- 1. MODUL PEMBELAJARAN SMA NEGERI 2 MATARAM MATA PELAJARAN
BAHASA INGGRISKELAS XII SEMESTER IUNIT 2 EXPLANATIONMATERI POKOK
COMMUNICATIONDISUSUN OLEHH.M. SARTONO, S.Pd. Pembina IV/aNIP:
196012311986011055 2009
2. PREFACE First of all we wished to preface that in this part
of Learning English Material Based ICT, SMAN 2 Mataram designed
firstly English Learning Material for Senior High School grade X,
XI, & XII Academic Year 2009 / 2010. They are written and
designed by H.M. Sartono.Nowadays, Mastering English is a challenge
for some people, this is because of the Modern Technology which
accelerates the development of any field including Education. To
fulfill the Standard of Competence these English Learning
Materials, we have to concern with Badan Standar Nasional
Pendidikan as it is legitimated by Peraturan Menteri No 22 Tahun
2006 and it is applied in KTSP SMA which is elaborated completely
in Syllabus Design. The main teacher's roles are as mediator and
facilitator. The students and the teachers are to be active and
creative . The students' activity is focused on four skills such as
Listening, Speaking, Reading and Writing Skills. All skills enable
the students to work actively, while vocabulary Mastery is given
indirectly in every task and also functional skills which is
available in orally that is intended to make students to be able to
communicate in English orally. Then the acceleration task are
implemented in every topic and section.Furthermore, in these part
of design English Learning Materials in order to meet the students'
needs, to offer a wide knowledge which are useful to their daily
life or activity. So we can say that the students from SMAN 2
Mataram joining these materials are aware of English. And during
the process of study, the students will discover something new,
also encourage them to communicate in English.Finally, we would
like to express our appreciation to those who have taken apart,
helped and given the motivation, or supported to these
designs.Hopefully, if there were some suggestions, criticisms for
the improvement of these designs will be warmly
appreciated.Designed byH.M. SARTONO, S.Pd 3. EXPLANATION OVERVIEW W
H A T IS EX P LA N A T ION ?Definition and purposes of Explanation
:Explanation is a text which tells processes relating to forming of
natural, social, scientific and cultural phenomena. Explanation
text is to say 'why' and 'how' of the forming of the phenomena. It
is often found in science, geography and history text books.Purpose
of Explanation: to describe a particular person, place or thing in
detail.An explanation is a set of statements constructed to
describe a set of facts which clarifies the causes, context, and
consequences of those facts. This description may establish rules
or laws, and may clarify the existing ones in relation to any
objects, or phenomena examined. The components of an explanation
can be implicit, and be interwoven with one another.An explanation
is often underpinned by an understanding that is represented by
different media such as music, text, and graphics. Thus, an
explanation is subjected to interpretation, and discussion.In
scientific research, explanation is one of the purposes of
research, e.g., exploration and description. Explanation is a way
to uncover new knowledge, and to report relationships among
different aspects of studied phenomena.In logic a statement is a
declarative sentence that is either true or false. A statement is
distinct from a sentence in that a sentence is only one formulation
of a statement, whereas there may be many other formulations
expressing the same statement. The term "statement" may to refer to
a sentence or the idea expressed by a sentence. Philosopher of
language, Peter Straw son has advocated the use of the term
"statement" in preference to proposition.Explanation texts explain
how or why things happen eg how acid soil affects farm
productivity. Explanation begins by identifying the phenomenon
(thing) that will be explained. (Phenomenon identification.)Generic
structure of Explanation General statement : stating the phenomenon
issues which are to be explained. Sequenced explanation; stating a
series of steps which explain the phenomena. Dominant Generic
Structure: 1. Identification 2. Description Language Features: 1.
Using Simple Present Tense 2. Using action verb 3. Using adverb 4.
Using special technical terms 5. Featuring generic participant;
sun, rain, etc 6. Using chronological connection; to begin with,
next, etc 7. Using passive voice pattern 4. This sample explanation
is labeled to show you the structure and language features of an
explanation text. title The effects of acid soilSoils with a pH of
less than 7.0 are acid. The lower the pH,phenomenonthe more acid
the soil. When soil pH falls below 5.5, plantidentificationgrowth
is affected. Crop yields decrease, reducingproductivity.Soils
provide water and nutrients for plant growth anddevelopment.
Essential plant nutrients includephosphorus, nitrogen, potassium
and sulfur. Plantsrequire other elements such as molybdenum, in
smallerquantities. Some elements egg aluminum andmanganese, are
toxic to plants.Nutrients become available to plants when they
aredissolved in water. Plants are able to take up
phosphate,nitrate, potassium and sulfate ions in solution.The
solubility of nutrients changes with phi In acid soils(low pH),
molybdenum becomes less soluble andaluminum becomes more soluble.
Therefore, plant growthmay be affected by either a deficiency of
molybdenum orexplanation too much aluminum.sequenceBoth crop and
pasture plants are affected by acid soils.there may be a range of
symptoms. Crops and pasturesmay be poorly established resulting in
patchy and unevengrowth. Plant leaves may go yellow and die at the
tips.The root system of the plant may be stunted. Crops mayyield
less.Plants vary in their sensitivity to low phi Canola andLucerne
are very sensitive to acid soils so do not growwell. Lupines and
triticale are tolerant to soils of low pHso they still perform
well.Land can become unproductive if acid soil is leftuntreated.
Incorporating lime into the soil raises the phiTherefore, liming
soil can reverse the effects of acid soilon plants and return a
paddock to productivity. 5. B ETW EEN E X PLA N A TIO N A N D PR O
C E DU R E T E XTSeeing the social function, both procedure and
explanation texts have the similarity in which both describe how to
make or done something.They give the detail description on
something, phenomena, goods, product case or problem.To see the
differences between explanation and procedure, we have to analyze
the dominant language feature and how the texts are used.Procedure,
this text type is commonly called as instruction text. It uses
pattern of commend in building the structure. It use the to
infinitive verb which is omitted the to. It is a kind of
instruction text which uses full commend verb.Procedure is commonly
used to describe how to make something which is close to our daily
activity. For example how to make a cup of tea, how to make a good
kite, etc is the best example of the procedure text. It is such
word; first boil water, secondly prepare the cup, and so
on.Explanation, it is commonly used the passive voice in building
the text. Explanation is such a scientific written material. It
describes how certain phenomenon or event happen. How a tornado
form, how tsunami works are the best example of explanation text.
It uses passive pattern in describing the topic.Explanation- To
explain the a. General - Generic nounsHow processes involved
inStatement- Action Verbs Babies are the formation or b. sequenced
- Simple Present born? workings of natural or Explanationstense
Tsunami socio-cultural- PassiveLife Cycle phenomenon- Adverbialof
The - To give an account phrases Malaria of how something Parasite
works or reasons for some phenomenon 6. MAPPING CONCEPTUNIT 2
EXPLANATIONWELFARESKILLS : 1. Listening: Listening to blame and
accusation expressions Listening to expressions for admitting doing
something wrong Listening to promises and swearing Listening to
monologues of explanation texts Speaking: Blaming, accusing and
complaining Using expressions for admitting doing something wrong
Making a promise and swearing Performing monologues of explanation
texts2.Reading: Reading explanation texts Reading a short
functional text: picture diagrams3. Writing: Writing an explanation
text Writing a short functional text: picture diagrams Learning
Objectives A. Oral Cycle listen to blame and accusation expression;
listen to expressions for admitting and denying something; listen
to promising and swearing; listen to monologues of explanation
texts. use expressions for blaming and accusing; use expressions
for admitting and denying wrong doing; use expressions for making a
promise and swearing; perform a monologue of explanation text.
identify the structure of explanation texts; read and study
explanation texts; read and identify meaning of picture diagrams.B.
Written Cycle follow the stages of writing an explanation text;
write an explanation text. 7. A. Oral Cycle Activity 1 Answer the
questions orally. 1. If you borrow something and your sister breaks
it, should you pay for the repair? 2. Should you apologize for it?
3. Will you get angry with your sister? 4. Your friend blames and
accuses you of something you didn't do. How do you respond?
Activity 2 You are going to listen to dialogue from the tape.
Complete the text while you are listening. Compare your answers
with your friends . Audio scripts 8. Activity 3. Work in pairs and
discuss the answer to the questions based on the dialogue in
Activity 2. 1. What phrases does Rifki use to deny Nadia and Adis
accusation? 2. What phrases does Rifki use to admit his fault? 3.
What phrases does Adi use to respond Rifkis regret? 4. What phrases
does Rifki use to say sorry? Activity 4. Answer the questions
orally! 1. What causes rainfall? 2. Where does the water come from?
3. Where does it go? 9. ( Speaking ) 10. ( Speaking ) 11. B.
Written Cycle Reading 12. Reading 13. Activity 7 14. Writing 15.
Activity 2 16. Activity 17. Writing 18. Activity