Readers Writers Texts

IB DP Unit Planner Readers Writers Texts HL Current Unit
Global Jaya School
Rigen Pratitisari on Friday, Oct 25, 2019 at 7:42 PM
Teachers Subject
Rigen Pratitisari, Agung Cahyono, Bernadia Hariani, Rina Wijayanti Indonesian
Shared grades Start Date Duration Course part

Year 11 Week 1, August 16 Weeks Readers Writers Texts
Unit description
This study includes the investigation of how texts themselves operate as well as the contexts and complexities of production and
reception. Focus is on the development of personal and critical responses to the particulars of communication.
INQUIRY & PURPOSE

Essential Understandings
The text is a work that has a purpose for the reader
Inquiry Questions
Skills-based How to determine the author's goals in a work?
Content-based What are the techniques used by a writer to convey his purpose?
Concept-based What formal aspects are the essence of a work?
Debatable How to determine the author's goals in a work? What are the techniques used by a writer to convey
his purpose? What formal aspects are the essence of a work? What if a text was built just because
it was just made
Transfer goals
Students learn the ways meaning is constructed, negotiated, expressed and interpreted
Students learn how texts affect audience in various way
Missed concepts/misunderstandings
Text is never out of context.
RESOURCES
SEP
9
Year 11 LL Indonesian Sumatif Paper 1
Summative Essay Draft Monday at 1:25 AM
Paper 1 Guided Textual Analysis
Menulis respon terhadap pertanyaan panduan mengenai analisis suatu teks non-sastra. Panjang analisis
maksimal satu setengah lembar folio.
Apapun pertanyaannya, inti analisis harus meliputi
- Analisis tujuan, diksi, nada dan efek kepada pembaca
- Isu global
- Konsep
SEP
9
Year 11 LL Indonesian Formatif Paper 1
Formative Essay Monday at 1:25 AM
- Isu global
- Konsep
SEP
9
Year 11 LL Indonesian Sumatif Paper 1
Summative Essay Monday at 1:25 AM
- Isu global
- Konsep
SEP
10
Year 11 Refleksi Term 1
Formative Oral Test Tuesday at 9:05 PM
Respond to the following:
1. Jelaskan alasan Anda mengambil kelas ini.

a. Consider future goals, career, likes and dislikes, etc.
2. Gambarkan keterampilan yang Anda miliki yang memberikan kontribusi terhadap keberhasilan
Anda.
a. AtL, Learner Profile attributes, Command Terms
3. Kekhawatiran apa yang Anda rasakan untuk mencapai target dengan keterampilan yang Anda
miliki sekarang?
4. Gambarkan keterampilan yang harus ditingkatkan untuk mengatasi kekhawatiran tersebut, dan
bagaimana cara mencapainya?
SEP
4
Year 11 Refleksi Term 1
Formative Reflection Wednesday at 9:05 PM

2. Gambarkan keterampilan yang Anda miliki yang memberikan kontribusi terhadap keberhasilan
Anda.
3. Kekhawatiran apa yang Anda rasakan untuk mencapai target dengan keterampilan yang Anda
miliki sekarang?
SEP
24
11 BI LL Formatif Latihan IO Tanah Tabu
Formative Summative test Tuesday at 3:20 PM
Presentasi berlangsung setiap pertemuan Bahasa Indonesia, mulai bab 2 sampai selesai, dan dipimpin satu
siswa dalam menganalisis satu bab. Komponen yang dinilai adalah kriteria
A: Knowledge, understanding, and interpretation
B: Analysis and evaluation
(Untuk kelas A, lihat shared document halaman 5-6)

SEP
25
11 BI LL Formatif Latihan IO Tanah Tabu
Formative Test Wednesday at 3:20 PM
Presentasi berlangsung setiap pertemuan Bahasa Indonesia, mulai bab 2 sampai selesai, dan dipimpin satu
siswa dalam menganalisis satu bab. Komponen yang dinilai adalah kriteria
Gubernur Papua Barat Minta Wakil Wali Kota Malang Minta Maaf
https://www.cnnindonesia.com/nasional/20190819133717-20-422660/gubernur-papua-barat-minta-wakil-wali-
kota-malang-minta-maaf
Added by Rigen Pratitisari on August 25, 2019
5 Lenis: Jangan Terjadi Lagi Aksi Pembakaran, Tidak Boleh Terjadi

https://www.youtube.com/watch?v=n28oIfTFED0
Framing: Cara Media Memanipulasi Informasi

https://www.youtube.com/watch?v=h3ahnYM1Fy8
Jumat Pagi Bersama Algojo Pemburu PKI

https://www.bbc.com/indonesia/berita_indonesia/2015/10/150922_indonesia_lapsus_penolakanmasyarakat
https://historia.id/militer/articles/salim-said-mereka-mestinya-baca-dulu-PGp52
https://historia.id/militer/articles/salim-said-mereka-mestinya-baca-dulu-PGp52
Afrika yang Resah

Tanah Tabu
PKI dan Hantu Politik: Razia Buku Jelang Pilpres: Politis? (Part 2) | Mata Najwa
https://www.youtube.com/watch?v=sxrZs6JYR5Q
CURRICULUM
Aims & Objectives
AIMS
Engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
Develop skills in listening, speaking, reading, writing, viewing, presenting and performing
Develop skills in interpretation, analysis and evaluation
Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and
open up multiple meanings
Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues
and an appreciation of how they contribute to diverse responses and open up multiple meanings
Develop an understanding of the relationships between studies in language and literature and other disciplines
Syllabus Content
Area of exploration—readers, writers and texts
• Non-literary texts are chosen from a variety of sources and media to represent as wide a range of text types as possible, and
works are chosen from a variety of literary forms. The study of the non-literary texts and works focuses on the nature of language
and communication and the nature of literature and its study. This study includes the investigation of how texts themselves
operate as well as the contexts and complexities of production and reception. Focus is on the development of personal and
critical responses to the particulars of communication.
• This area introduces students to the nature of language and literature and its study. The investigation undertaken involves close
attention to the details of texts in a variety of types and literary forms so that students learn about the choices made by creators
and the ways in which meaning is communicated through words, image, and sound. At the same time, study will focus on
the role receivers play in generating meaning as students move from personal response to understanding and interpretation
influenced by the classroom community. Students will learn to understand the creativity of language, the relationship between
language and thought and the aesthetic nature of literature. Students will see that texts are powerful means to express individual
thoughts and feelings, and that their own perspectives as experienced users of language are integral to the effect and success
of a communicative act.
• Study in this area should be structured to allow students to become more confident in their ability to recognize key textual
and rhetorical features and how they create or affect meaning. Non-literary texts and literary works can be chosen that lend
themselves to close reading and give students a sense of stylistic, rhetorical and literary elements across a variety of text types
and literary forms. The aim is not to enumerate or define various features and study will move beyond the identification of
elements or the consideration of individual effects to see the complex constructed nature of texts. While conducting detailed
study, learning activities can be structured to introduce students to the ways in which linguistic and literary professionals attend
to communicative acts and their concerns. Student writing and response can involve moving between personal and academic
response or between the creative and the expository.
• Readers, writers and texts aims to introduce students to the skills and approaches required to closely examine texts as well as
to introduce metacognitive awareness of the nature of the discipline by considering the following guiding conceptual questions:
• 1. Why and how do we study language and literature?
• 2. How are we affected by texts in various ways?
• 3. In what ways is meaning constructed, negotiated, expressed and interpreted?
• 4. How does language use vary amongst text types and amongst literary forms?
• 5. How does the structure or style of a text affect meaning?
• 6. How do texts offer insights and challenges?
• Possible links to TOK

• Links to TOK in this area revolve around the question of what kind of knowledge can be constructed from a text, how that
knowledge is constructed and the extent to which the meaning of a text can be considered to be fixed. Examples of links
to TOK include:
• What do we learn about through the study of a literary text? How is this different from what we learn through the
study of a non-literary text?
• In what ways is the kind of knowledge we gain from the study of language and literature different from the kind we
gain through the study of other disciplines? Can the study of language and of literature be considered scientific?
• How much of the knowledge we construct through reading a text is determined by authorial intention, by the reader’s
cultural assumptions and by the purpose valued for a text in a community of readers?
• Are some interpretations of a text better than others? How are multiple interpretations best negotiated?
• In what ways do interpretive strategies vary when reading a literary work and when reading a non- literary text?
Development of linguistic skills

• Receptive skills
• Students will understand and evaluate a wide range of works, attending to textual detail, applying knowledge of textual
conventions and making informed interpretations, analyses, comparisons and evaluations. They will consider arguments,
distinguishing the main points from relevant supporting details and explanations. They will use a variety of strategies to
deduce meaning and move beyond the literal level to broader implications.
• Productive skills
• Students will present and develop their ideas and opinions on a variety of topics, orally and in writing. They will construct
and support complex arguments with explanations and examples. They will experiment with form by carrying out, as part
of their class activities, transformative and re-creative activities either in writing or as performance. They will speak and
write at length and with purpose in order to meet a wide range of communicative needs; describing, narrating, comparing,
explaining, persuading and evaluating.
• Interactive skills
• Students will begin, maintain and close oral exchanges, displaying the ability to adjust style or emphasis; using a variety of
strategies to maintain the flow of discussions; attending to diverse perspectives and opinions. They will take into account
audience and purpose employing appropriate language, tone of voice, body language and gesture. They will also be able
to interact with texts and maintain written conversation in various registers and on various platforms
Conceptual understanding
• Identity
• When reading texts, students will encounter and interact with a multiplicity of perspectives, voices and characters. It is
usual when reading and interpreting a text to assume that the views are to some extent representative of the writer’s
identity. However, the relationship between an author and the different perspectives and voices they assume in the texts
is frequently complex, and this makes the concept of identity an elusive one. The figure that emerges from the reading
of various texts by the same author adds to the complexity of the discussion. Conversely, the ways in which the identity
of a reader comes into play at the moment of reading a text are equally central to the analysis of the act of reading and
interpretation.
• Culture
• The concept of culture is central to the study of language and literature. It raises the question of how a text relates to the
context of its production and reception, and to the respective values, beliefs and attitudes prevalent in them. This concept
also plays an important role with regards to the relationship that is established between an individual text and the writing
tradition that precedes it. In both senses, the application of this concept to the study of a text should prompt reflection on
the extent to which it is the product of a particular cultural and literary context and how it interacts with it.
• Creativity
• Creativity plays an important part in the experience of reading and writing. The concept is fundamental to analyse and
understand the act of writing, and the role that imagination plays. When applied to the act of reading, creativity highlights
the importance of the reader being able to engage in an imaginative interaction with a text which generates a range
of potential meanings from it, above and beyond established interpretations. Creativity is also related to the notion of
originality and to the question of the extent to which it is important or desirable in the production and reception of a text.
Content, Skills & Concepts

CONTENT
Formal aspect
Deconstruction
Artistic technique
Language and power
SKILLS
Receptive Skills
Students will understand and evaluate a wide range of works, attending to textual detail, applying knowledge oftextual conventions
and making informed interpretations, analyses, comparisons and evaluations. They will consider arguments, distinguishing the main
points from relevant supporting details and explanations. They will use a variety of strategies to deduce meaning and move beyond
the literal level to broader implications.
Productive skills
Students will present and develop their ideas and opinions on a variety of topics, orally and in writing. They will construct and support
complex arguments with explanations and examples. They will experiment with form by carrying out, as part of their class activities,
transformative and re-creative activities either in writing or as performance. They will speak and write at length and with purpose in
order to meet a wide range of communicative needs; describing, narrating, comparing, explaining, persuading and evaluating.
Interactive skills
Students will begin, maintain and close oral exchanges, displaying the ability to adjust style or emphasis; using a variety of strategies
to maintain the flow of discussions; attending to diverse perspectives and opinions. They will take into account audience and purpose
employing appropriate language, tone of voice, body language and gesture. They will also be able to interact with texts and maintain
written conversation in various registers and on various platforms.
CONCEPTS
Culture
The concept of culture is central to the study of language and literature. It raises the question of how a text relates to the context of its
production and reception, and to the respective values, beliefs and attitudes prevalent in them. This concept also plays an important
role with regards to the relationship that is established between an individual text and the writing tradition that precedes it. In both
senses, the application of this concept to the study of a text should prompt reflection on the extent to which it is the product of a
particular cultural and literary context and how it interacts with it.
Identity
When reading texts, students will encounter and interact with a multiplicity of perspectives, voices and characters. It is usual when
reading and interpreting a text to assume that the views are to some extent representative of the writer’s identity. However, the
relationship between an author and the different perspectives and voices they assume in the texts is frequently complex, and this
makes the concept of identity an elusive one. The figure that emerges from the reading of various texts by the same author adds to
the complexity of the discussion. Conversely, the ways in which the identity of a reader comes into play at the moment of reading a
text are equally central to the analysis of the act of reading and interpretation.
Creativity
Creativity plays an important part in the experience of reading and writing. The concept is fundamental to analyse and understand
the act of writing, and the role that imagination plays. When applied to the act of reading, creativity highlights the importance of the
reader being able to engage in an imaginative interaction with a text which generates a range of potential meanings from it, above and
beyond established interpretations. Creativity is also related to the notion of originality and to the question of the extent to which it is
important or desirable in the production and reception of a text.
ASSESSMENT
Assignments
SEP Year 11 LL Indonesian Sumatif Paper 1
9 Summative Essay Draft Monday at 1:25 AM
Menulis respon terhadap pertanyaan panduan mengenai analisis suatu teks non-sastra. Panjang analisis maksimal satu
setengah lembar folio.
- Isu global
- Konsep
SEP Year 11 LL Indonesian Formatif Paper 1

9 Formative Essay Monday at 1:25 AM
- Isu global
- Konsep
SEP Year 11 LL Indonesian Sumatif Paper 1

9 Summative Essay Monday at 1:25 AM
- Isu global
- Konsep
SEP Year 11 Refleksi Term 1

10 Formative Oral Test Tuesday at 9:05 PM

2. Gambarkan keterampilan yang Anda miliki yang memberikan kontribusi terhadap keberhasilan Anda.
3. Kekhawatiran apa yang Anda rasakan untuk mencapai target dengan keterampilan yang Anda miliki
sekarang?
SEP Year 11 Refleksi Term 1

4 Formative Reflection Wednesday at 9:05 PM

2. Gambarkan keterampilan yang Anda miliki yang memberikan kontribusi terhadap keberhasilan Anda.
3. Kekhawatiran apa yang Anda rasakan untuk mencapai target dengan keterampilan yang Anda miliki
sekarang?
SEP 11 BI LL Formatif Latihan IO Tanah Tabu

24 Formative Summative test Tuesday at 3:20 PM
Presentasi berlangsung setiap pertemuan Bahasa Indonesia, mulai bab 2 sampai selesai, dan dipimpin satu siswa dalam
menganalisis satu bab. Komponen yang dinilai adalah kriteria

SEP 11 BI LL Formatif Latihan IO Tanah Tabu

25 Formative Test Wednesday at 3:20 PM
Presentasi berlangsung setiap pertemuan Bahasa Indonesia, mulai bab 2 sampai selesai, dan dipimpin satu siswa dalam
menganalisis satu bab. Komponen yang dinilai adalah kriteria
Formative assessment
Formative assessments are executed in two ways:
Oral for IO preparation
Students present assigned chapter to the class. Teachers and other students ask questions, add ideas, debate the ideas to strengthen
the argument.
Students in group present an analysis of formal aspects and global issue related to the text they choose
Writing for Paper 1
Students annotate a non-literary text
Students write a response to a non-literary text, focusing on the formal aspect and the context
Summative assessment
Paper 1
Students write 2 essays responding to 2 non-literary texts (HL)
Students write an essay responding to 1 non-literary text (SL)
Individual Oral
Students present 1 literary text and 1 non-literary text and respond to the teacher's questions/comments with argument and evidence.
Peer and self assessment

Students give each other feedback on the language aspects. This is limited to point out the errors and teach the correct one. Students
are not allowed to revise others' work.
Standardization and moderation

Teachers teach the same objectives, concepts, global issue as the minimum requirements, hence we are expecting the students
demonstrate the same skills.
Teachers are given past paper as the models for certain bands
Three papers high, mid, low are marked and moderated, and those are set as standard
In case where a teacher can't decide the grade, other teacher has to mark the same paper for standardization
Assessment criteria
HL Criteria
External assessment
Paper 1: Guided textual analysis

A: Understanding and interpretation
C: Focus and organization
D: Language
HL essay
A: Knowledge, understanding and interpretation
D: Language
Internal assessment
Individual oral
A: Knowledge, understanding and interpretation
D: Language
LEARNING EXPERIENCES
Prior learning experiences
Students were asked to review formal aspects as the foundation to textual analysis. Students are also asked to share information
about Indonesian context, as it attached to texts being examined.
Pedagogical approaches
Lecturing
Small group collaboration
Students' presentation
Class discussion
Research
See this link for objectives and activities per meeting (In Indonesian)
Feedback
Feedback is given per criteria assessment, both oral and written, hence students are able to improve the areas need improvement,
and strenghten the good ones.
Student expectations
How will students know what is expected of them?
Rubric will be shared and explained in detail
Past paper will be shown as a model
How will students show understanding?
Students know which skills need to be demonstrated for which component

And what will constitute acceptable evidence of understanding?
Students are able to achieve the minimum requirement of the objectives
Support materials
Examples
Rubrics
Templates
Learning Process
Lecture
Small group/pair work
Individual presentations
Group presentations
Student lecture/leading
CONNECTIONS
International Mindedness
Students will engage with texts from around the world, which will open insights to other perspective, and cultures.
Academic Honesty
Citation and bibliography are a must
Teachers may refuse the works that were suspected plagiarized
Information Communication Technology

The course folder is shared through googledocs
Students will use digital portfolio
Language and learning

Activating background knowledge
Acquisition of new learning through practice
TOK Connections
Personal and shared knowledge
Ways of knowing
Students explore the effect of text to the audience through ways of knowing. This is seen from both personal and shared knowledge.
Students can explain the danger of both personal and shared knowledge.
Metacognition
Reflection on content
Reflection on skills
Reflection on concepts
Portfolio is one of the media used to show that students show their understanding of concepts, content, and skills through their
personal textual response/analysis
REFLECTIONS & EVALUATION

2019 - 2020
Prior to studying the unit

The unit is structured based on the Area of Exploration. It starts with the language focus in term 1, and shift to literature focus in term
2. One TOK question is chosen as the focus of the unit, together with 3 concepts and 2 global issues. We emphasize the study on the
exploration of non-literary text as Paper 1 and IO preparations.
During the unit

What inquiries arose during the learning?
Since the nature of the subject is now focusing on global issues, it helped the students to connect with real world, hence, the learning is
more relevant. Students were more informed on Indonesian's history and current issues. This has made students doing more research,
reading and discussion to talk about the issues.

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IB DP Unit Planner Readers Writers Texts HL Current Unit

Global Jaya School

Rigen Pratitisari on Friday, Oct 25, 2019 at 7:42 PM

Shared grades Start Date Duration Course part

INQUIRY & PURPOSE

Students learn how texts affect audience in various way

Summative Essay Draft Monday at 1:25 AM

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

Formative Essay Monday at 1:25 AM

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

Summative Essay Monday at 1:25 AM

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

Formative Oral Test Tuesday at 9:05 PM

Respond to the following:

1. Jelaskan alasan Anda mengambil kelas ini.

Formative Reflection Wednesday at 9:05 PM

Respond to the following:

1. Jelaskan alasan Anda mengambil kelas ini.

Formative Summative test Tuesday at 3:20 PM

A: Knowledge, understanding, and interpretation

B: Analysis and evaluation

(Untuk kelas A, lihat shared document halaman 5-6)

Formative Test Wednesday at 3:20 PM

A: Knowledge, understanding, and interpretation

B: Analysis and evaluation

(Untuk kelas A, lihat shared document halaman 5-6)

5 Lenis: Jangan Terjadi Lagi Aksi Pembakaran, Tidak Boleh Terjadi

Framing: Cara Media Memanipulasi Informasi

Jumat Pagi Bersama Algojo Pemburu PKI

Afrika yang Resah

• Possible links to TOK

Development of linguistic skills

Content, Skills & Concepts

Language and power

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

SEP Year 11 LL Indonesian Formatif Paper 1

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

SEP Year 11 LL Indonesian Sumatif Paper 1

Paper 1 Guided Textual Analysis

Apapun pertanyaannya, inti analisis harus meliputi

- Analisis tujuan, diksi, nada dan efek kepada pembaca

SEP Year 11 Refleksi Term 1

Respond to the following:

1. Jelaskan alasan Anda mengambil kelas ini.

SEP Year 11 Refleksi Term 1

Respond to the following:

1. Jelaskan alasan Anda mengambil kelas ini.

SEP 11 BI LL Formatif Latihan IO Tanah Tabu

A: Knowledge, understanding, and interpretation

B: Analysis and evaluation

(Untuk kelas A, lihat shared document halaman 5-6)

SEP 11 BI LL Formatif Latihan IO Tanah Tabu

A: Knowledge, understanding, and interpretation