MODUL 3 BAHASA INGGRIS HORTATORY

NAMA                  : NOVIASARI  RITONGA, S.Pd

NO. PESERTA     : 19070815710065

SEKOLAH ASAL  : SMP NEGERI 3 PURBATUA

TASK 1

In this activity, you will have to read two texts. Make necessary notes of their key features. It may facilitate you in doing the other tasks. Enjoy it.

Text 1

            In all the discussion over the removal of lead from petrol there doesn’t seem to have been any mention of difference between driving in the city and the country.

            While I realise my leaded petrol car is polluting the air wherever I drive, I feel that when you travel through the country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city roads.

            Those who want to penalise older, leaded petrol vehicles and their owners don’t seem to appreciate that, in the country, there is no public transport to fall back upon and one’s own vehicle is the only way to get about.

            I feel that country people, who often have to travel huge distances to the nearest town and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city.

(Source: Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar).

Generic Structure Analysis

·         Thesis                                : paragraph 1 (the removal of lead from petrol)

·         Argument 1                       : paragraph 2 (different petrol car crowd in city and country)

·         Argument 2                       : paragraph 3 (punishment to the old car is not followed by an                                          increase in public transportation in the country)

·         Recommendation  ; paragraph 4 (the old car should be treated differently dealing with the region (country/city))

Language Feature Analysis

·         Focusing on the writer            : using the first personal pronoun "I"

·         Using abstract noun                : discussion

·         Using action verb                    : treat,

·         Using thinking verb                : think, seem

·         Using passive voice                 : should be treated differently

·         Using simple present tense      : there doesn't seem…, there is no public transport.., etc

Text 2

The Impact of Tsunami

            The Asian 2004 tsunami was probably the worst natural disaster in human memory because of the numbers of people affected. Many studies have been written about its impact on human life, communities and livelihoods. In this context, the fisheries sector has featured prominently as one of the areas most affected by the disaster. This study focuses on the issue whether or not fishery resources were affected by the tsunami, particularly in Indonesia and Sri Lanka, the two most impacted countries. The answer to this question is fundamental to promote necessary efforts to recover fishery livelihoods in the regions.

            Data from the Aceh Province Fisheries Statistics Yearbooks (1995–2005 shows there was a general decrease then an increase in the overall number of boats from 1994 to 2004, but part of this was attributable to switching from many small boats to a smaller number of larger boats with inboard engines. Using only data on total number of boats, not the details of their capacity, the catch per boat increases from 4.4 tonnes/boat/year in 1994 to 8.4 tonnes/boat/year in 1998. Between 2002 and 2004 catch per boat decreased while the number of boats increased and production fluctuated. The number of vessels and the catch per vessel are almost mirror images and the best catches over the past decade tended to occur when the total number of boats was below 15 000.

            Minimal provincial fisheries data are available for the period since the tsunami, but at Lampulo, Banda Aceh, it was possible to obtain some monthly data on catch, catch per boat, trips and number of boats between February 2004 and May 2006. These data show that catch per boat and total catch actually increased in 2005 and 2006 compared with 2004. This is considered to be related to the reduced number of boats and fishing trips after the disaster.

            The quantity and productivity of marine fish resources in Sri Lanka is driven by the presence of a narrow continental shelf and the lack of significant areas of upwelling. Between 1977 and 1980, acoustic surveys of coastal waters were undertaken4 to estimate a potential yield of about 250_000 tonnes/ year. The yearly data give a good picture of how the fisheries were behaving over longer time frames before the tsunami. The monthly catch data show significant seasonal patterns that tend to repeat over the years and different responses to the tsunami which can be highlighted as follows:

            Monthly total catches in Batticaloa, Sri Lanka, quickly rebounded after February/March 2005 so that catches were back in the normal range for that time of year. At Ampara catches rebounded but not back to the monthly equivalent levels of 2004.

            For small pelagic species one district showed an increase in catches after the tsunami, two districts had lower catches a year after the tsunami, while four districts showed no difference in catches and a continuation of long-term trends within a few months of the tsunami.

            The available evidence shows that overall, impacts of the tsunami on fisheries are more related to ongoing and new tsunami-related “human” factors, rather than the physical or biological effects of the disaster on resources and ecosystems. That is, existing overexploitation trends had already brought many of the fisheries under severe stress before the tsunami.       

Generic Structure Analysis

·         Thesis                    :paragraph 1

                                     (whether or not fishery resources were affected by the tsunami)

·         Arguments            :paragraph 2-6 (catch per boat and total catch actually increased in                                        2005 and 2006 compared with 2004, catches were back in the normal                             range for 2005, two districts had lower catches a year after the                                                 tsunami, while four districts showed no difference in catches)

·         Reiteration                        : paragraph 7

Language Feature Analysis

·         Focusing on the non-human participants        : using the data

·         Using abstract noun                                        : impact

·         Using passive voice                                         : is considered, be related, is driven

·         Using simple present tense                              : the available evidence shows that                                                                                overall, Monthly total catches in                                                                                 , Sri Lanka

Can you identify the two texts above? Are they, both, hortatory exposition texts? Well, to confirm it you’d better watch the video available in below

I think the first text is absolutely a hortatory exposition, but I have any difficulties in analyzing the second text, I guess it is analytical text because of the last paragraph.

TASK 2

Choose only one out of three topics below to write a hortatory exposition text. Be sure to apply the things we have just discussed in this module. List of the topics to choose

1.      Roles of TV for Learning

2.      Embedding soft skills in teaching-learning process

3.      Healthy food and creative thinking

EMBEDDING SOFT SKILLS IN TEACHING-LEARNING PROCESS

            The essence of the goal of education is to develop people to have knowledge and skills with independent and responsible personality. To support the purpose of education, people must have hard skills and soft skills. hard skills can be obtained instantly because it is knowledge, while soft skill is a non-knowledge ability. Soft skills should be embedded in the learning process for several reasons.

            Soft skills cannot be obtained instantaneously by learners, this needs to be inculcated at any time because soft skills are a habit that must be cultivated over time over their innate traits. So the need of soft skill growth of students from an early age and continue until the highest education.

             In the learning process, growing soft skill of students is very important because soft skill in the form of responsibility, self-discipline, honest, friendly, ethical, creative, hard work and confidence that will bring students to good emotional intelligence (Emotional Intelligence). With good emotional intelligence, it will be able to assist the students in searching for better and more complex knowledge.

            Soft skills are special abilities, including social interaction, technical and managerial skills. This ability is one of the things that every student must have in entering the workforce. Based on data adopted from the Havard School of Business, the skills and abilities given in the learning bench, 90 percent are technical skills and the rest are soft skills. In fact, the required thing is to face the workforce is only about 15 percent of the ability of hard skills. From these data, it can draw the common thread that in entering the workplace, soft skill has a more dominant role.

            Based on the reasons above, soft skill should be invested in the learning process as the initial foundation to create graduates or human beings in accordance with the purpose of education itself.

 

Reflective Summary
Make a mind map to summarize the discussion of hortatory exposition text. If you like, you may use an uncompleted sample below but it is very much recommended that you develop your own

Final Assignment M1

Instructions:

1.  Analyze parts of the learning activities throughout Module 1.

2.  Provide comments on each of the activities including its strength and weaknesses.

3.  Share your opinion about the contribution of this particular module to improve your professional competencies.

4.  Write your work in the space available here.

1.   Analyze parts of the learning activities throughout Module 1

Learning Activity 1

The three personal letters show some differences, yet they also share some similarities in terms of social function, text structure, and lexicon-grammatical feature.

In terms of social function, they are generally written to help people in building and maintaining personal relationship. But more than that, each sender has his/her own purposes. The first letter specifically sent to reconnect, ask and share news to an old friend who lives away. The second is sent to make a new friendship relation and the third is to respond the previous letter sent to her.

In terms of structure, each of them has greeting, body of the letter, and closing. It is just different in some detail part of each structure.

In terms of lexico-grammatical feature, all of them use simple present to tell personal news, past tenses to share past experiences. But they are different in some features. The first letter has the date written on top, using casual greeting ‘Dear Fatima’ and ‘Love’ in the closing part showing close relation. The second and the third letter has no date and the greeting is casual but not as intimate as the first letter.

Learning Activity 2

Both printed and spoken announcements have the same general purpose, it is to share information publicly about what has happened or will happen. The structure is not quite different, with the heading at the beginning and followed by some details of the information. The spoken announcement begins with greeting before coming to the point of announcement while the printed forms usually have title on top of the announcement. Besides, in spoken announcement, the introduction of the announcer is usually done at the beginning of the announcement while the printed form is usually at the end of the announcement. Spoken announcements also requires the speaker to pay attention to the pronunciation and intonation to make the information clear while the printed one is focusing on the punctuation marks and other requirements of a good writing.

Learning Activity 3

An analytical expository text should be well-planned and well-structured to be a good one. It is structured respectively from thesis to introduce the case and writer’s position, Arguments to support his position, and reiteration to strengthen the thesis. Through a good analytical exposition, the writers are able to persuade the reader that the case he is talking about is important by stating strong arguments to support his position. Arguments are well supported with clear explanations and evidences.

Learning Activity 4

Hortatory exposition text, which aims to persuade the readers about what they should do and should not be done, consists of thesis as the introduction of the idea/phenomenon that will be discussed. Then followed by an argument which contains the opinions to make the idea proposed by the writer trusted. And the last is recommendation which states the writer’s suggestion to do or not doing something regarding things have been discussed.

2. Provide comments on each of the activities including its strength and weaknesses

	PERSONAL LETTER	ANNOUNCEMENT	ANALYTICAL EXPOSITION	HARTATORY EXPOSITION
STRENGTH	-   Give the information to public -   Contain personal information or are a written conversation -   Still an important mode of communication	- It is a kind of functional text that give the information to public - Based on certain function - Can be written anywhere whether printed, electronic or through internet media	-  Explain the listeners or readers that something should or should not happen or be done. -  There are several arguments and one conclusion/reiteration -  The writer can convey his arguments to the reader with strong evidence	-   Explain the listeners or readers that something should or should not happen or be done. -   There are several arguments and recommendation -   The writer can convey his arguments to the reader with strong evidence
WEAKNESSES			-     No recommendation of the writer -     In conveying his argumentatio, the writer should have strong evidence to strenghten his opinion	-     No conclusion/ reiteration of the writer -     In conveying his argumentatio, the writer should have strong evidence to strenghten his opinion

3. Share your opinion about the contribution of this particular module to improve your professional competencies.

My opinion about this particular model is the modul is very well.completed by many ways to explain the material. Tthey are personal letter, annoucement, analitycal exposition and Hortatory exposition. There are video, and some examples. It’s also consisted of many tasks to check how deep the students understand about the texts. Next, the module will be better if the text is submeted in one file for one activity. The student will be easy to send the task and the lecturer will be easy to check it.

The particular modul provides a lot of teaching and knowledge especially in understanding the types of text, structure, lexico gramatical in a text.

Of course it was very useful for me as a teacher who taught English as a foreign language. where the material is the basic material in understanding English which is very complex. especially, in the 21th century where a teacher is not only required to master the material taught but also to master technology as a supporter of effective learning.

Then, the particular module will be very useful for my students in terms of how to train their understanding of the function of the text and how to write good and correct texts based on the correct rules.