,----------------------,

KEMENTERIAN PENDIDIKAN DAN

KEBUDAYAAN

DAR2/Professional/157/3/2019

PENDALAMAN MATERI PROFESIONAL BAHASA INGGRIS

Module 3 English for Social Communication

Penulis :
Dra. Titi Wahyukti, M. Pd

Kementerian Pendidikan dan Kebudayaan

2019
 MODUL 3:
ENGLISH FOR SOCIAL COMMUNICATION

INTRODUCTION
Welcome to the Module 3 which entitles English for Social Communication.
Based on the title, this module is aimed at helping the English Foreign Language
teachers on how to learn as well as to teach English to their students as a means of
social communication. English as a foreign language in Indonesia is not used for
daily communication in society, but mostly found in literary context in many
fields. That is the reason why English is considered as one of the compulsary
learning subjects in schools. It is a necessity for EFL teachers in Indonesia to
possess sound competence and performance in the English language that is the
focus of school instructions. Such mastery is required to ensure the EFL teachers’
effectiveness in planning, delivering as well as assessing their students’ learning
achievement. This module is aimed at engaging these teachers as the PPG
participants in learning activities that should lead them to better understanding
and command of the target language in EFL school instructions. This module is
designed to provide learning activities for the PPG participants to promote their
comprehension skills in written texts as well as spoken language. The activities
will focus on the knowledge and skills required to comprehend and express
explicit and implicit meanings in two text types: (1) Descriptive text and (2)
Report text. These texts are made available to public to inform readers/viewers
about the object being described or reported in relation to the sense, shape, sound,
taste and other kinds of perception. In general both typical texts are categorized as
“factual texts”. It is often said as “twin brother” of descriptive text. But actually to
distinguish between Descriptive Text and Report Text is easy, namely the first one
gives a specific description ; whereas the latter explains description about objects
in general. In other words descriptive text describes a specific object while the
report text describes common object. Descriptive text is written based on opinions
of what the author sees and feels. Then, report text is written scientifically based
on the result of deep reserch. It can be concluded that the report text provides
information about an event or situation after the holding of investigation and
through various consideration. The objects of report text are almost the same as
those of descriptive text, but the way how the information is given in report text, it
can be grouped into four types, those are classifying report, compositional report,
comparative report, and historical report. These typical report texts will be studied
deeply in this module 3 besides the typical descriptive texts.
This module has four learning activities which can be distributed as follows:
1. Learning Activity 1 : Exploring Descriptive Text 1  Person & animals
2. Learning Activity 2 : Exploring Descriptive Text 2  Things & places
3. Learning Activity 3 : Exploring Report Text 1  Classifying report &
compositional report
4. Learning Actiivity 4 : Exploring Report Text 2  Comparative report &
historical report

Having completed learning this module 3 the PPG participants are expected to
know more about the various types of descriptive texts and report texs. Their
knowledge and comprehension about both text types will be a big help for them to
create both kinds of text and to teach their students meaningfully. When they
master the materials, they are supposed to know the similarity and the difference
of both texts and have good skills in reading and writing of decriptive and report
texts so that their writing is very readable and easy to understand. Therefore, if
they were able to master this lesson well, they might be able to become a great
writer.
 LEARNING ACTIVITY 1
EXPLORING DESCRIPTIVE TEXT 1
(Person & animal)

A. INTRODUCTION
In Leaning Activity 1, you are going to learn descriptive texts that describes
the particular objects in relation to person and animals. The texts are made
available to public to inform readers or viewers about the characteristics of a
specific person/family or animals, the visual experience related to the sense,
shapes, sounds, etc. You will be exposed to some examples of descriptive
texts about person/family and animals. From the examples you have to read
with a good understanding of the cotents and analyse the elements that make
up descriptive texts and see how different language features are employed to
meet certain purposes from the texts.

1. Short Description
Descriptive Text is a text that explains about what a person or an animal, is
like. It is about sensory experience, how something looks, sounds, shapes.
Mostly it is about visual experience, but description also deals with other
kinds of perception. It can be said that the descriptive text is a meaningful
text that describes particular person or animals. It reveals the experience
related to the sense, such as appearance, shape, sound, taste is. In particular,
it is a text which says what a person or an animal is. Its purpose is to give a
visual picture of person, or animal being described, such as My favourite
teacher; Cockatoo (a specific bird) by explaining the characteristics,
appearance, physical features, or anything relate to what the writer
describes.

2. Relevance
 The main objective of Learning Activity 1 is to assist you in understanding
the definition of descriptive text, specifically in describing what people and
animals look like. You should also know the benefit of the text as its social
function. Beside that you, are expected to identify the language features
(words, phrases, sentences) that are mostly applied in this kind of text.
Having such knowledge you will be able to write descriptive texts
meaningfully. This module tries to meld theory and practice with clear
pedagogic intent of equipping you with a generative set of knowledge of
descriptive text.

3. Learning Guide
The Learning Activity 1 is divided in three sections. Those are : (A)
Introduction that introduces the topic, (B) Main section that leads readers to
observe and study: 1. learning outcomes, 2. learning material and learning
activities, and 3. discussion. (C) Closing section that expects the readers to
make summary of material and make reflection, then do formative test as an
exercise after doing each activity.

B. MAIN SECTION
1. Learning Outcomes

Attitude
To internalize, uphold, and put into action religious, moral, and ethical
values, integrity, accountability, independence, tolerance, care, mutual
respect, peace, collaboration, and nationalism.

Knowledge
a. To analyse the contextual differences and similarities between a number
of descriptive texts in regard to the social functions, by showing the
evidence from the texts (expressions, sentences, paragraphs, etc) in fluent
and lexicogrammatically accurate spoken and written English.
 b. To analyse the contextual differences and similarities between a number
of descriptive texts in regard to the text structures, by showing the
evidence from the texts (expression, sentences, paragraphs, etc) in fluent
and lexicogrammatically accurate spoken and written English

Skill
a. To get detailed information of the descriptive texts with contextually
different social functions, text structures, and lexico-grammatical features
b. To make inferences of the descriptive texts with contextually different
social functions, text structures, and lexico-grammatical features
c. To evaluate the descriptive texts with contextually different social
functions, text structures, and lexico-grammatical features
d. To construct the descriptive texts with contextually different social
functions, text structures, and lexico-grammatical features.

2. Learning Material and Learning Activities

a. Definition.

What is the definition of descriptive text ? Where can you usually find such
texts ? Do you think descriptive texts are in spoken or written forms?

Now , the following videos will give you some information and clarification
about descriptive texts.
Task 1

Watch video 1 below. What are being described in the video?

Video 1

Source: https://www.youtube.com/watch?v=5n2ma_4sy_8

Task 2
Watch video 2 below. What is being described in the video?
Video 2

Source: https://www.youtube.com/watch?v=_5IyCB5V2bQ
Please identify the difference and the similarity between the first two and
the last two descriptions of animals based on the video 2:
Spoken text 1 & 2 Spoken text 3 & 4
Similarity Talking about animals .........................

Difference ....................... ..........................

b. Social Function
 To give information about a particular entity by describing its
features, history, and special characteristics.
 To give information about things by describing physical attributes,
behaviors, uses, etc.

c. Generic Structure
The generic structure of this text consists of :
 Identification or general statements. It introduces or identifies specific
object (a person and animal).
 Descriptions: The parts of a text describe the object characteristics,
appeareances, personality, habits or qualities (Derewianka, 2004; Butt
et.al., 2000; Gerot & Wignell, 1994; Knapp and Watkins, 2005, p.
149; Emilia & Christie, 2013)

Generic Structure Function

Identification Identifies phenomenon to be
described
Description Describes or explains personality,
qualities, or characteristics

Examples of Descritive Texts about People

Text 1
Read the text below!

THE CHANGING FAMILY

Source: Richards, J.C., Hull, J., Proctor, S. (35)

Task 3
Which paragraph that identifies the topic of Text 1 ?
Mention the paragraphs that describe the characteristics of the family?
 Text 2
Read the text below!

My Favourite Teacher

My favorite teacher is my history teacher, and he is by far the best teacher

that I have ever had. He has the ability to make a subject that many students
find incredibly boring come to life through his enthusiasm and passion for
history, and his love of being a teacher. Going to his lessons is something we
look forward to, not dread, like we do with most other lessons.

It’s ever so funny to watch him get excited about something, which happens
in every lesson. It’s easy to know that he’s getting excited because he begins
bouncing up and down slightly in a way that no other sixty-something year
old would ever managed without looking completely ridiculous. He has this
dark (with more and more grey streaks these days), springy hair that lines the
edge of his growing bald patch, and the hair bounces up and down with him
like thousands of tiny little springs. Then, he takes on his whole new person,
often going into role and becoming the character or figure he is talking
about, doing the voices, the actions, and parading up and down the room
gesticulating wildly, but all the while there’s a gentle ‘bounce, bounce,
bounce’, as though the springs are not just on his head but on the soles of his
 shoes too.

A teacher that doesn’t take himself too seriously always will be a big hit with
teenagers, although he’s not afraid to impose his authority if he has to. I’ve
only ever heard him properly shout once (although thankfully it wasn’t me),
but it isn’t an experience that I would like to repeat. When he lost it, the
room suddenly became more silent than I’d ever known it to be before. We
all sat slightly paralyzed, not even anting to breathe too loudly, because
hearing such a jovial and jolly little man lose his temper was a huge shock. It
certainly had the right kind of impact though, because he’s never needed to
shout since.

It is actually this teacher that I have to thank for my love of history. In his
lessons, history does not mean copying out of textbooks and writing pages
and pages of notes. History is alive; history is something tangible, that you
can see, hear and feel, and we can live it through dressing up and acting out
scenes or taking trips to important places of historical interest. And although
he’s getting on in years and may not be teaching for much longer, he will
have an important place in history for many of his students, because there
has never been a teacher able to bring a subject to life in quite the same way
he does.
Source : “Descriptive Essay My Favorite Teacher” Scholaradvisor.com. 27
April 2015. http://www.scholaradvisor.com/essay-examples/descriptive-
essay-my-favorite-teacher

Task 4

Fill in the table with suitable information from the text 2!

Part of text Purpose Details from the text

................................... ..................................
General Identification ................................... ..................................
................................... ..................................
 ................................... ..................................
Description ................................... ..................................
................................... ..................................

Task 5

Complete the gaps in these police pictures!

WANTED!. MISSING!.

Follow up:
Make a collection of descriptions of people from newspapers and
magazines. Court/crime reports, celebrity and gossip pages, and the
personal columns where people are seeking partners are good places to
start!

Examples of Describing Animal

Descriptive texts are used to describe animals with their characteristics,
qualities, and other phenomena that can be explained. Observe the
following examples of Descriptive texts.
Text 3
Read the text carefully and analyze the text structure !

Cockatoo

Do you like birds?. Do you have one at home?. I have one. It’s a
cockatoo. It’s the most beautiful bird I have ever had. I call it BB.O
Well, BB is originally native to the Philippines. BB has a stiff
feathered crest and powerful hooked beak. Her body size lies between
30 and 32 centimeters. You see, BB is a clever cockatoo. She is clever
at mimicking a human’s speech. She can say, “Good morning, how
are you today?” or sing “Twinkle, twinkle little star.”. She whistles
very loudly when she is cheerful. Everybody finds her amusing. BB
has wonderful feathers. She has blue feathers with bright markings.
The combination of blue, orange, and pink makes her look cute. You
know what, she can finish up two wars of corn everyday and she
drinks a lot of water.
Source: http://dikbud.ntbprov.go.id/BahanAjar

Task 6

 Which one is the general identification of the text 3 above!

 Which part belongs to description. Please identify it!
Task 7
Look at the poster for a lost cat below and write a complete description
of the lost cat

Source: https://www.petsreunited.com/help/posters-and-flyers

LOST CAT REPORT

Cat’s name :
Date cat was lost :
Time cat was lost :
Place cat was lost :
Description cat was lost :
Money offered for finding cat :
Task 8
Watch the video below, then answer the following questions!
Video 3

Source: https://www.youtube.com/watch?v=vSZc6V5QYZA

1) What is being described?

2) What are the specific features of cat being described in the video?
3) What is the generic structure of the video 3?

d. Language Features
1. Focus on specific participants as the main character;
2. Use present tense as dominant tenses;
3. Use linking verbs or relational process frequently (is, are, has, have,
belongs to) in order to classify and describe appearance or qualities
and parts or functions of phenomena;
4. Use action verbs or material process and behavioural process in giving
additional description regarding action and behaviour done by the
participants in text;
5. Use mental verb or mental process when describing feelings;
6. Use nominal group frequently to describe;
 7. Use adjective and adverbs to add information to nouns and add
information to verbs to provide more detailed description about the
topic;
8. Use adverbial phrases to add more information about manner, place,
or time and sometimes realized inembedded clause which functions as
circumstances

Task 9
Now, identify the language features used in text 2 and text 3 above by
giving some examples from both texts !

Task 10
Watch the video below. Compare your answer in task 10 with the
explanation from the video.

Video 4

Source: https://www.youtube.com/watch?v=jIdHHAJ_hGQ
 3. Discussion Forum
Dear participants, you have learned the materials in L.A.1. Please give your
own ideas to response on the topics / threads given in this Discussion Forum.
You are also expected to comment on other participants’ responses.
1) How will you teach your students about descriptive text (describing people
and animal)?
Feel free to create the process of teaching and the reasons why you have
the idea
2) What did you learn in L.A.1?
Feel free to give response to your friends’ answer

C. CLOSING SECTION

1. Summary
In this Learning Activity 1, we have learned how to identify descriptive text
(describing people and animal). We also have identified stages and language
features of descriptive text. In discussion forum, we have learned how to
explore descriptive text (describing people and animal) in the classroom
context. Read the summary of L.A.1 in this powerpoint below.
2. Reflection

Please write your reflective summary below!

a) In this Learning Activity 1, I have learned

...................................................................................................................
...................................................................................................................
..............................................................................................
b) The key features of descriptive text (describing things and places) are

...................................................................................................................
...................................................................................................................
..............................................................................................
c) What I like most about Learning Activity 1 is/are

...................................................................................................................
...................................................................................................................
.............................................................................................
d) I like it because

...................................................................................................................
...................................................................................................................
.............................................................................................
e) What I need to improve or learn more is/are

...................................................................................................................
...................................................................................................................
..............................................................................................
3. Formative Test
Read the text below and answer the correct answer
The following text is for questions number 1-5!

Someone I Admire

Someone I admire is my cousin, Laura. She is five years older than me, so
she’s 19 now and she lives in Bristol. She is very friendly and confident and
she’s got long, wavy, brown hair and greeny-brown eyes. She is medium
height, slim, and very fit because she is dancer.
She’s been dancing since she was six years old and trains every day at her
dance school. She wants to be a professional dancer, but it’s a very difficult
profession because it’s so competitive. She often dances in shows and I’ve
been to watch her several times. Her favourite type of dance is modern,
which is sometimes a bit strange, but I love watching her dance.
Laura is very busy because she also studies photography at university. She’s
a really good photographer and has taken lots of amazing photos of me and
my family. Her photos have won a few prizes and last year one of her photos
was in an exhibition at an art gallery in London.
 Laura doesn’t have a lot of free time and she’s also trying to learn German
because she wants to go to Germany next year to do a photography course. I
think Laura is very hard-working and she deserves to become a professional
dancer one day.

Source:
https://learnenglishteens.britishcouncil.org/skills/writing/intermediate -b1-
writing/someone-i-admire

1) What is the social function of the text above?

a. To give information about someone by describing physical attributes
and behaviors
b. To entertain the readers about the story
c. To tell the readers how to make friend
d. To report someone’s behaviors

2) The language feature used in the text above is, EXCEPT

a. Present tense
b. Mental verbs
c. Adjectives
d. Past tense

3) Laura currently lives in .....

a. London
b. Bristol
c. Germany
d. America

4) Laura started dancing when she was ....

a. 5
b. 6
c. 19
d. 20

5) Laura goes to university and studies .....

a. German
b. Dance
c. Language
d. Photography
The following text is for questions number 6-10!

I have a Persian cat as a pet. We call it Molly. I had seen one such cat
at my neighbour’s place and just loved the way it looked. I also wanted to
pet one. I told my father about the same and he agreed to bring one home.
Molly is 5 years old and has been with us since it was just 2 months. We are
all extremely fond of her and she loves us all too. She is particularly fond of
me.
Molly is pure white in colour. It has long hair that are super soft and a
delight to touch. However, its furry hair requires a lot of grooming. It needs
to be combed gently every day. It has a small, round face and a snub nose. Its
cheeks are chubby and it has small rounded ears. Its eyes are big and full of
innocence. It is generally quiet however it also enjoys playing.
Persian cats are considered to be the most beautiful cats in the world
and Molly is no exception. It is a treat for the eyes. Her behaviour is as good
as her looks. She is very warm and friendly. She did not take long to mingle
with me and my family members. She does not detest the entry of anyone in
the home. However, she is often quite indifferent towards our guests. She
creeps into a quiet corner in our house when some unfamiliar person arrives.
My mother never wanted to keep a cat as a pet however she is glad that we
brought Molly home. She has grown quite fond of this tiny little creature
over the time just like my father and grandparents. She takes care of all her
needs.
Molly has long white hair which make her look beautiful but we also
require taking care of it. We make sure we bathe her once a week to keep her
hair clean and tidy. I love shopping for Molly’s bathing products. My mother
conducts her bathing sessions and I also love helping her with it. Molly
remains quiet during this time and lets us clean it thoroughly. We comb its
hair everyday to keep them smooth. It is done with the help of a special
wide-tooth comb. Molly loves it when my mother runs comb through her
hair. It sits in her lap to get it done. Molly loves eating fish. We give her fish
twice a week. On other days, my mother gives her cat food. We have fixed
her lunch and dinner time and serve her food at the same time every day.
Molly also loves having milk. She finishes her bowl of milk very quickly
and often demands for more.
Molly is an inseparable part of our family. I love spending time with it.
We also take her along on outings. She is well-behaved and thus it doesn’t
seem difficult to take her along on holidays.

Source: https://www.indiacelebrating.com/essay/essay-on-my-pet-cat/

6) What is described in the text above?

a. Persian cat
b. Molly, Persian cat
c. The writer’s neighbour
d. The writer’s experience

7) The second paragraph describes about .....

a. Molly’s grooming and feeding
b. Molly has a pleasant disposition
c. The features of Molly
d. General identification
8) The third paragraph describes about .....
a. The features of Molly
b. General identification
c. Molly has a pleasant disposition
d. Molly’s grooming and feeding

9) The fourth paragraph describes about .....

a. Molly’s grooming and feeding
b. General identification
c. The features of Molly
d. Molly has a pleasant disposition

10) These are the characteristics of Molly, EXCEPT .....

a. She enjoys playing
b. The cheeks are chubby
c. It has short hair
d. It has furry hair
 4. References
Derewianka, B. & Jones, P. (2016). Teaching Language in Context. Australia:
Oxford University Press.
Gerot, L. and Wignell, P. (1994). Making Sense of Functional Grammar.
Australia: Gerd Stabler.

Knapp, P. & Watkins, M. (2005). Genre, Text, Grammar: Technologies for

Teaching and Assessing Writing. Australia: University of New South Wales
Press Ltd.
Richards, J.C., Hull, J., Proctor, S. Interchange: Student’s Book. Cambridge
Oshima, Alice, and Ann Hogue. (2006). Writing Academic English. Longman:
Peason
Descriptive Text Challenge

https://www.youtube.com/watch?v=5n2ma_4sy_8

https://www.youtube.com/watch?v=_5IyCB5V2bQ

https://www.youtube.com/watch?v=vSZc6V5QYZA

http://www.scholaradvisor.com/essay-examples/descriptive-essay-my-favorite-
teacher

http://dikbud.ntbprov.go.id/BahanAjar
https://www.petsreunited.com/help/posters-and-flyers
http://www.petmd.com/

Formative Assessment
1) A 6) B
2) D 7) C
3) B 8) C
4) B 9) A
5) D 10) C

***********
 LEARNING ACTIVITY 2
EXPLORING DESCRIPTIVE TEXT 2
(Things & Places)

A. INTRODUCTION
In foreign language learning, specifically English, there are so many text types
that should be mastered not only by elementary level but also advance level
learners who love studying English. One of the text types is description.
In Learning Activity 2 you are still doing with descriptive texts. The texts, in
this case, describe the particular objects in relation to things and places.You
will be exposed to some examples of descriptive texts about things and places.
A tourism site or a well-known historical building can be famous for domestic
visitors or foreign visitors when there is promotion of the objects through the
description of the place or building as interestingly as possible. Because after
all, descriptive material is very necessary for increasing of learners’ English
proficiency such as in social communication.
This part of the module is designed to provide learning activities for all of
you to promote your comprehension skills in spoken and written texts. The
activities shall focus on the knowledge and skills required to comprehend and
express explicit and implicit meanings in the following descriptive texts.

1. Short Description
What is short description of a descriptive text?
The descriptive texts that you have learnt before dealt with descriptions of
person and animals. Now, in this activity (LA) 2 you study the description
of things and places. It can be said that any descriptive text is a meaningful
text that describes and reveals particular thing or place. The purpose of the
text to give a visual picture of a thing, such as my favourite books that
describe specific books, or a picture of a tourism place, such as Komodo
National Park by explaining its features, forms, types, location, or anything
 related to what the writer describes. The purpose of the descriptive text is
clear, that is to describe, represent or reveal an object, either abstract or
concrete.

2. Relevance
The objective of LA 2 is to assist you in understanding deeply the definition
of genre text, that is descriptive text, specifically in describing things and
places. Explanation and examples of this descriptive text can help you as
English teachers who are still a long journey to learn English. By analyzing
the social function, as well as the language features that are mostly used in
this kind of text, you will understand it more. And it would be nice if you do
not only understand mere, but also capable to write descriptive text
yourselves. This module tries to meld theory and practice with clear
explanation.

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 descriptive 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 form of descriptive text. It
also provides discussion forum as a media in which you can share your own
ideas related to the topic given. In the third part, it is followed by formative
assessment to check your comprehension about descriptive text related to
things and places. In the final section, reflective summary is provided where
you can reflect the result of your learning process using this module.

B. MAIN SECTION
1. Learning Outcomes
Attitude
To internalize, uphold, and put into action religious, moral, and ethical
values, integrity, accountability, independence, tolerance, care, mutual
respect, peace, collaboration, and nationalism.

Knowledge

a. To analyse the contextual differences and similarities between a number

of descriptive texts in regard to the social function, by showing the
evidence from the material (expressions, sentences, paragraphs, etc.), in
fluent and lexicogrammatically accurate spoken as well as written
English.
b. To analyse the contextual differences and similarities between a number
of descriptive texts in regard to the text structures by showing the
evidence from the given materials (expression, sentences, paragraphs,
etc) in fluent, lexicogrammatically accurate spoken and written English.
c. To analyse the contextual differences and similarities between a number
of descriptive texts in regard to the lexicogrammatical features, by
showing the evidence from learning materials (expression, sentences,
paragraph, etc) in fluent and lexicogrammatically accurate spoken and
written English.

Skills

a. To get detailed information of written or spoken descriptive texts with

contextually different social function, text structures, and lexico-
grammatical features.
b. To make inferences of written or spoken descriptive texts with
contextually different social function, text structure, and also lexico-
grammatical features.
c. To evaluate the written or spoken descriptive texts with contextually
different social function, text structure, and also lexico-grammatical
features.
 d. To produce or contruct the written or spoken descriptive texts with
contextually different social function, text structure, and also lexico-
grammatical features.

2. Learning Material and Learning Activities

Learning materials in this activity will be divided into two parts. Those are
Key Features of the text, such as : definiton, social function, generic
structure, and Learning Activity. Study them carefully and do each of the
tasks that follows.

Key Features of Descriptive Texts

a. Definition
To know the definition of this kind of text, you are supposed to watch and
listen attentively the given videos.

Task 1
Watch and analyse the videos below about describing thing and places in
spoken form. In your opinion, what is descriptive text?
Video 1

Source: https://www.youtube.com/watch?v=eZljBtEO6l8
 Video 2

Source: https://www.youtube.com/watch?v=ClWsSFSF1Wk&t=49s
b. Social Function

 To give information about a particular entity by describing its

features, history, and special characteristics.
 To give information about things by describing physical attributes,
behaviors, uses, etc.

c. Generic Structure

A descriptive text is made up of identification or general statement and

description element. Identification introduces and identifies specific
objects (a person, thing, place, animal, or event) intended to be described.
Description describes the intended objects using descriptive details or
information about the objects’ characteristics, appearances, personality,
habits, or qualities (Derewianka, 2004; Gerot & Wignell, 1994; Knapp
and Watkins, 2005, p. 149)
 Generic Structure Function
Identification Identifies phenomenon to be
described

Description Describes parts, qualities, or

characteristics

Examples of written descriptive texts

Text 1. (Describing Things)
Read and analyze each paragraph of the text !

My Favourite Books

It’s said that “Reading makes a full man, conference a ready man, and
writing an exact man”. There are many benefits of reading books. I like reading
in my spare time and I really enjoy reading. I’ve read many kinds of books. And
among many kinds of books, I have two kinds of favourite books.
My first favourite group is the classic novels of both Chinese and foreign
books. The classic novels always have very big influence on history or society.
They not only have attracting plot and highly literary values but also reflect the
society and affect the society. They make readers think about their own lives and
the social problems. For Chinese classic novels, I like the four masterpieces, in
which The Romance of three Kingdoms and A Dream in Red Mansions attract
me most. The former contains more wisdom and military skills, while the later
contains more sensitive feelings. As for foreign classic novels, I like Pride and
Prejudice, Notre-Dame De Paris, and so on. They help me understand the
western countries better and present new values. People need to read again and
again these kinds of books to digest.
My second favourite book is the collection of poems and proses. For
Chinese books, I like Shu Ting’s collections of poems in which she uses the vivid
images to honor the beautiful love and I like reading the annual collections of
proses written by contemporary outstanding writers. For foreign books, I like
Tagore’s collection of poems, such as Stray Birds. Some words in his books
become very famous. For example, what impresses me the most is the sentence
that “If you shed tears when you miss the sun, you also miss the stars”. It’s
beautiful and full of philosophy. I like Bacon’s collections of proses, which are
full of wisdoms and call for reader’s meditation. When I read collections of
poems or proses, I admire the amazing imagination of the writers and I enjoy the
rhythm beauty of the poems and deep feeling of proses. These books touch the
string of my heart and I can find the peace of my heart.
My third favourite group is comic books, especially Japanese comic books.
I have been reading comic books since my primary school and I like them very
much. The beautiful caricatures in comic books attract me first, for I love
painting pictures. Maybe we can’t learn much knowledge from this kind of
books, but we can get a lot of fun from them. Japanese caricature industry is well
developed, and it produces many excellent comic books for teenagers and even
for adults. Comic books can get rid of the restraint family. Comic writers can use
their amazing imaginations to create a fi ctitious world, in which perfectness can
be possible. Comic books always use exaggeration to express, so reading comic
books is interesting and funny. Besides, readers are always moved by the
friendships, trust, or love between the characters in it. I like comic books, for it’s
a great way to relax ourselves.
These are three kinds of books I like best. They can help me to learn more
 about history, understand the world better, broaden my horizons, and make me
think about my own life and my own way. Besides, they help me relax and have
fun from books. I really enjoy them and I will keep reading these kinds of books.

Source: Deng, Chen & Zhan, 2014, 152-153.

Task 2
What is being described in Text 1? Identify the paragraph(s) that belong to
identification and description! What does the last paragraph describe and what is
it called?

Task 3
Watch the video below and answer the following questions!
Video 2

Source: https://www.youtube.com/watch?v=l_85vwRSuak
 1) What is being described in the video?
2) What does the mobile phone look like?
3) What are the specific features of mobile phone being described in the video?

Description of places can be in the written texts as the following :

Text 2. (Describing Places)

Read and observe the following texts!

Komodo National Park

Flores is one of the most fascinating and beautiful island, located in the
Southern part of Indonesia in East Nusa Tenggara province. Geographically,
Flores is part of Indonesia’s Lesser Sunda islands. From west to east the main
Lesser Sunda islands are Bali, Lombok, Sumbawa, Flores, Sumba, Timor, Alor
archipelago, Barat Daya islands, and Tanimbar islands. Long hidden in the
shadows of its more famous neighbor Bali, the island of Flores is finally
emerging as a unique destination of its own.
So, after visiting the lair of Komodo dragons, take time to marvel at some
of the wonders of Flores. Here, you can swim in pristine lakes and waterfalls,
dive at one of the 50 spectacular dive sites, go kayaking among craggy coasts
and mangrove shores, explore mysterious caves and be warmly welcomed by
the island’s people in their rituals, dances and daily life. Flores spell adventure,
diving, eco-tours, and mountain climbing interspersed with visits to prehistoric
heritage sites, traditional villages and cultural events. Find some of the world’s
most exotic underwater life, dive in the pristine seas of Komodo, or swim along
with huge manta rays, dolphins, and dugongs on the island of Flores!.
There are 8 major ethnic groups in Flores, namely the Manggarai, Riung,
Ngada, Nage-Keo, Ende, Lio, Sikka and Larantuka. There are also 8 regencies
in Flores: West Manggarai, Manggarai, East Manggarai, Ngada, Nagekeo,
Ende, Sikka and East Flores. Labuan Bajo is the capital of West Manggarai, the
gateway to many splendors of Flores. You can watch Caci dance in Manggarai,
a live war dance performed in numerous traditional ceremonies. The dance is
also popular as a warm greeting to welcome important guests.
In East Manggarai, you can visit Rana Tonjong, a vast lake covered with
giant lotus flowers that bloom from April to June. If you love beaches, don’t
forget to sunbathe at Laing Lewe! In Ngada, you can come by and explore
Taman Laut 17 Pulau. Translates as The17 Islands Ocean Park, it was also
named in accordance to Indonesia’s anniversary date on the 17th. Here, you can
discover exotic wildlife on land and beneath the ocean’s waters.
Nagakeo is famous for Pulau Pasir Putih Rii Taa, a pristine pearly white-
pinkish sandy island located just around an hour boat ride from the Marapokot
harbor in Mbay city. The renowned three colored Lake Kelimutu is located in
Ende. An amazing natural wonders that you definitely must experience
yourself. While in Ende, you can also visit the unique Pengganjawa beach.
With black sand and plenty of stones in turquoise hues scattered on its shore, a
sight that you don’t see often!. Maumere is the capital of Sikka. Besides the
museum and beaches, you can head to Tanjung Kajuwulu and Nilo hill, to
enjoy the soothing view unfolding beneath you. Last but certainly not least is
Larantuka, the capital of East Flores. The city is famous for its Easter
celebration named Semana Santa. A festive march carried off the day of Good
Friday, across the heart of Larantuka.
Source:https://www.indonesia.travel/gb/en/destinations/bali-nusa-
tenggara/labuan-bajo/komodo-national-park

Task 4
Please read and analyze text 1 and text 2 above by considering the difference of
their text structure and fill following table:
Generic structure Function Text 1 Function Text 2
Identification

Description
Task 5
Watch the video below and answer the following questions!
Video 4

Source: https://www.youtube.com/watch?v=Icg2hdz84RY

1) What is being described in the video?

2) What does the dorm look like?
3) What are the specific features of Straus Hall Dorm being described in the
video 4?

d. Language Features
After watching several videos and reading the descriptive texts, it can be
concluded some features of the language used in this text:

- Specific participant : it has a certain object, is not common and unique

(only one). for example: Bandengan beach, my house, Borobudur temple.
- The use of the adjective (an adjective) to clarify the noun, for example: a
beautiful beach, the famous place in jepara, etc.
- The use of simple present tense: The sentence pattern used is simple
present because it tells the fact of the object described.
 - Action verb: verbs that show an activity (i.e, run, sleep, walk, cut etc….
- using passive voice
- using noun phrase
- using technical terms
- using general and abstract noun.
- using conjunction of time and cause-effect

Task 5
Read text 1 and text 2 again, then identify the language features used either in
text 1 or text 2 as listed in the table with some examples from the text!

No Language features Examples from the text

1. using passive voice

2. using noun phrase

3. using general and abstract

noun

4. Using conjunction of time

and cause effect

5. Using technical terms

Task 6
Compare your answers with the explanation from this video!
Video 5

Source: https://www.youtube.com/watch?v=mwGWs-f6Mew

3. Discussion Forum
Dear participants, you have learned the materials in L.A.2. Please give your
own ideas to response on the topics / threads given in this Discussion Forum.
You are also expected to comment on other participants’ responses.

1) What did you learn in L.A.2?

Feel free to respond your friends’ comment
2) How will you teach your students about descriptive text (describing things
and places?

Feel free to create the process of teaching and the reasons why you have the
idea.
C. CLOSING SECTION

1. Summary
In this K.B. 2, we have learned how to identify descriptive text (describing
things and places). We also have identified stages and language features of
descriptive text. In discussion forum, we have learned how to explore
descriptive text (describing things and places) in the classroom context.
Read the summary of K.B.2 in this powerpoint
2. Reflection
Please write your reflective summary below!
a) In this K.B.2 activities, I have learned
............................................................................................................
............................................................................................................
b) The key features of descriptive text (describing things and places)
are
............................................................................................................
.........................................................................................................
c) What I like most about K.B. 2 activities is/are
............................................................................................................
............................................................................................................
d) I like it because
............................................................................................................
..........................................................................................................
e) What I need to improve or learn more is/are
............................................................................................................
............................................................................................................
............................................................................................................
 3. Formative Test
Choose the correct answers!
The following text is for questions number 1 to 3!

Northern Ireland

Northern Ireland is one of the four countries in the United Kingdom,

with England, Scotland and Wales. It is to the north of the Republic of Ireland,
on an island next to Great Britain. Around 1.8 million people live in Northern
Ireland, which is about three per cent of the population of the UK. The capital
city is Belfast. Another name for Northern Ireland is ‘Ulster’ or ‘The Six
Counties’ because it is made up of six regions or counties.

In Northern Ireland you can find beautiful beaches, forests and

mountains. You can visit the Giant’s Causeway, a UNESCO World Heritage
Site: here, about 40,000 columns were formed after a volcanic eruption. Most
of them are hexagonal and some of them are 12m tall. Films and TV series
such as Dracula Untold and Game of Thrones are filmed in Northern Ireland.

Northern Ireland was a place of conflict between people who wanted to

be part of the Republic of Ireland, people who wanted to be part of the UK and
people who wanted Northern Ireland to be a separate country. In the 1990s
there was an important peace process and the violence and conflict stopped.
The Northern Ireland Assembly and the UK Parliament decide on the laws in
Northern Ireland.

Nearly everyone in Northern Ireland speaks English. A small number of

people speak Irish Gaelic, an old Celtic language which is very different from
English. The other regional language is Ulster Scots, a variation of English
which is spoken in Northern Ireland and is similar to Scots spoken in
Scotland.

You can hear all types of music in Northern Ireland including traditional
Irish music, jazz, rock or pop. In summer Belfast has music festivals like
Belsonic and Belfast Vital. Many international artists play at these festivals,
including bands from Northern Ireland like Snow Patrol, Ash and Two Door
Cinema Club.

Northern Ireland is a popular place to go walking or do outdoor

activities such as mountain biking, coasteering (climbing up rocks and
jumping into the sea) or zorbing (rolling down a hill in a giant PVC ball).
Football, rugby, cricket, hurling (a sport similar to hockey) and Gaelic
football are all popular. Gaelic football is similar to rugby because players can
touch and kick the ball. For most sports, Northern Ireland and the Republic of
Ireland join together in the same team when they play in international
competitions. However, football is different and Northern Ireland has its own
national team and football league. Some players from Northern Ireland play
for teams in the English or Scottish leagues.

The best-known dish from Northern Ireland is the Ulster Fry, which is
bacon, eggs, sausages and soda bread. Some versions include tomatoes,
mushrooms or baked beans. It’s called the Ulster Fry because everything is
fried in a pan. It is also eaten with Irish potato bread.

St Patrick is the patron saint of Ireland and Northern Ireland. St

 Patrick’s Day, on 17 March, is a very important celebration in both Northern
Ireland and the Republic of Ireland with parades, concerts, music and dancing.
Another important symbol is the shamrock, a green plant with three leaves. It
is the symbol of the Republic of Ireland and Northern Ireland.

Source: https://learnenglishteens.britishcouncil.org/uk-now/read-uk/northern-
ireland
1) What is described in the text above?
a. Game of Thrones
b. United Kingdom
c. Northern Ireland
d. UNESCO World Heritage

2) What is the function of the text above?

a. To give information about Northern Ireland by describing some
aspects
b. To entertain the readers
c. To explain how to do something
d. To tell the readers about past event

3) What is described in the last paragraph?

a. Food
b. Sport
c. Symbol
d. Language

4) Which of the following are not normally used in descriptive texts?

a. Adjectives
b. Adverbs
c. Step by step action to be taken by the reader
d. Comparisons to enable the reader to picture something

5) Choose the most effective description from the four options below
a. I remember the old market clearly – it is always crowded with
customers and traders bargaining. I usually watch the action from a
distance. Sometimes I get an orange from the trader.
b. I remember the old market clearly – it is always crowded with
customers and traders bargaining. The market is near to my school.
 c. I remember the old market clearly - it is always crowded with
customers and traders bargaining. I usually watch the action from a
distance. Sometimes I get an orange from the trader who is dealing
in fruits and I usually suck the sweet, tangy flesh.
d. I remember the old market clearly - it is always crowded with
customers and traders bargaining. I usually watch the action from a
distance.

6) What is the reason to write descriptive text?

a. To allow the readers to grasp the writer’s idea through the reader’s
sense of sight, smell, taste, sound, and touch
b. To inform the reader about technical features
c. To provide the reader with scientific details
d. To appeal to the reader’s liking for numbers

7) Which one is the most descriptive sentence in a text?

a. Kodaikanal is different from Chennai
b. Kodaikanal is 4.000 feet above mean sea level while Chennai is at
the mean sea level
c. Kodaikanal’s population is 36.500 while Chennai’s population is
4.680.000
d. The breeze from Kodaikanal Hills feels chilly while the Chennai
sea breeze is dry
The following text is for questions number 8 – 10.

The rafflesia arnoldi is the biggest flower in the world. It is unusual because
of its large size. The flower is almost 100 centimeters in diameter and 140
centimeters in height. “Rafflesia” is derived from the name of British Governor
General, Sir Thomas Stamford Raffles, who once governed and built botanical
garden in Bogor. Though it is called Rafflesia after Raffles, the man who
discovered the plant was Beccary, an Italian botanist who visited Sumatra in
1928. Rafflesia consists of two parts: the stick-like part which grows in the
middle and the petals around and below it. While the flower is blossoming, it
has a very unpleasant smell which affects insects, especially green flies.
They seem eager to explore the flower, but if the flies touch the bottom part of
the sticklike centre, they die.
Source:https://www.proprofs.com/quiz-school/story.php?title=descriptive-text-
reading-quiz
8) What is the suitable title for the text?
a. Stamford raffles
b. Italian botanist
c. Rafflesia arnoldi
d. Botanical garden

9) Which statement is correct based on the text?

a. Rafflesia arnoldi has a very nice smell
b. Beccary built the botanical garden
c. Stamford raffles is an Italian botanist
d. Beccari discovered rafflesia arnoldi

10) Rafflesia arnoldi is unusual because of its .... size

a. Small
b. Tiny
c. Big
d. Long

4. References
Deng, L., Chen, Q., and Zhang, Y. (2014). Developing Chinese EFL Learners’
Generic Competence. London: Springer
Derewianka, B. & Jones, P. (2016). Teaching Language in Context. Australia:
Oxford University Press.
https://www.proprofs.com/quiz-school/story.php?title=descriptive-text-
reading-quiz
https://www.youtube.com/watch?v=eZljBtEO6l8
https://www.youtube.com/watch?v=ClWsSFSF1Wk&t=49s
https://www.youtube.com/watch?v=l_85vwRSuak
https://www.indonesia.travel/gb/en/destinations/bali-nusa-tenggara/labuan-
bajo/komodo-national-park
https://www.youtube.com/watch?v=Icg2hdz84RY
https://www.youtube.com/watch? v=mwGWs-f6Mew
https://learnenglishteens.britishcouncil.org/uk-now/read-uk/northern-ireland
 5. Key Answer
Formative Test
1) C
2) A
3) C
4) C
5) C
6) A
7) D
8) C
9) D
10) C

Key answer of Tasks

Task 1
A descriptive text:

 Describes a particular person, place, or thing (Gerot and Wignel, 1994)

 Appeals to the senses, tells how something looks, feels, smells, tastes, and
/ or sounds; something like a word picture enabling readers to imagine the
described objects, places, or persons (Oshima and Hogue, 1998)
 It is used to show, report, describe, and present information

Task 2

General
Identification

It’s said that “Reading makes a full man, conference a ready man, and
writing an exact man”. There are many benefits of reading books. I like reading
in my spare time and I really enjoy reading. I’ve read many kinds of books.
And among many kinds of books, I have two kinds of favourite books.

Description
 My first favourite group is the classic novels of both Chinese and foreign
books. The classic novels always have very big influence on history or society.
They not only have attracting plot and highly literary values but also reflect the
society and affect the society. They make readers think about their own lives
and the social problems. For Chinese classic novels, I like the four
masterpieces, in which The Romance of three Kingdoms and A Dream in Red
Mansions attract me most. The former contains more wisdom and military
skills, while the later contains more sensitive feelings. As for foreign classic
novels, I like Pride and Prejudice, Notre-Dame De Paris, and so on. They
help me understand the western countries better and present new values. People
need to read again and again these kinds of books to digest.

Description

My second favourite book is the collection of poems and proses. For

Chinese books, I like Shu Ting’s collections of poems in which she uses the
vivid images to honor the beautiful love and I like reading the annual
collections of proses written by contemporary outstanding writers. For foreign
books, I like Tagore’s collection of poems, such as Stray Birds. Some words in
his books become very famous. For example, what impresses me the most is
the sentence that “If you shed tears when you miss the sun, you also miss the
stars”. It’s beautiful and full of philosophy. I like Bacon’s collections of proses,
which are full of wisdoms and call for reader’s meditation. When I read
collections of poems or proses, I admire the amazing imagination of the writers
and I enjoy the rhythm beauty of the poems and deep feeling of proses. These
books touch the string of my heart and I can find the peace of my heart.
Description

My third favourite group is comic books, especially Japanese comic books. I

have been reading comic books since my primary school and I like them very

23
much. The beautiful caricatures in comic books attract me first, for I love
painting pictures. Maybe we can’t learn much knowledge from this kind of
books, but we can get a lot of fun from them. Japanese caricature industry is
well developed, and it produces many excellent comic books for teenagers and
even for adults. Comic books can get rid of the restraint family. Comic writers
can use their amazing imaginations to create a fi ctitious world, in which
perfectness can be possible. Comic books always use exaggeration to express,
so reading comic books is interesting and funny. Besides, readers are always
moved by the friendships, trust, or love between the characters in it. I like
comic books, for it’s a great way to relax ourselves.

Personal opinion

These are two kinds of books I like best. They can help me to learn more
about history, understand the world better, broaden my horizons, and make me
think about my own life and my own way. Besides, they help me relax and
have fun from books. I really enjoy them and I will keep reading these kinds of
books.

Task 3
1) Iphone 7+
2) It is rose gold color and it has a big screen
3) It has bigger screen, it has powerful battery, it has bigger storage than the
previous version, it is expensive, it is water resistant, it has better camera
which can shoot low-light photos
4) General Identification of Iphone 7+
Description of the features of Iphone 7+

Task 4 and so on are not provided.

*****

24
25
 LEARNING ACTIVITY 3
EXPLORING REPORT TEXT 1
(Classifying and Compositional Reports)

A. INTRODUCTION
English is one of compulsary subjects in schools and plays a very important
role in digital era, especially in field of education and science. The highest
level of English proficiency should have students who want to connect their
lives with information technology. There are so many text types that should be
learned and mastered not only by elementary level but also advance level
learners who need studying English. One of the text types is report. The term
report text is also known as information report. Report texts organize our
experiences of the world for us; they are used to record, organise, 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. Report texs are divided into four types,
those are : classifying, compositional, comparative and historical reports.
The first two will be explained in Learning Activity 3, whereas the last two are
given in Learning Activity 4 of this module.
This part of the module is designed to provide learning activities for you all,
the PPG participants, 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
What is a report text? Report text is a text which presents information about
something, as it is. It is as a result of systematic observation and analyses.
Report texts that we are going to learn in Learning Activity (LA) 3 deal with
classifying report and compositional 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
organise and describe a field or topic into a class and subclass hierarchy.
Moreover, it can be used to organise and describe a field or topic according
to its part (a part or whole part). A technology report (e.g. electric cars) will
have lots of information describing a general explanation of how they work
and come into parts of cars (that is called an compositional report.

2. Relevance
The main objective of Learning Activity 3 is to help you in understanding
the definition of genre text, that is report text, specifically in classifying
report and compositional report. By observing and identifying report texts
in spoken and written types, you will study the purpose of the report text or
its social function, as well as the language features that are mostly found in
this kind of text. This module tries to dissolve 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), you are
provide with a brief of description, objectives, and guide about this module.
In the second part (Main Section), it is essentially to know about learning
outcomes, learning material, and learning activities. It is designed with some
examples of 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 form of report
text. We also provide discussion forum as a media which you can share your
ideas related to the topic given. In the third part, it is followed by formative
assessment to check PPG participants’ 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

1. Learning Outcomes
Attitude
To internalize, uphold, and put into action religious, moral, and ethical
values, integrity, accountability, independence, tolerance, care, mutual
respect, peace, collaboration, and nationalism.

Knowledge
a. To analyse the contextual differences and similarities between a number
of report texts in regard to the social function, by showing the evidence
from the material (expressions, sentences, paragraphs, etc.), in fluent and
lexicogrammatically accurate spoken as well as written English.
b. To analyse the contextual differences and similarities between a number
of report texts in regard to the text structures by showing the evidence
from the given materials (expression, sentences, paragraphs, etc) in
fluent, lexicogrammatically accurate spoken and written English.
c. To analyse the contextual differences and similarities between a number
of report texts in regard to the lexicogrammatical features, by showing
the evidence from learning materials (expression, sentences, paragraph,
etc) in fluent and lexicogrammatically accurate spoken and written
English.

Skills
a. To get detailed information of written or spoken report texts with
contextually different social function, text structures, and lexico-
grammatical features.
b. To make inferences of written or spoken report texts with contextually
different social function, text structure, and also lexico-grammatical
features.
 c. To evaluate the written or spoken report texts with contextually different
social function, text structure, and also lexico-grammatical features.
d. To produce or contruct the written or spoken report texts with
contextually different social function, text structure, and also lexico-
grammatical features.

2. Learning Material and Learning Activities

Learning materials in this activity will be divided into two parts. Those are
Key Features of the text, such as : definiton, social function, generic
structure, and Learning Activity. Study them carefully and do each of the
tasks that follows.
Key Features of Report Text
a. Definition
To know the definition of report text, you have to watch videos or read the
provided texts in this learning materials.
Task 1
Watch the video below. This video is an example of report text in spoken
form. In your opinion, what does this report text tell about?
Video 1

Stars
Source: https://www.youtube.com/watch?v=lSuAPFMXcYM&t=156s

b. Social Function
There are different types of report texts. In this Learning Activity 3, the
report texts are classifying report and compositional report.

Genre Social Function

Classifying report To organise and describe a field or
topic into a class and subclass
hierarchy
Compositional report To organise and describe a field or
topic according to its part (a part or
whole part)

Task 2
Watch Video 1 above. What is the type of report (classifying or
compositional report) and give the reason! What is the purpose of Video 1?

Task 3
Watch Video 2 below. What type of report text is it? Classifying report or
compositional report, give the reasons from Video 2?
 Video 2

Source: https://www.youtube.com/watch?v=bgqea0E2eAY

c. Generic Structure
The major focus is on a “thing” (or, more accurately, a class of things
whether natural or made) rather than a sequence. Report texts are often
referred to as information repots. We use the term ‘information report’ as a
general term to refer to all of different kinds of report texts.

The first part of the Report is usually introduced by an

Opening general statement/general classification
locating what is being talked about in the universe of things. It often takes
the form of a classification or definition (e.g. Bikes are a popular form of
transport). Sometimes the opening statement may also indicate a particular
aspect of the topic that is being treated (e.g. There are many different types
of bike in Australia).
The rest parts of the Report will consist of
Facts about various aspects of the subject
These facts will be grouped into topic areas, each marked by a topic
sentence to indicate the particular aspect of the subject being dealt with.
Each aspect might be elaborated by referring to distinctive characteristics of
the subject (color, shape, habits, behavior, etc.), or by giving examples, or
by comparing, constrasting and classifying, or by describing components
and their function.
Reports do not usually contain an “ending”, although sometimes the detailed
information is rounded off by some general statement about the topic (e.g.
Stamps can provide hours of enjoyment for young and old). Paragraphing
should help to organise the information effectively. Sub-headings or other
graphic devices may be used to introduce different areas of the topic.

Examples of Classifying Report Text

Read the text below and do the exercise!
Text 1

Environmental Disasters

A disaster is something that does a lot of damage. Sometimes,

disasters hurt living things and the place where they live. These disasters are
called environmental disasters. Water pollution can be an environmental
disaster. Water is polluted when people put things such as rubbish into it.
Air pollution can also be an environmental disaster. Air can be polluted by
things such as gas or smoke.
Oil Spills
Sometimes oil is spilled into water. Most oil spills are accidents. The most
common accidents are when an oil tanker hits another oil tanker, or when an
oil tanker hits the rocks.
Toxic Gas
Toxic means poisonous. Companies use toxic gas to make chemicals. Large
amounts of toxic gas can be very dangerous. It can hurt or kill animals and
humans.
Nuclear Power
Nuclear power can be very useful, but it can also be very dangerous if
something goes wrong. If there is an accident, it can cause dangerous
radioactive fallout. This cannot be seen, but it quickly spreads over a large
area.
Smog
Smog is a big cloud of polluted air. It is like a very thick fog. It hangs just
above the ground. In some big cities, a lot of coal and oil are used. These
can make smog. In some cities, there are lots of cars and trucks on the road.
The fumes from the cars and trucks can make smog. The more pollution
there is, the worse the smog gets.
Source: Derewianka 2016, p. 165.

Task 4
Identify the Generic Structure of Environmental Disasters text above!
Stages and phases
Title Environmental disaster
General Statement

Definition
Identification of
classes.
Description
Water pollution

Air pollution

Text 2
Read and observe another example of classifying report text below!

Types of Whales – Whale Species in Antarctica

Whales are not only the largest animals alive today, they are the
largest animals to have ever lived. Hunted to the edge of extinction, they are
making something of a comeback, though some species are recovering more
quickly than others.
Blue whale
The largest animals ever to have lived, dwarfing even the largest dinosaurs,
all figures about blue whales are awesome. Their circulatory system pumps
10 tonnes of blood through its body using a heart the size of a small car. A
 child could crawl down the whales’ main blood vessel, the aorta. In its
development, a blue whale calf can drink 50 gallons of its mother’s milk
and gain 200 lbs per day. The largest individuals have been estimated at
being 150-220 tonnes. Blue whales are light grey/blue to dark grey while at
the surface, but seen underwater they are luminous aqua blue.
Southern Right Whale
The name was given by the early whalers because they were the “right”
whales to kill. They have large amounts of oil, blubber and baleen or
whalebone, they are slow swimming (easy to catch), are often found close to
shore and float when killed. Right whales have a large bulbous head and
lack the streamlined shape of other whales. The head has large callosities
that are home to a whole collony of whale barnacles, parasitic worms and
whale lice.
Sei Whale
These are among the most elusive of the larger whales, not coming very
close to land at any time and not forming large groups or “schools”. Sei is
pronounced “Say”. They are found like many whales in both Northern and
Southern hemispheres following the best feeding at different times of year.
Only the larger older individuals tend to go very far south, they are
relatively rare in Antartica.
Humpback Whale
Probably the best known of the large whales as they often collect in groups
near to land and draw attention to themselves by their behaviour. Breaching,
lob-tailing, and flipper-slap are common and often occur several times in a
row. They are slow swimmers (allows tourist boats - and whalers – to get
close). Males at breeding time sing the longest and most complex songs in
the animal kingdom.

Source: https://www.coolantarctica.com/Antarctica%20fact
%20file/wildlife/whales/whale s_species.php
Task 5

After reading text 2, please answer the following questions:

 What is the purpose of text 2 ?
 How many kinds of whale does the text explain ?
 What does each paragraph tell about? Give the proves!
Another kind of report text is Compositional Report text. Why is it called
compositional? In what case is it different from Classifying Report?
Now, please read and observe the following examples of compositional report!

Examples of Compositional Report Text!

Text 3

The Acoustic Guitar

The acoustic guitar as we know, it is a six- or 12-
stringed instrument that is played with the fingers or a
plectrum. There have been many forms of the guitar but
the current form was developed in Spain and dates back
to the Renaissance.
The acoustic guitar consists of multiple parts that
work together to create sound. It has a hollow body that
amplifies the tone created by the vibration of the strings
when strumped or plucked. The important parts are the
body, the fretboard, the sound hole, the capstan, the
tuning pegs, the strings, and the bridge.
The body of the acoustic guitar is considered to be
very important as it provides the resonance that shapes
the tone of the guitar as well as the volume. The
fretboard is commonly made from rosewood and has a
number of metal frets embedded in it (20-24). Strings
are pressed down behind a fret to change the note that
the open string will produce. Most fretboards have
markers inlays on the third, fifth, seventh, ninth, and
 twelfth frets; they function as a quick recognition
indicator.
The sound hole is where the soundwaves made by
the strings via the bridge saddle exit the body leading to
what is ultimately heard. The headstock, which is
attached to the end of the guitar’s neck, houses the
tuning pegs. It can also be where the guitar
identification or brand can be found. The tuning pegs
are attached to the capstan, which allows the strings to
be lowered or raised in pitch. The capstan has the strings
tied though it. The bridge is found between the hole and
the bottom of the body. Its function is to allow the
strings to pass over it and sit at a certain height, which is
called the action.
Source: Derewianka 2016, p. 168.

Task 6
Complete the table below!
Stages and Phases
Title The Acoustic Guitar
General Statement
Entity Identification

Description of parts and their

functions, including mini explanation
Text 4
Read another example of compositional report text below!
Layers of the Rainforest

Among all biomes, tropical rainforests are considered to have the highest
biodiversity. In a hectare plot of tropical rainforest land, about 40 to 100 tree
species can already be found. Aside from this, the tropical rainforest biome is
home to the most common species of the rarest organisms on our planet. The
world’s tropical rainforest are located in the warmest yet wettest places in the
world (i.e, place close to the equator). Such conditions make these places ideal
environments for life. The tropical rainforest is a complete environment from
top to bottom. In general, it is divided into four layers: emergent layers, canopy
layer, understory, and the forest floor.
The first layer of a tropical rainforest from the top is called the emergent
layer. The emergent layer consists of towering trees (basically taller than most
trees in the forest) that protude out of the rest of the plants in the area. The
average height is about 70-100 m from the ground level. Common animals in
emergent layer are birds (such as Harpy Eagles, Scarlet Macaw, etc), bats, some
insects, pygmy gliders, rainforest monkeys (such as capuchin monkeys, squirrel
monkeys, etc) and morpho butterflies (blue colored ones).
The next layer is the canopy layer, which is known to contain the majority
(about 60 to 90) of living species in the whole rainforest. The canopy layer,
which is about 100 feet above the ground, contains overlapping tall trees that
act as a roof over the rest of the organisms below them. As canopy layer is rich
with fruits and nuts, organisms such as insects, various species of birds, lizards,
monkeys (such as Bornean Orangutan), rodents, and tree frogs thrive in here. It
is believed that almost 90% of rainforest animal species reside in this layer of
the rainforest.
As compared to the first two layers, the understory is rather more humid
and damp. Such humidity level is what keeps the animals in this layer alive.
Organisms in understory layer include insects, bees, beetles, butteflies, birds,
geckos, bats, monkeys, snakes, lizards, jaguars, and tree frogs. Birds and geckos
prey on insectts and snakes prey on small mammals. The understory is basically
a dark environment where sunlight is only about 2 to 15%. Hence, organisms
living in this later have become adapted to tolerate the low amount of sunlight.
Last but not least is the florest floor layer. This layer is often described as
the darkest and most humid layer of a tropical rainforest as it receives less than
2 of the total sunlight. Animals in the forest floor are the tigers, jaguars,
elephants, and tapirs. Another example is tthe bearded pigs. They scour the
ground for everything fallen on the forest floor that includes fallen fruits, fungi,
and carrion. In a way, they help to spread the tree density in the rainforest by
dropping the seeds via their feces.
Source: https://www.bioexplorer.net/rainforest-layers.html/
Task 7
After reading text 4, please answer t!he following questions:

 Why is it called a compostional report?

 What is the first paragraph called? Prove your answer!
 What do you think are the rest paragraphs? Give your reasons!
 d. Language Features

What language features are commonly appeared in report texts? Observe and
indentify the use of words, phrases, sentences, and technical terms which are
mostly found in the text.

Task 8
Read text 1 and text 3 once again, then analyze the language features used in text
1 and text 3!

Task 9
Watch the video below!. Compare your answer in task 8 with the explanation
from the video.
Video 3

Source: https://www.youtube.com/watch?v=lvog40yuRcI

3. Discussion Forum
Dear participants, you have learned the materials in L.A.3. Please give your
own ideas to response on the topics / threads given in this Discussion Forum.
You are also expected to comment on other participants’ responses.
 1) What have you learned about the materials in L.A.3?
Feel free to respond your friends’ comment
2) How will you teach your students about report text (classifying report and
compositional report)?
Feel free to create the process of teaching and the reasons why you have
the idea

C.CLOSING SECTION

1. Summary
In this Learning Activity 3, you have learned how to identify report text
(classifying report and compositional report). You also have identified
stages and language features of report text. In discussion forum, you have
learned how to explore report text (classifying report and compositional
report) in the classroom context. Read the summary of L.A.3 in this
powerpoint.
2. Reflection
Please write your reflective summary below!
a) In this L.A.3 activities, I have learned
............................................................................................................
............................................................................................................
............................................................................................................
b) The key features of report text (classifying report and
compositional report) are
............................................................................................................
............................................................................................................
............................................................................................................
c) What I like most about L.A.3 activities is/are
............................................................................................................
............................................................................................................
............................................................................................................
d) I like it because
............................................................................................................
............................................................................................................
............................................................................................................
e) What I need to improve or learn more is/are
............................................................................................................
............................................................................................................
............................................................................................................
 3. Formative Test
Read the text below and choose the correct answer!

Different Forms of Water

Water is the most common compound on Earth, covering about 70 percent of

the planet’s surface. Most of that water is in liquid form, sloshing around in the
oceans and other bodies of water. Because it’s so common, and because it’s
easy to use for so many different purposes, liquid water is part of our everyday
lives. We use water to nourish everything from ourselves to our pets to our
yards. Like all liquids, water travels faster and increases in pressure as more of
it is pressed through a tighter space. We can see this principle after we brush
our teeth, using water flowing from the tap to push the toothpaste down the
drain. By increasing the pressure, we use water to clean glasses in a dishwasher
and cars in a carwash.

Water is great at cooling things down. To cool off our bodies, we go swimming
at the pool on a hot summer day. To cool off our cars and factories, we force
water through pipes to keep engines from overheating.

Water can also be a great way to travel. People have used sails, paddles and
oars to propel boats through water for thousands of years. In modern times, one
gallon of diesel fuel can pull one ton of cargo 59 miles by truck down a
highway, 202 miles by train down a railroad track, and 514 miles in a boat
through water.
Another traditional use for water is generating power. When water drops
quickly in elevation, as over a waterfall, special gears called turbines can be
placed inside the stream. Turbines can be used either directly to spin machines
like sewing looms, or indirectly to capture that momentum as electricity.
America has used this property of falling water to build giant electricity plants,
including the ones at Hoover Dam and Niagara Falls.

When water freezes into ice, it becomes hard. Unlike most other frozen liquids,
ice is actually less dense than water in its liquid form, which is why ice cubes
float. These two properties explain the Antarctic ice pier, which has been
constructed at America’s McMurdo research station every summer since 1973.
Workers pump seawater into a contained area and let it freeze. The pier
becomes so sturdy it can support semi-trucks, which transport tons of food and
equipment from supply ships to the station.

Ice also cools things down. The National Seal Sanctuary in Britain uses a
machine to produce ice for the sea lions, because they fight less when they’re
cool. Zoos around the world buy ice machines to chill areas for polar bears and
penguins. Humans like ice so much that large restaurants and hotels often spend
more than $10,000 on a single ice machine.

As the temperature rises, ice melts into water, which boils into steam. Perhaps
the most common use of steam is electricity; about 90 percent of all electricity
generated in the U.S. comes from steam turbines. Heat to boil the water is
generated by many fuels, including coal, natural gas and nuclear fuel.

For thousands of years farmers have used steam to sterilize their fields and kill
weeds and bacteria. You can see steam at work in many buildings and homes,
where it is forced through pipes and radiators for heat. You can also see steam
at work if your parents cook vegetables in a steamer.

Because we are constantly surrounded by water, ice and steam, it’s easy not to
pay attention to them. But all three are really just the same chemical compound
that makes life on Earth possible.

Source: https://www.readworks.org/article/Different-Forms-of-Water/dc7ae021-
d6ae-4e61-ba0f-
4820bbba540f#!questionsetsSection:427/vocabularySection:compound/articleTab
:content/
1) What are the three forms of water discussed in the passage?
a. Liquid, water, steam, and pressure
b. Steam, electricity, and liquid water
c. Ice, liquid water, and steam
d. Ice, steam, and pressure

2) What does the passage describe?

a. The passage describes different forms and uses of water
b. The passage describes different kinds of weeds that grow in fields
c. The passage describes how to cook vegetables using a steamer
d. The passage describes the effects of brushing your teeth

3) The type of report text above is.....

a. Classifying report
b. Compositional report
c. Historical report
d. Comparative report

4) What is the social function of the text above?

a. To describe how to do something
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

5) This is the language featured used in the passage, except.....

a. Use simple present tense
b. Use action verb
c. Use simple past tense
d. Descriptive language

6) What is this passage mainly about?

a. The National Seal Sanctuary in Britain
b. The uses of water, ice, and steam
c. An ice pier at America’s McMurdo research station
d. How water can be used to generate electricity

7) Read the following sentences: “ When water freezes into ice, it becomes
hard. Unlike most other frozen liquids, ice is actually less dense than water
in its liquid form, which is why ice cubes float.
 What does the word “form” mean?
a. A sudden increase in the number or amount of something
b. A decrease in body temperature that occurs after going swimming on a
hot day
c. A change in the color or shape of an object
d. The way in which something exists or appears

8) Water is used for many different things.

What evidence from the passage supports this statement?
a. Seals are more likely to fight when they are hot than when they are
cool
b. As the temperature rises, ice melts into water, and water boils into
steam.
c. If you catch a cold, you may be given a cup of hot tea to drink.
d. Water is used for cooling down engines, generating power, and
traveling.

9) What is one difference between ice and steam?

a. Ice is hot; steam is cold.
b. Ice is cold; steam is hot.
c. Ice is liquid; steam is solid.
d. Ice is a gas; steam is liquid.

10) Choose the answer that best completes the sentence below.
Water has three forms, _ liquid, ice, and steam.
a. Namely
b. But
c. So
d. Previously
 4. References

Deng, L., Chen, Q., and Zhang, Y. (2014). Developing Chinese EFL Learners’
Generic Competence. London: Springer

Derewianka, B. & Jones, P. (2016). Teaching Language in Context. Australia:

Oxford University Press.
https://www.youtube.com/watch?v=ClWsSFSF1Wk&t=49s
https://www.youtube.com/watch?v=lSuAPFMXcYM&t=156s
https://www.youtube.com/watch?v=bgqea0E2eAY

https://www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/whale
s_species.php
https://www.bioexplorer.net/rainforest-layers.html/
https://www.youtube.com/watch?v=lvog40yuRcI

https://www.readworks.org/article/Different-Forms-of-Water/dc7ae021-d6ae-
4e61-ba0f-
4820bbba540f#!questionsetsSection:427/vocabularySection:compound/articleTab
:content/

https://learnenglishteens.britishcouncil.org/uk-now/read-uk/northern-ireland

5. Key Answer
Formative Test
1. C
2. A
3. A
4. D
5. C
6. B
7. D
8. D
9. B
10. A
Key answer of Tasks
Task 1
Definition of Report Text
Report texts are texts which concerned with general categories of things rather
than events and happenings and with informing about technical and scientific
topics. Because of this, they can seldom be interpreted and constructed without
knowledge of the field and its associated language (Derewianka 2016, p. 160).

Task 2
Genre : Classifying report

Social Function : To organise and describe stars into a class and subclass
hierarchy

Task 3
Genre : Compositional report
Social Function : To organise and describe soil according to its part

Task 4
Stages and phases
Title Environmental disaster
General Statement A disaster is something that does a lot of
damage.
Definition Sometimes, disasters hurt living things and the
place where they live. These disasters are
called environmental disasters
Identification of Water pollution can be an environmental
classes. disaster. Water is polluted when people put
things such as rubbish into it. Air pollution can
also be an environmental disaster. Air can be
polluted by things such as gas or smoke.
Description
Water pollution Oil Spills
Sometimes oil is spilled into water. Most oil
spills are accidents. The most common
accidents are when an oil tanker hits another oil
tanker, or when an oil tanker hits the rocks.
 Air pollution Toxic Gas
Toxic means poisonous. Companies use toxic
gas to make chemicals. Large amounts of toxic
gas can be very dangerous. It can hurt or kill
animals and humans.
Nuclear Power
Nuclear power can be very useful, but it can
also be very dangerous if something goes
wrong. If there is an accident, it can cause
dangerous radioactive fallout. This cannot be
seen, but it quickly spreads over a large area.
Smog
Smog is a big cloud of polluted air. It is like a
very thick fog. It hangs just above the ground.
In some big cities, a lot of coal and oil are used.
These can make smog. In some cities, there are
lots of cars and trucks on the road. The fumes
from the cars and trucks can make smog. The
more pollution there is, the worse the smog
gets.

Task 5 and so on are not provided.

 LEARNING ACTIVITY 4
EXPLORING REPORT TEXT 2
( Comparative Report and Historical Report )

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 Learning activity 4 we are still learning the 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, organise, 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 are going to learn in Learning Activity (LA) 4 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
organise and describe a field or topic into a class and subclass hierarchy.
Moreover, it can be used to organise and describe a field or topic according
to its part (a part or whole part).
 2. Relevance
The main objective of LA 4 is to assist you in understanding the definition
of genre text, that is 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
1. Learning Outcomes
Attitude
Having learnt the material, the sudents are hopefully able:
 To internalize, uphold, and put into action religious, moral, and ethical
values, integrity, accountability, independence, tolerance, care, mutual
respect, peace, collaboration, and nationalism.

Knowledge
a. To analyse the contextual differences and similarities between a number
of report texts in regard to the social function, by showing the evidence
from the material (expressions, sentences, paragraphs, etc.), in fluent and
lexicogrammatically accurate spoken as well as written English.
b. To analyse the contextual differences and similarities between a number
of report texts in regard to the text structures by showing the evidence
from the given materials (expression, sentences, paragraphs, etc) in
fluent, lexicogrammatically accurate spoken and written English.
c. To analyse the contextual differences and similarities between a number
of report texts in regard to the lexicogrammatical features, by showing
the evidence from learning materials (expression, sentences, paragraph,
etc) in fluent and lexicogrammatically accurate spoken and written
English.

Skills
a. To get detailed information of written or spoken report texts with
contextually different social function, text structures, and lexico-
grammatical features.
b. To make inferences of written or spoken report texts with contextually
different social function, text structure, and also lexico-grammatical
features.
c. To evaluate the written or spoken report texts with contextually different
social function, text structure, and also lexico-grammatical features.
d. To produce or contruct the written or spoken report texts with
contextually different social function, text structure, and also lexico-
grammatical features.
2. Learning Material and Learning Activities

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, and Learning Activity. Study them carefully and do each of the
tasks that follows.
Key Features of Report Text
a. Definition
Do you still remember what report text is in general? As you have studied in
LA 3 about classifying and compositional report texts, now you are learning
other kinds of report texts dealing with comparative and historical reports.

Task 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 what is the
definition of the report text?

Video 1

Source:
https://youtu.be/OGqAM2Mykng
This is another example of spoken report text given in Video 2.
Video 2

https://youtu.be/ZMSbDwpIyF4

Task 2
After watching Video 1 & Video 2 above, now you answer these questions:
Are they comparative or historical reports?
What are the topics of spoken report texts in Video 1 & video 2?
Please identify the differences and similarities between Video 1 & Video 2 :
Report texts Topic Similarities Differences

Video 1

Video 2
 b. Social Function
In regard to the purpose of a report text, there are different types of Report
Texts 1 and Report Text 2. In this Learning Activity 4, the report texts are
called comparative report and historical report. It can be differenciated
through the following table :
Genre Social Function
Comparative report To identify the similarities and
differences between two or more
classes or things
Historical report To give information about the way
things were in relation to a particular
historical period or site.

Task 3
The following video 3 provides you another example of spoken report text.
Please watch the video and analyse the content!

Video 3

Source: https://youtu.be/fUDDsZ2I_gk
After watching Video 3 below, answer the following questions:

 What is the type of report text ? Why do you think so?

 What is the purpose (social function) of Video 3?
 Who built Windsor Castle?

Do you think Video 4 belongs the similar type of report text as Video 3?
Please identify the purpose of Video 3 and Video 4.

Video 4

Source: https://www.youtube.com/watch?v=R11MpMvleO0

Task 4
After watching all videos (no. 1,2, 3 and 4) decide what information the
speakers want to give to the listeners or viewers. Then complete the
following table :
 Social Function
Type of text
Video 1 Video 2 Video 3 Video 4
Comparative
report

Historical
report

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
Please read and comprehend the content of the written text below and do the
exercise! Why do they belong to comparative report text? Give your reason.
Text 1
Stars and Planets

Our solar system comprises the sun (a huge star) and all the planets
orbiting it as well as other material. Have you ever wondered what the
difference is between a star and a planet?
The basic distinction is that a star gives off light while a planet only
reflects light. A star is a ball of gas. Pressure at the centre of the star causes
a nuclear fusion reaction to start. This fission burns and creates light for
millions of years. A planet is a spherical ball of rock or gas that is usually
found orbitting a star. Over time a star will eventually change properties and
become a planet but a planet will remain relatively unchanged.
When observing planets and stars through a telescope, several
differences can be seen. Stars appear to twinkle whereas brighter planets
don’t. The closer, larger planets appear as disk-shaped; in contrast, the stars
tend to be points of light.
Source: Derewianka 2016, p.169.
Text 2
Read the other example of comparative report text below!

Yoga and Pilates

What is the difference between pilates and yoga?. It is a question

asked by many, as they seem so similar in a number of ways. They are both
extremely popular.
Pilates and yoga offer stress relief, build physical strength, improve
endurance and balance and promote flexibility, coordination, and good
posture. They both are similar in part because the creator Pilates studied
yoga and was inspired by the concept of unifying mind, body, and spirit.
However, as similar as they are, they do have differences.
Yoga offers more of a spiritual component by creating a meditative
environment during classes, and while yoga poses will develop core
strength, yoga is more stretch and flexibility oriented. Pilates also has a
mind-body component, but it places an emphasis on the core of the body
and how the core impacts the rest of the body.
 Movements are different as well. Movement through yoga asanas
(poses) improves flexibility, coordination, and balance. Pilates is a more
structured workout where we will be moving through a series of exercises
that focus on toning the body with low-impact exercises. All pilates
movements initiate from the “powerhouse”, which is the pilates term for the
abdominals, lower back, hips and buttocks.
In addition to Pilates mat work, Pilates offers exercise movements
with pilates exercise machines, such as the reformer, a spring-based
resistance machine. There are no machines in yoga, although yoga has
introduced some equipment into classes, such as straps, blocks, and bolsters.
Both yoga and pilates coordinate breathing with their movements, but
they differ in their methods. Yoga uses various breath control techniques,
the most common being inhaling and exhaling through the nose. Pilates also
encourages awareness of breathing, but there are not different breathing
techniques. Practitioners consistently inhale through the nose and exhale
through the mouth throughout the exercise movements.
Yoga offers diversity in its presentations. There are many different
styles of yoga, ranging from relaxing meditative to more physically
demanding movements. There are different levels of pilates from beginner
to advanced, but there are no different styles involved.

Source:
https://www.tampabay.com/news/health/Pilates-Yoga-A-look-at-the-
similarities-differences_169861951/

Task 5
Identify the Generic Structure of text 1 (Stars and Planets) above by filling
the paragraphs of the text
 Stages and phases Content
Title Stars and Planets

General Statement
Entities

Description

Similarities and
differences in terms of
light production
movement

Appearance

Task 6
Identify the text structure of report text 2! Fill the following table based on
the content of the text 2

Stages and phases Content

Title Yoga and Pilates

General Statement
Entities
Description

Similarities and differences

in terms of ........

Appearance
Example of Historical Report Text!
Read and observe the text 3 below and give the reason why it is called Historical
Report text !
Text 3

The Australian Goldrushes

The Australian goldrushes are significant in Australian nineteenth-

century history. The first verified discovery of gold was around Bathrust, New
South Wales, in 1851. Goldfields were then established in areas around the
nation. People came from all over the world with the intention of striking it
rich. Between 1845 and 1896 Australia’s population more than doubled, going
from 400.000 to 1.000.000 people.
At first, goldfields were established in rough environments alongside
rivers. As the claims of success and wealth grew, the sites became busy. The
surroundings became huge campsites housing prospectors and their families as
well as tradespeople attracted by other work prospects. People lived in tents at
first; later, huts made from wood, canvas, and bark were common. Over time
the goldfields became towns and cities. At the start of goldrush site, there were
very few roads, meaning that everything had to be carried in from the
surrounding townships. As the site developed, people traveled on horseback or
wheeled their possessions in barrows.
While it was the opportunity of striking it rich that attracted many, other
people stayed for the other job opportunities. Mostly, the people who flourished
at the goldfields were the tradespeople selling food and equipment and the
landowners selling land to people for homes. The diggings also provided
employment in services, such as laundry, inns, boarding houses, and even
hospitals. Health and hygiene became an issue on the diggings. People lived on
a basic diet of damper, tea, and mutton, which didn’t provide the necessary
nutrition and variety. Sewage was not correctly disposed of, and as a result,
clean drinking and washing water became contaminated. In addition to this,
diseases and epidemics were brought to the diggings by the people arriving
from overseas by ship. While there were doctors and nurses, they could not deal
with the numbers so many people died from illnesses such as dysentery and
typhoid. The goldrushes played an important role in building the Australian
nation. They were responsible for diversifying an economy formerly based on
wheat and sheep. The influx of immigrants contributed to a multicultural
society. The heritage of the goldrush era is still apparent in many of the public
buildings in cities such as Bathrust and Ballarat.

Source: Derewianka 2016, p. 172

Text 4
Read another example of historical report text below!

A Brief History of Bandung City

Bandung city is one of developed cities in Indonesia. The progress of the

development in Bandung not only supported by good infrastructure, but also
from the world of education, tourism, and the world of fashion. For most of
both local and foreign tourists, Bandung is a lovable place that should be the list
of places to visit.
The word “Bandung” comes from the word bendung or dam since the
Citarum river covered by lava of mount Tangkuban Perahu. Then, if formed a
lake. The legend told by old people in Bandung said that the name “Bandung”
taken from water vehicle consisting of two boats which were tied side by side
called the Bandung Boat used by the Regent Bandung, R.A. Wiranatakusumah
II. It was used to navigate Citarum in searching new district to replace the old
capital of Dayeuhkolot.
Originally Bandung regency capitalized in Krapyak (now Dayeuhkolot)
which is located about 11 kilometers to the south from the center of Bandung
now. When the district of Bandung was led by the 6th bupati, RA
Wiranatakusumah II (1794-1829) who known as “Dalem Kaum I”, the power of
Indonesia was moved to the Dutch Government, with the first general governor
was Herman Willem Daendels (1808-1811). To smoothly carry out its duties in
Jave, Daendels built the Post Road (Groote Postweg) from Anyer in West Java
to Panarukan in Easst Java (approximately 1000 km). The construction of the
highway was carried out by the local people of Indonesian under the leadership
of their respective district heads.
For the ease of the road construction, Daendels via letter dated on May
25, 1810 requested the Regent of Bandung and the Regent of Parakanmuncang
to move the district capitals, respectively to Cikapundung and Andawadak
(Tanjungsari), approaching Jalan Raya Pos. Apparently Daendels didn’t know
that long before the letter came out, the regent of Bandung had planned to move
the capital district of Bandung. He had even found a good enough and strategic
place for the central government. The chosen place is an empty field of forest,
located on the western edge of the Cikapundung River, the southern edge of
Jalan Raya Pos being built (the downtown Bandung now). The reason for the
removal of the capital is the unfitted Krapyak as the capital of government,
because it is located on the southern side of Bandung area and often hit by
flooding when the rainy season.
Paris van Java is the name in the Dutch colonial era for the city of
Bandung which was given around 1920 – 1925. Historically, the city of
Bandung was famous for its natural beauty and coolness of the air. This
atmosphere is highly favored by the Dutch colonial people. Moreover, the equal
geographical similarity between Bandung and the southern region of France had
successfully attracted the European. Finally, the Dutch make the development
of the city of Bandung to be a beautiful settlement complete with the means to
meet the needs of its citizens.
Bandung today has made a lot of difference. Several tourist areas
including shopping centers and factory outlets are also scattered in this city,
such as in the area of Jalan Braga, Cihampelas area, Cibaduyut with craftsmen
shoes and Cigondewah with textile traders. Dozens of shopping centers are
spread across the city of Bandung, some of which are Plaza Bandung Palace,
Bandung Supermal, Cihampelas Walk, Paris Van Java Mall, and Bandung
Indah Plaza. While some areas of traditional markets are quite famous in this
city include Pasar Baru, Gedebage Market and Andir Market.

Source: https://factsofindonesia.com/history-of-bandung-indonesia

Task 7
Identify the language features of text 4 by considering the following aspects and
give the evidences from the text
d. Language Features
 Generalised participants are initially represented in simple noun
groups (E.g: Stars and Planets in text 1)
 Relating verbs that link an entity with its attributes
 Timeless present tense (with the exception of an historical report)
 Attitudinal vocabulary is unusual as the emphasis is on facts rather on
opinions

Language features Examples from Text 4

Participants ( title)

Relating verbs

Present tense and past tense

Vocabulary as the emphasis on

facts rather on opinions

Task 8
In English class, as a teacher you want to teach listening skill. Please make a scrip
of a report text about animals. You want to compare a cat and a tiger in your
comparative report. First, you introduce entities to be compared. Then, you
describe the systematic analysis of similarities and differences between a cat and a
tiger. At last you record your voice using audio fille by considering the following
speaking descriptors and send it to your instructor.

No Speaking elements Descriptors

1. Fluency a. Speaking normally
b. Speaking without hesitation
c. Spaking without too many stops
d. Speaking without too many fillers

2. Acuracy a. Speaking with full range of structure

naturally and appropriately
b. Speaking with full flexibility of vocabulary
c. Speaking with natural and accurate idiomatic
language

3. Appropriateness a. Speaking with a right topic

b. Speaking with right phrase
c. Speaking with a right way

Task 9
In another way, you can use your script above to be a well organized written
report text that will be used for reading exercise. You need to elaborate the
descriptions of the animals ( a cat and a tiger) systematically and scientifically and
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 full
and Accuracy flexibility and accuracy
b. rare minor errors occur only as “slips”
 3. Discussion Forum
Dear participants, you have learned the materials in L.A.4. Please give your
own ideas to response on the topics or threads given in this Discussion
Forum. You are also expected to comment on other participants’ responses.
1) What have you learned about the materials in L.A.4?
Feel free to respond your friends’ comment
2) How will you teach your students about report text (comparative report
and historical report)?
Feel free to create the process of teaching and the reasons why you have the
idea

C. CLOSING SECTION
1. Summary
In this Learning Activity 4, 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. Read the summary of L.A.4 in this powerpoint.
2. Reflection

Please write your reflective summary below!

a) In this L.A.4 activities, I have learned
......................................................................................................................
......................................................................................................................
........................................................................................
b) The key features of report text (comparative report and historical report)
are
......................................................................................................................
......................................................................................................................
........................................................................................
c) What I like most about L.A.4 activities is/are
......................................................................................................................
......................................................................................................................
........................................................................................
d) I like it because
......................................................................................................................
......................................................................................................................
........................................................................................
e) What I need to improve or learn more is/are
.......................................................................................................................
.........................................................................................................................
....................................................................................
3. Formative Test
Read the text below and choose the correct answer!

The History of Graffiti

The first drawings on walls appeared in caves thousands of years ago.

Later the Ancient Romans and Greeks wrote their names and protest poems
on buildings. Modern graffiti seems to have appeared in Philadelphia in the
early 1960s, and by the late sixties it had reached New York. The new art
form really took off in the 1970s, when people began writing their names, or
‘tags’, on buildings all over the city. In the mid seventies it was sometimes
hard to see out of a subway car window, because the trains were completely
covered in spray paintings known as ‘masterpieces’.

In the early days, the ‘taggers’ were part of street gangs who were
concerned with marking their territory. They worked in groups called
‘crews’, and called what they did ‘writing’ – the term ‘graffiti’ was first
used by The New York Times and the novelist Norman Mailer. Art galleries
in New York began buying graffiti in the early seventies. But at the same
time that it began to be regarded as an art form, John Lindsay, the then
mayor of New York, declared the first war on graffiti. By the 1980s it
became much harder to write on subway trains without being caught, and
instead many of the more established graffiti artists began using roofs of
buildings or canvases.

The debate over whether graffiti is art or vandalism is still going on.
 Peter Vallone, a New York city councillor, thinks that graffiti done with
permission can be art, but if it is on someone else’s property it becomes a
crime. ‘I have a message for the graffiti vandals out there,’ he said recently.
‘Your freedom of expression ends where my property begins.’ On the other
hand, Felix, a member of the Berlin-based group Reclaim Your City, says
that artists are reclaiming cities for the public from advertisers, and that
graffiti represents freedom and makes cities more vibrant.

For decades graffiti has been a springboard to international fame for a

few. Jean-Michel Basquiat began spraying on the street in the 1970s before
becoming a respected artist in the ’80s. The Frenchman Blek le Rat and the
British artist Banksy have achieved international fame by producing
complex works with stencils, often making political or humorous points.
Works by Banksy have been sold for over £100,000. Graffiti is now
sometimes big business.

Source:https://learnenglishteens.britishcouncil.org/skills/reading/upper -
intermediate-b2-reading/history-graffiti

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) Why was the seventies an important decade in the history of graffiti?

a. That was when modern graffiti first appeared.
b. That was when modern graffiti first became really popular.
c. That was when graffiti first reached New York.
d. That was when street gangs were concerned with marking their
territory.
4) What is a 'masterpiece' in graffiti?
a. A really high-quality piece of graffiti.
b. A work of graffiti showing the artist's name.
c. A new art form from U.S
d. A full piece of graffiti, like those seen on Subway trains.

5) Who coined the phrase “graffiti”?

a. The man who was the mayor of New York in the late seventies
b. New York gangs who had a lot of Italian imigrant members
c. U.S president
d. A newspaper and an author.

6) How did things change after the first war on graffiti?

a. It was considered a more serious crime
b. Graffiti artists had to find different places to paint
c. New York looked a lot cleaner
d. It appeared in Philadelphia.

7) The language feature used in the text above is, EXCEPT....

a. Present tense
b. Past tense
c. Relating verbs link to entity
d. Attitudinal vocabulary is unusual as the emphasis is on facts rather on
opinions.

8) What does New York city councillor Peter Vallone say about graffiti?
a. Graffiti can be good for cities as long as it is tasteful and conveys
positive messages.
b. Graffiti can be beautiful if it is done by a skilled artist.
c. Graffiti is a crime if the artist does not have permission
d. Graffiti is a creativity for young people.
9) What do the Berlin-based group Reclaim Your City say about graffiti?
a. Involving young people in graffiti stops them getting involved with
serious crime.
b. Graffiti helps the public to own the streets and take control away from
advertisers
c. Graffiti actually increases the value of property by making the area
more attractive.
d. Graffiti does represent freedom of speech.
 10) What is the author's final point?
a. Graffiti is not a good way to become a respected artist.
b. Some of the most popular graffiti artists end up being exploited by the
art world.
c. Graffiti does represent freedom of speech
d. Graffiti has now become mainstream and can make artists a lot of
money.

4. References
Derewianka, B. & Jones, P. (2016). Teaching Language in Context. Australia:
Oxford University Press.
https://youtu.be/OGqAM2Mykng
https://youtu.be/fUDDsZ2I_gk

https://www.tampabay.com/news/health/Pilates-Yoga-A-look-at-the-similarities-
differences_169861951/
https://factsofindonesia.com/history-of-bandung-indonesia

https://learnenglishteens.britishcouncil.org/skills/reading/upper-intermediate-b2-
reading/history-graffiti

Formative Test
1. C
2. A
3. B
4. D
5. D
6. B
7. A
8. C
9. B
10. D
 SUMMATIVE TEST

Read the following text to answer questions number 1-4!

Rose is plant with enchanting flowers from genus Rosa which has more
than 100 species. This woody perennial plant grows in groups, allowing them to
form climbing shrubs with prickles. Rose has various flowers in shape and sizes,
making it one among popular flowering plants found in a house.
Most rose species are native to Asia, but some others are native to North
America and Europe. It is typically grown for beauty and fragrant. Some
species are used for commercial perfumery while some others are cut for
ornamental flowers. In addition, rose also has minor medicinal uses.
Source: https://englishclas.com/latihan-soal-descriptive-text/
1. What does the text tell about?
a. Gardening
b. Rose species
c. How to grow rose plant
d. Where to plant rose

2. This statement is correct, EXCEPT .....

a. Rose is native to Asia
b. Rose can be used as ornamental plant
c. Rose can be used in perfume
d. Rose only has one variant of shape and size

3. It is typically grown.... (paragraph 2). The word “It” refers to .....

a. Commercial perfumery
b. Beauty
c. Rose species
d. Asia

4. Based on the text, which statement is TRUE?

a. Rose has minor benefit for medicinal uses
b. People grow rose only for beauty
c. Rose is not a popular flowering plant
d. Rose has less than 100 species
Read the following text for questions number 5 to 7
Indonesia or commonly known as Republic of Indonesia is one of South East
Asia countries. Located between Pacific and Indian Ocean, it makes Indonesia
the world’s largest archipelago country. Also called as Nusantara, this country
 has more than 17,000 islands. Having more than 261 million people, Indonesia
becomes 4th most populous country in the world. Indonesia has more ethnics,
languages and culture than other countries. Data showed that Indonesia has
several ethnic groups including Javanese, Sundanese, and other with more than
700 recognized regional language.

Source: https://englishclas.com/latihan-soal-descriptive-text/
5. What makes Indonesia one of most populous countries in the world?
a. It is located in South East Asia
b. Indonesia has more than 17.000 islands
c. Indonesia has more than 261 million people
d. Indonesia is rich

6. What is the main idea of the paragraph?

a. Indonesian is an Asian country which has many cultures, ethnics,
as well as people
b. Indonesia is located between Pacific and Indian ocean
c. Indonesia is 4th most populous country
d. Ethnics and languages make Indonesia rich

7. The word “located” can be best replaced by .....

a. Situated
b. Surrounded
c. Happened
d. Allocated

Read the following text for questions number 8 to 10

I have a new cat, its name is Shorty. I call it Shorty because it is short than the
other cats. My cat is a Persian cat with flat nose and fluffy hair. It has sharp,
yellow eyes that glow in the dark. Shorty likes to run around the house, chasing
any moving things. I like to see Shorty sleeping because it looks cute. Shorty
does not like to eat canned food, instead it prefers fresh tuna.

Source: https://englishclas.com/latihan-soal-descriptive-text/
8. My cat.... (in line 2). The word “my” refers to .....
a. Cat
b. Mother
c. Reader
d. Writer

9. Which breed is Shorty?

 a. Half-breed
b. Persian
c. Egypt
d. Angora

10. What does the writer tell about?

a. Writer’s new hobby
b. Family
c. Job
d. New cat named Shorty

Read the following text for questions number 11 and 12

The platypus is a semi-aquatic mammal endemic to East to North Australia,
including Tazmania. It is one of the five extreme species of mono-dreams.
The only mammal that lays eggs instead of giving birth to live young. The
body and the broad flat tail of these animals are covered with dense brown
fur, that traps a lay including ear to keep the animals warm. It uses its tail for
story joy fact. It has webbed feet and the large robbery’s net. These are
species that are be closer to those of ducks, then to these any known
mammals. Weight varies considerably from 0.7 to 2.4 kg with males being
larger than females. And male averages 50 cm total length whiles the female
major approximately 45 cm. The platypus has an average temperature of 32
degrees Celsius rather than 37 degrees Celsius that is typical of the placental
mammals.

Source: https://englishadmin.com
11. What animal is being described in the text?
a. Octopus
b. Rhinoceros
c. Platypus
d. Mosquitos

12. How much does the Platypus weight?

a. 0.7 to 2.4 kg
b. 0.7 to 2.5 kg
c. 0.7 to 2.6 kg
d. 0.7 to 2.7 kg

Read the following text for questions number 13 to 16

Snakes are reptiles (cold-blooded creatures). They belong to the same group
 as lizards (the scaled group, Squamata) but from a sub-group of their own
(Serpentes).
Snakes have two legs but a long time ago they had claws to help them
slither along. Snakes are not slimy. They are covered in scales which are just
bumps on the skin. Their skin is hard and glossy to reduce friction as the snake
slithers along the ground.
Snakes often sun bathe on rocks in the warm weather. This is because snakes
are cold-blooded; they need the sun’s warmth to heat their bodies up.
Most snakes live in the country. Some types of snakes live in tress, some
live in water, but most live on the ground in deserted rabbit burrows, in
thick, long grass and in old logs. A snake’s diet usually consists of frogs, lizard,
and mice and other snakes. The Anaconda can eat small crocodiles and even
bears. Many snakes protect themselves with their fangs. Some snakes are
protected by scaring their enemies away like the Cobra. The flying snakes glide
away from danger. Their ribs spread apart and the skin stretches out. Its
technique is just like the sugar gliders.
Source: https://englishadmin.com
13. Since the snakes are cold-blooded, they…
a. live on the ground in deserted burrows
b. avoid sun-bathing to their skins
c. require the sun’s warmth to heat their bodies
d. like sucking the cool blood

14. We know from the text that snakes…

a. use their claws to slither along the ground
b. use their legs to climb the tree
c. have two legs and claws
d. do not like sunlight

15. Some types of snakes live in tress, some live in water, but most live on the
ground in deserted rabbit burrows,…(paragraph 4).The word “burrows “
has the similar meaning with…
a. Plough
b. Culture
c. Dig
d. Cultivate

16. How do flying snakes protect themselves?

a. They fly away
b. They use their fangs they scare their enemies.
c. They stretch out their skin
d. They eat the other animals.
Read the following text for questions number 17 and 18

Paris is the capital city of France. It is one of the most beautiful cities in the
world. It is also one of the world’s most crowded cities. Lovely gardens and
parks are found throughout Paris. At night, many palaces and statues are lit up.
For this reason, Paris is often called the city of light. Every year, millions of
people visit Paris. The most popular place to visit is the Eiffel Tower. This huge
structure has become the symbol of Paris. D’Louvre, one of the world‘s largest
art museums draws many visitors. The Cathedral Notre Dame, a famous church,
is an other favourite place to visit.

Source: https://englishadmin.com
17. What is the monologue about?
a. The crowded city
b. The city of light
c. Paris
d. Notre Dame

18. What has become the symbol of Paris?

a. The Louvre
b. The Eiffel Tower
c. The Cathedral
d. The lovely garden

Read the following text for questions number 19 and 20

This museum is located in Ambarawa in central Java. The musseum focuses on
the collection of steam locomotive. Ambarawa was a military city during the
dutch colonial government. King Willem I ordered the construction of the new
railway station to enable the government to transport it’s troops to Semarang. On
may the 21st 1873, the Ambarawa railway station was built on 100,027,500
squares meter land. Back then it was known as the Willem I station. The
Ambarawa railway museum was established much later on October 16, 1976 in
the Ambarawa station to preserve the steam locomotivE. They were coming to
the end of their useful life when the 3 feet 6 inches guard railway or the
Indonesian state railway or Perusahaan Negara Kereta Api was closeD. The
steam locomotives are parked in the open air next to the original station.
Source: https://englishadmin.com
19. What was the Ambarawa called during the dutch colonial government?
a. A railway museum
b. A new railway town
c. Steam locomotives station
d. A military city
 20. Why was the Ambarawa railway museum established?
a. To build new railway museums.
b. To transport government troops.
c. To preserve the steam locomotives
d. To build a new government station.

Read the following text for questions number 21 to 23

Napoleon is a favorite fish for divers in many regions of the world. The
fish can instantly be recognized by its size, color and shape. It is one of the
largest reef fish in the world. They can grow up to 230 cm and weigh 190 kg.
They have fleshy lips and a hump over the head that is similar to a napoleon
hat. The Hump becomes more prominent with age.
Colors vary with age and sex. Males range from a bright electric blue to
green or purplish blue. Mature males develop a black stripe along the sides,
blue spots on their body scales, and blue scribbles on the head. Juveniles can be
identified by their pale greenish color and two black lines running behind the
eye. Females, both old and young, are red-orange on the upper parts of their
bodies and red-orange to white yellow.
Napoleon fish are carnivorous and eat during the day. They can be seen
feasting on shellfish, other fish, sea stars, sea urchins and crabs, crushing the
shells to get the animal within. They also crush large chunks of dead coral
rubble with peg-like teeth to feed on the burrowing mussels and worms. Pairs
spawn together as part of a larger mating group that may consist of over 100
individuals. The planktonic eggs are released into the water, and once the
larvae have hatched they will settle out on the substrate. Adult females are able
to change sex but the triggers for this development are not yet known.
The Napoleon is mainly found on coral reef edges and drop-offs. They
move into shallow bays during the day to feed, and tend to move into deeper
waters as they grow older and large. Adults, therefore, are more common
offshore than inshore.
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21. What is the text about?
a. The description of Napoleon fish
b. The physical characteristics of carnivorous fish
c. The divers’ favorite animals
d. Napoleon’s family

22. Where do Napoleon fish move during the day to feed?

a. Offshore
b. Onshore
c. Deeper water
d. Shallow bays

23. Which of the following statements is mentioned in the text?

 a. Napoleon fish tend to move into shallow waters as they grow older and
large
b. Napoleon fish move into deep bays during the day to feed
c. Adult females are not able to change sex
d. The male has more attractive colours than the females

Read the following text for questions number 24 to 26

Losari beach is a beautiful beach and located on the edge city of
Makassar. It is located only about 3 km from the center of Makassar (Karebosi
Park). The beach used to be the longest café in Asia, because many cafes stand
in along the beach, but now the cafes are collected in a special place so it does
not spread along the coast. Charm of the beach is mainly seen in the evening
when the sunset stands out. This is a major attraction of people’s coming to the
Losari beach. Every evening hundreds of people come to witness the panorama
of red as the sun will disappear into the ocean, so do not miss the sunset at the
Losari beach. If the sky is sunny, the scenery is absolutely perfect. Because of
its location in a bay, the water of Losari is even often quiet as usual pool water.
Losari is its waterfront of Makassar. The lengthy of the beach is
approximately one kilometer and it is a public space that can be accessed by
anyonE. On this beach there is a park called the Pelataran Bahari (Marine
Park), with semicircular area of nearly one hectarE. This place is a plaza with a
clean floor for children to play and running around, while parents and teens sit
on concrete benches to enjoy the sea breezE. From this place, you are also free
to view out to the sea and watch the sunset slowly turns reddish in the line of
the horizon. The reflected light also creates sheen on the surface of sea water.
The Pelataran Bahari also serves as the stadium of open water to watch
the coastal waters in front of Losari beach. This coastal water is often used as a
racecourse jet ski, boat races and traditional boat jolloro katinting, or become a
transit point of rely of Sandeq traditional sailboats and yachts. In Losari there
are also a few hotels. Some of them qualified as a tree stars hotel. The hotel is
offering panoramic beauty of the sea with luxury service treats. There are
Losari Beach Hotel, Losari Beach Inn, Makassar Golden Hotel, and Pantai
Gapura Hotel. All of the hotels located in Jalan Penghibur.
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24. What is the main idea of the text?
a. Losari beach is a awful place.
b. Losari beach is a good place to visit.
c. No body visit Losari beach.
d. Many visitor on Pantai Gapura Hotel.

25. How many hotels does the writer mention?

a. Two hotels
b. Three hotels
 c. Four hotels
d. Five hotels

26. Where is Losari beach located?

a. Located only about 3 km from the center of Makassar (Karebosi
Park).
b. Far away from Losari Beach Inn.
c. Near Makassar City.
d. Somewhere at Makassar City.

Read the following text for questions number 27 to 30

Komodo dragon is a member of the monitor family, Varanidae. It is the

world’s largest living lizards. It grows to be 10 feet (3 meters) long and weighs
up to 126 kg and belong to the most ancient group of lizards still alive. It is
found mainly in the island of Komodo and on other small islands, Rinca, Padar,
and Flores. The natives call the dragon, ora, or buaya darat (land crocodile).
The Komodo dragon has a long heavy tail, short, strong legs, and rough
skin. It is covered with small dull, colored scales. It can sprint at up 18 km per
hours, but only for short distances. When it opens its wide red moth, it shows
row of teeth like the edge of a saw.
Komodo dragons are good simmers and may swim the long distance
from one island to another. Like other lizards, they swim by undulating their
tails, and their legs held against their body.
The Komodo dragon is totally carnivorous. It hunts other animals during
the day. It hunts deer, wild pigs, water buffaloes, and even horses. While
smaller komodos have to be content with eggs, other lizards, snakes and
rodents. Komodo dragons are cannibals. The adult will prey on the young one
as well as the old and sick dragons.
Lizard digs a cave with its strong claws in the cave at night.
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27. The main idea of paragraph 4 is …
a. komodo dragons feed on young dragons.
b. komodo dragons are carnivorous and also cannibals
c. komodo dragons are cannibals because they hunt other animals.
d. komodo dragons are carnivorous because they eat eggs, meat and
rodents

28. Which of the following is not the characteristic of a komodo dragon?

 a. Rows of red teeth
b. Short, strong legs
c. A long heavy tail
d. Strong claws

29. The writer’s purpose in writing the text is …

a. to retell the events in Komodo Island.
b. to inform about classification of komodo.
c. to describe about komodo dragon in general.
d. to persuade reader to keep komodo habitat

30. Komodo dragons are cannibals because …

a. they hunt deer, wild pigs, water buffaloes and even horses.
b. they prey on young ones as well as old and sick dragons
c. they feed on eggs, lizards, snakes and rodents.
d. they eat anything they meet.

ANSWER KEY
1. B 11. C 21. A
2. D 12. A 22. B
3. C 13. C 23. D
4. A 14. A 24. B
5. C 15. C 25. C
6. A 16. A 26. A
7. B 17. C 27. B
8. D 18. B 28. A
9. B 19. D 29. C
10. D 20. C 30. B
 FINAL ASSIGNMENT

Modul 3 : English for Social Communication

1. Make a description of your best teacher colleague with regard to her/his

physical and mental appearances.

2. Write a description of one of the tourism places in your region that you
like best. And describe the place as interestingly as possible in order to
attract the local visitors to come. Record your voice as if you were a
tourism guide who wants to promote the place in your region.

3. Make an informational report of an animal in general, for example: bird,

cat, dog or others. Choose one of them that you like better. Find the
classification of the animal by getting more information through
observation of the pets in a bird market or reading books.
This informationa report is given as an example :
Stages and phases cotent
Title Red-bellied piranha
General statement The red-bellied piranha is a type of fish
Entity classification that lives in
the Amazon River
Description It has an orange belly, grey back, and very
Features sharp
teeth set in strong jaws. It grows up to
33 centimetres in length
Diet The red-bellied piranha hunts in shoals of
Behaviour 20–30
fish. They feed on a diet of fish, insects,
snails,
plants, and river animals. They hide in
vegetation
in order to ambush prey, and they also
chase
 prey and scavenge for food. The younger,
smaller
fish hunt by day, and the older, bigger fish
hunt at
dawn and dusk
Reproduction. The female lays a clutch of up to 1000
eggs.
Life expectancy Piranhas can live for about 10 years.