Tugas Bahan Ajar

A.
INTRODUCTION
1. Description
This module is designed to provide materials about procedure text specifically in
term of recipes. This module presents the materials to enhance students’ knowledge
about what recipe is, its structure and language features, as well as how to create a
good and effective recipe.
In procedure texts the focus is on systemically explaining a logal sequence of action or
steps. There are some different procedure texts serving different purposes. Recipe is
one of the common procedural texts.
The learning activities in this module are student-centered, not on the teacher
or teaching materials. Students are subjects who are active and responsible in
learning. In this learning activity, you will relearn about Procedure Text; Recipe.
2. Relevance
Have you ever tried to make one of those? Have your ever used recipe to teach
your students? If you have no experience in making recipe or use it in the classroom
this course will surely help you much to deepen your comprehension about recipe a as
well as to dig your creativity in creating an effective and good recipe also to use it as
an effective and interesting material to teach your students.
3. Learning Guide
There are three specific activities to help you achieve the goals of learning this module
namely pre-activity, main-activity, and post-activity.
a. Pre-activity: building background knowledge about procedure
texts. Since background knowledge greatly influences
comprehension, it is important to have specific concepts of procedural
texts. You can provide yourself with factual information such as the information
from an encyclopedia or a list of key words from the story
and check yourself what you know about the information.
b. Main Activity: Many activities encourage understanding and enjoyment
while you are comprehending the materials about procedure texts.
 Post-it Note: You can write notes while learning
Procedure Text ; Manual 1

 Identify the the sctructure of procedure texts
 Determine the messages contained in recipe
 Find factual information from a recipe
c. Post-Activity: Questioning, Discussion, Creating, and Presenting.
 Questioning: Questioning activities encourage you to think about and
respond to the information and ideas about procedure text.
 Discussion: Discussion is exchanging ideas out loud. The intent is to
freely explore ideas, to learn something new or gain a different
perspective by pooling the information or insights that more than one
person can give.
 Creating: Making your own recipe.
 Presenting your created recipe
B. MAIN SECTION
1. Learning Outcomes
a. Attitude
Having studied the learning materials and experienced learning activities of
this type of text, you are expected to be able to provide information /
instructions on how to achieve the best results efficiently, avoiding accidents,
damage, waste, etc.
b. Knowledge
this type of text, you are expected to be able:
 analyzing the social functions, generic structures, and language features of
procedure texts,
 analyzing social functions, text structures and linguistic elements of
procedure texts related to manuals on the use of technology and tips,
c. Skill
 to write procedure texts,
English Learning Material 2
capture the meaning of procedural texts related to social functions, text structures, and
linguistic elements
2. Learning Material and Learning Activity
a. Procedure Texts
In this module we would like to know what actually procedure text is.
Before we learn more procedure text, read information about the procedure text
related to the following manual and practice analyzing the social function, text
structure, and linguistic elements of the procedure text by answering questions
related to the text.
First, you will read silently to understand the procedure texts below.
Make sure that you know the meaning of every word. If you find some words
that you do not understand their meaning yet. Then, consult the dictionary.
Second, read each text (text 1 and 2) loudly as if you are giving the
instructions and take a note on your book. If possible, record your voice.
Text 1
How to Make Apple Juice
Materials:
 3 apples
 ¼ cup of water
 Some sugar or honey to sweeten
Tools:

 Blender
 Knife
 Cutting board
 Fine mesh strainer
 Spoon
Steps:
1. Rinse the apples and set them on a cutting board.

2. Cut the apples into quarters and removed the cores and seeds.
3. Put all of the apple pieces and water into a blender and then blend it for about
45 seconds on high speed until it is completely combined.
4. Set a fine mesh strainer over a glass and pour the pureed apple through it.
5. Keep spooning the pureed apple to let the juice drain through the strainer until
the glass is filled up with the juice.
6. Finally, a glass of fresh apple juice is ready to server
Text 2
How To Make Rujak
Source : Fimela.com

Ingredients:
 1 cucumber
 ½ papaya
 1 bangkwang
 1 peneapple
 1 medium young mango
 1 apple
 And the other fruits what do you want
Sauce Ingredients:
 3 hot chilli
 1 tablespoon taramind
 1 teaspoon Salt
 1 teaspoon petis
 ¼ cup Palm sugar
 Some water
Steps:
1. Prepare the materials
2. Peel the fruits
3. Wash it until clean
4. Slice it into a small pieces
5. Mix all the fruit and put it at the plate
6. To make the sauce, take chilli, tamarind and salt
7. Place it at the mortar and use the pastle to grind it together
8. Add Palm Sugar, petis and some water
9. Grind alll of them again until soft and well cobined
10. Pour the grinded spices into the fruits and mix well
11. Rujak is finish and ready to be served.

Now, you will learn the three elements of procedural text, namely social
functions, text structure and linguistic elements which will be explained as follows:
1) Social function of Recipe as A type of Procedure Text

Recipe is text that explains or helps us how to make something. The
followings are the social function of recipe;
a. Recipe is used to describe how food is completely made or cooked
through a sequence of series.
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b. Communicative purpose of recipe is to describe how food is
completely made through a sequence of actions or steps.
2) Generic Stucture
As a type of Procedure text, Recipe is made up of three elements. The
followings are the generic structure of procedure texts:
Goal/aim
This part of the text describes the purpose of doing or operating
something.
Materials/equipments
This part describes the materials or equipments needed in the process of
doing or operating something. It is important to note that some of
procedure texts do not provide materials section.
Steps/methods
This part describes the set of instructions in order to achieve the goal.
3) Language Feature
To create a good recipe, you may consider using the following language
features of a recipe;
a. Noun or noun groups

A noun is a word that functions as the name of some spesific thing or
set of things. Noun or noun groups in recipe are used in the listed
materials or equipment. For example bowl, rice, glass, etc.
b. Conjunctions
Conjunction is a word to connect clauses or sentences or to coordinate
words in the same clause. Conjunctions in recipe are used to show
chronogical order. For instance before, while, then,after, etc.
c. Action verbs
Action verb, as you have guessed, is a verb that expressesan action.
Any verb that describes what someone or something does is an action
verb. An action verb can be physical or mental. For example; cut, mix,
stir, put, etc.
d. Imperatives
An imperative sentence gives a command. It usually ends
with period but it may also end with an exclamation point.
Commands ask or tell people to do something. For
example: add some sugar, mix the ingredients, cut the
onion.
e. Adverbial
Adverbial is word or phrase functioning like an adverb.
There are two types of adverbial that are commonly used in
recipe. First is adverbial of sequence which is used to add
detail information about the sequence. For example first,
second, finally, etc. In addition, another adverbial is used to
express detail of the time, manner, or place. For example
for five minutes, for an hour, in three minutes.
f. Vocabulary
Vocabulary that is commonly used in recipe ranges from
technical to everyday language according to the target of
language. Emphasis is often given to important information
by underlining it or writing it in bold.
g. Language

The language in recipe is supposed to be clear and precise.
However, detailed language is needed especially in
methods section..
h. Tenses
Present tense is generally used in recipe.
Task 1. Analyzing generic sturucture

TELUR BALADO (SPICY CHILE SAUCE WITH EGGS)
Ingredients
1 cup vegetable oil for frying
6 hard-boiled eggs, shells removed
6 red chile peppers, seeded and chopped
4 cloves garlic
4 medium shallots
2 tomatoes, quartered
1 teaspoon shrimp paste
1 1/2 tablespoons peanut oil
1 tablespoon vegetable oil
1 teaspoon white vinegar
1 teaspoon white sugarsalt and pepper to taste
Methods
Heat 1 cup oil in a small saucepan over medium-highheat. Deep fry the
eggs in the hot oil until they are golden brown, 5 to 7 minutes; set aside.
Combine the chile peppers, garlic, shallots, tomatoes, and shrimp paste
in a food processor; blend into a paste. Add in peanut oil. Process again
until smooth.
Heat 1 tablespoon oil in a large skillet over medium heat. Pour the chile
pepper mixture into the skillet. Stir the vinegar, sugar, salt, and pepper into
the mixture. Add the fried eggs to the mixture, turning to coat. Reduce
heat to medium-low; simmer until fragrant, about 5 minutes.

Generic Structure
Goal/Aim
Ingredients
Steps
Taks 2 Analyzing Grammatical feature

How to Make Pancakes
Pancakes are good for breakfast. Not only they contains more energy to do all
activities in your day, they are also easy to made. Here some simple steps to make
pancakes.
Ingredients:
 1 cup all purpose flour

 an egg
 2 teaspoons baking powder
 1/2 teaspoon salt
 unsalted butter/vegetable oil
 1 cup milk
 2 tablespoons sugar
 For toppings: use maple syrup, honey, chocolate syrup or jam
Steps:
1. Take a large bowl and mix flour, sugar, baking powder and salt. Make sure the
ingredients are perfectly mixed.
2. Pour in milk, beaten egg, and oil. Mix all the ingredients until smooth.
3. Heat a frying pan with medium high heat.
4. Add some butter or vegetable oil
5. Scoop the pancakes batter by using a ladle.
6. Cook until it is brown on the both sides then put it in a plate.

7. Continue till all the pancakes batter run out. Just remember to add more butter
or vegetable oil.
8. When all the pancakes are cooked, you can add some topping. I myself prefer
chocolate syrup as the topping.
Read the text. Then, analize its grammatical

feautres using this table.
Grammatical Features
Imperative
Action Verb
Connective
Adverb
4.Discussion Forum
Having learnt the materials about recipe, it’s time to assess your
comprehension. Discuss the following questions with your partner.
a. In your opinion, what are the challenges in learning procedure text
specially recipe?
b. As a teacher, how will you use the recipe to teach your students?
c. What kind of recipe will you use to teach your students?
d. In your opinion, what are the characteristic of a good and appropriate
recipe to be used to teach students? e. How will you asses and evaluate
you students’ writing?

C. CLOSING SECTION
Do you know that s recipe usually has three sections? There is an

introductory followed by a list of materials that will be needed to complete the
procedure. The final section is a sequence of steps. The followings are the generic
structure of recipe;
 Goal/aim
 Ingredients
 Steps/Methods
Do you still remember about the language features of procedure? These
notes will help you to memorize its language features easily:
 Using imperatives
 Using simple present tense
 Using adverbial of sequence
 Using noun or group of noun
1. Reflection
No Learning Journal
1 Within this learning material and activity, I have learned:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2 The key features of the material include:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………….
3 What I like most of this material and activity is/are:
………………………………………………………………………………
………………………………………………………………………………

………………………………………………………………………………
………………………………………………………………………………
4 What I need to improve/learn/practice more is/are:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
……………………………………………………………………………...

PREFACE
In the name of Allah, the most gracious, the most merciful, first and
foremost. I would like to prise and express my high gratitude to Allah SWT, who
gives mercy and hidayah, so I can finish the module with the title POSTER AND
BANNER. This module aims to train students' abilities in English lessons, where
this module is equipped with exercises activity along with a brief explanation of
poster and banner materials.
The author would like to thank all who have helped a lot in the preparation
of this module. Especially Mrs Ummi Khaerati, S.Pd., M.Pd as a lecturer for
teaching learning material who has guided me to finish this module.
The author realizes that there are still many shortcomings in this module.
Therefore, the author hopes to receive criticism and suggestions from readers so
that I can fix this module.
Indramayu, Juli 2021
IIV SEPTIANTI
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TABLE OF CONTENT
COVER ..........................................................................................................
PREFACE....................................................................................................... 1
TABLE OF CONTENT.................................................................................. 2
A. INTRODUCTION.................................................................................... 3
B. MAIN SECTION...................................................................................... 5
C. CLOSING SECTION................................................................................ 17
FORMATIVE TEST....................................................................................... 18
REFERENCES.............................................................................................. 21
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POSTER AND BANNER
A. Introduction
Welcome to the module of English for XI grade. This module
entitles POSTER AND BANNER. Based on its name, this module provide
materials about poster and banner to enhace students knowledge about
what poster and banner are, their structure and language features, as well
as how to create a good and effective poster and banner. This module is
also equipped with exercises about Poster and Banner which purpose to
help students more understand about Poster and Banner.
This module will explore students to think critically in various
ways exercises and activities on Poster and Banner. Students will get to
know about Poster and Banner are, the generic structure, the social
function and the language features of the text.
Objective
This module aims for students to:
1. Through the displayed image, students are able to use their prior
knowledge to answer the questions about poster and banner correctly.
2. Through discussion, students are able to differenciate between poster
and banner
3. Through discussion, students are able to analyze social function of
poster and banner
4. Students are able to create poster and banner
Relevance
Do you know the differences between poster and banner? Can you easily
find the sample of poster or banner in your area? How do you see those?
Are they interesting and eye-catching or boring for you? Can you grab the
information from those posters and banners easily? Have you ever tried to
make one of those? If you have no experience of making posters and
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banners, so this course will help you much to deepen your comprehension
about posters and banners as well as to dig your creativity in creating an
interesting and eye-catching poster and banner. So, let's start and check it
out!
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B. Main Section
Learning Material and Learning Activity
In this section you will give your information about the picture bellow.
Let’s take a look!
1. Look at the picture below!

What is your opinion about this picture? Do you think this picture
is interesting picture ? (why/why not? In your opinion what is the
aim of this picture?
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Let’s take a look furthermore!
Picture 1 Picture 2
2. The Three pictures are the

examples of Poster. Respond to the
following questions related to those
examples of poster.
1. What information is included in the
three posters above?
2. What is the difference between
Picture 1, Picture 2, and Picture 3
related to the aim and information of
the posters?
3. After answering the questions
Picture 3 above, what do you think a poster is?
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Poster
Definition of Poster
A poster is a temporary promotion of an idea, product, or event put

up in a public space for mass consumption. It is usually printed in a large
paper that is designed to be attached to the wall or other vertical surface.
Typically, posters include both textual and graphic elements, although a
poster may be either wholly graphical or wholly text. Posters are also
designed to be both eye-catching and informative
Social/LanguageFunction of Poster
Poster are used for many purpose. they are intended to act as notice
or advertisements. They can advertise various events, films, musical
shows, etc. There are different types of posters. In general, the poster is
usually used:
 to alert and engage the viewer
 to challenge and call an audience into action
 to promote an event
Generic Structure of Poster

Below are the parts or structures of a poster.
 Header area
Not all posters require a header or heading. In general, this is the area
where a logo is placed, the logo of a department for which the author is
working. There can be guidelines as regards the correct placement of a
logo; just inquire at your organization.
 Title area
A title should be clearly visible (from a 5 – 10 m distance), significant, and
not too long. Due to space restrictions it is often placed next to the logo,
which may not be in accordance with your organization's guidelines (e.g.
the University of Zurich specifies that the space to the logo's right side has
to be left blank).
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 Author's photo and address
At poster fairs, where authors are not always standing next to their posters,
we recommend providing a photo in order to be recognized and
approached, if necessary. There should at least be an address (an e-mail
address is often sufficient). Make sure to mention all authors and their
affiliation (the latter can be put in the footer area).
 Main area
The main area can be structured and sub-divided, e.g. by using several
columns or an image across all columns, etc. In this area, you present the
poster's main statement.
 Footer area
Header and footer can be seen as a kind of framework tying it all together.
However, the footer is not just a graphic element; this is where you can
indicate references and contact details as well. This is also the only area
where the font size doesn't necessarily have to be read from a distance of 1
- 1.5 m.
 Background
Often there are posters highlighted not only with colors but also with a
structure or an image. This background should be appropriate as regards
the poster's topic and not be distracting at all. If in doubt, it is always best
to choose an unstructured background color.
 Fonts
In a poster you can use serif as well as sans serif fonts. For longer texts
sans serif fonts should be avoided, but since you should not use longer text
blocks in a poster both types can be used. Avoid decorative fonts since
they are not so legible. Use boldface for emphasis, avoid underscores or
italics for a poster. If you use justification for text blocks, make sure that
hyphenation is on. In order to avoid too large spaces between words better
use ragged alignment. Lines typically do not contain more than 70-90
characters. Texts with longer lines should have bigger line spacing to
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render them more legible. Typical line spaces are 20-30% bigger than the
font (i.e. for a 40 pt font you should use 48-52 pt line spacing).
Language Features of Poster

To create effective poster, you must consider the language features
of the poster below.
 Short Text Elements
It is suggested to keep text elements to 50 words or even fewer
(depends on the size of poster). Do not write too long, you can make it
shorter by using some pictures or images, or even graphs.
 Phrases and Active voice
Use phrases rather than full sentences. Try to always use active voice.
In most English sentences with an action verb, the subject performs
the action denoted by the verb.
 Serif font for text and san-serif font for title and Heading (Optional)
A serif is a decorative line or taper added to the beginning and/or end
of a letter’s stem, which creates small horizontal and vertical planes
within a word. So, in a nutshell, serif fonts have those decorative lines
or tapers (also commonly referred to as “tails” or “feet”) while sans
serif fonts don’t—hence the “sanes” in their title. Without tails,
sansserif fonts are made up of simple, clean lines that are the same
width throughout. Some of the most commonly used serif fonts
include Times New Roman, Garamond, Baskerville, Georgia, and
Courier New. Some of the most popular sans serif fonts on the black
include Arial, Helvetica, Proxima Nova, Futura, and Calibri.
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Let’s take a look furthermore!
What do you know about banner? How will you define a banner? How is it
designed? How does a banner function? This part of module will give you a brief
description about banner (definition, structure, function of banner) by showing
you the samples of banner through the following pictures.
Picture 2
Picture 1
3. The Three pictures are the examples of Poster. Respond to the

following questions related to those examples of poster.
1. What information is included in the three posters above?
2. What is the difference between Picture 1, Picture 2, and Picture 3 related to

the aim and information of the posters?
3. After answering the questions above, what do you think a poster is?
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Banner
Definition of Banner
A banner can be a flag or other piece of cloth vinyl bearing a
symbol, logo, slogan or other message. According to Oxford dictionary,
banner is a long piece of cloth, often stretched between two poles, with a
sign written on it, usually carried by people taking part in a march. But,
now we can find banner in many places. In the internet, banner can be
used as advertisements which appear across the top of a web page. Banner
can be also in a form of written text. It is usually slogan to raise people
awareness of current issue. It can be also about rule that people should
obey. They are also used by companies to market their products and
services. Banners can be found as billboards, behind window screens, on
skyscrapers, and even towed by helicopters. They are often hung much
higher than posters.
Banners often contain only a few words such as a slogan. The size
of the font is also large. This is probably because they are hung in places
where people move quickly. Banners also often stand alone, which make
them more noticeable.
When compared to posters, banners are much larger in size. They
are rectangular in size and the banners that are hung from someplace are
often longer in height. Although banners are more expensive to produce,
they are more durable since they are made from vinyl.
Social/Language Function of Banner

A banner is a flag that signals something. They are connected by a
pole such as signal flags on a ship which gives conditions or status of the
ship. Some banners are used for advertising or naming of college or
universities. Some banners are also used as a media to promote a product,
event, or service. Basically is an announcement so that everyone can see.
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Generic Structure of Banner
When you want to create a banner, you must consider some
components below as the structure of banner.
 Logo
The company’s color scheme and guidelines should be referenced and
apparent in the design of banner. It should link to a landing page about 111
the offer or information on the banner, so make sure it looks consistent to
avoid any confusion or anxiety. Remember your logo must be included to
build readers’ awareness and recognition. Make sure that it’s visually
dominant, but not as dominant as the value proposition and the call to
action. Also consider including your tagline or other
memorable/recognizable program or product.
Note: Without a logo, there is no way of knowing who the advertiser is
and if they are trustworthy.
 Value
Proposition The value proposition should be the most prominent element
on the banner. It should take up the most space and be the first thing that
attracts the viewers’ eyes. Use this space to showcase the benefits of your
service/product, grab the visitor’s attention and instill a sense of urgency
and desire. This is a great place to showcase special thing of your event or
program such as offers and prices, i.e. ‘High Quality,’ ‘50% off,’ ‘Limited
time offer,’ or ‘Free!’.
Note: The value proposition is big, bold, and commands attention above
all else.
 Body Copy The goal of display is to get the visitor’s attention,
pique their interest, and earn their click. You don’t need to, and should
NOT, put every bit of information on the banner itself. Include just enough
information to get the readers interest and leave them wanting more. It
may take some creative, original verbiage to convey all you need to in
about 10 words. But remember a simple banner will have higher click
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through rates, so if the banner takes more than two seconds to read, there
is too much text.
Note: A banner should provide a clear, concise description of the product
or event, giving just enough information to want to learn more.
 Image
Choose relevant images, graphics, or photos that enhance the message
contained in the banner and that are directly related to your product. Avoid
abstract concepts that require too much time and thought to decipher.
Images should help bring a sense of visual urgency to the text by using
contrasting, bold colors or a sense of clarity to a nontangible service.
However, it is not always necessary to use photos or images in your
banners. Text of banner with nice typography on a contrasting background
can be just as effective. Use imagery well, but only when you need it.
 Call to Action (CTA)
One of the most critical elements of a banner is the call to action or ‘the
ask’, and not including a CTA will assuredly decrease click through rate.
The call to action is text or a button that asks the user to ‘interact’ with the
banner ad, whether it’s implied or direct. This could be as simple as
adding a ‘Get the Guide,’ ‘Test it Out,’ ‘Watch Now,’ or ‘Join the Fun’
button encouraging the reader to click through to your landing page. Be as
clear and specific as possible with your CTA text. You must ensure
visitors know what they’re getting in exchange for the click.
Note: With no call to action, you don’t know what you’re really supposed
to do here.
Language Features of Banner
To create a banner, you must consider the language features of the banner
below.
 Use Simple Present Tense
Sometimes the present simple tense doesn’t seem very simple. Here
we will sort it all out for you!
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We use the present simple tense to express the following ideas:
1. To state facts or general truths
2. To express habits or customs
3. To relate future plans (often regarding programs and timetables)
4. To tell jokes and stories or to report sporting events in real time.
 Use simple phrases or statement The use of simple phrases or
statement here is as the slogan that reflects the program or event
showed in the banner. This is usually written in large font in order to
grab the readers’ attention. The phrases can be in the form of
important information about the event or program.
The differences between poster and banner are as follow.

POSTER BANNER
Material Posters are made of printed Bannaer are made from cloth or
paper vinyl
Size Posters can be different size, but Banner are typically larger than
they are generally smaller than poster and are rectangular in
banner shape
Content Posters can coontain both Banner typically have only a
graphical and textual few words
information; there can be a lot of
words
Font Size The words in posters may be The words in banners are
writtern in very small letters; written in large letters so that
depends on the number of words they can be read from a distance
Reading Posters are not meant to be read Banners are meant to be read
from a distance from a distance
Location Posters are displayed at notice Banners are hung from high
boards, posted on walls, and places or held in hands
other vertical surface
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Let’s discuss!
4.Look at the sample of picture below!Discuss them with your friend and fill
in the blank table!
PICTURE 1
PICTURE 2
PICTURE 3
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1. Can you identify which ones are posters and which one are banners?
2. Identify the following items from the posters and the banners above
Language Target
No. Function Structure
Features Readers
1
2
3
5. Discuss with your friend to create a poster and a banner to socialize and
promote the event.
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C. Closing Section
1. Summary
A poster is a temporary promotion of an idea, product, or event put up
in a public space for mass consumption.
The characteristic of the poster:
 Using a simple statement
 There are some pictures that can describe the content of the
message of the poster
 It made a simple depend on the theme.
A banner can be a flag or other piece of cloth vinyl bearing a

symbol, logo, slogan or other message.
The characteristic of banner:
 There are picture as a symbol or logo of the community
 Usually it made in a flag or a cloth
 There any statement as the slogan that show the event
2. Reflection
In this activity, I have learned.............................................................
..................................................................................................................
..................................................................................................................
What I like most about this activity
is/are.........................................................................................................
................................................................................................................
What I need to improve/learn more
is/are.........................................................................................................
............................................................................................
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Formative Test
Picture 1: Question no 1-4
1. What is the genre of the text?

A. Notice
B. Banner
C. Poster
D. Annoucement
2. According to the picture above, what is it the function?
A. To provide information of event
B. To grab attention of people
C. To engage viewers
D. To promote a program
3. “Enjoy the freedom of learning English...” synonym of the underline is ...
A. Inability
B. Difficulty
C. Liberty
D. Equality
4. Based on the text above, How to learn English online for free?
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A. You need to watch the Youtube channel
B. You should download the E-book
C. You must subscribe the website
D. You can visit the site
Picture 2; Question no 5 & 6
5. What is the topic of the poster above?

A. How to solve global warming
B. How is the way of life
C. How to do healthy diet
D. How to be strong
6. Why does travel by an airplane is bad for the environment?
A. It wastes much money
B. It wastes the time
C. It makes water pollution
D. It’s dangerous
7. The banner contains the following items as the structure, except......
A. Logo
B. Image
19
C. CTA
D. Body copy
8. As poster has several functions, it can be used to ........ except
A. To give a name of company
B. To promote a program or event
C. To call audience
D. To engage reader’s attention
9. You usually find texts and pictures in the poster, how do you see the
characteristic of the text in the title area of a poster should be, except….
A. Visible
B. Eye-catching
C. Significant
D. Short
10. When you are designing a banner, the part of banner’s body copy must be
written in….
A. Long statement
B. Full-statement
C. Precise picture or symbol
D. Statement of about 10 words
Keyword
1. B
2. D
3. C
4. D
5. A
6. C
7. C
8. A
9. A
10. C
20
4.References
Andra, Muhammad. (2015). Definition of Poster.

https://brainly.co.id/tugas/4701424 Retrieved on Sept 6, 2019 at 08.40
file:///E:/MODUL%20PPG/MATERI%20PPG/Bahasa%20inggris%20-
%20Modul%201.pdf
Olwa. (2011). Structure and Types of Posters.

http://www.geo.uzh.ch/microsite/olwa/olwa/en/html/unit5_kap53.h tml
Retrieved on September 12, 2019 at 07.00 a.m
21
ANNOUNCEMENT
A. INTRODUCTION
1. Description
In module 2 learning activity 3 about Announcement, the author develops
learning material to enrich sources of knowledge for PPG participants. The problem
faced is usulally from the lack of knowledge and references.
An announcement is a statement made to the public or to the media which
gives information about something that has happened or that will happen. The
announcement of something that has happened is the Module 2: English for Personal
Communication 49 act of telling people about it. An announcement in a public place,
such as newspaper or the window of a shop, is a short piece of writing telling people
about something or asking for something
(https://www.collinsdictionary.com/dictionary/english/announcement). An
announcement can be spoken or written form. It could be printed on paper or informed
orally.
2. Relevance
Understanding the definition, the difference between spoken and written
announcement, how to make the announcement, and how to announce orally is
significant to be learned by you as the participants of teacher profession.
3. Learning Guide
In this learning activity, you will comprehend the text structure, the language
features, the social function of. To start with, you will be exposed to some examples
of announcements. You will also analyze the parts of announcements to see how
different structures of announcements present to meet their social / language
purposes.

B. MAIN SECTION
a. Attitude
this type of text, you are expected to be able to uphold and apply religious
values, moral values, ethical values, personal and social values, and
nasionalism.
b. Knowledge
 analyzing the social functions, generic structures, and language features of
announcements.
 to apply knowledge to engage in social functions with announcement.
c. Skill
 to analyse the contextual differences and similarities between a number of
announcements in regard to the social functions, by showing the evidence
from the texts in fluent and lexigrammatically accurate spoken and written
English.
 to write small announcements.

a. Definition
In this section, you are going to learn two types of announcement. Some
sources of learning are provided including some texts to identify some
information related to announcement.
Before having the material in this section. Have a look at the picture below!

Answer the questions below:
1. Have you ever read or listened to an announcement?
2. Where do you usually read or listen to an announcement?
3. From the picture above, what information do you get?
4. What kinds of announcement do you usually read or listen?
5. Why do you think the writer wrote the announcement?
Read and understand the different kinds of announcement below!

Answer the following questions.
1. Are all of those pictures above announcement?
2. If your answer for the first question is ‘yes”, answer this question:
Why are they labelled as announcement?
3. Do you find the similarity(s) on the pictures above?
4. If your answer is ‘yes’, answer these questions: how can they be similar? In
what way they are similar?
In order to help you answer the questions above, read these following guidelines.
1. Read the definition of announcement.
2. Read the information on the pictures.
3. Note down important information from each picture
4. Categorize the information you have collected.
Okay, let’s follow the steps.

1. Announcement is defined as a public statement containing information about an
event that has happened or is going to happen.
2. All of those four pictures contain information of events, those are:
• Picture 1: flag raising ceremony
• Picture 2: birth
• Picture 3: goods lost

• Picture 4: death
3. The information from each picture is as follow:
Read the concept carefully!

Answer the following questions!
1. Mention the event that is being announced?
2. List the detail information that can be found in the announcement?
3. Explain what kind of tenses being used in the announcement. Provide with the
example of the sentences from the announcement text you have just read!
3.Discussion Forum
So far, you have studied the materials and experienced the activities presented
in this unit. However, you may need to confirm understanding and share ideas with
other students and / or teacher.
1. What is social function, generic structure and language feature of
Announcement text?

C. CLOSING SECTION
1. Summary
An announcement is a statement made to the public or to the media which
gives information about something that has happened or that will happen. The
announcement of something that has happened is the act of telling people about it. An
announcement in a public place, such as newspaper or the window of a shop, is a
short piece of writing telling people about something or asking for something.
(Sumber: https://www.collinsdictionary.com/dictionary/english/announcement)
2. Reflection
No Learning Journal
1 Within this learning material and activity, I have learned:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2 The key features of the material include:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………….
3 What I like most of this material and activity is/are:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
4 What I need to improve/learn/practice more is/are:
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………

……………………………………………………………………………...
3. Formative Test
To help you see your mastery of the material presented in this unit, please do the
test well.
Read the text below and answer the questions that follow!
1. What is the announcement mainly about?

a. Recruitment for Reading Club members.
b. The place of Reading Club meeting.
c. Up Coming Event of Reading Club.
d. Literacy Program Development.
e. Reading Club Activity.
2. What is the primary reason to establish the Reading Club?
a. To explore the world.
b. To develop education.
c. To read historical books.
d. To develop literacy program.
e. To develop interest in reading.
3. It is implicitly expected that the Reading Club members will be …
a. kind

b. friendly
c. wealthy
d. generous
e. knowledgeable
4. What does the word committed mean?
a. Casual
b. Devoted
c. Apathetic
d. Obligated
e. Uninterested
This text is for questions no 5 – 7

Ladies and gentlemen on behalf of the crew I ask that you please direct your attention
to the monitors above as we review the emergency procedures. There are six
emergency exits on this aircraft. Take a moment to locate the exit closest to you. Note
that the nearest exit may be behind you. Count the number of rows to this exit. Should
the cabin experience sudden pressure loss, stay calm and listen for instructions from
the cabin crew. Oxygen masks will drop down from above your seat. Place the mask
over your mouth and nose, like this. Pull the strap to tighten it. If you are traveling
with children, make sure that your own mask is on first before helping your children.
In the unlikely event of an emergency landing and evacuation, leave your carry-on
items behind. Life rafts are located below your seats and emergency lighting will lead
you to your closest exit and slide. We ask that you make sure that all carry-on luggage
is stowed away safely during the flight. While we wait for takeoff, please take a
moment to review the safety data card in the seat pocket in front of you.
5. What does the text talk about?
a. An emergency procedure
b. An emergency lighting
c. The emergency exits
d. Cabin monitors
e. Safety briefing
6. “Pull the strap to tighten it.” The underlined word has the similar meaning as ….

a. line
b. rope
c. string
d. leash
e. mask
7. We can infer from the text that …
a. all the luggage have to put away during the flight
b. passengers have to follow to the instruction the safety data card
c. the cabin crew has to give instruction during the emergency situation
d. all passengers must stay on their seat when there emergency landing
e. passengers does not allow to bring their luggages in emergency situation
This text is for questions 8 – 10

Announcement
To: All customers,
Due to the severe fire that happened last week, our company, Rainbow Corporation
has to renovate some buildings. The renovation will be time consuming and
consequently our office will be temporarily moved to Flamboyant Street 16 about
500m from our company. We will not stop our production, but it will influence our
production process, such as the delay of product making, tardiness of product delivery
and other services. Sorry for the inconvenience.
Thank you.
Mr. Johnson General Manager
8. What is the topic of the announcement?

a. The delay of product making.
b. The severe fire at the company.
c. The renovation of some buildings.
d. The company’s temporary address.
e. The production process of the company.
9. Why must Rainbow Corporation renovate its buildings?

a. The buildings were burned down.
b. The office moved to other building.
c. The product making was delayed.
d. The product delivery was late
e. The company office was full.
10. The text is aimed to ...
a. inform about temporary address
b. inform about renovation of the office
c. inform about the delay of product making
d. remind customer about shipping address
e. remind customer about production process
4. Answer Key
1. A
2. A
3. E
4. D
5. A
6. D
7. A
8. C
9. A
10. E

D. References
- Harris, M. & Sikorzynska, A. 2012. CHOICES: Pre-Intermediate Students' Book.
England: Pearson Education.
- Sinaga, Bornok, dkk. 2013. Buku Siswa Bahasa Inggris X Wajib. Jakarta:
Kementrian Pendidikan dan Kebudayaan.
- Widiati, U., Rohmah, Z., & Furaidah. 2014. Bahasa Inggris SMA/MA, SMK/MAK
Kelas X. Jakarta: Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.
- https://belajar.kemdikbud.go.id/SumberBelajar

REPORT TEXT
(Comparative Report & Historical Report)
By
Nopi Permatasari, S.Pd.
PPG DALJAB
UNISMUH MAKASSAR
2021
A. INTRODUCTION
Language is at the heart of learning process. We learn through language.
We interact with others and build our identities through language. Explanations
from teachers, classroom discussion, assessment of student achievement and
comprehension, composition, and evaluation of texts are all mediated by
language. Our knowledge about the world is constructed in language.
In this module we are going to learn report text that are dealt with
comparative and historical report texts. Report texts organize our experiences
of the world for us; they are used to record, organize, and store information
relating to categories of things. Information reports are closely connected to
educational settings and workplaces; in particular, they are a major vehicle for
apprenticing individuals into the discourse communities connected with science
and technology. This part of the module is designed to provide learning
activities for you to promote your comprehension skills about report text. The
activities shall focus on the knowledge and skills required to comprehend and
express explicit and implicit meanings in the following report texts.
1. Short Description
The report texts that we will learn in this module deal with comparative
report and historical report. The texts are concerned with general
categories of things rather than events and happenings and with informing
about technical and scientific topics. The purpose of the text is to organize
and describe a field or topic into a class and subclass hierarchy. Moreover,
it can be used to organize and describe a field or topic according to its
part (a part or whole part).
2. Relevance
The main objective of this module is to assist you in understanding the
definition report text, specifically in comparative report and historical
report. The social function that is the function of the text in social
communication, as well as the language features that are mostly found in
this text type are great importance of language learners. This module tries
to meld theory and practice with clear pedagogic intent of equipping you
with a generative set of knowledge of report text.
3. Learning Guide
This module is organized as follows: in the first part (Introduction), we
provide a brief of description, objectives, and guide about this module. In
the second part (Main Section), it is essentially about learning outcomes,
learning material, and learning activities. It is designed with clear
explanation about Report Text such as its definition, social function, and
language features. The learning activities in this module are designed to
help you in understanding written and spoken forms of report text with
some tasks to explore more insights into the learning materials. We also
provide discussion forum as a media which you can share the ideas related
to the topic given. In the third part, it is followed by formative assessment
to check your comprehension about Report Text (Classifying report and
Compositional report). In the final section, we also provide reflective
summary where you can reflect your learning process using this module.
B. MAIN SECTION
a) Attitude
Having studied the learning materials and experienced learning
activities of this type of text, you are expected to be able:

To internalize, uphold, and put into action religious, moral, and ethical
values, integrity, accountability, independence, tolerance, care, mutual
respect, peace, collaboration, and nationalism.
b) Knowledge
 To analyze the differences between comparative report and

historical report in regard to the social function, by showing the
evidence from the material (expressions, sentences, paragraphs,
etc.).
 To analyze the contextual differences between comparative report

and historical report in regard to the text structures by showing the
evidence from the given materials (expression, sentences,
paragraphs, etc.).
 To analyze the contextual differences between comparative report

and historical report in regard to the language features, by
showing the evidence from learning materials (expression,
sentences, paragraph, etc.).
c) Skills
 To get the meaning contextually related to social function, text
structure and language feature report text.

 To compose report text by paying attention to social functions, text
structure, and language features, correctly and appropriately
context.
Learning materials in this activity will be divided into two parts. Those are
Key Features of the text, such as: definition, social function, generic
structure, language features and Learning Activity. Study them carefully
and do each of the tasks that follows.
Key Features of Report Text
a) Definition
Report text is also almost similar to what is often mentioned in various
books of English at secondary level, “Report is a text which present
information about something, as a result of systematic observation and
analyse.” Report texts are texts which concerned with general categories
of things rather than events and happenings and with informing about
technical and scientific topics.
Task 1
1. Watch the video 1 below. This video is an example of report text in
spoken form. Can you identify what type of report text it is? And
why do you think so?

Video 1
(Link: https://www.youtube.com/watch?v=Brx-vXLVE3U)
This is another example of spoken report text given in Video 2
(Link: https://www.youtube.com/watch?v=zmvbSoO0Qq4)
Task 2
After watching Video 1 & Video 2 above, now you answer these
questions:
1. Are they comparative or historical reports?
2. What are the topics of spoken report texts in Video 1 & video 2?
3. Please identify the differences between Video 1 & Video 2:
Report Text Topic Differences
Video 1
Video 2
b) Social Function
In this module, there are two type of report text. They are comparative
report and historical report. So the purpose of report text will depend
on the type of text.
The purpose of comparative report is to identify the similarities and
differences between two or more classes or things. While the purpose of
historical report is to give information about the way things were in
relation to a particular historical period or site.
Task 3
Please watch the video 1 & 2 again and analyze the content!
After watching them, answer the following questions:
1. Who developed the first printing press to use movable?
2. Please identify the social function of video 1 and video 2
Social Function
Report Text Video 1 Video 2
Comparative
Historical
c) Generic structure
On the basis of content, Comparative reports are typically structured as
follows:
 General Statement: It introduces entities to be compared
 Description: It contains the systematic analysis of similarities and

differences
On the other hand, Historical reports are typically structured as follows:
 General Statement: It Identifies historical period or site And it
defines and locates in time and place.
 Description:
 Features or characteristics
 Activities
 Behaviours
 Artefacts
 Historical significance
(Source: Derewianka 2016, p.168-171)
For further explanation, some examples of comparative and historical report
texts are available below. Now you can observe the generic or text structure
found in the following written report texts
Example of comparative report text:
Text 1
Text 2
History of Jakarta
Jakarta is the biggest city in Indonesia with a role as the capital of Indonesia
as well as the government center of Indonesia. Jakarta is also one of the 33
provinces in Indonesia, and therefore governed by a governor who reports to
the President of Indonesia through the Internal Affairs Minister.
Due to the multi role as both a province and the capital of Indonesia, Jakarta
then given a status of Special Capital Region (Daerah Khusus Ibukota=DKI).
DKI Jakarta has five municipalities and administrative regency. The five
municipalities are North Jakarta (Jakarta Utara), East Jakarta (Jakarta Timur),
West Jakarta (Jakarta Barat), South Jakarta (Jakarta Selatan), Central Jakarta
(Jakarta Pusat), and Thousand Islands Regency (Kepulauan Seribu). Each
municipality headed by a Mayor who assists to prepare the planning of their
region. Thousand Island is headed by a Regent who’s responsible on the
financial matters.
The history of Jakarta began from a small port at the mouth of Ciliwung River,
centuries ago. The port city then emerged to become a busy international
trading center. Journals of European journalist in 16th century mentioned that
there’s a city, named Kalapa (Kelapa in Sundanese called kalapa, means
coconut), seemed as the main port for a Hindu Kingdom named Sunda, with
a capital of Pajajaran, located near to the current location of Bogor. Portuguese
was the first fleet from Europe that arrived at Kalapa Port.
Proclamation Monument The port city was then attacked by its neighbor,
Demak Kingdom, under the leadership of Fatahillah. On 22nd June, 1527,
Kelapa Port was taken away and the name was then changed to Jayakarta,
which meant a city of glory and victory. 22nd June1527 then recognized as
birthday of Jakarta. Dutch fleet arrived at the 16th century which soon
dominated Jayakarta and changed the name to Batavia. At the era when
Japanese dominated Indonesia, from 1942 to 1945, the name of Batavia was
changed to Jakarta. On 17th August 1945, Ir. Soekarno proclaimed the
freedom of Indonesia in Jakarta, when red and white flag of Indonesia was
officially raised for the first time. The sovereignty of Indonesia officially
acknowledged in 1949 after Indonesia joined the United Nation. In 1966
Jakarta was officially announced as the capital of Indonesia.
Task 4
Identify the Generic Structure of text 1 (Butterfly or Moth?) and text 2
(History of Jakarta) above by filling the paragraphs of the text.
Generic Structure Text 1 Text 2
General Statement
Description
d) Language features
There are some language features of Report text such as:
 Using general noun (e.g. elephants, computers, orchids)
 Using relating verb: (e.g.: is, are, was, were) for classification.
 Using present tense (e.g. A table usually has four legs), and use past
time if the thing is extinct.
 Using adjective or adjective phrase in describing things, especially
in describing qualities.
 Using verb “have”: has, have, or had to give detailed description
 Using behavioral verbs (e.g.: snakes often sunbathe in the sun).
Task 5
Identify the language features of text 1 (Butterfly or Moth?) and text 2
(History of Jakarta) above by filling the paragraphs of the text.
Language Features Text 1 Text 2
General Noun
Relating Verb
Present Tense
Adjective or adjective
phrase
Behavioral verb
Task 6
To provide more understanding about report text; comparative report and
historical report. Know you compose the comparative report and historical
report about technology with your group. Consider the following writing
descriptors.
No. Writing Elements Descriptors

1 Task response a. fully addresses all part of the task
b. presents a fully developed position
c. fully extended and well-supported
ideas
2 Coherence and a. skillfully manages paragraphing
Cohesion b. sequences information and ideas
logically
3 Lexical Resource a. provides wide range of vocabulary
b. rare minor errors occur only as “slips”
4 Grammatical range a. provide wide range of structure with
and accuracy full flexibility and accuracy
b. rare minor errors occur only as “slips”
3. Discussion Forum
Since you have learned this topic and involved in some learning activities, it is
necessary for you to confirm your understanding, share your knowledge and
experience, and improve your comprehension towards this topic of materials either
with other students. Therefore, you should get involved in this discussion forum.
C. CLOSING SECTION
1. Summary
In this module, we have learned how to identify report text (comparative
report and historical report). We also have identified stages and language
features of report text. In discussion forum, we have learned how to explore
report text (comparative report and historical report) in the classroom context.
2. Reflection
Please write your reflective summary below!
a) In this module, I have learned
..............................................................................................................
..............................................................................................................
........................................................................................
b) The key features of report text (comparative report and historical report) are
..............................................................................................................
..............................................................................................................
........................................................................................
c) What I like most about module is/are
..............................................................................................................
..............................................................................................................
........................................................................................
d) I like it because
..............................................................................................................
..............................................................................................................
........................................................................................
e) What I need to improve or learn more is/are
........................................................................................................................
........................................................................................................................
...............................................................................
FORMATIVE TEST
Read the text below and answer the correct answer.
The following text is for number 1-10.
HISTORY OF TASIKMALAYA
Tasikmalaya, also spelled Tasikmalaja, city, southeastern West Java (Jawa
Barat) propinsi (or provinsi; province), western Java, west-central Indonesia. The city
is located in the mountainous Preanger region at an elevation of 1,151 feet (351 metres),
about 50 miles (80 km) southeast of Bandung.
Roads and railway link it with Bandung to the northwest and Cilacap to the southeast.
The population is made up of Javanese who are santri (devout) Muslims, with some
Chinese and Indian settlers. A short-lived separate Muslim state, established in
Tasikmalaya during 1948, was crushed by Dutch forces.
The city is a trading centre for agricultural produce, including rice, corn (maize),
peanuts (groundnuts), and rubber. Locally manufactured goods include purses, trays,
handbags, floor mats, bowls, straw hats, and paper umbrellas. Tasikmalaya is known
for its rattan and pandanus woven goods and tussah silk printed by batik. There is a
large mosque located in the city.
1. The type of report text above is ......
a. Classifying report
b. Compositional report
c. Historical report
d. Comparative report
2. What is the social function of the text above?
a. To give information about the way things were in relation to a particular
historical period or site.
b. To describe the effects of nature
c. To organise and describe a field or topic according to its part
d. To organise and describe a field or topic into a class and subclass
hierarchy
3. What is the generic structure of report text?
a. Identification-descriptions
b. General statement-description
c. General statement- Sequenced explanation-closing
d. General statement- Sequenced events-closing
4. Where is Tasikmalaya located?
a. In Southeastern Java
b. In the mountainous Preanger region
c. About fifty kilometres southest of Bandung
d. About fifty miles northwest of Bandung
5. What is the population of Tasikmalaya made up?
a. Mostly Chinese
b. Mostly Muslims
c. Mostly Indians
d. All of them are Muslims
6. What happened during 1948 in Tasikmalaya?
a. Dutch forces attacked Tasikmalaya
b. Muslim state was established by Dutch forces
c. Tasikmalaya was crushed
d. Dutch forces was failed to crush Muslim state
7. The language feature used in the text above is, except .....
a. Present tense
b. Past tense
c. Relating verbs in link to entity
d. Attitudinal vocabulary is unusual as the emphasis is on facts rather on
opinions
8. Why is Tasikmalaya known as trading centre?
a. Because the location is strategic
b. Because many tourists come to Tasikmalaya
c. Because Tasikmalaya has many agricultural produce
d. Because it is large city
9. According to the text the statement is true, except?
a. The train runs from Tasikmalaya to Bandung to the northwest
b. Tasikmalaya has many handicrafts
c. Tasikmalaya is one of the cities between Bandung and Cilacap

d. Tasikmalaya does not have settlers
10. “Locally manufactured goods include purse, ...”
The italic word has the same meaning with...
a. Imitate
b. Neglect
c. Explode
d. Produce
4. References
Hanafi. (2019). English Text: Develoving English Material. Jember: CV.
Pusaka Abadi
Wahyukti, Titi. (2019). Module 3 English for Social Communication
https://www.youtube.com/watch?v=Brx-vXLVE3U
https://www.youtube.com/watch?v=zmvbSoO0Qq4
http://safetynet.asia/history-of-jakarta/
https://www.britannica.com/place/Tasikmalaya
LEARNING MATERIAL
ENGLISH FOR ACADEMIC CONTEXT
EXPLANATION TEXT
UNIVERSITAS MUHAMMADIYAH MAKASSAR

PREFACE AND ACKNOWLEDGEMENT
Assalamu’alaikum Warahmatullahi Wabarakatuh,
Alhamdulillah, I pray and praise the presence of Allah SWT who always
bestows all His grace, knowledge and guidance so that the authors can complete
this module.
This module is designed to meet the needs of education and training
participants in the context of professional teacher certification in the field of
English teachers. In accordance with the segmentation of participants, this module
is prepared with undoubted qualifications.
The presentation technique adopted is carried out in an integrated manner
without selection based on education level. This method is expected to minimize
the occurrence of repetition of topics based on education level.
The discussion of this module begins by explaining the objectives to be achieved.
The advantages of this module can be seen from the integration of English
knowledge in the Explanation Text material. The discussion that will be delivered
is also accompanied by questions that can be used to measure the level of
achievement and completeness.
The author realizes that in making the module there are still many
weaknesses, for that the author is very open to suggestions and receive the
criticism. Hopefully this teaching material will be useful.
I thank all who have helped me in accomplishing this learning material. Thanks
for the hard work and valuable input and hopefully this learning material is useful
for PPG participants. The author would like to thank :
1. Dr. Saiful, S.Pd., M.Pd as a lecturer for teaching this material.
2. Ummi Khaerati, S.Pd, M.Pd as a lecturer for teaching learning material.
3. All PPG participants who supports each other
4. My family who supports for completing this writing.
Palopo, July 2021
Author
TABLE OF CONTENT
COVER
PREFACE AND ACKNOWLEDGEMENT
TABLE OF CONTENT
LEARNING ACTIVITY : EXPLANATION TEXT
A. INTRODUCTION
1. DESCRIPTION
2. RELEVANCE
3. LEARNING GUIDE
B. MAIN SECTION
1. LEARNING OUTCOME
2. LEARNING MATERIALS AND LEARNING ACTIVITY
a. DEFINITION
b. SOCIAL FUNCTION
c. GENERIC STRUCTURE
d. LANGUAGE FEATURE
C. CLOSING SECTION
1. SUMMARY
2. REFLECTION
3. FORMATIF TEXT
4. ANSWER KEY
5. REFERENCE
A. INTRODUCTION
1. Description
In module 6 learning activity 3 about Explanation text, the author
develops learning material to enrich sources of knowledge for PPG
participants. The problem faced is usulally from the lack of knowledge
and references.
This unit deals with Explanation Texts. Explanation texts can be said
as one of the most complicated types as they could be a combination of
other text types such as descriptive text, procedure text, and
argumentative texts (Emilia, 2011). An explanation text tells the audience
how something works or why something happens. Explanations detail and
logically describe the stages in a process, such as the rainbow, or how a
car engine works. Quite often, especially in its written version, this text
type appears with a picture complement to support clarity.
2. Relevance
Explanation texts are frequently found in the worlds of knowledge,
science, and technology. In order to help students become familiar with
this type of text, pre-service and/or in-service teachers of English need to
have better insights into and good mastery of it.
3. Learning Guide
How It Works This unit consists of a few parts. In order to better
achieve the expected learning outcome, you should make sure to study the
whole learning material and activities presented in this unit of the module.
You are provided with supporting media and documentation, which can
be opened, downloaded or viewed on-line. To share with either the
instructor or other participants, it is necessary for you to take part in
Discussion 56 Forum as scheduled. Formative Test is available to
complete to get a quick picture of mastery of this unit material. It is
recommended that you explore relevant materials from other resources as
well, including the ones listed in the References.
B. MAIN SECTION
a. Attitude
Having studied the learning materials and experienced
learning activities of this type of text, you are expected to be able to
uphold and apply religious values, moral values, ethical values,
personal and social values, more specifically being grateful to God
for His creation, thankful to others (scholars, scientists, and experts)
for never-ending hard work and development of science and
technology, and being provoked to self-improvement, growth, and
development.
b. Knowledge
⮚ To understand the nature of explanation texts To get the general

pictures of explanation texts.
⮚
c. Skill
⮚ To write small functional texts (academic poster, pamphlet,

and/or banner)
⮚ To write explanation texts.
⮚ To carry out conversations involving the acts of: - Showing
appreciation to others
⮚ Expressing gratitude to others
2. Learning Materials and Learning Activity

a. Definition
What is actually Explanation Text? Attached below is a video on
explanation text. Open the video file and study the content. Having
viewed the video, can you outline “Explanation Text‘ in a few
sentences?
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.
Source(https://englishadmin.com/2015/07/water-cycle-example-of-explanation-
text-with-generic-structure.html)
Source (https://arumcorner.blogspot.com/2019/11/water-cycle-for-kids-
video.html)
b. Social function
An Explanation Text is intended by the writer/speaker: To explain
the audience how and why something works or happens. According to
Mark Anderson and Kathy Anderson (1997: 82) says that the explanation
text type is often used to tell how and why thing (phenomena) occur in
nature. Social function of explanation text is to explain the reason how and
why something happened. In the text, those reasons are being elaborated
further and more in-depth such the processes involved in the formation or
working of natural and socio-cultural phenomena.
c. Generic structures
⮚ General statement
General statement; stating the phenomenon issues which are to be
explained.
⮚ Sequenced of explanation
Sequenced explanation; stating a series of steps which explain the
phenomena.
d. Language features
Explanation text has its characteristics, especially in terms of grammar,
vocabulary, and expressions.
i. Grammar The grammatical points that are typical of this text
type:
⮚ Use of passive voice pattern
⮚ Use of the Simple Present Tense
⮚ Use of technical terms
⮚ Use of words that show cause and effect
⮚ Use of abstract noun
⮚ Use of action verb
⮚ Use of noun phrases
ii. Mini-Dictionary [Vocabulary] Notice a few words/phrases that

often appear:
⮚ First /ˈfɜːst/
⮚ Then /ðen/
⮚ Next /nekst/
⮚ As a consequence /es ə kənsɪ.kwəns/
⮚ Because /bɪˈkəz/; /bɪˈkɒz/
⮚ Lead to /liːd tu/
⮚ However /ˌhaʊˈev.ər/
⮚ Include /ɪnˈkluːd/
⮚ …similar to… /ˈsɪmɪlə tu/
⮚ … differs from… /dɪfəs frəm/
⮚ …resulted in …/riˈsʌltɪd ɪn/
Pronunciation:
Above and below are a few examples of words or expressions most
frequently found in Explanation Text. Attached is an audio file made
available for you to serve as a model. Open it, listen, and practice how
they are pronounced. [Attachment: Audio-Explanation Text-
Pronunciation]
iii. Common Expressions Expressions with the following style are

typical to Explanation Text:
⮚ For example /fɔːr ɪgˈzɑːmpl/
⮚ These include /ðiːz ɪnˈkluːd/
⮚ For instance / fɔːr ˈɪnstəns/
⮚ As shown by … /æz ʃəʊn baɪ/…
⮚ … Such as … … /sʌʧ æz/; /sʌʧ əz/
⮚ On the other hand, … /ɒn ði ˈʌðə hænd/, …
⮚ Including ….. /ɪnˈkluːdɪŋ/ …..
Tips!
Before proceeding with tasks, you may find this little piece of section valuable.
The efforts you can take to produce effective explanation texts are as follows
⮚ Title
Titles that use words like 'how' or 'why', will help readers to understand what
the text is about and make them want to find out more. For example: 'Why' do
animals sleep through the winter?'
⮚ Paragraphs
You need to write in paragraphs to break up your text and make sure it follows
a sequence. Use connectives like 'Firstly' and 'So' to put it in the right order.
⮚ Style
Use a question or a statement as your title. Keep this in mind so you stick to
the point. Use the rest of your writing to make points that help to answer your
question or support your statement
⮚ Interesting facts
Throw in a few interesting facts to make your writing come alive and keep
your reader interested.
⮚ Re-read
Re-read your explanation text when you have finished. Make sure you've
answered your question or supported your statement.
LEARNING ACTIVITIES
Task 1. Understanding the Nature of Explanation Texts
In this task, you will be learning for a better understanding of and deeper insights
into the characteristics of explanatory texts. Attached is a file of power-point
slides on “Explanation Texts‘. Open the file and study the slides content.
Based on your viewing on the slides, decide whether the following statements
about explanation texts are TRUE or FALSE. Put a √ in the box provided when
you think the statements are TRUE, and a X when you think they are FALSE.
Statement True false
1. Explanations answer the questions on “how‘ something

works or “why‘ something happens.
2. An example of natural explanation text would have a
title like ‗How rain are formed‘.
3. An example of mechanical explanation text would be a
short text titled ‗How to prepare ice cream‘.
4. An explanation text begins with a general statement
that introduces the phenomenon to discuss in the text.
5. The first paragraph has a general statement that
introduces or identifies the scientific or technical
phenomenon.
6. The body of an explanation text consists of a series of
sequenced statements about the process explained.
7. ‗Present tense‘ is used to describe actions involved in
the process.
8. Connectives such as first, then, after, finally, so, as a
consequence are used to show cause and effect
relationship in explanations
9. The use of passive voice is a must in explanations
10. Graphic organizers (GO) such as tables, charts and
diagrams are commonly used in explanations as
decorations.
Task 2 : Watch and Analyze the Video
Watch and listen to the video with your group then identify and do the questions!
https://www.youtube.com/watch?v=VE97ajMdRr0
Answer the following questions!
1. What is the Corona Virus?

2. What are the symptoms of the Corona Virus?
3. How long someone get risk after having close contact with someone who’s
been confirmed to have the Virus?
4. What we use if there’s no soap to wash hands?
5. How to protect yourself from Corona Virus?
Task 3 : Getting the General Picture of Explanation Text

Read the following text carefully. How is this text organized? Discuss and
answer with your partner.
HOW DOES RAIN HAPPEN
We all know that rain is the primary source of fresh water for most areas
of the world, providing suitable conditions for diverse ecosystems. Rain is water
that descends from the sky through several processes until the rain occurs. Do you
know how does rain happens?
The phenomenon of rain is actually a water circle. The concept of a water

circle includes the sun heating the Earth’s water surface and causing the water
surface to evaporate. Earth’s water includes water from lakes, rivers, and oceans.
Then, the water vapor experiences condensation and becomes condensed vapor.
Condensed vapor is formed from droplets so that when the air temperature is
higher, it makes the droplets gather, condensed, and formed into clouds. The
presence of winds helps clouds move and gather in other places that have lower
temperatures. At that time, the droplets become heavier and unstoppable and
cause the droplets to fall so that there is rain.
If the droplets drop in an area with very cold temperatures, the droplets
will drop as snow. However, not all rain reaches the surface. Some evaporate
while falling through dry air. This is called Virga, a phenomenon that is often
seen in hot, dry desert regions.
EXPLANATION
GENERIC
STRUCTURE
General Statements
A Series of Explanations
Closing
Task 4 : Building Explanation Texts

a. Creating An Academic Poster
Below is an academic poster, i.e. a graphic and textual method of
presenting information. An effective academic poster balances the content
(information) and the layout (how the information is presented). Now, study
the academic poster and answer the questions that follow.
1. Mention at least 3 technical terms used in the poster.
2. Mention the so-called general statement (if any)
3. Does the picture help your understanding of the content?
4. Can you formulate a concluding statement? Please try
Discussion Form
So far, you have studied the materials and experienced the activities
presented in this unit. However, you may need to confirm understanding
and share ideas with
other participants and/or instructor. Besides, your participation is rated.
Therefore, get involved in the Discussion Forum at the period pre-set by
the instructor.
C. CLOSING SECTION
1. Summary
Definition
● Explanation is a text which tells processes relating to forming of
natural, social, scientific, and cultural phenomena.
● To explain how or why something happens.
● According to Mark Anderson and Kathy Anderson (1997: 82) says that
the explanation text type is often used to tell how and why thing
(phenomena) occur in nature.
Generic Structure
Here are the generic structure of an Explanation Text:
✔ General statement; stating the phenomenon issues which are to be
explained.
✔ Sequenced explanation; stating a series of steps which explain the
phenomena.
✔ Concluding statement; closing the explanation
Language Features
✔ Focus on generic human and generic non-human Participants

✔ Using simple present tense • Using action verbs
✔ Using passive voice pattern
✔ Using technical terms
✔ Using words that show cause and effect
✔ Using conjunction of time
2. Reflection
No. Learning Journal
1
Within this learning material and activity, I have learned:
………………………………………………………………
…
………………………………………………………………
…
………………………………………………………………
…
………………………………………………………………
2
The key features of the material include:
…………………………………………………………………...
.
…………………………………………………………………
…
…………………………………………………………………...
.
……………………………………………………….
..................
3
What I like most of this material and activity is/are:
…………………………………………………………………
…
…………………………………………………………………
…
…………………………………………………………………
…
………………………………………………………………
4
What I need to improve/learn/practice more is/are:
………………………………………………………………
…
………………………………………………………………
…
………………………………………………………………
…
………………………………………………………………
3. Summative Test
PHOTOSYNTHESIS
What is photosynthesis? Photosynthesis is a food-making process

that occurs in green plants. It is the chief function of leaves. The word
photosynthesis means putting together with light. Green plants use energy
from light to combine carbon dioxide and water to make sugar and other
chemical compounds.
How is the light used in photosynthesis? The light used in
photosynthesis is absorbed by a green pigment called chlorophyll. Each
food-making cell in a plant leaf contains chlorophyll in small bodies called
chloroplasts. In chloroplast, light energy causes water drawn-form the soil
to split into hydrogen and oxygen.
What are the steps of photosynthesis process? Let me tell you the
process of photosynthesis, in a series of complicated steps, the hydrogen
combines with carbon dioxide from the air, forming a simple sugar.
Oxygen from the water molecules is given off in the process. From sugar
together with nitrogen, Sulphur, and phosphorus from the soil-green plants
can make starch, fat, protein, vitamins, and other complex compounds
essential for life. Photosynthesis provides the chemical energy that is
needed to produce these compounds.
1. What step after the hydrogen combines with carbon dioxide from the air …
a. Photosynthesis provides the chemical energy that is needed to produce
these compounds.
b. Water drawn forms the soil to split into hydrogen and oxygen.
c. Food-making process that occurs in green plants.

d. Phosphorus from the soil-green plants can make starch, fat, protein,
vitamins, and other complex compounds essential for life.
e. Oxygen from the water molecules is given off in the process
2. What are photosynthesis need …

a. Water, light, oxygen, worm
b. Soil, chlorophyll, sun, human
c. Bug, air, oxygen, food
d. Light, Carbon dioxide, humus

e. e. Candle, vitamins, hydrogen
3. What the product of photosynthesis …

a. Sugar
b. Food and O2
c. Root
d. Food
e. Branch
4. What kind of the text …
a. Narrative text
b. Hortatory text
c. Discussion text
d. Explanation text
e. Descriptive text
The sense of taste is one of a person’s five senses. We taste with the help of taste-
buds in the tongue. There are four main kinds of taste: sweet, sour, salty, and
bitter. All other tastes are just mixtures of two or more of these main types.
The surface of the tongue has more than fifteen thousand taste-buds (or cells).
These are connected to the brain by special nerves which send the so-called ‘tastes
messages. When the tongue comes into contact with food of any kind, the taste-
buds will pick up the taste. The nerves then send a message to the brain. This will
make us aware of the taste. All this happens in just a few seconds.
There are four kinds of taste-buds, each of which is sensitive to only a particular
taste. These four groups are located in different parts of the tongue. The taste-buds
for salty and sweet tastes are found round the tip of the tongue and along its sides.
Sour tastes can be picked up only at the sides of the tongue. The taste-buds of the
bitter taste are found at the innermost edge of the tongue. There are taste-buds at
the centre of the tongue.
The senses of smell and sight can affect taste. The good smell of food increases its
taste. Similarly, attractive colours can make food appear tastier and more
delicious. If food does not smell good or is dull-coloured, it will look tasty and
may not taste good at all. Very hot or cold sensations can make the taste-buds
insensitive. Food that is too hot or too cold, when placed in the mouth, will have
no tastes at all.
5. We can taste any kind of food because of ……..

a. The good smell of food
b. The four main kinds of taste
c. The taste-buds in the tongue
d. The senses of smell and sight
e. The taste-buds round the tip of the tongue
6. When we eat very hot or cold food ……..

a. The food will lose its taste
b. The food won’t smell good
c. The taste of the food increases
d. The taste-buds will be sensitive
e. The taste-buds will be very, responsive
7. The senses of smell and sight ……..

a. Increase the taste of the food
b. Affect the taste of the food
c. Make food more delicious
d. Make the food look good
e. Make the food attractive
8. The purpose of the text is ……..

a. To explain how we can taste any food in the mouth
b. To give a report about the sense of taste
c. To inform how important the tongue is
d. To describe the use of the tongue
e. To tell the taste of the food
Silkworms live for only two or three days after laying eggs. About 36,000
to 50,000 eggs are laid, and these are carefully stored at the silkworm farm until
they are ready to hatch. The eggs hatch into caterpillars, which feed on mulberry
leaves. Soon, the caterpillars are ready to spin their cocoons. Not all caterpillars
can spin silk cocoons. Only the caterpillars of a silkworm moth known as
‘Bombyx mari’ can do such spinning. This caterpillar has special glands which
secrete liquid silk through its lower lip. The liquid produced later hardens to form
tine strands.
The caterpillar makes its cocoons using these strands. The threads on the
outside of the cocoon are rough, while those inside are soft and smooth. Some
fully-spun cocoons are heated. This kills the pupa inside. The cocoons are then
put into hot water to loosen the fine threads.
Finally, these threads are reeled off the cocoons. The length of unbroken
thread produced by a single cocoon measures about one-and-a-half kilometers.
Being twisted together several of these threads make single woven materials.
9. What is the purpose of the text ……..
a. To persuade readers to buy silk.
b. To put silk into different categories.
c. To entertain readers with the knowledge.
d. To present some points of view about silk.
e. To describe how silk comes into existence.
10. How are the threads on the outside of the cocoon ……..
a. Fine.
b. Soft.
c. Rough.
d. Strong.
e. Smooth.
4. Answer Keys
1. E
2. D
3. B
4. D
5. C
6. A
7. B
8. A
9. E
10. C
5. Reference
Suwartono,(2019). English For Academic ontext.Banyumas:Kemendikbud.
Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas XI,
Kemendikbud, Revisi Tahun 2016.
https://englishadmin.com/2015/07/water-cycle-example-of-explanation-text-with-
generic-structure.html
https://arumcorner.blogspot.com/2019/11/water-cycle-for-kids-video.html
http://britishcourse.com/explanation-text-definition-generic-structures-purposes-
language-features.php
https://www.pinterest.com.au/pin/330662797633987767/

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A.

Procedure Text ; Manual 1

How to Make Apple Juice

English Learning Material 3

1. Rinse the apples and set them on a cutting board.

English Learning Material 4

English Learning Material 5

1) Social function of Recipe as A type of Procedure Text

English Learning Material 6

English Learning Material 7

Task 1. Analyzing generic sturucture

English Learning Material 8

Taks 2 Analyzing Grammatical feature

 1 cup all purpose flour

English Learning Material 9

Read the text. Then, analize its grammatical

English Learning Material 10

Do you know that s recipe usually has three sections? There is an

English Learning Material 11

English Learning Material 12

Indramayu, Juli 2021

Let’s take a look!

1. Look at the picture below!

2. The Three pictures are the

A poster is a temporary promotion of an idea, product, or event put

Generic Structure of Poster

Language Features of Poster

3. The Three pictures are the examples of Poster. Respond to the

1. What information is included in the three posters above?

2. What is the difference between Picture 1, Picture 2, and Picture 3 related to

Social/Language Function of Banner

The differences between poster and banner are as follow.

A banner can be a flag or other piece of cloth vinyl bearing a

Picture 1: Question no 1-4

1. What is the genre of the text?

Picture 2; Question no 5 & 6

5. What is the topic of the poster above?

Andra, Muhammad. (2015). Definition of Poster.

Olwa. (2011). Structure and Types of Posters.

English Learning Material 1

2. Learning Material and Learning Activity

English Learning Material 2

Read and understand the different kinds of announcement below!

English Learning Material 3

Okay, let’s follow the steps.

English Learning Material 4

Read the concept carefully!

English Learning Material 5

English Learning Material 7

English Learning Material 8

1. What is the announcement mainly about?

English Learning Material 9

This text is for questions no 5 – 7

English Learning Material 10

This text is for questions 8 – 10

8. What is the topic of the announcement?

English Learning Material 11

English Learning Material 12

English Learning Material 13

Language is at the heart of learning process. We learn through language.

from teachers, classroom discussion, assessment of student achievement and

comprehension, composition, and evaluation of texts are all mediated by

language. Our knowledge about the world is constructed in language.

apprenticing individuals into the discourse communities connected with science