Resume Modul Profesional.docx

MODULE 1 ENGLISH FOR PERSONAL COMMUNICATION I.

PERSONAL LETTERS Personal letter is a letter that is written to people we know, such as friends, parents, siblings and cousins. 

Social Function To build and maintain interpersonal relation with family, relatives, and friends.  Generic Structure a. Opening b. Sharing current and past personal news c. Responding the expected, unexpected and personal news  Significant Lexico-grammatical Features a. Focus on exchanging personal current news, feelings and conditions b. Use of pronouns, simple present and past tense c. Use of date and address d. Informal greeting or salutations Example of personal letter: April 17th 2018 Dear Fatima, I hope this letter finds all of you in the best of health and spirits. All of us are also doing fine here. It has been a very long time since we met or wrote to each other. So I thought of penning down a few lines to check things with you. We just got back from our vacation to Malang and had a great time. We went to Bromo and Kota Batu. Amazing must see places. If you happen to ever plan a holiday to that side of the world do let me know and I shall give you tips on sight seeing, culinary, etc. I want to share something that is disturbing me these days.Mom has not been keeping good health and I am really worried for her. Sometimes I see bad dreams about mom and they wake me up in the middle of the night. I am sure you know what bad dreams I am talking about. Please don’t share this with anybody and I know I can trust you on this. Anyways you say what is up with you and how is work? I can see that it is keeping you really busy, as I haven’t heard from you at all. Give my love to your mom and dad and loads of love to you too. Stay in touch and do write! Take care Love, Aleena

II.

ANNOUNCEMENT  Social Function To share planned / arranged activities/agenda  Generic Structure a. Headings/Purposes b. Detail information  Significant Lexico-grammatical Features a. Common expressions in announcement b. Singular and plural nouns with or without articles a, the, this, those, my, their, etc. c. Pronunciation, Intonation, spellings, and punctuation marks. Example:

III.

ANALYTICALE EXPOSITION  Social Fucntion To persuade the readers or listeners that something is the case.  Generic Structure a. Thesis: Position: Introduces topic and indicates writer’s position Preview : Outlines the main arguments to be presented. b. Argument: Point: Restates main argument outlined in preview Elaboration: Develops and supports eah point/argument c. Reiteration: Restates writer’s position  Significant Lexicogrammatical Features a. Focus on generic human and non-human participants b. Use of simple present tense c. Use of relational processes d. Use of internal conjunction to stage argument e. Reasoning through causal conjunction or nominalisation. Example:

In Australia there are three levels of government, the federal government, state governments and local governments. All of these levels of government are necessary. This is so for a number of reasons. First, the federal government is necessary for the big things. They keep the economy in order and look after things like defence. International affairs are also important to handle. For example they carry out mutual collaboration with other nations in the world. Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things like vadalism in schools. Crimes occurring in a particular state need quick and instant solution. This will take long time if they are handled by federal government. Finally, local governments look after the small things and daily matters. They look after things like collecting rubbish, otherwise everyone would have diseases. Thus, for the reasons above we can conclude that the three levels of government are necessary. (Adapted from (Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar). IV.

HORTATORY EXPOSITION To persuade the readers or listeners that something should or should not be the case.  Generic Structure Thesis: Announcement or issue of concern Recommendation: Statement of what ought or ought not to happen Argument: Reasons for concern, leading to recommendation 

Significant Lexico-grammatical Features a. Focus on generic human and non-human participants, except for speaker or writer referring to self. b. Use of: 1) Mental Processes: to state what writer thinks or feels about issue e.g. realise, feel, appreciate. 2) Material Processes: to state what happens e.g. is polluting, drive, travel, spend, should be treated 3) Relational Processes: to state what is or what should be. 4) Use of simple present tense.

Example: In all the discussion over the removal of lead from petrol there doesn’t seem to have been any mention of difference between driving in the city and the country. While I realise my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see 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 penalise 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 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. (Source: Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar).

MODULE 2 ENGLISH FOR SOCIAL COMMUNICATION Introduction Welcome to the Module 2. This module entitles English for Social Communication. As the name suggests, this module is aimed at helping the EFL teachers on how to teach English to their students as a means for social communication. The activities shall focus on the knowledge and skills required to comprehend and express explicit and implicit meanings in the following written text types: (1) Descriptive texts, (2) Recount texts, (3) Labels and (4) Notices. LEARNING ACTIVITY 1 : EXPLORING DESCRIPTIVE TEXT Descriptive Texts Social Function A descriptive text: Describes particular things, animals, persons, or others, for instance: pets or persons we know well (Gerot and Wignell, 1994 in Anggun, 2016)appeals to the senses, tells how something looks, feels, smells, tastes, and/ or sounds; something like a word picture enabling readers to imagine the described objects, places, or persons. is used to show, report, describe, and present information. Generic Structure A descriptive text is made up of identification or general statement and description element. Identification introduces and identifies specific objects (a person, thing, place, animal or event) intended to be described. Description describes the intended objects using descriptive details or information about the objects’ characteristics, appearances, personality, habits or qualities Significant Lexico-grammatical Features The features of a descriptive text are:          

focusing on a specific object generally using Present Tense using linking verbs and verbs to classify things and describe appearances, characteristics, parts, and functions frequently using pre-and post-modified noun phrases; using adjectives and adverbs to add information to nouns and verbs in the provision of detailed information using adverbial phrases of manner, place, or time using words explaining characteristics or features (size, shape, location, colour,etc) using details to visualize the topic providing examples (using the phrases for instance, such as, to illustrate, or to demonstrate) using the topic word or the topic-synonymous word repeatedly.

LEARNING ACTIVITY 2 : EXPLORING RECOUNT TEXTS Learning Materials Learning materials in this activity will be divided into two main sections; Key Features of The Text and Meaning Making Task. Study them carefully and do each of the tasks that follows Key Features of Recount A recount text is a text which describes how an event happened in the past. The event usually occurred in a sequence of time. It can be personal, historical, and biographical. Personal recount concerns a personal writer’s experience like holiday time, school moments, and an unforgettable experience. Historical recount is concerned with a history of a place or an object. Biographical recount tells about the life history of a person, usually a famous important person. The generic structure of recount text consists of three elements: orientation, events, and reorientation. Orientation directs the reader to the events that follow. Events record the information that happened. Reorientation returns the reader to the point of departure and closes the story. The presence of reorientation in a recount text is optional. It means it can or cannot be available in the text, depending on the writer’s intention. The three elements of recount text can be explained as follows: Text elements

Content

Orientation

Information about an event and its setting. It provides details of who,what, when, where, or why.

Record of events

A sequence of events which happened in a chronological order. What happened? First ….. Second ….. Next ….. Soon ….. During ….. After ….. Later ….. Eventually ….. Finally …..

Reorientation (coda)

Closure, conclusion, or summary of the events that explains about what we think, feel, or decide about the events that occurred

LEARNING ACTIVITY 3: EXPLORING LABELS Learning Materials Key Features of Label Label commonly called product label is a term which refers to printed information affixed on a particular article or a container of product. The objective of foodstuff labeling is to guarantee that consumers have access to complete information on the content and composition of products, in order to protect their health and their interest. Other information may provide details on a particular aspect of the product, such as its origin or production method. Some foodstuffs, such as genetically modified organisms, allergenic foods, foods intended for infants or even various beverages, are also subject to specific regulations.

The following are key features of labels: 1. Label (food, drink, and medicine) Social Function Labels have many uses, as product identification, name tags, advertising, warnings, and other communication. Generic Structure (Food, drink, and medicine) 1. Food and drink label      

Servings: larger, bolder type, and sizes updated Calories: larger type Updated daily values Actual amounts declared Change in nutrients required New footnote

2. Medication label       

Active ingredient Uses Warnings Directions Other Information Inactive ingredients Call center

Significant Lexicogrammatical Features      

Imperative (ask a doctor before use of you, etc) Suggestions (do not use more than directed, etc) If conditional (if you forget a dose, do not doublr the next dose, etc) Singular and plural nouns with or without articles a, the, this, those, etc. Quantifiers (fewer, more, etc) Numbers (weight of products, etc)

LEARNING ACTIVITY 4: EXPLORING NOTICES Key Features of Notice Notices are a form of functional texts used as instruction or guidance to someone doing or not doing something. Notice should be easily understood and easy to read, so usually notice or notification always using simple words, written in a simple, and large font. It is usually placed in public places and it may be formed as signs. Notices Social Function There are many functions of notice such as to give information to people to do something appropriately, to give direction, to warn people, to give information about a certain place, and to prohibit people from doing something.

Types of Notice    

Caution Information Prohibition Warning

Generic Structure   

Attention gather (optional) Information Closure (optional)

Significant Lexicogrammatical Features      

Imperative sentence (can, should, may, etc) Command (keep the door, slow down, keep the room clean, etc) Declarative sentence Information (for staff only, rest area, bike route, etc) Prohibition sentence (no smoking, no parking, etc) Spoken or written language features (forbidden, banned, prohibited, not allowed, not permitted, not suggested, can’t, may not, must not, etc)

Kinds of notice and their examples  

Singular and plural nouns with or without articles a, the, this, those, my, their, etc. Pronunciation, Intonation, spellings, and punctuation marks.

MODULE 3 ENGLISH FOR ENTERTAINMENT Learning Activity 1: Exploring Folktale 

Narrative text is a text that consists of: setting, plot, theme, characters, problem, and solution. 

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Settingrefers to the time and the place in which an event or an action happens. Components of setting are: Location; Weather; Time Period; And Time of Day. To identify key aspect of setting you have to find words and phrases that signal the time and place a story occurs. Read the beginnings of stories and noting the clues for time and place. Characters are the people or personified animals who are involved in the story. Authors use a variety of words to develop their characters’ traits and problems and the story’s setting. Plot is sequence of events involving characters in conflict situations: Plot is Beginning, Middle, End or Introduction, Problem, and Resolution. To understand the plot, you have to look for the information included in the introduction of a story: time, place, circumstances, main characters. You look for the series of incidents where main characters go about achieving goals; Call attention to how the goals are achieved or not achieved in the conclusion, and the high point of the action; and make time lines of the story. Problemorcomplication. It is presented in the plot (beginning, middle, and the end of the story). Problem is when the (main) character faces problems/series of incidents where the main character goes to about achieving goals. To understand conflict in a narrative text, you look at Solution is the way character respond to the problem encountered. You have to look for the action. What do characters do about the problem and what is the outcome? Point of View is seen from the perspective of: 1) First Person: a) Story is told through eyes of one person; b) Reader experiences story as the narrator views it; and c) Found mostly in picture books. 2) Third Person: a) Readers can know the viewpoint of one character; b) The author is godlike: sees and knows all, c) Found mostly in chapter books

Learning Activity 2: Exploring Fable Fable is a literary genre: a succinct fictional story, in prose or verse, that features animals, legendary creatures, plants, inanimate objects, or forces of nature that are anthropomorphized (given human qualities, such as the ability to speak human language) and that illustrates or leads to a particular moral lesson (a "moral"), which may at the end be added explicitly as a pithy maxim. A short tale to teach a moral lesson, often with animals or inanimate objects as characters;  A story not founded on fact  A story about supernatural or extraordinary persons or incidents;legend  A fable is intended to provide a moral story.  Fables personify the animal characters.  The purpose of writing fables is to convey a moral lesson and message.  Fables also give readers a chance to laugh at the follies of human beings, and they can be employed for the objective of satire and criticism. They are very helpful in teaching children good lessons based on examples. However, in literature, fables are used for didactic purposes at a much broader level. (Source: https://literarydevices.net/fable/) Generic structure The Generic Structure of the text are:  Orientation/setting : introducing the characters of the story, the time and the place, the story happen (who/what, when and where)  Complication/events: a series of events in which the main character attempts to solve the problem.  Resolution: the ending of the story containing the problem solution.  Reorientation : the conclusion Learning Activity 3: Exploring Biography Biography  An account or detailed description about the life of a person  Entails basic facts, such as childhood, education, career, relationships, family, and death  Provides a life story of a subject, highlighting different aspects of his of her life  Narrates the life story of a person, as written by another person or writer  Tells about the achievement or the contribution of the person  A literary genre that portrays the experiences of all events occurring in the life of a person, mostly in a chronological order often non-fictional, but many biographers also use novel-like format, because a story line would be more entertaining with the inclusion of strong exposition, rising conflict, and then climax Social Function  Provides details regarding the life of a person or a thing in an entertaining but informative manner. By the end of a biography, readers feel like they are wellacquainted with the subject  Motivates and puts confidence into the readers Structure  Orientation: the opening paragraph, gives the readers the background information of the person  Events: describes the story, how to get the success, solution of the problem/s, in chronological order

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Re-Orientation: conclusion or a comment, tells about the achievement or the contribution of the person Significant Lexicogrammatical Features  Simple past tense  Temporal sequence and temporal conjunction  Specific participants  Action verbs  Third person (Adapted from fromhttps://literarydevices.net/biography/) Learning Activity 4: Exploring Spoof Spoof A type of story which has a twist (funny part in the end of the story) contains an unpredictable and funny ending story. Social Function Entertaining readers using twist (unpredictable funny ending). to entertain and share the story to retell an event with a humorous twist. Structure  Orientation: The beginning of the story contains the introduction of characters and the setting of the story about Who, When, Where sets the scene  Events: Series of event contains what happen to the characters tell what happened  Twist: contains unpredictable funny ending of the story provides the punchline. Significant Lexico-grammatical Features  Focus on individual participants of Use of material processes  Circumstances of time and place  Use of past tense

MODULE 4 ENGLISH FOR THE MEDIA A. News Item News item is a text which informs readers about events of the day. The events are considered newsworthy or important.It means if there is an important event that should be known by many people, then this event deserves news. Well, the news text is called the news item text. However, if there are events that people do not deserve, then they are not definitely worth to be news. 1. Social Functionof News Item News Item Text is used to inform readers about events of the day which are considered newsworthy or important. Or  To inform the readers about newsworthy or important events of the day  To present information the readers about newsworthy or important events of the day 2. Generic Structure of News Item  Main Events / Newsworthy event(s): it recounts the event in summary form.  Elaboration / Background event(s): they elaborate what happened, to whom, in what circumstance  Resource of Information (Source) : it contains comments by participants in, witnesses to and authorities expert on the event 3. Language Feature of News Item  Focusing on circumstances (using a simple language in writing the text)  Using saying verbs: “….”, She said, informed, told, reported.  Sometimes at the beginning of news, the scene is mentioned : Jakarta – … .. / Kuala Lumpur – …  Using Past tense in explaining news events. But if it is a fact that until now still happen or still in the form of fact, then can use simple present tense.  Short, telegraphic information about story captured in headline  Using adverbs: time, place and manner.  Uses of material processes to retell the event B. Caption 1. Social Function  to explain or elaborate on published photograph, by describing the photograph, giving context, or relating it to the article.  The caption is the text traditionally displayed underneath the image though the exact placement will vary depending on your theme. The caption is not tied to the attachment post but to where you choose to place the image in a post. That means if you use the same image in several different posts or several different places within a post you can have individual captions for each. 2. Text Strucuture  Process  Participants in the process  Circumstances of the process: mostly of place and time, providing context to the picture

3. Significant Lexicogrammatical Features  Use of Grammatically complete sentences: Subject – Verb - Object/Complement Prepositional Phrases  Use of Simple Present Tense in the main sentence, Simple Past Tense in the following sentences.  Use of prepositional phrases to state the circumstances, mostly place and time C. Advertisement 1. Social Function  To persuade listeners or readers to buy or to use the product or services being advertised  To convince products, services, or events to the public 2. Generic Structure  Purpose : purpose built of the advertisement  Name of product : Product names in advertising  Users : users of the product or target readers. 3. Lexicogrammatical Features  Coinage Advertisements are full of coined words to be lively and eye-catching. For example:Give a Timex to all, to all a good time. (Timex, a brand name of watch) Timex, being a coined noun, is formed originally from the two words "time" and "excellent". The new word is short and easy to remember.  Comparative and Superlative Adjective Comparative and superlative adjectives are frequently and commonly used in the advertisements in order to convince the readers. Example: "More connections to Europe. DHL has the world's biggest logistics network" In this example, DHL, the logistics company, highlight its advantage of being more accessible and more easily to reach with the word "more" and "biggest". Those who read this advertisement will have the impression that DHL is right choice for them because it has more locations to reach than other companies  Compound Word Compound words are colloquial in form, which will gives the readers a sense of closeness. Compound words also allow more possibilities to create humorous effect. Example: "better-than-leather-miracle-covering look at the oh-so-comfortable size give that oh-so-good-to-be alive feeling" This advertisement is quite interesting by combining many words together, which sounds like someone who is exclaiming his extol. Without doubt, it is impressive because of its creativity of compound word and humorous effect 4. Syntactic features of advertisements a. Imperative Sentence Imperative sentences are often persuasive in that it arises the reads' impulse to buy the product. Imperative sentences, beginning with the verbs, are forceful and tempting, which coincide with the purpose of the advertisements. Example: "Get fast downloads with no wires attached. (SmarTone, Hong Kong Telecom Company Stop in at any Ford or Lincoln-Mercury dealer. (Ford, Car Company)" b. Disjunctive Clause

Disjunctive Clause is the exclusive syntactic features of advertisements in English newspaper and magazines. Disjunctive Clause usually chops the sentences into several parts with the cohesive device of full stop, dash, hyphen, semi-colon etc.By doing so, the advertisement is more condensed, which will save the money for taking up too much space of the newspapers or magazines. Example: "We strive to send you a vacation faster. Caring more about you. (SkyTeam, Flight Company)" D. Review Review text is an appreciation or an evaluation of a publication, such as a movie, book, novel, etc. 1. The Social function The Social function of review text is to appreciate or to critic a book, movie, shows, and others. 2. The generic structure of review text:  Orientation/Introduction : Background of the text  Evaluatioan : concluding statement, opinion, recommendation.  Interpretative recount : summary  Evaluative summation : The last opinion 3. Language features of review text: Focus on specific participants, using adjective, complex clauses, using metaphore.

MODULE 5 ENGLISH FOR ACADEMIC INTERACTIONS

1. EXPLANATION TEXT Definition Explanations answer the questions on ‘how’ something works or ‘why’ something happens. Its introduction contains a general statement that introduces or identifies the scientific or technical phenomenon. The body of an explanation text consist of a series of sequenced statements about the process explained. An optional concluding statement can tie up the explanation. Labelled diagrams and flow charts can be used to clarify information or to add additional information not included in the explanation. Social function To explain how and why something works or happens Text structure     

Title, General statement introducing or identifying the phenomenon, Series of sequenced statements, Concluding statement, Labelled diagrams and flow charts.

Language Features  

Vocabulary: general nouns, technical language, noun groups Grammar: action verbs, ‘timeless’ present tense, passives, adverbial phrases, causal & temporal connectives

2. DISCUSSION TEXT Definition Discussion text is a text which presents a problematic discourse. This problem will be discussed from different points of view. It presents pro and contra opinion on certain issue. Social function To present different opinions on a particular issue or topic arguments for and against/positive and negative/good and bad Text structure 1. 2.

Issue: Contains of statement and preview about something Supporting point: After stating the issue, it is necessary to present the argument to support that one point is agreeing. 3. Contrastive point: Beside the supporting argument, discussion text needs the arguments which disagree to stated issue. 4. Recommendation/conclusion: It is used to tell how to solve issue by connecting the arguments for and against. Language Features 1. Introducing category or generic participant 2. Relating verb/to be 3. Using thinking verb 4. Using additive, contrastive, and casual connection 5. Using modalities 6. Using adverbial of manner 7. Using conjunction/transition 8. Using simple present tense 3.GRAPHIC ORGANIZER Definition A graphic organizer is a visual display that demonstrates relationships between facts, concepts or ideas. Examples include various types of tables, charts and diagrams; such as bar charts, flow charts, process diagram, concept maps, mind maps, stack plots, and Venn diagrams, Social function To explain, describe, compare - contrast Text structure    

Title Data Labels Data Variables Data Labels

Language Features Vocabulary: general nouns, technical language, noun groups Grammar: present tense, passives, adverbial phrases, connectives 4. INFOGRAPHICS Informative infographics are similar to academic texts in that it contains factual information. The purpose may vary from informing to explaining, arguing, appealing or others. To interpret content of an infographic, you need to begin with previewing the text An infographic is a visual representation of information. It uses images and texts to communicate messages to the reader in a concise and strategic manner. There are four important parts of an infographic. Knowing them well can help you read and create infographic more easily. They are; The first impressions   

In the first place, as a visual media, infographic should representative to the message it intends to communicate with readers; Images, colors, font types and sizes, as well as words and numbers can be used to create the intended mood. Readers can get the mood from the first things they are able to notice in the text.

The story   

The title of infographic informs reader of the story presented in its content. Therefore, content of infographic should consists of supporting details that are relevant to its title. The key information or the main points of the message is commonly presented in larger fonts and/or striking color.

The data  

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Supporting details in infographics consist of data. They are commonly presented in groups of words or graphic organizers such as tables, charts or diagrams The data can be presented in varied forms —numbers, images, texts, or in combination— and ways — chronological, alphabetical, geographical, categorical, hierarchically. In addition to well-structured presentation of information, reliability of information is important as well. Therefore, it is required for authors to include details on the source of information used to build up the infographic.

The strategy  

Effective infographic will be built using particular strategy that is dependent on its purpose and the typed of data used. On the other hand, effective interpretation of infographcis will be built upon readers’ understanding of these strategies.

MODULE 6 ENGLISH AT WORK PLACE

LEARNING ACTIVITY 1: REPORTS A. Definition of a Report Text A report text is a type of document written by someone or group of people to announce the result of an investigation or announce something to the proper authorities. The information given in a report text is very general information. B. Social Function To describe the way things are, with a reference of a range of natural, man-made, and social phenomena in our environment. C. Generic Structure 

General Classification: tells what the phenomenon under discussion is.

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Description: tells what the phenomenon under discussion is like in terms of:  Parts (and their functions)  Qualities  Habits or behaviours, if living; uses, if non-natural

D. Significant Lexicogrammatical Features 

Focus on generic participants

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Use of relational processes to state what is and that which it is

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Use of simple present tense (unless extinct)

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No temporal sequence

LEARNING ACTIVITY 2: APPLICATION LETTERS A. Definition of Application Letters A letter of application, also known as a cover letter, is a document sent with your resume to provide additional information about your skills and experience. The letter of application is intended to provide detailed information on why you are are a qualified candidate for the job. Effective application letters explain the reasons for your interest in the specific organization and identify your most relevant skills. B. Social Function To build positive image of applicant for the suitability of a job being applied with the qualifications someone possesses. C. Generic Structure 

Date

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Recipient and inside address

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Salutations

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Content (Statement of purpose, qualifications, experiences)

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Closure

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Signature block

D. Significant Lexicogrammatical Features 

Use of personal pronoun

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Use of simple past tense to describe experience

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Use of special expression (e.g. Dear Sir, Sincerely, Best regards, etc)

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No temporal sequence

LEARNING ACTIVITY 3: PROCEDURES A. Definition of Procedure Texts There are three definition about procedure text : (1)Texts that explain how something works or how to use instruction / operation manuals e.g. how to use the video, the computer, the tape recorder, the photocopier, the fax. (2) Texts that instruct how to do a particular activity e.g. recipes, rules for games, science experiments, road safety rules. (3) Texts that deal with human behavior, e.g how to live happily, how to succeed B. Social Function To describe how something is accomplished through a sequence of actions or steps. C. Generic Structure 

Goal

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Materials (not required for all procedural texts)

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Steps 1 – n (i.e. goal followed by a series of steps oriented to achieve the goal)

D. Significant Lexicogrammatical Features 

Focus on generalized human agents

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Use of simple present tense, often imperative

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Use mainly of temporal conjunctions (or numbering to indicate sequence)

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Use mainly of material processes

LEARNING ACTIVITY 4: FORMAL INVITATIONS A. Definition of Formal Invitations Invitation which is used in official context or for formal purpose in formal event. B. Social Function To ask or request someone to go to a place, to do something, or to participate in a certain event. C. Generic Structure  Name of the host  Formal phrase of invitation  Details of the event (day, date, time, place)  Reason of inviting  Special note (e.g. dress code, reservation/RSPV) D. Significant Lexicogrammatical Features  Phrasing in third person point of view  Use of present simple  Special phrase for invitation (cordially invite, request the pleasure of your presence, solicit your gracious presence, etc)  Day and date are spelt out

RANGKUMAN MODUL PEDAGOGIS DAN MODUL PROFESIONAL

NAMA

: F I T R I Y A N A, S. Pd

NO. PESERTA : 18260115710013

PROGRAM PENDIDIKAN PROFESI GURU (PPG) DALAM JABATAN UNIVERSITAS BENGKULU 2018