! ord; B! ord Pni%er"it# 8re"". Hammond, F., 1urn", A., Fo#ce, H., 1ro"nan, D., dan Oerot, L. 1,,3. ;nglish for Social Purposes> # 9and ook for Teachers of #dult =iteracy. 9#dne#; 6?'LT'7 Matre#ek, =alter. 1,-5. <ommunicating in ;nglish> ;:amples and ?odels %5unctions .&. 6e( Cork; 8ergamon 8re"".

*irtual references Learning 'ngli"h Te!t T#$e". (((.engli"hdirection.com (((.onl# unn#"torie".com (((.digitalrecording".com/$u&l/cancer.html (((.holl#(oodre$orter.com/hr/ ilm)re%ie("/3K13) ilm)re%ie()1KK4K415KK."tor# htt$;//eNinearticle".com

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