Assalamu'alaikum

1. Assalamu'alaikum Good Morning Ladies and Gentlemen

2. TRAINING OF TRAINERS GURU PEMANDU MGMP SMAMAPEL BAHASA INGGRIS Lembaga Penjamin Mutu Pendidikan (LPMP) Jawa Tengah Semarang, 24 – 25 Oktober 2007

3. Let me introduce myself • Rudi Hartono, S.S., M.Pd. • Tasikmalaya,September 7, 1969 • S-1 (English Linguistics-UNPAD Bandung) • S-2 (English Education-UPI Bandung) • S3 (Linguistics: Translation Studies-UNS/On going) • English Lecturer of UNNES Semarang • English Textbook Writer • One Wife and Two Children • Teaching & Traveling • E-mail: rudi_fbsunnes@yahoo.com

4. PENDALAMAN MATERI • TEXT TYPES a. Listening b. Speaking c. Reading d. Writing • LANGUAGE FUNCTIONS a. Listening b. Speaking c. Reading d. Writing

5. Grade X (Smt 1) 1. Recount 2. Narrative 3. Procedure Grade XI (Smt 1) 1. Report 2. Narrative 3. Analytical Exposition Grade XII (Smt 1) 1. Narrative 2. Explanation 3. Discussion Grade X (Smt 2) 1. Narrative 2. Descriptive 3. News Item Grade XI (Smt 2) 1. Narrative 2. Spoof 3. Hortatory Exposition Grade XII (Smt 2) 1. Narrative 2. Review TEXT TYPES

6. Grade XI (Smt 1) 1. Public Speaking: Master of Ceremony 2. Show Presenter (Host) 3. News Reader Grade XII (Smt 1) 1. Public Speaking: Speech 2. Debate 3. Presentation Grade XI (Smt 2) 1. English song 2. English Contemporary poetry 3. Film 4. Contemporary Drama 5. Novel 6. Figurative Languages Grade XII (Smt 2) 1. English song 2. Contemporary Poetry 3. Film 4. Contemporary Drama Additional Lesson Materials for Language Program

7. LANGUAGE FUNCTIONS(Grade X Semester 1) • Self introduction • Introducing others • Greetings • Invitation • Appointment • Expressing happiness • Sympathy • Giving instructions

8. LANGUAGE FUNCTIONS(Grade X Semester 2) • Thanking • Appreciating • Congratulating • Surprising • Unbelieving

9. LANGUAGE FUNCTIONS(Grade XI Semester 1) • Asking comments/opinions • Giving comments/opinions • Expressing satisfactions • Expressing dissatisfactions • Giving advice • Warning • Expressing relief, pain, and pleasure

10. LANGUAGE FUNCTIONS(Grade XI Semester 2) • Scolding • Expressing Annoyance • Expressing Anger • Asking for and Offering Suggestions • Asking for and Offering Recommendations

11. LANGUAGE FUNCTIONS(Grade XII Semester 1) • Accusing • Regretting • Asking and Offering a Promise • Asking and Expressing Wants, Hopes and Wishes

12. LANGUAGE FUNCTIONS(Grade XII Semester 2) • Asking Plans • Asking Purposes • Predicting • Speculating • Criticizing • Persuading • Encouraging • Prohibiting

13. FORMS OF DIALOG • Transactional dialog • Interpersonal dialog

14. TRANSACTIONAL DIALOG Andy : Ben, did you buy any ice cream? Benny : No. I only bought some bread, milk, and an apple. Andy : Oh, okay. I’ll buy the ice cream then.

15. Interpersonal Dialog A: Hi, Ben. How are you? B: Not bad. Thanks. And yourself? A: Fine, thanks. B: Good weather, isn’t it? A: Yes, … better than last week. B: I know. That was terrible, don’t you think? A: Indeed. I had never seen such heavy rain in my life. B: Neither had I. A: It was pouring! B: It was, isn’t it? A: The winds blew trees down. One of those trees fell on my neighbor’s car. B: That’s too bad. A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you. B: See you. Bye.

16. Greetings Dialog 1: • Anny : Hi, Dave. • David : Hello, Ann. • Anny : How are you today? • David : Fine thanks. How is everything? • Anny : Good, thanks Dialog 2: • Masduki : Good morning, Mr. Hartono? • Mr. Hartono : Good morning. • Masduki : How are you this morning? • Mr. Hartono : Just fine, thank you.

17. Introducing people • Fred : Tom, this is my brother, Ronald. • Tom : Hello. • Ronald : Nice to meet you. • Tom : Nice meeting you, too. • Dini : Excuse me, are you Helen Smith? • Helen : That’s right. • Bill : Excuse me, are you Frederick? • Hilmi : No, I am not. I’m Nur Hilmi.

18. Inviting Someone • Toni : Jaka, are you free on Sunday morning? • Jaka : Yes, Toni. I have nothing to do. • Toto : “I was wondering if you’d like to come to a forum meeting to celebrate the Earth Day. • Jaka : Sounds great. • Toto : And after the meeting we are going to save our earth. • Jaka : What do you mean, Toto? • Toto : Just picking up the rubbish, cleaning the wastes and other litters. • Jaka : That’s a very useful thing to do. That’s OK.

19. Satisfaction and Dissatisfaction • Fera : Morning, Tuti • Tuti : Morning, Fera. • Fera : How’s everything today? • Tuti : It’s okay, but …. • Fera : What’ the matter, Tuti. Are you not satisfied with reading that story? • Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me sleepy. • Fera : Do you have any complaints? • Wati : I don’t like the story. It is a lousy story. • Fera : What are you complaining about? • Wati : I’m a bit disappointed with the main character of the story. The story is also a sad ending story. • Fera : Oh, I see. But don’t worry, Wati. Be happy please. It’s just a story. • You can read other stories that can make you happy. • Wati : Yes, that’s good idea. Thanks for your suggestion, Fera. • Fera : You’re welcome. By the way, I must go now, Wati • See you tomorrow at school. • Wati : See you.

20. Asking and Giving Comments • Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones in the school? • Jimmy : Yeah… • Rudi : What do you think about it? • Jimmy : Well, I think that’s fair enough. I agree with banning it. • Rudi : Why do you think so? • Jimmy : You see, cellular phone has caused so much trouble in our class. Remember yesterday’s English class? Our teacher got very angry because he was interrupted by cellular phone’s ringing many times. This may happen again and again. • Rudi : Oh, that’s terrible. • Jimmy : Another thing is cellular phone has caused bad effects, Students send SMS only for dating and gossiping their friends. They often keep forbidden photos. • Rudi : What do you mean? • Jimmy : You know… some of them see the pornography on the cellular phone display downloaded from internet. • Rudi : Oh, that’s too bad. • Jimmy : So, it’s a good idea if the school doesn’t allow students to use their hand phone in the school. • Rudi : Your comments have been very helpful. • Jimmy : Thanks.

21. Predicting and Speculating Andi : Hi, Susi. Susi : Hello, Andi. Andi : Susi, do you feel that the wind blows fast. Susi : Yes, I do. And it’s too cold today. Andi : I was predicted that a big storm will come. Susi : How do you know that? Andi : I heard the forecast from the radio. The scientist predicted that the weather would turn next month. Susi : What does it mean? Andi : The following month our country would be in the bad weather. Susi : Really? Or it is just a speculation, Andi. Andi : I do not know exactly. It is not a speculation I think, because they did a research how to predict the weather. And it is not a speculation because all give logic reasons. Susi : But I don’t believe it. Andi : Yes, it depends on. By the way, I must go now. Bye, Susi. Susi : Bye, Andi, See you later.

22. Listening • Transactional Dialog (Recorded): Andy : Ben, did you buy any ice cream? Benny : No. I only bought some bread, milk, and an apple. Andy : Oh, okay. I’ll buy the ice cream then. What did Benny buy? A. C. B. D.

23. Listening (Transactional Dialog) • A: How was the party? • B: Great! • A: How many people were there? • B: About fifty, I think. How many people were at The party? • 20 C. 40 • 30 D. 50

24. Listening (Transactional Dialog) • A: I made the appointment to see the doctor. • B: And what time is that? • A: It’s ten thirty? • B: What time is it now? • A: It’s ten minutes past ten. What time is the appointment? • 10.10 C. 10.20 • 10.15 D. 10.30

25. Listening • Interpersonal Dialog (Recorded): A: Hi, Ben. How are you? B: Not bad. Thanks. And yourself? A: Fine, thanks. B: Good weather, isn’t it? A: Yes, … better than last week. B: I know. That was terrible, don’t you think? A:Indeed. I had never seen such heavy rain in my life. B: Neither had I. A: It was pouring! B: It was, wasn’t it? A: The winds blew trees down. One of those trees fell on my neighbor’s car. B: That’s too bad. A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you. B: See you. Bye. This conversation is between: a. Two close friends c. teacher and student b. Two strangers d. news reader and listener

26. Listening (Interpersonal Dialog) • A: Look at that! • B: Cute dog. • A: I like dogs. Do you? • B: Not really. • A: I have one. It’s brown. • B: It is big like that. • A: No. It’s small, but cute. • B: I see. This conversation is between • two close friends • Two strangers • Teacher and student • News reader and listener

27. Listening (Monolog: Descriptive) Ben has a dog. Its name is Brownie. And can you guess what color it is? Yes, you are right. It’s brown. Brownie has black round eyes and big ears. It’s got thick fur especially around its tail. This dog doesn’t like bones or meat. Everyday, it eats rice and fried fish. 1. Brownie is the name of a. dog b. chocolate c. cake d. a guest 2. Brownie has a. brown fur c. brown ears b. brown eyes d. brown tail

28. Listening • Monolog Report (Dictated/Recorded) Snakes are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in trees, some snakes live in water, but most live on the ground in thick, long grass and in old logs. Snakes belong to the same group as a. lizard b. crabs c. cold-blooded creatures d. warm-blooded animals

29. Speaking (Transactional/Interpersonal • Factual questions: What’s your first name? What do you do in your spare time? Do you like cooking? • Assigned dialog (in pairs) Tati memegang buku iklan buku yang akan diobral di toko buku. Toni ingin tahu tentang informasi tersebut. Toni diharapkan bertanya: Where is the bookshop? Is it closed on Sundays? What time is it open? Are there story book? etc. Tati menjawab pertanyaan berdasarkan informasi yang dimilikinya. • Monolog (describing a picture/photo, retelling a story) Siswa diberi gambar sederhana, kemudian ia diminta mempresentasikan gambar tersebut dengan kata-kata. Gambar tersebut bisa berupa: seekor binatang, serangkaian kejadian, pemandangan, adegan di sekolah, dan lain-lain.

30. Reading • Reading Text Snakes are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in tress, some snakes live in water, but most live on the ground in thick, long grass and in old logs. • The genre of the text is a. Description b. Explanation c. Report d. Exposition • The first sentence functions as a. Identification b. General classification c. Description d. Introduction

31. Writing • Writing short transactional texts: Sahabat pena Anda di London bermaksud mengunjungi Anda dalam liburan mendatang. Beri petunjuk bagaimana ia bisa sampai di kota Anda dengan mudah. • Writing one of genres (e.g. recount): Tadi malam listrik di daerah Anda padam. Tiba-tiba, Anda mendengar orang menggedor pintu dan Anda ketakutan. Anda tidak mau membuka pintu sampai orang tersebut pergi. Ceriterakan ini kepada teman Anda.

32. Short Functional Texts • Notes • Shopping lists • Invitation cards • Announcements • Advertisements • Manual instructions • Editorials • Schedules • Contents • Tourism information

33. Dear Dewi, On Saturday I went to Mount Bromo. I stayed at Nisa and Achmad’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colourful flowers and a fishpond. On Sunday Nisa and I saw Gunung Batok and went on the scenic ride on horseback. It was scary. Then we went to get a closer look at the mountain. We took pictures of the beautiful sceneries there. On Monday we went to the Zoo at Wonokromo. We saw cockatoos having a shower. In the afternoon I went home. It was fun. Love, Dini

36. Function of Text

37. Function of Text

38. Function of Text

39. Schematic Structure of Recount • Orientation • Event 1 • Event 2 • Event 3 • Re-orientation

40. Linguistic Features of Recount Text • Focus on specific participant • Use of material processes • Circumstances of time and place • Use of past tense • Focus on temporal sequences

41. Linguistic Features of Spoof Text • Focus on individual participants • Use of action verbs • Temporal Circumstances • Spatial circumstances • Use of past tense

42. Schematic Structures of Spoof Text • Orientation : sets the scene • Event(s) : tells what happened • Twist : provides the ‘punch line’

43. Schematic Structure of Report • General Classification: tells what the phenomenon under discussion is. • Description: tells what the phenomenon under discussion is like in terms of parts (and their functions), qualities, habits or behaviors, if living; uses, if non-natural

44. Linguistic Features of Report Text • Focus on Generic Participants • Use Relational Processes • Use of simple present tense • No temporal sequence

45. Schematic Structure of Narrative Text • Orientation • Evaluation • Complication • Resolution • Re-orientation

46. Linguistic Features of Narrative Text • Focus on specific and usually individualized participants • Use of material processes • Use of relational processes • Use of temporal conjunction • Use of past tense

47. Schematic Structure of Procedure • Goal • Materials • Step 1 • Step 2 • Step 3 • Step 4 • Step 5

48. Linguistic Features of Procedure • Focus on generalized human agents • Use of simple present tense, often imperative • Use mainly of temporal conjunction (or numbering to indicate sequence • Use mainly of material processes

49. Schematic Structure of Descriptive Text • Identification: Identifies phenomenon to be described • Description: describes parts, qualities, characteristics

50. Linguistic Features of Descriptive Text • Focus on specific participants • Use of attributive and identifying processes • Frequent use of epithets and classifiers in nominal groups • Use of simple present tense