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tolong contoh descriptive dan narrative text dong... trims...
descriptive:
My Favourite Teacher
Everyone has a favourite teacher, someone who we feel a special connection with. In primary school, my favourite teacher was Ms. Nuraini. I was not such a good pupil, but just looking at Ms. Nuraini made me feel that I was going to learn.
Ms. Nuraini was 45 years old and rather short about 1.50 meters. Since I’m short too, I always feel a bit nervous with tall teacher who tower menacingly over me. It was reassuring to be around Ms. Nuraini. Also, I always enjoy the fragrance of the herbs that she grew in our classroom.
On the top of her round head, Ms. Nuraini always wore a colorful headscarf with an intriguing design. This, plus her warm smile, brightened the lessons in her classroom. However, the best part of her face was her kind eyes that said to her students, ”I care deeply about you.”
Ms. Nuraini usually wore bright long sleeve blouse that went well with her coffee-color skin. She did not wear much jewelry, just a simple Casio watch on her left hand and a ruby red ring on the ring finger of her right hand. The other ‘decoration’ on her hand came from types of ink from whiteboard markers and other sources.
On most days, Ms. Nuraini wore loose-fitting pants. Finally, on her feet, she often had brown closed-toe shoes with just a slightly raised heel that made a peculiar ‘clip-clop’ sound as she walked. These low-heeled shoes made it easy for Ms. Nuraini to walk briskly around the classroom to help us when we were doing group activities.
I can still feel her friendly touch on my shoulder as she stood listening carefully to our group or explaining something that none of us could figure out.
narrative:
The Three Sheiks and Queen of Arabia
Maura, who liked to be thought of as the most beautiful and powerful queen of Arabia, had many suitors. One by one she discarded them, until her list was reduced to just threes sheiks, all equally young and handsome, rich and strong. It was very hard to decide who would be the best of them.
One evening, Maura disguised herself and went to the camp of the three sheiks, as they were about to have dinner, and asked them for something to eat.
The first gave her some leftover food; the second gave her some unappetizing camel’s tail; the third sheik, who was called Hakim, offered her some of the most tender and tasty meat. After dinner, the disguised queen left the sheiks’ camp.
The following day the queen invited the three sheiks to dinner at her palace. She ordered her servants to give each one exactly what they had given her the evening before.
Hakim, who received a plate of delicious meat, refused to eat it if the other two could not share it with him, and this act finally convinced Queen Maura that he was the man for her.
“Without question, Hakim is the most generous of you,” she announced her choice to the sheiks, “So, it is Hakim I will marry.”
Pak/Bu saia mau nanya tentang present participle. Sebenernya apa itu definisi dari present participle..?? Mohon Bantuannya ^^
A participle is a verbal that is used as an adjective and most often ends in -ing or -ed. The term verbal indicates that a participle, like the other two kinds of verbals, is based on a verb and therefore expresses action or a state of being. However, since they function as adjectives, participles modify nouns or pronouns. There are two types of participles: present participles and past participles. Present participles end in -ing. Past participles end in -ed, -en, -d, -t, or -n, as in the words asked, eaten, saved, dealt, and seen.
A participial phrase is a group of words consisting of a participle and the modifier(s) and/or (pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of the action or state expressed in the participle, such as:
The participial phrase functions as an adjective modifying Jack.
Removing (participle)
his coat (direct object of action expressed in participle)
The participial phrase functions as an adjective modifying cousin.
walking (participle)
along the shoreline (prepositional phrase as adverb)
The participial phrase functions as an adjective modifying children.
introduced (to) (participle)
music (direct object of action expressed in participle)
early (adverb)
The participial phrase functions as an adjective modifying Lynn.
Having been (participle)
a gymnast (subject complement for Lynn, via state of being expressed in participle)
Placement: In order to prevent confusion, a participial phrase must be placed as close to the noun it modifies as possible, and the noun must be clearly stated.
In the first sentence there is no clear indication of who or what is performing the action expressed in the participle carrying. Certainly foot can't be logically understood to function in this way. This situation is an example of a dangling modifier error since the modifier (the participial phrase) is not modifying any specific noun in the sentence and is thus left "dangling." Since a person must be doing the carrying for the sentence to make sense, a noun or pronoun that refers to a person must be in the place immediately after the participial phrase, as in the second sentence.
Punctuation: When a participial phrase begins a sentence, a comma should be placed after the phrase.
If the participle or participial phrase comes in the middle of a sentence, it should be set off with commas only if the information is not essential to the meaning of the sentence.
Note that if the participial phrase is essential to the meaning of the sentence, no commas should be used:
If a participial phrase comes at the end of a sentence, a comma usually precedes the phrase if it modifies an earlier word in the sentence but not if the phrase directly follows the word it modifies.
Pak/Bu, saya bingung dengan pemakaian modal perfective. Tolong berikan penjelasannya secara detail beserta contoh-contohnya ya, Pak/Bu. Terutama saya bingung sekali dengan pemakaian should have dan ought to have. Apa beda keduanya? Dan juga kapan kita harus memakai would have. Terima kasih sebelumnya, Pak/Bu.
Forming the past perfect tense
This tense is formed using two components: the verb HAVE (in the past tense), and the past participle form of a verb. With a regular verb the past participle ends with -ED (just like the simple past). Irregular verbs have a special past participle form that you have to learn. Here are the rules, using the regular verb "arrive" and the irregular verb "eat":| Subject | HAVE | Past Participle | Contraction | |||||||||||
| I | had | arrived. eaten. | I'd arrived. I'd eaten. | |||||||||||
| You | had | arrived. eaten. | You'd arrived. You'd eaten. | |||||||||||
| He | had | arrived. eaten. | He'd arrived. He'd eaten. | |||||||||||
| She | had | arrived. eaten. | She'd arrived. She'd eaten. | |||||||||||
| It | had | arrived. eaten. | It'd arrived. It'd eaten. | |||||||||||
| We | had | arrived. eaten. | We'd arrived. We'd eaten. | |||||||||||
| They | had | arrived. eaten. Modals What are the differences in use between must have, can’t have, should have and needn’t have? must have When we use must have and the past participle (must have phoned), we are making a deduction about something that has happened. We are saying, ‘I feel sure that this is the case’: If your keys aren’t in your pocket, you must have left them in the house. We use can’t have and the past participle (can't have phoned) when we are making a deduction about something that didn’t happen in the past. That is, you believe, based on present evidence, that something didn’t happen (or hasn’t happened): He’s not looking. He can’t have heard you. Shout again! Should have and the past participle (should have phoned) expresses the idea that something was desirable or needed, but did not take place: I should have phoned my mum last night, but I forgot. (I needed to phone my Mum but I didn't phone her) Shouldn’t have and the past participle (shouldn't have phoned) expresses the idea that something did take place but that it wasn’t desirable or needed: You shouldn’t have eaten so much chocolate, you’ll be sick. (you ate a lot of chocolate and it wasn't a good idea) Needn’t have and the past participle (needn't have phoned) is opposite in meaning to should have. It indicates that something was done, but that it was not necessary. That is, the person who did something thought it was necessary: A: You needn’t have cooked a meal this evening. I had lunch at The Chinese Dragon with Tom. B: Well, why didn’t you phone and let me know? Should have We can use 'should have' to talk about past events that did not happen.
We can also use 'should have' to speculate about events that may or may not have happened.
We can use ' should not have' to speculate negatively about what may or may not have happened.
We can also use 'should not have' to regret past actions.
should Should is used to give advice and make recommendations and to talk about obligation, duty and what is expected to happen. Reference is to the present and the future. Should is similar to must but is not as strong as must:
| They'd arrived. They'd eaten. | |||||||||||
pak/bu tlong donk buatin q HORTATORY EXPOSITION jdulnya FASHION SHOW OUR IDENTITY. . Pliz bgt tlong scepatny d blz. . Tgz nie d kumpul hr jumat. .
saya yakin kamu bisa buat sendiri yang bagus dengan melihat contoh dari kami:
Space travel should be stopped for many reasons. Firstly, it is totally unsafe as proven by the Colombia Space Shuttle disaster. Thousand people have been killed in accidents. Secondly, it costs billions and billions dollars everyday just to put fuel into rockets. Professor Smith from the Spend Money on People Space Association agrees that space travel is a waste of time and money. Further, space travel is altering the world’s weather pattern as evidenced by the record of high temperatures this summer in Cobar. Everyone knows that if God wanted us to fly in space we should have been born with space suits. Stop space before it destroys the earth.
Old Enough?
When a person old enough to be responsible for a crime? This question needs to be investigated because the current law is not good enough
The law at present protects children aged between ten years and four years from being punished for committing crimes. It is believed that children under fourteen years are too young to realize the seriousness of their crimes. Mr. Stephen Scarlett, head of the NSW Children’s Court, describes how clever young offenders use this defense, saying that they are too young to understand that they have broken the law. Mr. Scarlett, an expert on this subject, states that the age should be dropped from fourteen to twelve years. I agree with this.
Teenagers these days are far more sophisticated than those in the past. The law should recognize this. In a recent survey some people suggested that the age for being responsible for a crime should be dropped to eight years old. This, I feel, is too young. Fourteen, however, is too old. Is there anyone who believes that a fourteen-year-old does not know that it is against the law to steal or vandalize property? By the age of twelve, children are aware of what is legal and what is not.
Public pressure creates change. It is now up to the public to put pressure on the government to change the age at which a person may be held responsible for a crime from fourteen years to twelve years. Out of date laws have no place in a modern society, especially one that needs people to be responsible for their actions.
tolong jelasin tentang question tag dong. tapi penjelasan nya dalam bahasa indonesia aja ya,,,,
| You speak English, don't you? |
![\"WSM](\"images-esl/ectip.gif\") | |
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A tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".
We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English.
The basic structure is:
| + Positive statement, | - negative tag? |
| Snow is white, | isn't it? |
| - Negative statement, | + positive tag? |
| You don't like me, | do you? |
Look at these examples with positive statements:
| positive statement [+] | negative tag [-] | notes: | |||||
| subject | auxiliary | main verb | auxiliary | not | personal pronoun (same as subject) | ||
| You | are | coming, | are | n't | you? | ||
| We | have | finished, | have | n't | we? | ||
| You | do | like | coffee, | do | n't | you? | |
| You | like | coffee, | do | n't | you? | You (do) like... | |
| They | will | help, | wo | n't | they? | won't = will not | |
| I | can | come, | can | 't | I? | ||
| We | must | go, | must | n't | we? | ||
| He | should | try | harder, | should | n't | he? | |
| You | are | English, | are | n't | you? | no auxiliary for main verb be present & past | |
| John | was | there, | was | n't | he? |
Look at these examples with negative statements:
| negative statement [-] | positive tag [+] | ||||||
| subject | auxiliary | main verb | auxiliary | personal pronoun (same as subject) | |||
| It | is | n't | raining, | is | it? | ||
| We | have | never | seen | that, | have | we? | |
| You | do | n't | like | coffee, | do | you? | |
| They | will | not | help, | will | they? | ||
| They | wo | n't | report | us, | will | they? | |
| I | can | never | do | it right, | can | I? | |
| We | must | n't | tell | her, | must | we? | |
| He | should | n't | drive | so fast, | should | he? | |
| You | are | n't | English, | are | you? | ||
| John | was | not | there, | was | he? |
Some special cases:
| I am right, aren't I? | aren't I (not amn't I) |
| You have to go, don't you? | you (do) have to go... |
| I have been answering, haven't I? | use first auxiliary |
| Nothing came in the post, did it? | treat statements with nothing, nobody etc like negative statements |
| Let's go, shall we? | let's = let us |
| He'd better do it, hadn't he? | he had better (no auxiliary) |
Here are some mixed examples:
Notice that we often use tag questions to ask for information or help, starting with a negative statement. This is quite a friendly/polite way of making a request. For example, instead of saying "Where is the police station?" (not very polite), or "Do you know where the police station is?" (slightly more polite), we could say: "You wouldn't know where the police station is, would you?" Here are some more examples:
We can change the meaning of a tag question with the musical pitch of our voice. With rising intonation, it sounds like a real question. But if our intonation falls, it sounds more like a statement that doesn't require a real answer:
| intonation | |||
| You don't know where my wallet is, | do you? | / rising | real question |
| It's a beatiful view, | isn't it? | \\ falling | not a real question |
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How do we answer a tag question? Often, we just say Yes or No. Sometimes we may repeat the tag and reverse it (..., do they? Yes, they do). Be very careful about answering tag questions. In some languages, an oposite system of answering is used, and non-native English speakers sometimes answer in the wrong way. This can lead to a lot of confusion!
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For example, everyone knows that snow is white. Look at these questions, and the correct answers:
| tag question | correct answer | ||
| Snow is white, isn't it? | Yes (it is). | the answer is the same in both cases - because snow IS WHITE! | but notice the change of stress when the answerer does not agree with the questioner |
| Snow isn't white, is it? | Yes it is! | ||
| Snow is black, isn't it? | No it isn't! | the answer is the same in both cases - because snow IS NOT BLACK! | |
| Snow isn't black, is it? | No (it isn't). |
In some languages, people answer a question like "Snow isn't black, is it?" with "Yes" (meaning "Yes, I agree with you"). This is the wrong answer in English!
Here are some more examples, with correct answers:
Sometimes we use question tags with imperatives (invitations, orders), but the sentence remains an imperative and does not require a direct answer. We use won't for invitations. We use can, can't, will, would for orders.
| imperative + question tag | notes: | |
| invitation | Take a seat, won't you? | polite |
| order | Help me, can you? | quite friendly |
| Help me, can't you? | quite friendly (some irritation?) | |
| Close the door, would you? | quite polite | |
| Do it now, will you? | less polite | |
| Don't forget, will you? | with negative imperatives only will is possible |
Although the basic structure of tag questions is positive-negative or negative-positive, it is sometime possible to use a positive-positive or negative-negative structure. We use same-way question tags to express interest, surprise, anger etc, and not to make real questions.
Negative-negative tag questions usually sound rather hostile:
dah jelas kan
tolong text narrative donk.. crita ttg apa aja.. kLo bisa 4 text.. tpi jgn sma kya yg tex yg udah ad... thx>_<
1. The Tiger and The MouseOne day, a tiger went out looking for something to eat. He found a mouse going in the same direction, so the tiger caught the mouse and said to him, "you look very good to eat, but I am very sorry that you are so small. If I eat you, you will not even be enough for one mouthful." When he heard that from the tiger, the mouse was very happy, and he asked the tiger, "Ha Nya Sua, I am a small animal. If you eat me, I am not enough for you to get full. Please let me go." The tiger thought and thought and finally, he said to the mouse, "There are only two ways to handle you: one way is to eat you; the other is to release you." The mouse pleaded again with the tiger to please let him go. The tiger thought and thought, and finally he let the mouse go. The next day, the tiger went out again and had very bad luck. He was caught in a prepared trap. Now, the mouse, who the tiger caught the day before, passed by and saw the tiger caught in the big net, he asked, "Tiger, what happened to you?" The tiger looked up at the mouse and remembered that it was the same mouse he had caught and released the day before. The tiger wanted to ask the mouse to help him, but he thought to himself, "I am the big king of the jungle. If I ask him for help, I will lose face. If I don't ask him to help, I will die soon. I want to ask him to help me, but I may lose face having such a little animal save my life. On the other hand, isn't it better to lose my face in front of him than to die?" Finally, the tiger asked the mouse to please help him out of his trouble. The mouse hearing the tiger asking him for help thought, "Before, he wanted to eat me, and he was in control, but now I am in control. I don't want to eat the tiger; I want to help him now." So, the small mouse showed mercy and kindness toward the tiger. He ran quickly to tell all his friends to come and help cut the ropes of the big net holding the tiger. So, the tiger was freed from the trap. He said first to the mouse and then to all his friends, "Thank you. Thank you." Finally, the mouse said to the tiger, "If you had eaten me before, I would have hoped that no one would release you from the trap." The tiger was very humble, and he said to the mouse that he would always be grateful and never forget his help.
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pak/bu... tolong jelaskan tentang tenses selengkapnya dan penggunaannya pada recount,spoof,description dan report...trimakasih....^^
SPOOF
Spoof is like a recount, but the ending is usually funny.
The function is to retell an event with a humorous twist.
The generic structure of this text is: orientation – event(s) – twists
This text uses past tense.
Example:
One day, two villagers went to Jakarta. They went to the biggest mall and saw shiny silver walls that could open and move apart and back together. They were amazed when an old lady rolled in to the small room and the doors closed. A minute later, the doors opened and a young beautiful lady stepped out.The father said to his son \\"Go, get your mother now.\\"
Recount Tujuan komunikatif: Melaporkan peristiwa, kejadian atau kegiatan dengan tujuan memberitakan. Struktur teks: * Pendahuluan (orientasi), yaitu memberikan informasi tentang apa, siapa, di mana dan kapan; * Laporan (rentetan) peristiwa, kegiatan yang terjadi, yang biasanya disampaikan secara berurut. Tenses yang dipakai adalah Simple Past Tense.
Contoh:Our trip to the Blue Mountain
On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big garden with lots of colourful flowers and a tennis court.
On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats.
On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower.
In the afternoon we went home. REPORT Report Tujuan Komunikatif: Menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala- gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum misalnya tentang rumah sederhana dengan mendekripsikan ciri-ciri subyek tersebut sehingga layak dikategorikan rumah sederhana, dsb.Tujuan Komunikatif : Struktur Teks:nciri-ciri seseorang, suatu benda atau tempat tertentu. * Pengenalan benda, orang atau sesuatu yang akan dideskripsikan. * Deskripsi: menggambarkan ciri-ciri benda tersebut,misalnya berasal dari mana, warnanya, ukurannya, kesukaannya dsb. Deskripsi ini hanya memberikan informasi mengenai benda atau orang tertentu yang sedang dibahas saja, misalnya deskripsi tentang ‘My Dog’. Ciri-ciri ‘anjing saya’ tersebut dapat berbeda dengan anjing yang lain.
Contoh: The Ambarawa Train Museum houses 21 antique locomotives plus two more, which are stored in the depot. These locomotives are no longer produced; even the factories that made them no longer exist. The main building of this museum is the defunct Ambarawa railway station which was built in 1873. the station covers 127,500 m2.The oldest in this museum is a locomotive made by Hartman Chemnitz. This locomotive, with a length of 8.58 m and a width of 2.45 m, began its operation in 1891. Using wood as fuel, the steam locomotive could run 50 km/h – its maximum speed.A special part of a visit to this museum is a trip by train from the Ambarawa Train Museum to the defunct Bedono train station. This package tour is called Railway Mountain Tour. Why is the trip so special? Because the participants will board an antique train and the train will travel on a 4.9 kilometer-cog railway, which is the only one in the world. BEBERAPA CATATAN TENTANG T E N S E SI. PRESENT 1. Simple Present Tense POLA:| Subject + Verb 1 + ….They / WeI / You | Subject + Verb s-es + …. He / She It |
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The students go to school everyday. She studies English twice a week. I go to church on Sundays We celebrate our independence day once in a year. b. Untuk menyatakan kebenaran umum (general truth). Contoh: The sun rises in the east and sets down in the west. The earth revolves round the sun. The pineapple never grows up on a tree. c. Digunakan dalam bahasa drama, komentar radio dan sejenisnya.When the curtain rises, Juliet is writing on her desk. Suddenly the window opens and a masked man enters. KETERANGAN WAKTU: | Subyek + to be (is, am, are) + V-ing |
They are still playing at the moment. She is reading a novel now. I am learning French this year. Mr. Brown is teaching English. KETERANGAN WAKTU: Now, at the moment, this afternoon, this evening, right now, today. Note : Ketika ada kata kerja seperti: Look!, Listen!, Watch!, Notice! ( Imperative), maka tenses nya Present Continuous. Contoh: * Look! The man is climbing. * Listen! The girls next door are singing my favourite song. 3. Present Perfect Tense POLA: | Subject + Have + Verb 3 + …. Has |
William Shakespeare has written many short stories. I have swept the floor. It looks clean now. My friends and I have gone to Bali. Shinta has visited her grand parents many times. KETERANGAN WAKTU: Since, for, just (baru saja), already, yet, so far. 4. Present Perfect Continuous Tense POLA : | Subject + Have + Been + Verb-ing Has |
My sister has been studying English for three months. The students have been doing the test since 11 o’clock. KETERANGAN WAKTU: For, since. 5. Simple Past Tense POLA: | Subject + Verb 2 + Object + …. |
I met my music teacher yesterday. My mother bought a new carpet last Sunday. Rendy closed the window five minutes ago. The students presented their project work this morning. KETERANGAN WAKTU: - Last …. - …ago - This afternoon- Just now - This morning - Yesterday 6. Past Continuous Tense POLA: | Subject + was + Verb- ing were |
I was studying at my friend’s house. My parents were chatting in the living room. When I was studying, someone knocked the door. When I was walking to school, I met Dian sastro. 7. Past Perfect tense POLA: | Subject + Had + Verb 3 |
The teachers went home after they had finished teaching. When I arrived Kridosono, my favourite artist had performed. KETERANGAN WAKTU: when, after, before.8. Future Tense POLA: | Subject + shall + Verb 1 + … will |
Bobby will come here tomorrow. I shall call my parents when I get home. Tomy will be fourteen years old next year. We shall die one day. KETERANGAN WAKTU: Tomorrow, next week/month/year, the day after tomorrow. I will have sung |
The future perfect tense is quite an easy tense to understand and use. The future perfect tense talks about the past in the future.
The structure of the future perfect tense is:
subject | + | auxiliary verb WILL | + | auxiliary verb HAVE | + | main verb |
| invariable | invariable |
| past participle | ||
will | have | V3 |
Look at these example sentences in the future perfect tense:
subject | auxiliary verb | auxiliary verb | main verb | |||
+ | I | will | have | finished | by 10am. | |
+ | You | will | have | forgotten | me by then. | |
- | She | will | not | have | gone | to school. |
- | We | will | not | have | left. | |
? | Will | you | have | arrived? | ||
? | Will | they | have | received | it? |
In speaking with the future perfect tense, we often contract the subject and will. Sometimes, we contract the subject, will and have all together:
I will have | I'll have | I'll've |
you will have | you'll have | you'll've |
he will have | he'll have | he'll've |
we will have | we'll have | we'll've |
they will have | they'll have | they'll've |
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bu/pak tlong donk buatin q HORATORY EXPOSITION topiknya FASHION SHOWS OUR IDENTITY. . q mhon banget bantuannya. . makasih sebelumnya
To improve comfort and cleanliness at the school, there should be an increasing number of dust bins.
When we look at classroom, school corridors and schoolyard, there papers, mineral water cops, straws, and napkin everywhere. The condition of unseemliness really hinders learning and teaching environment. They can be filled out with water coming from the rain. This can be placed for mosquito to spread out.
Anyway I notice that most of the students have responsibilities for their school environment. They put their litter on the proper place but some of them are not diligent enough to find the dust bins. The numbers of the dust bins in the school are not enough. More dust bins should be put beside each step, outside of the classrooms and some along of the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, students do not have problem of discomfort any more. So provide more dust bins and school will be very clean and become a very nice place to study.
The National examination result will be publicly enounced in next short time. Euphoria will flood for those who get success. In the other hand, It will be sorry to hear that there are some of them do not succeed in their national final examination. For those who succeed soon will think to decide; where will they be after graduating high school? Actually it will be easy to decide for those has been arranged and thought earlier but for those have not planed yet, it will be quite confusing.
Continuing study or looking for work is the primary choice among them. When they think about continuing study, they will think hard about the time and cost. How long the higher study will last? And how high is about the cost. In the same way, when they think about straightly seeking job, what skill and competence they have got is a big matter of questioning. So, doing both choices in the same time is an alternative.
Continuing study as well as seeking job is possibly done but it will be hard for them. Conventionally studying in the university needs much time to spend especially in the first year. It is true because they have to do and adapt a lot of things in their new higher school. it will be very hard to looking for job. Therefore it should come to their mind of continuing studying at higher school from their own home. As result, the available time will be more flexible for them. Then it will be very possible to seek job and get the appropriate one. This type of studying is publicly known as distance learning.
As the alternative method of studying, besides the conventional studying which students and the lecturer have to meet in the fixed time and place regularly, distance learning provides possibility to grow better. Possibly working and studying surely will create high quality graduate. Distance learning should appear as a considerable choice for them.
Dear friend,
Are you tired of the daily grind? Sick of working all hours of the day for litle reward? Tired of having enough money to really enjoy yourself? Well, now there is a way out.
We can show the way to give up work. Sit back and make millions for yourself and your loved ones on property market.
Albert Smith felt just like you untill he read our leaflet. Now he drives a sport car arround the South of France and his wife has one of her own too.
Generic Structure Analyse
Thesis; there is a way out of financial problem.
Argument; Albert Smith is the proof.
Recommendation; Join property market !
Language Feature Analysis
Using abstract noun; reward
Using action verb; give up, make, etc
Using thinking verb; felt
Using simple present tense; are you tired?, he drives a sport car, etc
In all the discussion over the removal of lead from petrol (and the atmosphere) there doesn't seem to have been any mention of the difference between driving in the city and the country.
While I realize my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see the another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city roads.
Those who want to penalize older, leaded petrol vehicles and their owners don't seem to appreciate that, in the country, there is no public transport to fall back upon and one's own vehicle is the only way to get about.
I feel that the country people, who often have to travel huge distances to the nearest town and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city.
Generic Structure Analysis
Thesis; paragraph 1
Arguments 1; paragraph 2
Argument 2; paragraph 3
Recommendation; paragraph 4
Language Feature Analysis
Focusing on the writer: using the first personal pronoun "I"
Using abstract noun; discussion
Using action verb: treat,
Using thinking verb; think, seem
Using passive voice; should be treated differently
Using simple present tense; there doesn't seem…, there is no public transport.., etc
Hortatory Exposition Text
Definition of Hortatory Exposition
Hortatory exposition is a text which represent the attempt of the writer to have the addressee do something or act in certain way.
Generic Structure of Hortatory Exposition
1. Thesis
2. Arguments
3. Recommendation
Language Feature of Hortatory Exposition
1. Focusing on the writer
2. Using abstract noun; policy, advantage, etc
3. Using action verb
4. Using thinking verb
5. Using modal adverb; certainly, surely, etc
6. Using temporal connective; firstly, secondly, etc
7. Using evaluative words; important, valuable, trustworthy, etc
8. Using passive voice
9. Using simple present tense
paragraf analytical exposition 2004
The importance of Reading
I personally think that reading is a very important activity in our life. Why do I say so? Firstly, by reading we can get a lot of knowledge about many things in the world such as Science, technology. Sports, arts, culture, etc written in either books, magazine, newspaper, etc.
Secondly, by reading we can get a lot of news and information about something happening in any parts of the world which can we see directly.
Another reason, reading can give us pleasure too. When we are tired, we read books, newspaper or magazine on the entertainment coloumn such as comedy, short story, quiz, etc. To make us relaxed.
The last, reading can also take us to other parts of the world. By reading a book about Irian Jaya we may feel we’re really sitting in the jungles not at home in our rooms.
From the facts above, it’s obvious that everyone needs to read to get knowledge, information and also entertainment. Or in summary we can say reading is truly important in our life.
Learning English through music and songs can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually simple, some songs can be quite complex syntactically, lexically and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and within one group. Little wonder they are important tools in sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs, learning English can be enjoyable and fun.
aslmkum.. Pak,tolong berikan 12 contoh functional text. saya sangat membutuhkannya.. secepatnya.. sebelumnya terimakasih.. wassalam..
Genres | Social Function (Tujuan / Fungsi Sosial) | Generic Structure (Struktur) | Significant Lexicogrammatical Features (Ciri – ciri yang menonjol) |
Narrative | To amuse, entertain, and to deal with actual or vicarious experiences in different ways. (Untuk menghibur pembaca melalui cerita). | a. Orientation: Sets the scene and introduces the participants. (Memperkenalkan tokoh dan setting).b. Complication : A crisis arises (Munculnya masalah).c. Resolution : the crisis is resolved (Terselesainya masalah).e. Evaluation : A stepping back to evaluate the plight. (Melangkah ke belakang untuk memikirkan nilai / makna sebuah peristiwa, bisa ada dan tidak)d. Reorientation : Optional (Bisa ada / atau tidak ada fungsinya menyimpulkan isi cerita ) | a. Focus on specific usually individualized participants. (Fokus pada tokoh – tokoh tertentu secara individu).b. The use of Simple Past (Penggunaan Tenses Masa Lampau)c. The use of temporal conjunction (Penggunaan kata penghubung yang menunjukkan waktu ex : After, before, when dll).d. The use of noun phrases (Penggunaan frasa kata benda yang kaya dengan adjective misalnya : long black hair, two red apples. |
Descriptive | To describe a particular person, place or thing (Untuk menggambarkan orang, benda, atau tempat tertentu secara khusus) | a. Identification : Identifies phenomenon ( Mengidentifikasi / pengenalan fenomena / hal yang dideskripsikan).b. Description : Menggambarkan bagian, kualitas, maupun ciri – ciri) | a. The Use of Simple Present Tense (Penggunaan Simple Present Tense). b. Focus on Specific Participant (Fokus kepada Hal / orang / tempat secara khusus) |
Recount | To tell events for the purpose of informing or entertaining (Melaporkan peristiwa, kejadian atau kegiatandengan tujuan memberitakan atau menghibur) | a. Orientation : Provides the setting and introduces the participants (yaitu memberikan informasi tentang apa, siapa, di mana dan kapan). b. Events : Tell what happened in what sequence ( Laporan urutan kegiatan yang biasanya disampaikan secara berurutan)c. Reorientation : Optional – closure of events. (biasanya berisi komentar pribadi / penilaian jika ada | a. Use of past tense : Penggunaan waktu masa lampau) b. Focus on temporal sequence (Fokus pada urutan waktu dengan kata – kata penghubung yang menunjukkan waktu mis : when, after, then dsb). c. Noun dan noun phrases. |
Genres | Social Function (Tujuan / Fungsi Sosial) | Generic Structure (Struktur) | Significant Lexicogrammatical Features (Ciri – ciri yang menonjol) |
Report | To describe the way things are with reference to a range of natural, man – made and social phenomenon in our environment. (Menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala-gejala sosial) | a. General Classification: tells what the phenomenon under discussion is ( Pernyataan secara umum yang menjelaskan tentang objek yang dideskripsikan. Keterangan, dan klasifikasinya). b. Description : tells what phenomenon under discussion is like in terms of parts, qualities, habits, or behaviors (if living) or uses (if non-natural) (Memberikan penjelasan tentang hal yang dideskripsikan. kalau hal yang dideskripsikan merupakan benda hidup maka bisa dideskripsikan bgian – bagiannya, kualitasnya, kebiasaanya, atau perilakunya. Kalau benda mati maka yang dideskripsikan adalah kegunannya) | a. Focus on generic participants : Fokus pada hal secara umum. b. Use of Present Tense (Unless extinct) (Pengunaan Present Tense kecuali kalau benda itu sudah punah. |
Procedure | To describe how something is accomplished through a sequence of actions or steps (Menjelaskan bagaimana mencapai sebuah tujuan dengan memberikan serangkaian langkah / tindakkan) | a. Goals (Tujuan yang hendak dicapai, biasanya ada dalam judulnya)b. Materials (Bahan – bahan, tidak semua jenis teks Prosedur ada). c. Steps A series of steps oriented to achieve the goal (Sejumlah langkah untuk mencapai tujuan. | a. Use of simple present Tense often imperative (Penggunaan Simple Present Tense, sering kali merupakan kalimat perintah). b. Use mainly of temporal conjunction / connectives (penggunaan kata untuk mnerangkan waktu misalnya then, after that) c. Penggunaan action verbs (Cut, Mix. |
Analytical Exposition | To persuade the reader or listener that something is the case. (Untuk meyakinkan dan mempengaruhi pembaca atau pendengar bahwa ada masalah yang perlu mendapat perhatian) | a. Thesis Position: Introduces topics and indicates writer’s position. (Memberitahukan topic dan menunjukkan pendapat penulis). b. Arguments Points : Menjelaskan argument dan elaborasi (dijelaskan secara mendetailc. Reiteration : Restates writer position : Menjelaskan kembali posisi penulis atau penguatan kembali posisi penulis | General nouns, misalnya car, pollution, leaded petrol car, dsb.· Abstract nouns, misalnya policy, government, dsb.· Technical verbs, misalnya species of animals, dsb.· Relating verbs, misalnya It is important, dsb.· Action verbs, misalnya She must save, dsb.· Thinking verbs, misalnya Many people believe, dsb· Modal verbs, misalnya we must preserve, dsb.
· Modal adverbs, misalnya certainly, we, dsb. · Connectives, misalnya firstly, secondly,dsb. · Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb. * Kalimat pasif |
Hortatory Exposition | To persuade the reader that something should or should not be the case. (Meyakinkan kepada pembaca bahwa sesuatu seharusnya dilakukan atau tidak dilakukan) | a. Thesis : announcement of issue concern (Menjelaskan tentang hal yang dibahas) b. Arguments : Reasons for concerns, leading to recommendation (Alasan yang digunakan yang menuju pada rekomendasi tentang apa yang seharusnya / tidak seharusnya dilakukan)c. Statement : statement of what ought or ought not to happen (Pernyataan tentang apa yang seharusnya atau tidak seharusnya terjadi / dilakukan) | Terfokus ke pembicara / penulis yang mengangkat isu.· Abstract nouns, misalnya policy, government,dsb.· Technical verbs, misalnya species of animals, dsb.· Relating verbs, misalnya should be, doesn’t seem to be dsb.· Action verbs, misalnya We must act, dsb.· Thinking verbs, misalnya I believe, dsb· Modal verbs, misalnya we must preserve, dsb
· Modal adverbs, misalnya certainly, wem dsb. · Connectives, misalnya firstly, secondly, dsb · Simple present tense · Kalimat pasif · Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb. |
Review | To critique an art work, event for a public audience. It includes movies, TV shows, books, plays, operas, recordings, exhibitions, concerts, and ballets. (Melakukan kritik terhadap peristiwa atau karya seni untuk pembaca atau pendengar halayak ramai, misalnya film, pertunjukan, buku, dll.) | a. Orientation: places the work in its general context often by comparing it with others of its kind (Menempatkan karya tersebut dalam konteks secara umum seringkali dengan membandingkan karya lain yang sejenis). b. Interpretive Recount: summarizes the plot or / and provides an account of how the reviewed rendition of the work came into being. (Memberikan ringkasan alur dan atau Menafsirkan karya itu, struktur ini biasa ada atau tidak ada dalam suatu review). c. Evaluation : Provides an evaluation of the work and / or its performance or production (Memberikan evaluasi tentang karya atau pementasannya). |
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Discussion | To present (at least) two points of view about an issue (Membahas suatu maslah yang paling tidak dipandang dari dua sudut pandang) | a. Issue : Statement (Pernyataan tentang hal yang dibahas) b. Arguments for and against or statemetn of differingv points of view (Argumen yang mendukung atau melawan pernyataan). c. Point d. Elaboration (Penjelasan) e. Conclusion or Recommendation (Ringkasan atau rekomendasi) | a. general nouns untuk menyatakan kategori, misalnya uniforms, alcohol, dsb,b. relating verbs untuk memberi informasi tentang isu yang didiskusikan, misalnya smoking is harmful, dsb.c. thinking verbs untuk mengungkapkan pandangan pribadi penulis, misalnya feel, believe, hope, dsb.d. additives, contrastives dan causal connectives untuk menghubungkan argumen, misalnya similarly, on the hand, however, dsb.e. detailed noun groups untuk memberikan informasi secara padu, misalnya the dumping of unwanted kittens, dsb.f. modalities, seperti perhaps, must, should, should have been, could be, dsb.g. adverbials of maner, misalnya deliberately. |
News Item | To inform readers, listeners, or viewers about events of the day which are considered newsworthy or important (memberitahukan kepada pembaca, pendengar, atau penonton tentang sebuah peristiwa atau kejadian yang penting). | a. Newsworthy events: Penceritaan kembali tentang Ringkasan kejadian. b. Background Events : Menjelaskan apa yang terjadi, kepada siapa dan dalam kondisi seperti apa. c. Source : komentar – komentar oleh para saksi, pelaku, pejabat setempat, atau ahli dalam kejadian tersebut. | a. Terfokus pada orang, binatang, benda tertentu;b. Menggunakan action verbs, misalnya eat, run;c. Menggunakan keterangan waktu dan tempat;d. Menggunakan past tense;e. Disusun sesuai dengan urutan kejadian |
Explanation | Menerangkan proses yang berlangsung dalam pembentukkan atau pelaksanaan kegiatan yang berhubungan dengan gejala – gelaja / fenomena sosio budaya. | a. A general statement : Pernyataan umum b. A sequenced explanation : Penjelasan secara brerurutan mengapa atau bagaimana sesuatu terjadi. | a. general dan abstract nouns, misalnya word chopping, earthquakes;b. action verbs;c. simple present tense;d. passive voice;e. conjunctions of time dan cause;f. noun phrase, misalnya the large cloud;g. abstract nouns, misalnya the temperature;
h. adverbial phrases; complex sentences; bahasa teknis; |
