Part of Speech Overview

In the English language, words can be considered as the smallest elements

that have distinctive meanings. Based on their use and functions, words are
categorized into several types or parts of speech. This article will offer definitions and
examples for the 8 major parts of speech in English
grammar: noun, pronoun, verb, adverb, adjective,conjunction, preposition,and
interjection.
1. Noun
This part of a speech refers to words that are used to name persons, things,
animals, places, ideas, or events. Nouns are the simplest among the 8 parts of speech,
which is why they are the first ones taught to students in primary school.
Examples:
 Tom Hanks is very versatile.
 The italicized noun refers to a name of a person.
 Dogs can be extremely cute.
 In this example, the italicized word is considered a noun because it names an
animal.
 It is my birthday.

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  The word “birthday” is a noun which refers to an event.
There are different types of nouns namely:
 Proper– proper nouns always start with a capital letter and refers to specific
names of persons, places, or things.
Examples: Volkswagen Beetle, Shakey’s Pizza, Game of Thrones
 Common– common nouns are the opposite of proper nouns. These are just
generic names of persons, things, or places.
Examples: car, pizza parlor, TV series
 Concrete– this kind refers to nouns which you can perceive through your five
senses.
Examples: folder, sand, board
 Abstract- unlike concrete nouns, abstract nouns are those which you can’t
perceive through your five senses.
Examples: happiness, grudge, bravery
 Count– it refers to anything that is countable, and has a singular and plural form.
Examples: kitten, video, ball
 Mass– this is the opposite of count nouns. Mass nouns are also called non-
countable nouns, and they need to have “counters” to quantify them.
Examples of Counters: kilo, cup, meter
Examples of Mass Nouns: rice, flour, garter
 Collective– refers to a group of persons, animals, or things.
Example: faculty (group of teachers), class (group of students), pride (group of
lions)
This great list of nouns can help you explore more nouns.
2. Pronoun
A pronoun is a part of a speech which functions as a replacement for a noun.
Some examples of pronouns are: I, it, he, she, mine, his, hers, we, they,
theirs, and ours.

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Sample Sentences:
 Janice is a very stubborn child. She just stared at me and when I told her to stop.
 The largest slice is mine.
 We are number one.
The italicized words in the sentences above are the pronouns in the sentence.
3. Adjective
This part of a speech is used to describe a noun or a pronoun. Adjectives can
specify the quality, the size, and the number of nouns or pronouns.
Use this link to get a list of adjectives.
Sample Sentences:
 The carvings are intricate.
 The italicized word describes the appearance of the noun “carvings.”
 I have two hamsters.
 The italicized word “two,” is an adjective which describes the number of the
noun “hamsters.”
 Wow! That doughnut is huge!
 The italicized word is an adjective which describes the size of the noun
“doughnut.”
4. Verb
This is the most important part of a speech, for without a verb, a sentence
would not exist. Simply put, this is a word that shows an action (physical or mental)
or state of being of the subject in a sentence.
Examples of “State of Being Verbs” : am, is, was, are, and were
Sample Sentences:
 As usual, the Stormtroopers missed their shot.
 The italicized word expresses the action of the subject “Stormtroopers.”
 They are always prepared in emergencies.

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  The verb “are” refers to the state of being of the pronoun “they,” which is the
subject in the sentence.
5. Adverb
Just like adjectives, adverbs are also used to describe words, but the difference
is that adverbs describe adjectives, verbs, or another adverb.
The different types of adverbs are:
 Adverb of Manner– this refers to how something happens or how an action is
done.
Example: Annie danced gracefully.
The word “gracefully” tells how Annie danced.
 Adverb of Time- this states “when” something happens or “when” it is done.
Example: She came yesterday.
The italicized word tells when she “came.”
 Adverb of Place– this tells something about “where” something happens
or ”where” something is done.
Example: Of course, I looked everywhere!
The adverb “everywhere” tells where I “looked.”
 Adverb of Degree– this states the intensity or the degree to which a specific
thing happens or is done.
Example: The child is very talented.
The italicized adverb answers the question, “To what degree is the child
talented?”
6. Preposition
This part of a speech basically refers to words that specify location or a
location in time.
Examples of Prepositions: above, below, throughout, outside, before, near, and since
Sample Sentences:
 Micah is hiding under the bed.

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  The italicized preposition introduces the prepositional phrase “under the bed,”
and tells where Micah is hiding.
 During the game, the audience never stopped cheering for their team.
 The italicized preposition introduces the prepositional phrase “during the game,”
and tells when the audience cheered.
7. Conjunction
The conjunction is a part of a speech which joins words, phrases, or clauses
together.
Examples of Conjunctions: and, yet, but, for, nor, or, and so
Sample Sentences:
 This cup of tea is delicious and very soothing.
 Kiyoko has to start all over again because she didn’t follow the professor’s
instructions.
 Homer always wanted to join the play, but he didn’t have the guts to audition.
The italicized words in the sentences above are some examples of conjunctions.
8. Interjection
This part of a speech refers to words which express emotions. Since
interjections are commonly used to convey strong emotions, they are usually
followed by an exclamation point.
Examples of Interjections:
Sample Sentences:
 Ouch! That must have hurt.
 Hurray, we won!
 Hey! I said enough!
The bold words attached to the main sentences above are some examples of
interjections.

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 Compassion Degree
(Perbandingan Kata Sifat)

Terdiri dari 3 bagian :

1. Positive Degree : Tingkat Baca
S + tobe (is, am) + as + adjective + as + object
Example :
 He is as old as you
 I am as thin as her
 You are as tell as him
2. Comperative Degree : Tingkat Lebih
S + tobe (is, am, are) + adjective er (jika 2 suku kata) or more (jika
3 suku kata) + than + object
Example :
 He is older than me
 You are more beautiful than her
 I am teller than you
 She is prettier than her sister
3. Superlative Degree : Tingkat Paling
S + tobe (is, am, are) + the + est (jika adj. 1 atau 2 suku kata) or
more (adj. 3 suku kata) + object
Example :
 He is fottest in the class
 I am tallest of all
 You are the most intelligent of all

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 Direct Inderect
1. Statement Said that
Example :
Direct : “I come to your house at 9 p.m tonight”
Indirect : Some said that she come to my house at 9 p.m the following night
2. Command or Request V1
Example :
Direct : “Take me a glass of water”
Inderect : Teacher asked me to take a glass of water
Direct : “Please sing me a song now”
Inderect : Teacher request me sing a song than
3. Question
Example :
Direct : “Where do you life?”
Inderect : Teacher asked me where I lived
Direct : “Do you Know Her?”
Inderect : Teacher asked me If I knew her
4. Imperative Negative
Example :
Direct : “Don’tmake noise in the calss”
Inderect : Teacher Reminded us her to make noise in the class

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 Conditional Sentence
Type 1 :
If + s +v1 + obj + s + will +v1 + o/c
Example :
If I work hard, I will successes
If you are a boss, I will be secretarist
If she is a teacher, I will be happy
Example (Untuk Pertanyaan) :
What will you do if you study hard ?
What will you do it your mother an English teacher ?

Type 2 :
If + s + v2 +obj + obj + s + would + v1 + obj
Example :
If I worked hard, I would succsess
If I were a president, I would be famous in the world
If she werw a doctor, I would check my health
Example (Untuk Pertanyaan) :
What would you do if you studied in Australia
What would you do if she were an artist ?

Type 3 :
If + s + had + v3 + obj + s + would + have + v3 +obj
Example :
If I had a mosque, I would have been proud myself
If you had invited me, I would have come to your party
If your mother had been an English teacher. I would have been happy

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Example (Untuk Pertanyaan) :
What would you have done if you had had a luxurious car?
What would you have done if you had helped he problem?
What would you have done if you had been a banker?

TENSES
Tenses adalah bentuk kata kerja dalam bahasa Inggris untuk menunjukkan
waktu (sekarang, masa depan, atau masa lalu) terjadinya suatu perbuatan atau
peristiwa. Di Indonesia dikenal 16 macam tenses bahasa Inggris.
Macam-Macam, Penggunaan, Rumus dan Contoh Kalimat Tenses
Berikut macam-macam, penggunaan, rumus dan contoh 16 macam tenses bahasa
Inggris.

Penjelasan Contoh Kalimat

Simple Present Tense

Rumus: Soal Simple Present Tense

 We agree with the speaker’s opinion.
S + V1 (Kami setuju dengan opini pembicara.)
 She is so beautiful.
Penggunaan: (Dia sangat cantik.)

Simple present
tense untuk menyatakan
fakta, kebiasaan, dan
kejadian yang terjadi
pada saat sekarang ini.

Present Continuous Tense

Rumus: Soal Present Continuous Tense

 I’m driving a car to Bandung now.
S + am/is/are (Saya sedang menyetir mobil ke Bandung sekarang.)
+ present participle/V-  The buses are arriving in an hour.
ing (Bus-bus tersebut tiba dalam satu jam.)

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Penggunaan:
Present continuous
tense untuk
membicarakan aksi
yang sedang
berlangsung sekarang
atau rencana dimasa
depan.

Present Perfect Tense

Rumus: Soal Present Perfect Tense

 I’ve read this book.
S + have/has (Saya sudah membaca buku ini.)
+ past participle/V3  I have lived in Cilegon for 3 months.
(Saya telah tinggal di Cilegon selama 3 bulan.)
Penggunaan:
Present perfect
tense digunakan untuk
mengungkapkan suatu
aktivitas atau situasi
yang telah dimulai di
masa lalu dan
telah selesai pada suatu
titik waktu tertentu di
masa lalu atau masih
berlanjut sampai
sekarang.

Present Perfect Continuous Tense

Rumus:
S + have/has + been + Soal Present Perfect Continuous Tense
present participle/V-ing  The toddlers have been playing a ball for an hour.
(Balita-balita itu telah bermain bola selama satu jam.)
 The construction labors are thirsty since they have been
Penggunaan:
removing the scaffoldings.
Present perfect (Pekerja konstruksi haus karena mereka telah

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continuous tense untuk memindahkan perancah.)
mengungkapkan aksi
yang telah selesai pada
suatu titik dimasa
lampau atau aksi telah
dimulai di masa lalu
dan terus berlanjut
sampai sekarang.
Biasanya aksi tersebut
ada durasi waktu
tertentu dan ada
relevansinya dengan
kondisi sekarang.

Simple Past Tense

Rumus: Soal Simple Past Tense

 The party started at 10.00 a.m.
S + V2 (Pesta dimulai jam 10 pagi.)

Penggunaan:
Simple past tense untuk
menunjukkan bahwa
suatu kejadian terjadi di
masa lampau.

Past Continuous Tense

Rumus:
Soal Past Continuous Tense
S + was/were + present  The team was playing basketball all day yesterday.
participle/V-ing (Tim bermain basket sepanjang hari kemarin.)

Penggunaan:
Past continuous
tense digunakan untuk
mengungkapkan bahwa
suatu aksi sedang

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terjadi pada waktu
tertentu di masa
lampau.

Past Perfect Tense

Rumus:
S + had + past Soal Past Perfect Tense
participle/V3  When he came last night, the cake had run out.
(Ketika dia datang semalam, kue sudah habis.)
Penggunaan:
Past perfect tense untuk
menyatakan bahwa
suatu aksi telah selesai
pada suatu titik di masa
lalu sebelum aksi
lainnya terjadi.

Past Perfect Continuous Tense

Rumus: Soal Past Perfect Continuous Tense

 The labors had been demonstrating for an hour when the
S + had + been + manager came.
present participle/V-ing (Pekerja telah berdemonstrasi selama satu jam ketika
manager datang.)
Penggunaan:
Past perfect continuous
tense digunakan untuk
mengungkapkan suatu
aksi (dengan durasi
waktu tertentu) telah
selesai pada suatu titik
waktu tertentu dimasa
lalu.

Simple Future Tense

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Rumus: Soal Simple Future Tense
 You will win the game.
 S + will (Kamu akan memenangkan permainan tersebut.)
+ bare infinitive  I am going to meet him tomorrow.
 S + be (is/am/are) + (Saya akan menemuinya besok.)
going to + bare
infinitive)

Penggunaan:
Simple future
tense untuk menyatakan
bahwa suatu aksi terjadi
dimasa depan,
secara spontan atau
terencana.

Future Continuous Tense

Rumus:
S + will + be + present
participle/V-ing

Penggunaan:
Soal Future Continuous Tense
Future continuous  He will be sleeping at 10 p.m.
tense untuk (Dia akan sedang tidur pada jam 10 malam.)
mengungkapkan aksi
yang akan sedang
terjadi pada waktu
tertentu di masa depan.

Future Perfect Tense

Rumus: Soal Future Perfect Tense

 At this time next month, I’ll have finishedmy English
S + will + have + past course.
participle/V3 (Pada waktu yang sama bulan depan, saya akan telah
menyelesaikan kursus bahasa Inggris.)
Penggunaan:

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Future perfect
tense untuk
mengungkapkan
bahwa suatu aktivitas
akan sudah selesai pada
suatu titik waktu di
masa depan.

Future Perfect Continuous Tense

Rumus:
Soal Future Perfect Continuous Tense
S + will + have + been  The cat will have been sleeping long when you get home.
+ present participle/V- (Kucing itu telah lama tidur ketika kamu pulang.)
ing

Penggunaan:
Future perfect
continuous tense untuk
mengungkapkan
bahwa suatu aksi akan
sudah berlangsung
selama sekian lama
pada titik
waktu tertentu di masa
depan.

Simple Past Future Tense

Rumus: Soal Simple Past Future Tense

 He would forgive you.
S + would + bare (Dia akan memaafkanmu.)
infinitive

Penggunaan:
Simple past future
tense untuk menyatakan
suatu aksi yang akan
dilakukan, membuat
prediksi, dan membuat

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janji di masa
depan pada saat berada
dimasa lalu.

Past Future Continuous Tense

Rumus: I would be attending the conference if I was in Jakarta.

(Saya akan sedang menghadiri konferensi tersebut jika saya
S + would + be + ada di Jakarta.)
present participle
Fakta:
Penggunaan:
but I’m not in Jakarta (tapi saya tidak di Jakarta)
Past future continuous
tense adalah suatu
bentuk kata kerja untuk
menyatakan aksi atau
situasi imajiner yang
sedang berlangsung
apabila unreal
condition-nya terpenuhi
(present continuous
conditional
~ conditional sentence
type 2 dengan
continuous tense).

Past Future Perfect Tense

Rumus:
If you had saved your jewelry and foreign currency in a safety
S + would + have + deposit box, theywouldn’t have gone.
past participle/V3 (Jika kamu telah menyimpan perhiasan dan mata uang
asingmu di safety deposit box, mereka tidak akan hilang.)
Penggunaan:
Past future perfect
tense untuk
membicarakan suatu
aksi yang tidak terjadi
di masa lalu
(conditional sentence

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type 3).

Past Future Perfect Continuous Tense

If his Visa had been approved, he would have been

working abroad for a week.
(Jika visa dia telah disetujui, dia akan telah bekerja selama
Rumus:
seminggu.)
S + would + have +
been + present Fakta:
participle
but his Visa wasn’t approved (tapi Visa-nya tidak disetujui)
Penggunaan:
Past future perfect
continuous
tense adalah suatu
bentuk kata kerja untuk
menyatakan suatu aksi
atau situasi imajiner
sedang berlangsung
pada titik tertentu atau
selama periode tertentu
di masa lampau (perfect
continuous conditional
~ conditional type
3dengan continuous)

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 KIND OF TEXT, DEFINITION,GENERIC STRUCTURE, AND EXAMPLE
OF TEXT
1. Narrative
Purpose :
To amuse, entertain and to deal with actual or vicarious experience in different ways;
narratives deal with problematic events which lead to a crisis or lurning point of some
kind, which in turn finds a resolution.
Type of Narrative :
Adventure, mystery, science fiction, fantasy, historical fiction, contemporary fiction,
dilemma stories, dialogue, myths, legends, fairy tales, fables.
Example of Narrative Text :
The Legend of Toba Lake
Once upon time, there was a handsome man. His name was Batara Guru
Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that
the fish could talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free,
the fish changed into a very beautiful woman. She attracted Batara Guru so much. He
felt in love with that fish-woman. The woman wanted to marry with him and said that
Batara Guru had to keep the secret which she had been a fish. Batara Guru aggreed
and promised that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got
very angry with his daughter. He could not control his mad. He shouted angrily and
got the word of fish to his daugters. The daughters were crying. They found their
mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother
was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The
earth formed a very big hole. People believed that the big hole became a lake. Then
this lake is known as Toba lake.
Generic Structure :
Orientation : sets the scene and introduces the participants.
Evaluation : a stepping back to evaluate the plight.
Complication : a crisis arises.
Resolution : the crisis is resolved, for better or for worse.
Re-orientation : optional.
Significant Lexicogrammatical Features :
Focus and specific and usually Individualized Participant.
Use of Material processes (and in this text, behavioual and verbal processes).
Use of Relational Processes and Mental Processes.
Use of temporal conjunctions and temporal Circumstances.
Use of past tense.\

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2. Recount Text
Purpose :
To retell something that happened in the past and to tell a series of past event.
Example of Recount Text :
Visiting Bali
There were so many places to see in Bali that my friend decided to join the
tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the
first three days swimming and surfing on Kuta beach. He visited some tour agents
and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on
through mountains. Singaraja is a city of about 90 thousands people. It is a busy but
quiet town. The street are lined with trees and there are many old Dutch houses. Then
they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the
scenery but to see the art and the craft of the island. The first stop was at Batubulan, a
center of stone sculpture. There my friend watched young boys were carving away at
big blocks of stone. The next stop was Celuk, a center for silversmiths and
goldensmiths. After that he stopped a little while for lunch at Sukawati and on to
mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tour, all his day was
spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.

Generic Structure :
Orientation : provides the setting and introduces participants.
Events : tell what happened, in what sequence.
Re-orientation : optional-closure of events.
Significant Lexicogrammatical Features :
Focus on specific Participant.
Use of material processes.
Circumstances of time and place.
Use of past tense.
Focus on temporal sequence.

3. News Item
Social Function :
To inform leaders, listeners or viewers about events the day which are consideren
newsworthy or important.
Example of News Item Text :

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 Malaysian Women Suggested to Carry Condoms
Malaysian Deputy Health Ministry urged every woman to carry a condom to
protect against HIV, a news report said.“This is not to debate them but to protect
them. Women are the first ones to get exploited by their partners (whom are infected
by HIV-positive)” Abdul Latiff Ahmad was quoted as saying by Sunday Star
Newspaper. “But this just a suggestion, it’s up to them”.
Abdul latiff made remark to coincide with the International Aids Memorial
day, which was celebrated openly for the first time in Malaysia, in bid to reduce
stigma for HIV-victim. In the past the event was held behind closed door.
Last year, 745 Malaysian women were identified as HIV-positive and 193
were diagnosed with AIDS, he said in the report. Officials have said nearly 81000
Malaysian have been infected with HIV, less then 10 percent are woman, but the
number is steadily rising.
Malaysian Aids Council president, Adeebah Kamarulzaman, was quoted as
saying besides sex workers, many women who contract HIV are housewives, were
infected unknowingly by their husbands. “It’s not that people don’t know that
condoms can protect them. But there are some men who don’t care to take precaution,
even though they know they have HIV” she said.
Generic Structure :
Newsworthy event(s) : recounts the event in summary from.
Backround events : elaborate what happened, to whom, in what circumstances.
Sources : comments by participants in, witnesses to and authorities expert on the
event.
Significant Lexicogrammatical Features :
Short, telegraphic information about story captured in headline.
Use of Material Processes to retell the events
(in the text bellow, many of the Material Processes are nominalised).
Use of projecting Verbal Processes in sources stage.
Focus on Circumstances (e.g.mostly within qualifiers).

4. Review
Purpose :
To critique an art work, event for a public audience.
Such works of art include movies TV shows, books, plays, operas, recordings,
exhibitons, concerts and ballets.

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Example of Review Text :
Book Title : UML By Example
Type : Book
Author : Jalloul, Ghinwa
Publisher : Cambridge
The book is designed to be a step-by-step introduction to object-oriented
software development, and intended for teaching as well as practical applications.
It presents a systematic approach to the development of analysis models. In
this respect, this is exactly what teachers would like to have: in the early stages of
learning the UML students like to have a process to follow in a systematic fashion. If
too much is ‘left to one’s own judgement’ in the early stages at least, it tends to put
students off, and so the book is a welcome addition to possible core texts in that
respect.
The book presents a process and case studies. The process is entitled Bridge ,
and the book leads the learner by examples. The process is described as a
grammatically-based approach (p. 56) According to the introduction, the back cover,
and page xxi of the preface, there are seven case studies. The reader will look in vain
(as I did) for the remaining two: in fact, there are five case studies, and it is this
inattention to detail which sets the tone for the rest of the book.
Indeed, it is a closer inspection of the systematic approach which reveals holes,
particularly in the quality of expression used. Perhaps this is a result of insufficient
attention to detail in the editing stages. For example, let us focus in on the first case
study on an online reservations agency. The user requirements are presented in
textual form, and the analysis proceeds from there. Occasionally the quality of
expression could be enhanced: the first line of these requirements starts ‘a software
for a travel agency…’ and begins by identifying actors through the listing of all the
‘names’ in the text. This was certainly confusing for my students, who would have
preferred the use of the word ‘nouns’. The use cases are determined by considering
the verb phrases in the requirements that are associated with the selected actors, but
the listing conflates update and access to update access, and fails to mention
‘complain’, which then turns out to be a use case in the subsequent model. The text
refers to the use cases of Reserving, Canceling, etc, but labels them on the model as
Reserve a tour, Cancel a reservation, and so on. This accompanying diagram also
leaves the ‘complain’ use case hanging in mid-air, associated with no actor. These
may seem like minor quibbles, but these are exactly the kinds of inconsistencies
which are off-putting for learners.
In many ways I like the focus of the book, as the concept of a step-by-step
approach is very appealing to teachers and learners alike, but I would have
appreciated more attention to detail. In particular, the illustrative diagrams would
have benefited from a re-read: page 13 figure 1-14 is supposed to depict two musical
devices playing music, where the text identifies 2 different use cases, but the diagram
only labels one of them, and has four associations, two of which are uni-directional,
without any explanation in the text. The text-diagram inconsistencies on page 17 are

20
particularly irritating, as the focus is on an explanation of the ‘uses’ relationship; the
reader searches for two ‘distinct’ use cases, ‘Checks Move’ and ‘Checks Legal Move’,
and finds only one. Page 16 has a database model where a use case called ‘Print
Student’s Biographic File’ is later referred to in the text as ‘Print Student File’. This
tends to confuse the novice learner. There is a need to go through the text and related
diagrams with a fine-toothed comb. Similarly, there is a tendency towards random
capitalisation, as well as random subject-verb agreement: again with use cases, in
some instances (for example, page 14) it is ‘Add User’ (as opposed to ‘Add user’) but
in others ‘Decorates a house’ (as opposed to ‘Decorate a house’, or ‘Decorates a
House’, and so on). Page 46 has an object model for joke-teller software, which does
not differ from a class model, and again suffers from random capitalisation where all
the classes are upper case with the exception of ‘password’ although this is
capitalised in the text. The diagram on page 39 is particularly prone to this
random approach. More complicated diagrams such as that on page 121 contain such
a mix of upper and lower case as well as an inconsistent use of underscore (and a
strange relationship where an employee turns out to be an aggregation of a travel
agency) that I would be reluctant to let my students loose on them. In many cases, the
text appears to deal with the ‘correct’ version; it is the diagram which needs revision.
I like the aims of the book, I like the concept of a systematic approach, and I
find the case studies useful, attractive and realistic, but the insufficient attention to
detail, and occasional unfathomable prose, tend to jar on occasion. I could
recommend the text to lecturers who were prepared to tidy up the prose and
inconsistencies, but I would not like my students to think that they could ‘get away’
with such an approach.
Generic Structure :
Orientation :
places the wook in its general and particular context, often by comparing it with
others of its kind or through analogue with a non-art object or event.
Interpretive Recount summaries the plot and/or provides an account of how the
reviewed rendition of the wook came into being; is optional, but if present often
recursive.
Evaluation :
provides an evaluation of the wook and/or its performance or production; is usually
recursive.
Evaluative Summation :
provides a kind of punchline which sums up the reviewr’s opinion of the art event as
a whole; is optional.
Significant Lexicogrammatical Features :
Focus on Particular Participant.
Direct expression of options through use of Attitudinal Ephitots in nominal groups;
qualitative attributes and affective Mental Processes.
Use of elaborating and extending clause and group complexes to package the
information.

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 Use of metaphorical language(e.g., The wit was there,dexterously ping ponged to and
fro..).

5. Descriptive
Purpose :
To describe a particular person, place or thing in detail.
Example of Descriptive Text :
Borobudur Temple
Borobudur is Hindu – Budhist temple. It was build in the nineth century under
Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang,
Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced by
the Gupta architecture of India. The temple is constructed on a hill 46 m high and
consist of eight step like stone terrace. The first five terrace are square and
surrounded by walls adorned with Budist sculpture in bas-relief. The upper three are
circular. Each of them is with a circle of bell shape-stupa. The entire adifice is
crowned by a large stupa at the centre at the centre of the top circle. The way to the
summit extends through some 4.8 km of passage and starways. The design of
borobudur which symbolizes the structure of universe influences temples at Angkor,
Cambodia.
Borobudur temple which is rededicated as an Indonesian monument in 1983 is a
valuable treasure for Indonesian people.
Generic Structure :
Identifications : identifies phenomenon to be described.
Description : describes parts qualities, characteristics.
Significant Lexicogrammatical Features :
Focus on particular Participant.
Use of Attributive and Identifying Processes.
Frequent use of Epithets and Classifiers in nominal groups.
Use of simple present tense.

6. Report
Purpose :
To describe the way things are, with reference to arange of natural, man-made and
social phenomena in our environment.
Example of Report Text :
Human Body Energy
Human body is actually a living machine and is like all other machines. This

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 living machine needs fuel to supply it with energy. The fuel is provided by the food
which we eat. However do we know how much we need to stay healthy?
The energy value of food is usually measured in calories. A calorie is the
amount of heat which is required to raise the temperature of 1 kg of water by 1 degree
C. The number of calories which people need per day varies. It depends on the
activity which the people are involved in. For example; people will need more
calories for standing than for sitting, people need more for running than for walking,
etc.
The energy which is provided by food is in the form of three kinds of
chemical substances. They are carbohydrate, protein and fat. Carbohydrate provides
8.8 calories per gram (cal/gm) of energy, protein 4.0 cal/gm and fat 8.0 cal/gm. Each
food contains different proportion of these substances.These three chemical
substances are all important for body staying healthy.
Generic Structure :
General classifications : tells what the phenomenon under discussion is.
Description tells what the phenomenon under discussion is like in terms of (1) parts,
(2) qulitifies, (3) habits or behaviors, if living; uses, if non-natural.
Significant Lexicogrammatical Features :
Focus on Generic Participant.
Use of Relational Processes to state what is and that which it is.
Use of simple present tense (uniess extinct).
No temporal sequence.

7. Explanation
Purpose :
To explain the processes involved in the formation or working of natural or socio-
cultural phenomena.
Example of Explanation Text :
Tsunami
The term of “tsunami” comes from the Japanese which means harbour (“tsu”)
and wave (“nami”). A tsunami is a series of waves generated when water in a lake or
a sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and
vertically displaces the overlying water. Such large vertical movements of the earth’s
crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating tsunami,
and occur where denser oceanic plates slip under continental plates.

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 As the displaced water mass moves under the influence of gravity to regain its
equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by the
huge mass of water behind the initial wave front, as the height of the sea keeps rising
fast and floods powerfully into the coastal area.
Generic Structure :
A general statement to position the readers.
A sequenced explanation of why or how something occurs.
Closing.
Significant Lexicogrammatical Features :
Focus on generic, non-human Participants.
Use mainly of Material and Relational Processes.
Use mainly of temporal and causal Circumstances and Conjuctions.
Some use of Passive voice to get theme right.

8. Procedure
Purpose :
To describe how something is accomplished through a sequence of actions or steps.
Example of Procedure Text :
Planting Chilies

Planting is a nice activity in our spare time. The following is guided

information on how to plant a chili-plant easily.
Here are the steps.
1. Dry a handful seeding under the sunlight
2. Put the seeding on the soil. It should be in open area
3. Wait it. There will come out the sprout after that let it be bigger.
4. Put it in another big pot. It will soon grow bigger and bigger and yield us some
fresh chilies soon.
Generic Structure :
Goal
Material (not required for all procedural texts).
Step 1-n (i.e. Goal followed by a series of steps oriented to achieving the Goal)
Significant Lexicogrammatical Features :
Focus on generalized human agents.
Use of simple present tense, often Imperative.
Use mainly of temporal conjuctions (or numbering to indicate sequence).

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 Use mainly of Material Processes.

9. Analytical
Purpose :
To persuade the reader or listener that somethings the case.
Example of Analytical Text :
Jakarta as a Bad Working Place for Expatriates

Jakarta is the second-worst place for expatriates to work in outside of the

United States of America, Canada and Western Europe. It is according to a recent
report published by Businessweek.
The Businessweek report ranked emerging markets that might be challenging
to move into due to their level of pollution, disease, political violence and availability
of good and services.
The report ranked Jakarta second, just below lagos in Nageria and above
Riyadh Saudi Arabia, saying the threat of violence from extremest, in particular, was
serious drawback to living in Jakarta. Bombings targeting foreign interests in Jakarta,
such as the JW Marriot hotel bombing in 2003, have been repeated elsewhere in the
city.
The report said despite problem common to many developing cities such as
the risk of disease, poor sanitation, and excessive pollution, Indonesia can be an
enticing location.
In response, the Jakarta administration took the report positively, saying it could spur
the administration to improve its performance.
Generic Structure :
Thesis
Position : introduces topic and indicates writer’s position.
Preview : outlines the main arguments to be presented.
Arguments
Point : reslates main arguments outlined in Preview.
Elaboration : develops and supports each point/argument
Reiteration : reslates writer’s position
Significant Lexicogrammatical Features :
Focus on generic human and non-human Participants.
Use simple present tense.

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 Use of Relational Processes.
Use of internal conjunction to state argument
Reasoning through Causal Conjunction or nominalization.

10. Hortatory
Purpose :
To persuade the readers or listener that somethings should or should not be the case.
Example of Hortatory Text :
Wearing Helmet
Why Should Wearing a Helmet when Motorcycling.
We often hear lots of stories from road regarding people taking spill on motorcycle
when they are riding without using helmet. Mostly the riders badly end up in mess.
Wearing a fitted protective helmet offers many benefits which reduces the
negative aspects of riding. First and the most important is that wearing the correct
helmet can save a rider’s life, physical ability, family pain, and money. The
recommended designs of motorcycle helmets can provide total protection. They not
only protect riders from getting a worse road injured accident but also from flying
bugs, such as rain, sleet, mud and other potential projectiles.
Second, wearing a helmet can gives the raiders a matter of style. Helmets give
the opportunity for rider to express the image they may want to project when riding
on they way. This benefit may not be important to some people, but to others, it
means a lot and important. By choosing the most appropriate helmet from all of the
various styles, such as beanie, shorty, German, and many others, wearing a helmet
which can projecting an image is an inherent crucial part of motorcycling and help
riders feel more confident when riding on the road.
However, what most important is wearing helmet when riding is a matter of
using it properly. Bikers should use the helmets which are fixed to their head. It is
really not good if they places simply the helmets on the head without settling them
properly. The bikers should fasten the helmet correctly to their head in order to get
safe and comfort.
Generic Structure :
Thesis : announcement of issue concern.
Arguments : reasons for concern, leading to recommendation.
Recommendation : statement of what ought or ought not to happen.
Significant Lexicogrammatical Features :
Focus on generic human and non-human Participants, except for speaker or writers
referring to self.
Use of :
Mental Processes : to state what writer thinks or feels about issue, e.g. realize, feel,
appreciate.

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 Material Processes : to state what happens e.g., is polluting, drive, travel, spend,
should be treated.
Relational Processes : to state what is or should be, e.g., doesn’t seem to have been,
is.Use of simple
present tense

11. Discussion
Purpose :
To present information and opinions about issues in more one side of an issue
(‘For/Pros’ and ‘Against/Cons’).
Example of Discussion Text :
Nuclear Power
The Advantage and Disadvantage of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in various part
of the world. The first large scale of nuclear power station was opened at Calder Hall
in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine.
Nuclear power produces around 11% of the world’s energy needed, and produces
huge amounts of energy. It cause no pollution as we would get when burning fossil
fuels. The advantages of nuclear plant are as follow:
* It costs about the same coal, so it is not expansive to make.
* It does not produce smoke or carbon dioxide, so it does not contribute to the
greenhouse
effect.
* It produces huge amounts of energy from small amount of uranium.
* It produces small amount of waste.
* It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up
and buried for many years to allow the radioactivity to die away. Furthermore,
although it is reliable, a lot of money has to be spent on safety because if it does go
wrong, a nuclear accident ca be a major accident.
Generic Structure :
Issue.
Statement.
Preview.
Arguments for and against or statement of differing points of view.

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Point.
Elaboration .
Conclusion or Recommendation.
Significant Lexicogrammatical Features :
Focus on generic human and non-human Participants.
Use of :
Material Processes, e.g. has produced, have developed, to feed.
Relational Processes, e.g., is could have, cause, are.
Mental Processes, e.g. feel
Use of Comperative : contrastive and Consequential cinjunctions.
Reasoning express

Daftar Pustaka
Alexandra Y. Aikhenvald , The Art of Grammar, USA: A Practical Guide, 1998.
Kroeger, Paul, Analyzing Grammar An Introduction, Cambridge: Cambridge
University Press, 2005.
Luthfi, Aunie, dkk., Inside Islam Short Passages on Islamic Studies and English
Sentence Structures, Banda Aceh: UIN Ar Raniry, 2014.

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