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2010-10-29T03:38:00.000-07:00

A Study on the Teaching of English Speaking Using Games To the ninth Year Students of SMPN 3 KEDIRI

A THESIS

by

PARAMITA

ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
XXXX UNIVERSITY
2008

Thesis 1
ABSTRACT

A Study on the Teaching of English Speaking Using Games To the ninth Year Students of SMPN 3 PARE-KEDIRI. Thesis. Institute of Teaching Training and Education XXXXXX.

Key words: A teaching speaking, reading comprehension, the ninth year students of SMPN 3 PARE-KEDIRI

As developing country, Indonesia really needs English and government is trying to improve all aspect which usually faced by all countries. One of those aspects is education, which is essential. The writer as an English teacher to be, has to focus attention to the teaching English as international language.
There are four skills in learning English, they are listening, speaking, reading and writing. Among those speaking is difficult to master.
Teaching Speaking can be done through games. Kind of games which introduced are Domino Instruction, Sweet reason, What do I need?, and Dream sequences.
The use of Domino Instruction are the first player begins by choosing a card marked (*) and laying it on the table giving an instruction, for example, first, fill the kettle. If player 2 has the picture card showing the next player does not have the next card in the sequence, the turn passes to player 3. If player 2 lays down the wrong card (stage 3 or 4, instead the stage 2). He/she may be challenged by the player with the real stage2. Player 2 must then back his/her card and the turn passes to the player with the real stage 2.
The use of Sweet Reason are Player 1 chooses C card from the cards he/she holds and reads it out, for example I lit the fire … Any other players can complete the sentence with suitable R card for example… because it was cold.
The use of what do I need? Are place the card faced down in a pale on the table. Send one person out of the room. Take the top card off the pile and look at it. Ask the students to return. He/she must guess what activity is pictured on the card by asking what things are useful or necessary for that activity. The other player must answer his/her question.
The use of dream sequences are the first player chooses any card and lays it down on the table, describing the first event in the dream, for example, I found my self in a garden with huge flowers.
The result of the study of teaching speaking using games were the students got chance to use oral language, by doing the games the students feel relaxed, free and confident in learning English in the classroom. The arising problems during the activities are situation in the classroom was very noisy and crowded. The students’ pronunciation and structure was poor. But the writer could overcome well.

CHAPTER I
INTRODUCTION

1.1 Background of the Problem
It is known that English is an International language which has been received by countries all over the world. The function of it is as a means of communication in meeting business or other activities among government over the world. Beside that English is used at science of knowledge, new invention in field of modern technology, pharmaceutical, medical, etc.
As a developing country, Indonesia really needs English because Indonesia government is trying to improve all aspects which are usually faced by all countries. One of these aspects is education, which is essential. As an English teacher to be the writer focuses her attention to the teaching English as the language of the world.
In Indonesia, English is learnt and taught to junior high school, Senior high school even at university. English means that something important for the student to be taught at school based on situation and condition of the object area. But there are some problems that faced by the students. It is realized that most students get bad mark. So, it proves that English is really difficult for the students. There are four skills in learning English they are listening, speaking, reading, and writing. Speaking is very important because speaking and human being cannot be separated from each other. Speaking is used to express their ideas and to communicate to people in civilized world. That is way speaking is important. But the students of SMP or graduated of it still get hard to be a good speaker. The problems are:
First, the students feel ashamed and afraid to speak English, so they never practice and use target language and they always use mother tongue in the classroom.
Second, for the teacher, they did not use variety of teaching such as visual aids. The teacher has to motivate the students to learn English in the class, and create the method of teaching. So the students will feel relaxed, and freely in using English in the classroom. The teacher must make afford to understand the material well. In learning English, The students are expected to reach four skills. Among those, speaking is the most difficult to master.
Teaching speaking can be done through dialogues, picture, games, etc. The teacher should choose a suitable ways such as: using games. If the teacher uses it, the students will have a lot of opportunity to practice pronunciation and communication or in other words it means that the students will get knowledge or input from games. Games which introduced to the students are Domino Instruction, What do I need? Sweet Reason, Dream sequences.

1.2. Problem of the Study
After analyzing what the writer discussed in the problems above, the following step is to make of the study problems. The writer tries to formulate what she wants, in order to achieve the target. Based on the problem above can be formulated as follow:
1.Is there any relationship between games activities and improving the speaking ability to the second year of the students SMPN 3 Pare-Kediri?
2.How is reaction of students after given the material using games?
3.What kind of games activities should be used?

1.3. Purpose of the Research
Each research must have purpose, it depends on the topic, which carries out, consist of:
1.The writer wants to describe and analyze whether games are suitable to improve the speaking ability at the second year of the students at SMPN 3 Pare-Kediri.
2.The writer wants to describe and analyze whether games can give students encourage to learn speaking.

1.4. Significance of the Study
The research is used for:
1.The writer: to fulfill the participle program of the studying at IKIP BUDI UTOMO MALANG, one of requirement of which is to write a thesis in order to get Strata one Degree in English studies.
2.The students: this research can be used to increase the student English achievement.
3.The teacher: this research can be used as an item to enrich the inventory of English library.

1.5. Limitation of the Study
To avoid misunderstanding to estimate what the writer has explained, the writer will give object; ones will arrange the thesis organize each problem more easily. The focuses are more intensively on the problems that have been in this research. The writer will discuss:
1. Among the four skills, the writer teaches speaking only.
2. The writer uses games in teaching speaking.
3. Games which introduction are Domino Instruction, what do I need? , Sweet Reason and dream sequences.

1.6. Definition of Key Term
The writer includes some definition of key term to support the readers understanding this thesis easily. They are as follow:
1.Teaching is the action to organize something which has contact with learning, so created the situation than can motivate the students to study effectively.
2.Speaking is to express taught a loud using the voice or talk.
3.Game is activity in the classroom with rules a goal and element of fun.

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Student’s Learning Achievement with Traditional Assessment and Portfolio Assessment.

A THESIS

by

XXX

ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
XXXX UNIVERSITY

A B S T R A C T

Student’s Learning Achievement with Traditional Assessment and Portfolio Assessment.
A Thesis
English Study Program of Language and Arts Department. Faculty of Teacher Training and Education, XXXXX University.

Traditionally, assessment is held at the conclusion of a unit of study. Certain grade is used to decide the understanding degree of the students to the subject. Traditional assessment includes multiple-choice questions and asking students to respond the questions with short answers.
Portfolio assessment is a purposeful collection of student work that tells the story of the student’s effort, progress, or achievement in given areas. Portfolio can be viewed as a systematic and organized collection of evidence used by the teacher and student to monitor the growth of student’s knowledge, skills, and attitudes in a specific content area. The indicators of portfolio assessment are daily test result, structured tasks, anecdotal record, and report of the student’s activity out of school.
The purposes of this research are to describe the student’s learning achievement with traditional assessment and portfolio assessment, and then find out the difference between the student’s learning achievement with traditional assessment and portfolio assessment.
The design of this research is ex post facto. The population is the 1st class of students of SMP 4 Jambi. In selecting the sample is used clustered random sampling. The students of class 1A and 1B of SMP 4 Jambi are chosen as the sample. The data collection is done by observation and collecting the documentation. T-test is used to analysis the difference between the students’ learning achievement with traditional assessment and portfolio assessment
Based on the analysis, the researcher finds that mean of the class with traditional assessment is 60.00 and mean of the class with portfolio assessment is 70.31. By using t-test at the level of significance () 0.05, is got tratio is bigger than ttable, that is tratio = 2.833 > ttable = 1.992, it shows that there is a significant difference between the students’ learning achievement with traditional assessment and portfolio assessment.
It can be concluded that the student learning achievement with portfolio assessment is better than the student learning achievement with traditional assessment at the level of believe 95%. But portfolio assessment is better implemented in small class because teacher will be easier in managing the class.

ACKOWLEDGEMENTS

Bismillahirrohmanirrohim

Praise be upon to Allah SWT: The Lord of the Universe, that under his blessing and great guidance, I eventually able to complete this thesis as one of the requirements of achieving the degree of Sarjana Pendidikan at English Study Program, Language and Arts Department, Faculty of Teacher Training and Education of Jambi University.
In accomplishing this thesis, I deservedly would like to acknowledge my deepest appreciation to the following persons who have helped and supported me to finish my thesis:
1. Drs. Yon Adlis, M.Pd, as the first supervisor who has given his charm ideas, suggestion and many other things which were useful in completing this thesis.
2. Drs. Marzul Hidayat, M.A., as the second supervisor who has given his correction, beneficial opinion and encouragement in the process of writing this thesis. He also gives his warm support and advises me to be more patient on finishing this thesis.
3.Drs. Syahrial, M.Ed, Dra. Rosinta Norawati, M.A., and Dra. Yelia, M.A. as the examiners team in the seminar of thesis proposal and in the thesis examination., for their time, contribution of thoughtful and ideas toward the development of this thesis.
4.Drs. Makmur, M.Hum as the academic advisor who has guided during the study in the Faculty of Teacher Training and Education.
5.All of English Study Program lecturers who had taught during the study in the Faculty of Teacher Training and Education.
6.All of her classmates in English Department. Thanks for the nice relation and enjoy class.
I would like to express my appreciation and faithful gratitude to my beloved mom, dad, brother and sisters, and also my beloved candidate husband, who voluntary spend their endless love and time for praying, take care of me and support me to finish writing this thesis.
Finally, researcher hopes the readers could contribute developmental criticism and suggestion to improve this thesis.

The Researcher
CHAPTER I
INTRODUCTION

Background of the Research
Language learning is important for human’s social development. As a language which is used by more than a half of population in the world, English holds the key as international language. English is a tool of communication among peoples of the world to get trade, social-cultural, science, and technology goals. Moreover, English competence is important in career development, therefore students need to understand and use English to improve their confidence to face global competition.
English as a formal subject is given to junior high school (SMP) level, which the goals are translated as follows: “The goals of teaching and learning English for this level are improving the four English skills. They are the mastery of the receptive skills (reading and listening) and the mastery of the productive skills (speaking and writing), within a specified word level and relevant grammatical structures and notions, in the context of the specified themes which are enclosed for junior high school (SMP) students” (Balitbang Depdiknas, 2002:42).
The fact shows that the result of teaching learning English is still low. Somantri said (2003) that there can be a wonder about the condition of the student’s English ability. The students have learned English from the first-grade of junior high school until senior high school, but most of them still cannot use English as tool of communication. Zamroni in Somantri (2003) found that it not only happened to the students who have score below five, but the students who have score over eight in junior high school can not use English in real communication in their level. Besides, their receptive skills are also below the expectation. For example, the students who have graduated from senior high school, they still find difficulty in reading English literatures (Balitbang Depdiknas, 2002:1).
These failures are influenced by many factors. According to Zamroni in Somantri (2003), it happens because of the education system at school just transfer the dead knowledge where the knowledge is separated from the application. Teachers teach materials that will be tested. The goal is that the students get good score in the final test. While Ali in Ant-O2 (2005) argues that the low of the students quality in teaching and learning English happens because the students are used to memorizing and doing multiple choice assignment. Both of arguments above show that the process of teaching and learning English is not so support the improvement of life skills. Students can get good score in the final test and they can memorize the theory well but they cannot use English in real communication.
Assessment is one of important thing that has important role in education. The importance of assessment in education is stated by Hughes (1989) who says that the proper relationship between teaching and assessment is partnership. By assessment process teacher can discover how far students have achieved the objectives of a course of study. Teacher also can use the result of assessment to analyze which material that should be explained again and which instruments that should be repaired. Besides, assessment is useful for the students to motivate in teaching learning process.
Based on the earlier observation, researcher finds that most of teachers still use traditional assessment. The students are given some tasks in the form of multiple choice, do the LKS, practice a dialog in textbook and another task, which make the students as a passive subject. Traditional assessment includes multiple-choice questions and asking students to respond questions with short answers. Many kinds of task are given in order the students can respond the questions with correct answers in the final test. The product of learning is more emphasized then the process it self. Teacher gives quizzes and tests to assess cognitive aspect only. This kind of assessment is just recall student’s memorization.
In traditional assessment process, teachers give less attention and rarely to assess the student’s work. It brings the students become lack of attention toward their error in finishing their work. According to Kasiram (1984:10), learning will be on the decline if the students do not know the result of their work. The students want to know feedback of their effort in doing the work as a motivation in learning process. Dimyati and Mudjiono (2002:48) stated that students would be more motivated in learning if the students know the result of their work as a feedback.
Under the government policy, the Ministry of National Education develops new curriculum to improve the education quality that is Competency Based Curriculum. The success of Competency Based Curriculum may be consider successfully if followed by the change of teaching and learning strategy at class, the choosing of media, and the choosing of assessment process. (Balitbang Depdiknas, 2002:1). Assessment processes in Competency Based Curriculum are
more varies. One of them is Portfolio Assessment.
Arter & Spandel (in Luitel, 2002) state the notion of portfolio. The literary meaning of the term ‘portfolio’ is a collection of the past work. However, in the context of assessment, portfolio does not represent only a mere collection of the past work. The Northwest Evaluation Association urges that the portfolio is a purposeful collection of student work that tells the story of the student’s effort, progress, or achievement in given areas. Portfolio can be viewed as a systematic and organized collection of evidence used by the teacher and student to monitor the growth of student’s knowledge, skills, and attitudes in a specific content area.
The indicators of portfolio assessment are daily test result, structured tasks, anecdotal record, and report of the student’s activity out of school (Budimansyah, 2002: 108). These indicators are put on the list and documented in a file. From the collection, teacher assesses skill of the students. Teacher turns the students to see their ability in learning by using portfolio and turns the students to be careful in doing the work, pay attention to the error in their work and correct the error.
Based on the background, researcher interested in studying the student’s learning achievement in the classes which use traditional assessment and portfolio assessment. Researcher was conducting this study on the students of SMP 4 Jambi, with the title “Student’s Learning Achievement with Traditional Assessment and Portfolio Assessment”.
Formulation of the Problems
The problems of this research are:
3.How is the student’s learning achievement with traditional assessment?
4.How is the student’s learning achievement with portfolio assessment?
5.How is the difference between the student’s learning achievement with traditional assessment and portfolio assessment?

Objectives of the Research
Based on the research questions above, the main purposes of this research are to find out the following:
(1)To describe the student’s learning achievement with traditional assessment.
(2)To describe the student’s learning achievement with portfolio assessment.
(3) To find out the difference between the student’s learning achievement with traditional assessment and portfolio assessment.

Significance of the Research
The result of this research might be significant for education field, in the form of giving information to the teachers and the students about how portfolio is implemented at school especially at SMP 4 Jambi. Furthermore, it might be able to help the teachers and the students understand benefits and weakness of using portfolio assessment. It also can be a reference for further research, especially a research about portfolio assessment.

The Limitation of the Research
This research is limited to the following problems:
4.The lesson that will be studied in this research is English subject for the 1st semester of the 1st Class at SLTPN 4 Jambi.
5.The subjects who are involved at this research are the students of the 1st class who still use traditional assessment and also the students who have used portfolio assessment at SLTPN 4 Jambi.

The Researcher
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Teaching Reading songs and games to the eight year students of SMP Brawijaya

A THESIS

by

XXX

ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
XXXX UNIVERSITY

Teaching Reading songs and games to the eight year students of SMP brawijaya
ACKNOWLEDGEMENT
Alhamdulillah, the writer has finished his thesis; it is only through His blessing and mercy enabling her to do it well.
The writer’s sincerest and deepest gratitude is also addressed to those who helped him in accomplishing the complication of his thesis especially to:
1. Drs. Mukarom, M.Hum. as the thesis advisor who has given his valuable guidance and suggestion sincerely and patiently during the process completion of the thesis.
2. The lectures of the English Departement of IKIP Budi Utomo Malang, who taught his knowledge especially in English and helped in conducting the research.
3. Mr. Drs Soebagyo SE, SH, MM Head coordinator of IKIP Budi Utomo Malang.
4. Librarians of IKIP Budi Utomo Malang for their patient to serve him by lending some reference books.
5. Drs. Agus Irawan as the headmaster of SDN Besowo III Kepung-Kediri, who allowed him to conduct a research there.
6. His beloved husband and her little daughter, who always encourage her to finish his study.
7. Her beloved parent, older brother and his sister for their affections and guidance for him in facing life patiently.
8. His classmate, who gave their suggestions to him in finishing his thesis.
Malang, June ………, 2007
Writer

CHAPTER I
INTRODUCTION

In this chapter the writer will explain about the background of study, the scope and limitation of study, the statement of problem, the purpose of study, the significant of study.

1.1. The Background of study.
Everybody ever read, hear, see, and tell something occur around us in daily life. As the human beings who live normally, we do our activities everyday. We never just quiet without do anything because we live in this world which full by things that we can do, see, hear, feel, and touch. The examples are reading newspaper, watching television, seeing a movie, and listening to the radio. Connoly (1951: 1) states that we read because of hunger of information or amusement or solace, owning appetite for truth seems to grow by what it feed on men read to discover them selves and their world, to asses their special rules in the universe, to learn the meaning of the personal struggles in which they are engaged in other worlds, we want to share experience.
To study reading is very important as the student of English department, because there are many advantages from study reading. By reading, we will be able to increase our knowledge on culture. If we read every rule in written English from our country, we will know what our country is like. For instance read novel from another country, we will get more knowledge about the other country with Its culture. In English Department, we study English do not only master of grammar or vocabulary but also master the culture of the target language. If we do not know about the culture, we will get difficulties to understand to communicate with a native speaker. Although, we may learn about English words through the dictionary, we still need to learn the English culture, so the communication can be understood and avoid misunderstanding.
In this modern developing age, people are demanded to facilitate the development of their knowledge in any sectors in order to be able to answer any supplicated problems related to the progress of any modern development, especially in Indonesia.
In Indonesia as developing country puts the education problem as essential and dominant points, for examples by building ns schools, adding facilities, such as new scientific books served in libraries, laboratory equipments, etc.
In line with the development of education, our government also tries hard to improve their skills by having in – service training held by the government. Here, teachers are acknowledged with communicative approach.
Communicative approach in teaching learning process is encouraged not only structure but also in reading comprehension.
To get a good achievement for English subject, students need perseverance and patience in learning it since most students regard this subject difficult, especially in Reading Comprehension with communicative approach. In this case students are demanded to have a hobby in reading and practicing communicative. That is why the teachers’ help is absolutely needed to increase their achievement.
Based on the above statements, the writer held a research to know how far the ability of the eight year students of SMP Brawijaya kepung – Kediri after being taught with reading comprehension by using communicative approach through songs and game. The writer therefore chooses the little dealing with the method used in the subject above is Teaching Reading songs and games to the eight year students of SMP Brawijaya Kecamatan Kepung –Kabupaten Kediri.

1.2 The Scope and limitation of the Study
Since this thesis study on the great works of the eight year students of SMP Brawijaya Kepung-Kediri, the writer analyzes will mainly based on her personal view on the theories in some books, in other words, it is also done through a library research.
The writer limits his research just teaching reading comprehension using communicative approach through songs and games to the eight year students of SMP Brawijaya Kepung-Kediri. In this thesis, the writer does not tell about theory of reading comprehension deeply but it is just a simple analysis.
To explain the scope of this problem. The problem limitation should be stated. The use of problem of limitation to avoid misunderstanding of this problem and as and important basis the further explanation of the problem. in this research it will be found whether a teacher can make his students’ achievement increase and their activity better in teaching learning process in the class. Because the students’ ability is different, so it can be argued whether all the eight year students ’ achievement of SMP Brawijaya get improved after being taught with Reading Comprehension through communicative approach or not.

1.3 The Statement of Problem
Based on the background of study and Problem limitation above the problem can be formulated as follows:
1.By using communicative approach a teacher gives Reading Comprehension subject whether the students can answer the questions from the passage communicative and objectively either in oral or written form.
2.If the method used by the teacher and students’ interest in reading and practicing communication have relation to the students’ achievement in learning Reading Comprehension.
3.By using communicative approach, whether a teacher is able to attract student’s interest to be active in learning Reading Comprehension process in the class, or not.

1.4 The Purpose of Study
In short, this examination wants to get information and explanation about how the eight year students of SMP Brawijaya, Kepung follow Reading Comprehension subject through communicative approach in class. In this thesis, therefore the writer chooses the title’ Teaching Reading Comprehension with communicative approach through sings and games to the eight year students of SMP Brawijaya, Kepung has general and special objectives.

1. General Objective
The general objective of this research is to get a complete description about the ability of the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri in achieving their achievement/success during learning Reading Comprehension.

2. Special Objective
The special objective wants to be achieved in this thesis is to try to apply what the writer has (teaching method). The writer also wants to know the ability of the eight of SMP Brawijaya Kepung in answering questions from the discourse either orally or written objective form. The writer also wants to know the students’ interest in following teaching learning process of Reading Comprehension with communicative approach through songs and games. From this activity, they writer will know which students like reading and which students do not like reading.
1.5 The Significance of the Study
Principally, the uses of language in a school, family, society are something concessions and influence, to each other.
The other use of this examination, especially for the writer himself is as a principle to apply the teaching of English in a higher rank. It is also useful for the library of IKIP BUDI UTOMO MALANG for its bibliography dealing with the improvement of education field.
By this study, first the writer really hopes that after reading the thesis specificly, the reader can add their knowledge about how to behave and how to overcome all problems in surviving in the school life.
Second, it is intended to help student of English Department specially to better understand fundamentals analyzes which will be useful in preparation of thesis writing. And also exercise them in discussing something in English language, so the students will be more active in the class.
Third, for English teacher, it is supposed that reading comprehension will be more considered in the teaching learning process. From this thesis, it will make the teacher knows and understands the characteristics of his students, so he can handle during teaching learning process well.
The teacher’s role in a school especially in Junior High School also confirms very much increasing English subject with communicative approach. In supporting the Teaching Learning process at school, teacher should try hard to be more active in giving a chance to the students to practice speaking English.
The forth, For the National Education Department. It is supported that teaching reading comprehension will be more considered in the teaching learning process. From this thesis, it will make the students increase their knowledge about English culture of English language itself.
The last, the writer also expects to encourage readers to be eager to read as many books as possible on many kinds of reading to acquire knowledge or moral values, understand the other culture, and also by reading many kinds of books can make us understand what kinds of reading can be classified into the good method and what the criteria of qualified teaching reading comprehension are.

CHAPTER II
REVIEW OF THE RELATED LITERATURE
…....................................................

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THE INFLUENCE OF THE ABILITY IN MASTERING DIALOGUE ON THE ACHIEVEMENT IN LEARNING ENGLISH TO THE SECOND YEAR STUDENTS AT M.A.N. MAGELANG

A THESIS

by

XXX

ENGLISH STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
XXXX UNIVERSITY

CHAPTER I
I N T R O D U C T I O N

A. THE LIMITATION OF THE TITLE
In avoiding the readers' misunderstanding, the writer would like to give the limitation of the title It is of course that in giving the limitation of the title is not at wholly. From the thesis entitled " The Influence of the Ability in Mastering Dialogue on the Achievement in Learning English to the Second Year Students at M A N Magelang ", the writer just wants to explain some terms related to the title. Especially those are becoming key words. They are : Influence, Ability, Mastering Dialogue, Achievement, Learning Eng lish, and MAN Magelang.
Influence : It is a noncountable noun. It means power to affect sb’s character, beliefs, or actions through example, fear, admiration, etc.1 According to Professor Sir Randolph Quirk in his dictionary entitled 'Longman Dictionary of Contemporary English' N.Edn., the word Influence means the power to have an effect on someone or something without the-use of direct force or command2. In this thesis the influence shows the relation between the ability in mastering dialogue and the achievement in learning English.

The Ability in Mastering Dialogue :
Ability (noun) means power to perform ; skill ,to achieve; capability for carrying out; capacity to device retain, or make use of; phisical or moral strength; talents or gifts; in a special or general degree; wealth, means3 And also according to Professor Sir Randolph Quirk, the word 'ability' (C/U noun ) means the fact of having the skill, power or other qualities that are needed to do something4. Mastering is a gerund form of master or to master ( to inf. ) Master ( v ) means to learn thoroughly or gain a lot of skill in5. Dialogue ( noun ) means ( a ) written conversation inna book or play6. According to A S Hornby, dialogue means ( writing in the form of a ) conversation or talk.7
In this thesis ‘the ability in mastering dialogue means, in the writer's opinian, the students' ability in mastering the English dialogues either in their text-books or in other books or even on their tests in the written form. The word students, as we have already mentioned above, refers to the second year students at Madrasah Aliyah Negeri ( MAN ) Magelang.
Achievement : The word 'achievement' is a noun (C/U) Achievement ( U ) means the successful finishing or gaining of something. Whereas the word achievement as non countable noun means something success fully finished or gained, especially through skill or hard work.8
Learning English : in the writer's opinion, how is the students' score condition in learning English, especially on the final test of the fourth semester. It is a compound word coming from 'Learning' and 'English'. Learning is the gerund form of to learn (to inf.) having meaning to acquire knowledge of; fixed in the mind (vt), to gain or receive knowledge or skill (Vi.).9
As a matter of fact, the word English has so many meanings. In this thesis, English means : 1) The language of Britain, the U S, Australia, etc. , 2) English language and literature as a subject of study.10 In the writer's opinion the word English means the language of Britain, the US, Australia which is learnt by Indonesian learners as a subject of study. Learn ing English means the process in learn, ing English of the second year students at M A N Magelang.
Madrasah Aliyah Negeri (MAN) Magelang :
There are two Islamic Senior High Schools lay in Kotamadia Magelang. , They are MAN whic is located on Jl. Perum Korpri Ngembik Kotamadia Magelang first, and MAN which is lied on Jl. Sunan Bonang 17, P 0 BOX 42 Phone 2928 Kodia Magelang. In getting the data of this thesis, the writer had researched MAN which is lied on Jl. Sunan Bonang the 17th Kodia Magelang, or it is usually called M A N ex :P G A N Magelang.

After giving explanation of each term, the meaning of the title ' The Influence of the Ability in Mastering Dialogue on the Achievement in Learning English to the Second Year Students at M A N Magelang is an investigation to show the relationship between the ability in mastering dialogue, in the written form, and the result of the final score of English subject. In this case the writer investigated to the second year students of A.1, A.3, and A.4 Programs.

B. THE BACKGROUND OF THE PROBLEMS
Before discussing the problems involved in this thesis, the writer would like to give points becoming the background of the problems. It is done in order to make the readers will be easier in understanding this thesis.
English is one of the International languages, and spoken by many people in the world. English is also the most famoust and important language in the world, since there are many scientific books printed in English, and English is also used in formal or non formal communication in the world.
In many branches of knowledge, the English books are their main sources, such as Mathematics, Biology, Sociology, Law, Chemists, Medical, Engineering, and many others. Lately, English is also spoken in formal or in non formal meetings in the world, and in Indonesia as well. There are many teaching learning processes are conducted in English, especially in the English department of Universities, English course institutions, discussions, seminars, and so on.
In Indonesian schools condition, English is taught from junior high school level until university level. There also occur many English courses in every town. In this case, later ones, serve English courses for children or they are usually called English for Children Class. On the other word, there are many companies or factories or even state departments that need one who master English well. They do not demand ones mastering English passively only, that is ones who master English in receiptive skill, but also ones mastering English actively, that is ones who can use English as their means of communication or ones who can speak and write in English. It means that the English is the first and main entrance requirement in applying for the worker.
Based on the brief description of the English position, we know that English is one of important languages in the world. It is one of demanding subjects in every high school in Indonesia. Thus, English, for the English department students, is not a new subject, since English has been given when they were studying English in their junior high schools level. Viewed from the time they had used, they should master English well.
We have already known that there are four aspects influencing the ability in mastering a language, English as well. They are : reading, listening, writing, and speaking. Therefore, in this thesis, the writer would like to discuss about two aspects of language they are; speaking and listening, or it's usually named 'dialogue’ Because, of the reasons of the curriculum, the writer could not do the investigation of students ability in mastering dialogue as it be. It means that in investigating the students ability in mastering dialogue was not orally, but he investigated the dialogue in the written form.. It was also because the very limited time being available to do the research.
Furthermore, agree with the “ Kurikulum 1984 Madrasah Aliyah “
Agree with the Kurikulum Madrasah Aliyah 1984, in its introduction is said that “Berbahasa adalah menggunakan bahasa untuk berkomunikasi”11. It means that after learning English, the students are hoped to be able to use the language as their means of communication.
Furthermore, based on the objective or purpose and the function of the teaching of English is said :
Kurikulum bahasa Inggris ini bertujuan untuk mengembalikan pengajaran bahasa kepada ketermaknaan dan fungsi komunikasi tersebut. Ini diupayakan dengan penjabaran kurikulum yang secara jelas bertujuan kemampuan berkomunikasi. Kurikulum ini menuntut bahwa dalam penyajian bahan pengajaran, bentuk-bentuk bahasa. selalu dikaitkan dengan makna bentuk bahasa itu dan dengan pesan yang dimaksud untuk disampaikan. Proses penyampaian pesan ini diterangkan dalam kaitannya dengan tugas dan fungsi komunikasi sesuai dengan konteks dan situasi berbahasa.12

After searching the purpose and the function of teaching of English based on Kurikulum 1984 Madrasah Aliyah, we can find that the language as a means of communication has an important role. It means that the teaching of dialogues to the second year students is to support the achievement of the curriculum.
The dialogue, as we have already mentioned above, means a conversation or a talk in the written form . It means that in this thesis, the writer did not investigate how is the students ability in mastering English dialogue orally. It was because of many reasons. Therefore in this thesis, wants to know how is the influence of the ability in mastering dialogue on the achievement in learning English to the second year students at Madrasah Aliyah Negeri Magelang.

C. THE FORMULATION OF THE PROBLEM
Related to this study discussing about the Influence of the Ability in Mastering Dialogue on the Achievement in Learning English to the Second Year Students at M A N Magelang, the writer would like to present the formulations of the problem first, namely :
4.How is the ability in mastering the English dialogues of the second year students at MAN Magelang.
5.What methods have been used in order to increase the students ability in mastering the English dialogues.
6.How is the students achievement in learning English.
7.How much is the influence of the ability in mastering dialogue on their achievements in learning English.

D. HYPOTHESIS
If the students have good ability in mastering English dialogue, their achievements in learning English will be better.

E. THE REASONS OF CHOOSING THE PROBLEM
Language is not a practical science only, but also theoretical science. Studying a language means to study how the language works, either in theoretically or in practically. Language will be useful for persons learning he language, if the persons can use the language as it be. They should be able to master the language both in receptive skill reading and listening and productive skill speaking and writing.
Now days, all of people know that so many companies or factories or even state departments' demand persons who master English well to be their workers. Persons should be able to communicate their ideas in English, if they want a good job with good salary.
While the demands of the world are felt too heavy for everyone, includes the students, the graduated of the schools have not been ready for used yet. They should come to a course or training school to make perfect their knowledge of English if they want to get the job as they have immaginized. It means that they will need much more time as well as fee to improve their knowledge in English.
On the other word, in getting a test or final examination, they often or even always meet dialogues in the written form. They often get difficulties in answering the question lists. In the writer's opinion, they get difficulties because they haven't been usual to use the language as their means of communication, although in written forms. In Indonesian schools, especially those are based on the Curriculum of 1980, the teaching-learning a language processes are still emphasized on the structure, structural-oriented, whereas the communicative aspects on the weak side. It is mentioned in the “Kurikulum Madrasah Aliyah, Garis-garis Besar Program Pengajaran:" Dalam Kurikulum 1980 struktur menjadi pusat perhatian dan inti kurikulum. Semua penyajian pelajaran berkisar sekitar struktur itu ". 13
On the other hand, learning a language is not only learning its structure, but also learning all of the language aspects or learning what the language really is. Language is a means of communication, by means that by using the language we are able to communicate our ideas to other people, or to make interact to other ones.
Agree with Mary Finacchiaro, Ph.D., in her book entitled : 'English as a Second Language: From Theory to Practice, giving us some definitions of the language, one of them says :
"Language is a system of arbitrary, vocal symbols which permits all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact14. Furthermore, she also explains the definition above. She says :
The word communicate and interact as used in the definition signify to understand and to speak; to be able to hear and to respond or react (by carrying out directions, for example ) to spoken word. They imply, too, the ability to talk about something that happen in the past, that is happening in : the present time, or that may happen in some time in the future.15
From the explanation above, we are clearly able to understand that learning a language is how to learn the language to be useful for our daily life.
In studying English, the ability in mastering dialogues is a very important aspect that muse be mastered by every English learner, if they want to be good in English. The attitudes of the teacher or the techniques of teaching are very important aspects to achieve the success in learning English, and the students dilligence as well, especially for the ability in mastering dialogues.
According to the writer, MAN Magelang is representative enough for the level of Senior High School to be investigated.
As a student of Tarbiyah Faculty, English section Of Tadris Department, after graduating, the writer will be an English teacher, so that he needs knowledge and experience in teaching English as a means of communication, especially in teaching dialogues. As far as he knows, there have not been scripts of English for Tadris students, discussing the influence of the ability in mastering dialogue on the achievement in learning English.

F. THE PURPOSES AND USES OF WRITING
Generally each person has purposes of doing something and the writer as well. In writing this thesis, the writer wants to gain some purposes, they are :
1.The writer wants to know whether or not the ability in mastering English dialogue will influence the achievement in learning English.
2.Wants to search, the students who master four language skills, especially mastering dialogue, will gel good marks / scores in their tests. So that the writer wants to prove quantitatively.
3.Wants to know what methods have been used to increase the ability in mastering the English dialogue of the second year students at M A N Magelang.
4.Wants to fulfill the requirement of getting a scholarship degree.
In order that the materials of the teaching-learning process can be received, or understood by students qualitatively or quantitatively, as the candidate of the English teacher, he must, the writer, look for the best method for the teaching learning processes. In this case the writer is going to give the definition of "quality" and "quantity". Quality means 'The level of exelence something.16 In this script, qualitatively means the materials that are taught by the teachers can be understood by the students well. While the quantity means “Anything which can be multiplied”, In this script, quantity means the materials that are taught by the teachers are inside of the principles of the instruction programmes ( GBPP ). If the method is good, the target will be easier to get. Furthermore the writer would like to correlate the ability in mastering the dialogues and the achievement in learning English. If the correlation of both is string, we can used the dialogue method to achieve the target in learning English. It means that the proportion of tie ability in mastering dialogues should be increased with connecting the other components such as structure, vocabulary, reading and so on. It is of course, this method does not break the guidance of teaching program written in GBPP.
This thesis is expected to give worthwhile experiences in teaching English to the writer; and the result of this research is expected to be useful for English teachers to develop their teaching abilities.

G. THE RESEARCH METHODS
To ease the research, the researcher used some methods. The methods used in this research are :
1. The method of choosing the object.
The object of this research which was investigated is the ability in mastering the English dialogues. The data sources are the students learning English at the second year especially for the programmes A.1, A.3 and A.4, the English teachers, the officials, and the real condition of MAN Magelang.
Based on the number of the students population, the researcher did not took some students sample but took all of the number of the students. In this case the researcher used the population "method. According to Suharsimi Arikunto, population means :
keseluruhan subyek penelitian. Apabila seseorang ingin meneliti semua elemen yang ada didalam wilayah penelitian, maka penelitiannya merupakan penelitian populasi. Study atau penelitiannya juga disebut studi populasi atau Studi sensus17
Furthermore, as for the number of the data, she says:
Untuk sekedar ancer-ancer maka apabila subyeknya kurang dari seratus, lebih baik diambil semua sehingga penelitiannya merupakan penelitian populasi. Selanjutnya jika jumlah subyeknya besar dapat diambil 10 - 15% atau 20 - 25 % atau lebih.18
In this investigation the number of the students ; are 73 persons so that all of them are involved in this research.
2. Methods of collecting data.
To make the study easy to perform, the writer in composing the script utilized some methods. According to Funk and Wagnalls, method is “A general or established way or order of doing anything “19
The methods used to collect the data are :
a. The observation method.
Observation is “the act or practice of noting or recording facts or events, as for scientific study”20 According to Sutrisno Hadi, the observation method is “sebagai pengamatan dan pencatatan dengan sistematic fenomena-fenomena yang diselidiki.21 This method was used to investigate everything in relation to the activities of students learning English at MAN Magelang, especially for the ability in mastering dialogue, and to get the data of the objective condition of MAN Magelang.
b. The Interview method.
In Webster's Dictionary, interview means “a meeting of people face to face to conver about something22. In this case Sutrisno Hadi said that , interview is " sebagai metode pengumpulan data dengan jalan tanya jawab sepihak yang dikerjakan dengan sistematik dan berlandaskan kepada tujuan penyelidikan"23 The writer regards that the observation method is not enough to get the data, because it cannot provide with abstract thing. The writer, then, hold interview with the persons needed in this research, by interview, the writer hopes to check up the correctness of data got from observation.
c. The test method
Test means examination or trial ( of sth ) to find its quality, value composition etc., trial or examination (of sb, hispower, knowledge, skill etc.)24 The writer used this method to the second year students at MAN Magelang in the question form to test their ability in mastering English dialogues to get the data of the research.
d. The Anquete method.
This method was used to obtain the data of the students' personality in the table form of questions given to the students or respondents. This method is also expected to be able to collect the data of the students' attitudes toward learning English dialogues.
e. The documentation method.
It means a way of obtaining or collecting data by seeing the document which is related to the main problem. This method was used to get the data of English , curiculum, organization structure of MAN Magelang, and everything related to the title.

3. The methods in analyzing the data.
After collecting the data, the writer analyzed the data by using the methods as follows :
a. The methods of analyzing the qualitative data are :
1) The deductive method.
The deductive method is “A method of scientific reasoning by which from general principle concrete applications or consequences are needed.”25
2) The inductive method.
It is “a method or act or process of reasoning from a part to a whole, from particular to general, from individual to a whole or universal.”26
b. The method used to analyzed the quantitative data is the statistical method.
The formula to find the average score of the achievement of English learning is : M =X/N
Note : M = Mean ( Average )
X = The scores of all items
N = Number of cases.27
The formula to get the percentage is :
f
P = x 100%
N

Note : P = Percentage
f = Frequency
N = Number of Population
While the way to know the influence of the ability in mastering the English dialogue, the researcher used the technique of correlation. The formula to get the correlation is :
 x’ y’ – ( Cx’) (Cy’)
N
rxy =
( SDx’ ) ( SDy’)

Note :
rxy = The number of index correlation between variable X and.
variable Y
 x’y’ = The number of the result of the cross multiply ( product of
the moment ) between : the frequency of cell( f ) by x' and y'.
Cx’ = The Value of Correction on the variable X, which is able
to be got by the formula :

Cx’ =  fx
N
Cy’ = The Value of Correction on the variable Y, which is able
to be got by the formula :

Cy’ =  fy
N
SDx’ = Standard Deviation of scores X, by means every score to
be as 1 unit ( in which i = 1 ).
SDy’ = Standard Deviation of scores Y, by means every score to
be as 1 unit ( in which i = 1 ).
N = Number of Cases.28

H. THE THEORITICAL BASIS
It is realized that dialogue or conversation is an important role in human life. Everyone will converse his ideas to others everyday. By conversation means that they make communication to other people.
Language skill in the curriculum of school consists of four skills, they are : learning, speaking, reading , and writing skills. Every skill Influences each other, and cannot stand alone.
Since this thesis discusses about the ability in mastering dialogues, it is important for the writer to explain what the dialogue or conversation is. In fact, by doing conversation means making, oral communication. As Donn Byrne says that oral communication is two way process between the speaker and listener ( listeners ) , involving the productive skill of speaking and the receiptive skill of understanding ( or listening with understanding ).29 Furthermore he says both speaker and listener have a positive function to perform : the speaker has to encode the message to be conveyed in appropriate language, while the listener ( no less actively ) has to decode ( or interpret ) the message.30
On the other words, Dr. Sri Utari Subyakto N. interpretes the ability of dialogue ( or conversation ) as the communicative ability of communicative competence.31 “The communicative competence means the knowledge of language forms, the meaning of the forms and the ability to use them in appropriate time and to whom the forms are naturally.32 Furthermore he says that the purpose of communicative competence is to conveyed the message to other people, that is the ability to communicate everything in the language, firstly. Secondly, the purpose of communicative competence is to conveyed the message in the way that the message can be received socially. The first purpose can be gained by the activities which are able to be called communicative performance, whereas the second purpose can be gained with exercises to develop the communicative competence.
From the explanations above it is clear that in the communication process needs some components, namely the speaker, message, and listener. The diagram below shows how the four language skills are related.
Listener Message Speaker

Spoken Language
Receiptive (Understanding | Speaking ) Productive
skill skill
( Reading | Writing )

Written Language

Reader Reading Writer
From the diagram above, we can see how the four language skills are related. In spoken language, the speaker must be able to convey the message to the listener as clearly as possible, while the listener must be able to interpret the message with good understanding. This purpose can be gained if the speaker has the ability to speak fluency, as well the listener has good ability of listening or understanding the language. Hence, between speaker and listener must have god understanding of the language to attain a good communication process.
In written language, the writer must have a good knowledge of writing with all of its aspects whereas the reader must have a good knowledge of understanding the reading As a matter of fact, in teaching a language, if they, the teachers, want their students have good mastery of a language, in spoken one, their ability to understand needs to be considerably more extensive than their ability to speak. It means that they, before drilling them self to speak, must drill them self to listen or to understand the dialogues. On the other wise, the learning models of dialogues( conversation ) which have been skillfully contrived to accelerate oral production, do not always contain a sufficiently a large number of those features of natural speech, that is the great deal of information which is redundant. In this case, for example, utterance to be more structured and complete, and the level of redundancy will be generally low.
In addition, in order to be able to cope with real life language situations, they need regular and frequent training through a programme of listening comprehension with suitable varied models of natural speech from the earliest stages, for instance, in a language course. Shortly, they have actually to learn to listen, just as they have to learn to speak. It just the same way if they want to learn e. language, in written one, they need to be able to read more easily than they can write.
Furthermore, there is an interdependence of oral skills in communication. For the oral communication is a two-way process between the listener and speaker Thus, between the speaker and listener cannot be separated each other. In this case the speaker does not always initiate : he also responds to what ho has heard ( as for example when he answers questions or makes a comment ), while the listener does not always remain silent : he is normally expected to make some sort of responses ( which may not always be verbal, as for example, when he carries out an instruction ).
Talking about the goal of teaching oral production, ( speaking in conversation or dialogue ) Donn Byrne says that the main goal in teaching the productive skill of speaking will be oral fluency : the ability to express oneself intelligibly, reasonably, accurately, and without undue hesitation ( otherwise, communication may break down because the listener loses interest or gets impatients ).33 By the explanation above, means that in learning dialogue the students must be drilled to express their own ideas freely and precisely. The role of the teachers are as the conductor. They must make stimuli for the students to express their own ideas about the topics they have been being discussed. And when the students get difficulties they must guide them, as well make correction when students do mistakes. To attain a good result of teaching-learning dialogue process the teacher have to make corrections immediately when the students do mistakes.
The other factor that can influence the students in learning a foreign language is motivation. As teacher, we, sometime find students who do not pay attention to the lessons beeing tought them, they get tired of learning the language ( foreign language ) because they fell that they get nothing of learning the language, they can not speak in the language they have been learn. According to Donn Byrne, the ability to speak ( oral production ) is a good motivation for the students. In this case he, further more, says that the development of oral production is a good source of motivation for most learners, who are normally much concerned to be able to speak and to understand a foreign language.34 To point how the importance of motivation in learning a foreign language, he give us more explanation : satisfaction at being able to say a small number of sentences after a few lessons must be sustained by demonstrating to the students that they can say progressively more and more through the language as the course continues.35
To support the good achievement in learning a foreign language, especially conversation, the teachers have also to think about the students' intelligibility of the language that they have been being learnt. Intelligibility is usually defined in phonological terms ( e.g. being able to make the difference between essentials sounds such as /i/ and /i/ as they occur in the two words leave and live ). It is not only importance for the level of basic understanding or elementary but also for the purpose of oral fluency. Clearly, in order to make the students to be able to speak or communicate effectively, the teachers must teach the students an adequate mastery of grammar and vocabulary as well as phonology. It is better to remember that over-learning in any of these areas will serve no purpose if it excessively slows down progress in the others. It demands the teachers to be able to devide the available time in teaching them to the students, which one is must presented first, etc. It will be necessary to concentrate on the essential features such as the differences between key sounds, weak forms, basic stress and intonation patterns, and more importance will need to be attached to receiption of these features than production, as the consequence the amount of the time available for systematic speech training is bound to be limited.36
After seeing the existence of the dialogue and all of its aspects in learning the dialogue, the main duty of the teachers is to choose the best method that mist be done to get the effective teaching-learning process Talking about methods, in teaching dialogues or conversation, they had been discussed for along time. There are many methods, namely :
6.Direct method
7.Audio lingual method
8.Silent Way method
9.Community Language Learning ( CLL ) method
10.Total Physical Respond ( TPR ) method.37
In the direct method, the material is presented in the foreign language ( bahasa tujuan ) The students are forced to speak and think in the foreign language. The experts of this method had assumption that learning a foreign language just the same as learning the native language. The Audio lingual method teaches students to speak using the drill technique ( with all of its varities ) and mim-mem. In this method the mistaken of speaking is avoided because it does not support the development of speaking. In the Silent Way method the students are forced to keep silent and to listen carefully because they must repeat the teacher's samples after being given once though. Teaching conversation using Community Language Learning method means the students are given the time to express their own ideas to the teacher. The function of the teachers are as the facilitator, the counselor, the Bain source, and also as the translator. In this method the mistakes are regarded as the development of the students' language. The newest method in teaching conversation or teaching a foreign language is the Total Physical Respond ( TPR ) method. In this method, the students must postpone their ability to speak, they must develop their ability to listen first. This method, in Indonesian schools, is used for teaching the students of the Junior High school level.
As we have already known, some methods in teaching dialogue to the students, there have not been a methods which most effective to teach students conversation. Dr. Sri Utari Subyakto N. said that :
Jadi, hingga saat inikita belum pasti mengenai metode mana yang paling efektif dalam mengajar berbicara BT ( bahasa tujuan ) kepada pelajar. Kita semua mengenal gejala "pelajar yang mengetahui dan hafal pola-pola kalimat bahasa tujuan, tetapi yang belum mampu berkomunikasi secara wajar". Gejala ini disinyalir oleh para guru bahasa sebagai gejala yang kurang memuaskan dan yang menyebabkan perkembangan-perkembangan yang mutakhir dalam pengajaran bahasa. Ada dua hal lagi atau kekurangan yang belum terpenuhi, yakni (a) makna dari bentuk / struktur bahasa yang dipakai, dan (b) kemampuan untuk mengetahui apa yang harus dikatakan pada waktu atau saat yang tepat.38

From the statement above it is clear that the condition of teaching foreign language in Indonesian schools have not been on the target of teaching.
Now, the writer wants to present two kinds of ties in teaching conversation using Communicative approach. Two communicative activities are :
(1) Pra-communicative activities, and
(2) Communicative activities.
(1) Pra-communicative Activities.
Pra-communicative is the communication which hasn't been able to be called true communicative communication, because there hasn't an element that is needed in order that the communication is able to be called an appropriate and natural communication, that is there is not an information gap.
The activities are the presentations in :
(a) Technique of Dialogue.
That is to memorize sentences in the dialogue form, and to dramatize sentences fluently before drilling with structural-drill and vocabulary. The use of this method is to improve the fluency of pronouncing words or sentences, and to avoid the afraidness in pronouncing.
(b) Dialogue with picture ( for the SLTP levels ).
The teacher brings pictures shown to the students by asking the name of the pictures one by one.
e.g. : Teacher : “ What is this ? “
Students : “That's a book “. Etc
(c) Guided dialogue.
The teacher drills students in the question and answer forms in the purpose language ( FL ).
e.g. : Teacher : "Are you going to………this morning?"
Ss : " Yes, I am ". or " No, I am not "
(d) Dramatitation of an activity.
For example the teacher is running, smilling, etc., then asks the students : “What am I doing ?” students answer : " You're running " etc.
(e) Picture in profession.
For example : A doctor in his uniform ( white etc )
A teacher in front of black board, etc.
Then the teacher asks : “What is he / she ?”
Students answer : " He / she is a doctor " etc.
(f) Dialogue with picture.
For example, the picture in point (e). The teacher shows the picture detailly, then asks the students.
e.g. : Teacher : " What is the doctor wearing ? ".
Ss. : " A white coat "," A pair of glasses".
(g) Question-answer technique.
The teacher chooses the basic material of the lessons includes structure and vocabulary. For example the teacher has taught the ‘Past tense’ form of English and vocabulary, the make a dialogue :
Teacher : " What did you do this morning at 07.00 ? "
Students : " I went by bus to school "
(h) Completing sentences, paragraph or short story. The teacher presents uncomplete sentences, then the students are asked to complete them.
e.g. : My sister likes going to the movies, but my brother…………………….. ( does not like it, or likes playing soccer )
During this activities is done, the teacher has to master the condition in conducting it.
The main goals which will be gainned of this stage are :
(a)Students are involved in every drill orally, and
(b)Students begin to have braveness to open their mouth to speak though they haven't express their own ideas,
(2) Communicative Activities.
On this stage, the teacher begins to enless his role in speaking in front of the class, while students begin to play role in class to speak. The activities of this stage are : (a) Community Language Learning ( CLL ) method.
The teacher divides the students into groups, each , group has a leader. Students exchange to speak something and then continue in the group, so that the communication will become a complete story. The conversation is recorded on a tape recorder, and replays then. After all, the teacher discusse about the conversation with the students. In this case the teacher's role is to controle the activities :
giving answers, suggestions, or even translations when the students get difficulties.
(b) Giving assignment to the students.
The teacher can give students a role to be played. For example; If the student becomes a teacher, and the other student as his student. Then, they are asked to play those roles, teacher and student.
This role play can be varied fit to the level of the students.
(c) Social formulas and dialogues.
What is meant by the Social formulas is the presentation of social formulas which are needed in communication ( social communication ), for example ; greeting, leaving, introducing someone, Excusing, expressing emotion of angrying, sad, disappointed, happy, satisfy, and so on.
(d) Community-oriented assignment.
The students are asked to make communication with the native speakers. This activity is could be conducted in places where many native speakers stay in. For example: in a state embassy ( foreign embassy ), state
offices, and so on. If those places are impossible to
get, the teacher can ask students to become tourist
guide, translators, etc.
(e) Problem solving activities.
The students are asked to solve problems that are made by the teacher. To support this activities, the teacher can play a role in it. For instance, the teacher make a topics of "Climbing a mountain". The teacher divides the students into groups, each group should discusses about the mountain climbing, what are needed to overcome this problem, what should be prepared to climb a mount. The teacher can also give suggestion, answer, and so on, when they need.39

To complete the explanation above, it is better for the writer to makes conclusions related to the activities in teaching students conversation ( speaking ). According to Finacchiaro and Brumfit says that the activities that can be conducted in teaching students speaking, as follows :
(1)Making question-answer or dialogue in classroom.
(2)Giving guides are used in classroom.
(3)Using "Gouin series". Asking students to play role in complete sentences of the realistics context.
(4)Asking students to prepare the original sentences based on communicative terms, structures, or notions which have been discussed.
(5)Answering questions based on the experiences in class
room or in the community.
(6)Composing appropriate questions to the teacher or
the other students based on a reading text they have
read together.
(7)Identifying names of objects on the flanegraph
(8)Retelling a story they have read, their experiences
in their own sentences. In addition, the teacher can
give some key words ( essential words ).
(9)Composing a report of a topic that has been prepared
and answer the questions of the topic.
(10)Setting conversation. For instance, talking about a bank, a library, etc.
(11)Playing language games.
(12)Making conversation of discussion, panel forms, etc. In this case the students are demanded to be able to express their own ideas, for instance, agreement, disagreement, doubt, and so on, being relevant to the topic is being discussed.
(13)Making phone communication.
(14)Playing role in a modern drama.40

By the explanation above, it is clear that the ability in mastering the dialogue has a great role in learning the language. It shows also how the importance of the ability in mastering dialogue of a language, if they want to make use a language they have learnt for their life.
For there are many methods in teaching dialogues of a language, while the experts haven't found yet the best method in teaching productive skill of speaking or conversation. So that the teachers must be able to choose , the best, method ( one of them ) fit to the condition of the students, classes, and levels.
It is undoubtedly, that by mastering productive skill the students will of course get advantages to develop their ability to use English as a means of communication When students learning English only memorize vocabularies and the structural rules without practising to use English, they will never master English as a means of communication. In this case, the teacher should allow the students to do what they want to learn. And also the choice of methods and techniques will determine the achievement of learning of English as a means of communication.

I. THE SYSTEM OF WRITING
The meaning of system of writing is the frame of the thesis or the contents of it in a short explanation.
In writing this thesis, the writer divides it into introduction, contents, and ending which consist of file chapters completed with bibliography, the list of the errata, curriculum vitae and appendixes. Below the writer will explain the frame work of the thesis.
Chapter I : Introduction.
This chapter explains about the first step in writing this thesis. The contents of introduction are the limitation of the title, the problematical background, the formulation of the problem, the hypothesis, the reason of choosing the title, the purposes and uses of writing, the research method, theoriticali basis, and the system of writing.
Chapter II : The general Description of MAN Magelang. In this chapter, the writer will
explain the general description of MAN Magelang which consists of the location and geographical condition of MAN Magelang, the brief history and its establishment of the school, the structure of the school organization, the condition of teachers, students and employees at MAN Magelang, the facilities of MAN Magelang and the teaching of English at MAN Magelang in general
Chapter III : The Teaching of Dialogue at MAN Magelang.
This chapter explains the goal of the curriculum of English, especially conversation, the materials of teaching-learning conversation, the methods used in teaching dialogue at MAN Magelang.
Chapter IV : The Influence of the Ability in Mastering Dialogue on the Achievement in
Learning English at MAN Magelang. The writer will explain, in this chapter, the influence of the ability in mastering English dialogue on achievement in learning English to the second year students at MAN Magelang. To prove it the writer will use the technique of correlation. The writer will also give the data of the dialogue test and the data of the achievement in learning English and the correlation between them.
Chapter V : Conclusion and Suggestion.
The last chapter explains the ending of this thesis It contains the conclusion of the influence of the ability in mastering dialogue on the achievement in learning English the suggestions and the closing words.
After the last chapter, the writer completes this thesis with bibliography, the list of errata, the curriculum vitae and the appendixes.
CHAPTER II
THE GENERAL DESCRIPTION OF MAN MAGELANG

A. THE LOCATION AND GEOGRAPHICAL CONDITION.
............................................................................................................................................................

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relationship between games activities and improving the speaking ability to the second year of the students SMPN
CHAPTER I
INTRODUCTION

1.1 Background of the Problem
It is known that English is an International language which has been received by countries all over the world. The function of it as a means of communication in meeting business or other activities among government over the world. Beside that English is used at science of knowledge, new invention in field of modern technology, pharmaceutical, medical, etc.
As a developing country, Indonesia really needs English because Indonesia government is trying to improve all aspects which are usually faced by all countries. One of these aspects is education, which is essential. As an English teacher to be the writer focuses her attention to the teaching English as the language of the world.
In Indonesia, English is learnt and taught to junior high school, Senior high school even at university. English means that something important for the student to be taught at school based on situation and condition of the object area. But there are some problems that faced by the students. It is realized that most students get bad mark. So, it proves that English is really difficult for the students. There are four skills in learning English they are listening, speaking, reading, and writing. Speaking is very important because speaking and human being cannot be separated from each other. Speaking is used to express their ideas and to communicate to people in civilized world. That is way speaking is important. But the students of SMP or graduated of it still get hard to be a good speaker. The problems are:
First, the students feel ashamed and afraid to speak English, so they never practice and use target language and they always use mother tongue in the classroom.
Second, for the teacher, they did not use variety of teaching such as visual aids. The teacher has to motivate the students to learn English in the class, and create the method of teaching. So the students will feel relaxed, and freely in using English in the classroom. The teacher must make afford to understand the material well. In learning English, The students are expected to reach four skills. Among those, speaking is the most difficult to master.
Teaching speaking can be done through dialogues, picture, games, etc. The teacher should choose a suitable ways such as: using games. If the teacher uses it, the students will have a lot of opportunity to practice pronunciation and communication or in other words it means that the students will get knowledge or input from games. Games which introduced to the students are Domino Instruction, What do I need? Sweet Reason, Dream sequences.

1.2. Problem of the Study
After analyzing what the writer discussed in the problems above, the following step is to make of the study problems. The writer tries to formulate what she wants, in order to achieve the target. Based on the problem above can be formulated as follow:
6.Is there any relationship between games activities and improving the speaking ability to the second year of the students SMPN 3 Pare-Kediri?
7.How is reaction of students after given the material using games?
8.What kind of games activities should be used?

1.3. Purpose of the Research
Each research must have purpose, it depends on the topic, which carries out, consist of:
1.The writer wants to describe and analyze whether games are suitable to improve the speaking ability at the second year of the students at SMPN 3 Pare-Kediri.
2.The writer wants to describe and analyze whether games can give students encourage to learn speaking.

1.4. Significance of the Study
The research is used for:
1.The writer: to fulfill the participle program of the studying at IKIP BUDI UTOMO MALANG, one of requirement of which is to write a thesis in order to get Strata one Degree in English studies.
2.The students: this research can be used to increase the student English achievement.
3.The teacher: this research can be used as an item to enrich the inventory of English library.

1.5. Limitation of the Study
To avoid misunderstanding to estimate what the writer has explained, the writer will give object; ones will arrange the thesis organize each problem more easily. The focuses are more intensively on the problems that have been in this research. The writer will discuss:
1. Among the four skills, the writer teaches speaking only.
2. The writer uses games in teaching speaking.
3. Games which introduction are Domino Instruction, what do I need? , Sweet Reason and dream sequences.

1.6. Definition of Key Term
The writer includes some definition of key term to support the readers understanding this thesis easily. They are as follow:
(c)Teaching is the action to organize something which has contact with learning, so created the situation than can motivate the students to study effectively.
(d)Speaking is to express taught a loud using the voice or talk.
(e)Game is activity in the classroom with rules a goal and element of fun.

CHAPTER II
REVIEW OF THE RELATED LITERATURE

Speaking is one of the skills in English. So, it plays an important rule in studying the subject, because as we know that English is an international language. Since most of books are written in English, so Indonesians student have opportunity to practice this language in the class. In this case, the teachers must be able to help them to master the language in the limited time. Beside that the students themselves should study hard in order to be able to understand it well. There are the definitions of some words of theme:
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skripsi bahas inggris "A Study on the Teaching of English Speaking Using Games To the ninth Year Students of SMPN 3 "

2010-10-29T02:33:00.000-07:00

ABSTRACT

A Study on the Teaching of English Speaking Using Games To the ninth Year Students of SMPN 3 PARE-KEDIRI. Thesis. Institute of Teaching Training and Education BUDI UTOMO MALANG.

Key words: A teaching speaking, reading comprehension, the ninth year students of SMPN 3 PARE-KEDIRI

As developing country, Indonesia really needs English and government is trying to improve all aspect which usually faced by all countries. One of those aspects is education, which is essential. The writer as an English teacher to be, has to focus attention to the teaching English as international language.
There are four skills in learning English, they are listening, speaking, reading and writing. Among those speaking is difficult to master.
Teaching Speaking can be done through games. Kind of games which introduced are Domino Instruction, Sweet reason, What do I need?, and Dream sequences.
The use of Domino Instruction are the first player begins by choosing a card marked (*) and laying it on the table giving an instruction, for example, first, fill the kettle. If player 2 has the picture card showing the next player does not have the next card in the sequence, the turn passes to player 3. If player 2 lays down the wrong card (stage 3 or 4, instead the stage 2). He/she may be challenged by the player with the real stage2. Player 2 must then back his/her card and the turn passes to the player with the real stage 2.
The use of Sweet Reason are Player 1 chooses C card from the cards he/she holds and reads it out, for example I lit the fire … Any other players can complete the sentence with suitable R card for example… because it was cold.
The use of what do I need? Are place the card faced down in a pale on the table. Send one person out of the room. Take the top card off the pile and look at it. Ask the students to return. He/she must guess what activity is pictured on the card by asking what things are useful or necessary for that activity. The other player must answer his/her question.
The use of dream sequences are the first player chooses any card and lays it down on the table, describing the first event in the dream, for example, I found my self in a garden with huge flowers.
The result of the study of teaching speaking using games were the students got chance to use oral language, by doing the games the students feel relaxed, free and confident in learning English in the classroom. The arising problems during the activities are situation in the classroom was very noisy and crowded. The students’ pronunciation and structure was poor. But the writer could overcome well.

CHAPTER I
INTRODUCTION

1.1 Background of the Problem
It is known that English is an International language which has been received by countries all over the world. The function of it is as a means of communication in meeting business or other activities among government over the world. Beside that English is used at science of knowledge, new invention in field of modern technology, pharmaceutical, medical, etc.
As a developing country, Indonesia really needs English because Indonesia government is trying to improve all aspects which are usually faced by all countries. One of these aspects is education, which is essential. As an English teacher to be the writer focuses her attention to the teaching English as the language of the world.
In Indonesia, English is learnt and taught to junior high school, Senior high school even at university. English means that something important for the student to be taught at school based on situation and condition of the object area. But there are some problems that faced by the students. It is realized that most students get bad mark. So, it proves that English is really difficult for the students. There are four skills in learning English they are listening, speaking, reading, and writing. Speaking is very important because speaking and human being cannot be separated from each other. Speaking is used to express their ideas and to communicate to people in civilized world. That is way speaking is important. But the students of SMP or graduated of it still get hard to be a good speaker. The problems are:
First, the students feel ashamed and afraid to speak English, so they never practice and use target language and they always use mother tongue in the classroom.
Second, for the teacher, they did not use variety of teaching such as visual aids. The teacher has to motivate the students to learn English in the class, and create the method of teaching. So the students will feel relaxed, and freely in using English in the classroom. The teacher must make afford to understand the material well. In learning English, The students are expected to reach four skills. Among those, speaking is the most difficult to master.
Teaching speaking can be done through dialogues, picture, games, etc. The teacher should choose a suitable ways such as: using games. If the teacher uses it, the students will have a lot of opportunity to practice pronunciation and communication or in other words it means that the students will get knowledge or input from games. Games which introduced to the students are Domino Instruction, What do I need? Sweet Reason, Dream sequences.

1.2. Problem of the Study
After analyzing what the writer discussed in the problems above, the following step is to make of the study problems. The writer tries to formulate what she wants, in order to achieve the target. Based on the problem above can be formulated as follow:
1.Is there any relationship between games activities and improving the speaking ability to the second year of the students SMPN 3 Pare-Kediri?
2.How is reaction of students after given the material using games?
3.What kind of games activities should be used?

1.3. Purpose of the Research
Each research must have purpose, it depends on the topic, which carries out, consist of:
1.The writer wants to describe and analyze whether games are suitable to improve the speaking ability at the second year of the students at SMPN 3 Pare-Kediri.
2.The writer wants to describe and analyze whether games can give students encourage to learn speaking.

1.4. Significance of the Study
The research is used for:
1.The writer: to fulfill the participle program of the studying at IKIP BUDI UTOMO MALANG, one of requirement of which is to write a thesis in order to get Strata one Degree in English studies.
2.The students: this research can be used to increase the student English achievement.
3.The teacher: this research can be used as an item to enrich the inventory of English library.

1.5. Limitation of the Study
To avoid misunderstanding to estimate what the writer has explained, the writer will give object; ones will arrange the thesis organize each problem more easily. The focuses are more intensively on the problems that have been in this research. The writer will discuss:
1. Among the four skills, the writer teaches speaking only.
2. The writer uses games in teaching speaking.
3. Games which introduction are Domino Instruction, what do I need? , Sweet Reason and dream sequences.

1.6. Definition of Key Term
The writer includes some definition of key term to support the readers understanding this thesis easily. They are as follow:
1.Teaching is the action to organize something which has contact with learning, so created the situation than can motivate the students to study effectively.
2.Speaking is to express taught a loud using the voice or talk.
3.Game is activity in the classroom with rules a goal and element of fun.

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English Grammar - Quantifiers

2010-08-29T14:32:00.000-07:00

Ebook Panduan praktis bikin situs gratis | DOWNLOAD EBOOK GRATIS

2010-08-29T13:56:00.000-07:00

Ebook Panduan praktis bikin situs gratis | DOWNLOAD EBOOK GRATIS

Ebook Kumpulan Humor Gus Dur di Internet | DOWNLOAD EBOOK GRATIS

2010-08-29T03:04:00.000-07:00

Ebook Kumpulan Humor Gus Dur di Internet | DOWNLOAD EBOOK GRATIS

10 Common Expressions in English

2010-08-17T13:47:00.000-07:00

PRACTISE

2010-08-17T09:00:00.000-07:00

1. Arrange the following sentences into a good text.
1. They therefore breathe air but cannot survive on land.
2. Whales are sea-living mammals.
3. Some species are very large indeed and the blue whale is the largest animal to have lived on earth.
4. This is up to 30 cm in thickness and serves to conserve heat and body fluids.
5. The skin is smooth and shiny and beneath it lies a layer of fat (bubbler).
6. Superficially, the whale looks rather like a fish, but there are important differences in its external structure.

A. 2- 1- 3- 6- 5- 4
B. 2- 3- 1- 5- 4- 6
C. 2- 6- 3- 5- 6- 4
D. 3- 2- 6- 5- 1- 4

Fruits are a source of nourishing substances that keep us alive and healthy. For example, they contain many vitamins, especially vitamins A and C, and many minerals, such as calcium, potassium, and zinc. They also provide fiber for a healthy digestive system and carbohydrates that the body needs to make energy. They don’t have a lot of calories to make us fat.
People use fruits for many things. We make juices from them. We cook bread and pie with them. We make jams and jellies and sweets. We freeze them to eat later. We even make alcohol from fruit. Beer comes from grains, wine comes from grapes, and some brandies are made from plums, apricots, or other fruits.
But most of the time, we don’t do anything special with fruits. We eat them fresh, just as they are!
2. What is the text about?
A. Vitamins.
B. Energy.
C. Fruits.
D. Minerals.

3.What is the main idea of the second paragraph?
A. We make juice from fruits.
B. People use fruits for many things.
C. Some beer and brandies are made of fruits.
D. We freeze fruits to eat whenever we need later.

4.Which substance do we need to have a healthy digestive system?
A. Vitamins.
B. Calories.
C. Fiber.
D. Carbohydrate.

5.“ We freeze them to eat later.” ( par.2 )
The word” freeze” in the sentence is similar in meaning to … .
A. liquidate
B. ice up
C. preserve
D. cool

6.People can be fat because they eat a lot of … .
A. sweets
B. poultry
C. cereal
D. avocado

Dear Aunty,
I … 7 a two-year-old male cat. He is a stray we allow into the house but he loves the outdoors. There is this other big cat in the neighborhood who is rather …8 . My problem is … 9 a fight with the big cat, my cat returns home with bleeding scars. Sometimes I‘d wake up in the middle of the night to rescue him from a fight. Please tell …10 how to end this problem. I …11 want to give him away.

Julia

7
A. will have
B. am having
C. had
D. have

8
A. tame
B. fierce
C. big
D. nice

9
A. while
B. when
C. before
D. After

10
A. me
B. I
C. we
D. He

11
A. am not
B. didn’t
C. don’t
D. doesn’t

CAUTION
VOLCANIC FUMES ARE HAZARDOUS TO YOUR HEALTH AND CAN BE LIFE THREATENING
VISITORS WITH BREATHING AND HEART PROBLEMS PREGNANT WOMEN AND YOUNG CHILDREN SHOULD AVOID THIS AREA

12.What is the caution about?
A. The volcanoes and their effects.
B. The danger of volcanic fumes.
C. The women and their children’s health.
D. The pregnant visitors of the mountain.

13. Visitors with breathing problems are not allowed to visit the area because …
A. the fumes can make them difficult to breathe
B. the fumes can enter the human’s lung
C. it is very tiring to climb the volcano
D. certain people cannot breathe well

14 Where do you usually find such a caution?
A. At all public places with non domestic visitors
B. Any places visited by tourists.
C. On all the mountains with few visitors
D. At the volcanoes for tourist resorts

15 “…. are hazardous to your health ..”
What does the underlined word in the sentence mean?
A. Dreadful.
B. Dangerous.
C. Uneasy.
D. Serious.

Grammar - Giving Advice - SHOULD, OUGHT TO, HAD BETTER

2010-08-17T08:45:00.000-07:00

Speaking English - Expressing ability with CAN, COULD, BE ABLE TO

2010-08-17T07:25:00.000-07:00

TOEIC SAMPLE TEST PART 2

2010-08-11T07:31:00.000-07:00

It's Rainy - Kids + Children Learn English Songs

2010-08-10T10:20:00.000-07:00

GENRE..... semua jenis text akan saya share disini, semoga bermanfaat

2010-08-03T09:06:00.000-07:00

GENRE (KINDS OF TEXTS)
Genre much deals with kinds of texts. It has: • Communicative purpose/social function (tujuan komunikasi) • Generic structure/text organization (struktur teks) • Linguistic features (ciri-ciri kebahasaan) Berikut ini bentuk-bentuk genre dalam bahasa Inggris:
A. ANALYTICAL EXPOSITION (EKSPOSISI ANALITIS)
1. Ciri Umum: a. Tujuan Komunikatif (communicative purpose/social function):
The communicative purpose/social function of analytical exposition is to persuade the reader or listener that something is the case (Untuk membujuk, meyakinkan atau mempengaruhi pembaca atau pendengar bahwa sesuatu memang seperti itu. Kadang juga dikatakan bahwa analytical exposition dimaksudkan untuk mempengaruhi audience (pendengar atau pembaca) bahwa ada masalah yang tentunya perlu mendapat perhatian. b. Struktur Teks (generic structure): Pernyataan pendapat (Thesis)• Argumen (arguments), terdiri atas “point” yang dikemukakan dan• “elaboration”; Penguatan pernyataan (Reiteration)• (c) Ciri Kebahasaan (linguistic features): Menggunakan: General nouns, misalnya car, pollution, leaded petrol car, dsb.• Abstract nouns, misalnya policy, government, dsb.• Technical verbs, misalnya species of animals, dsb.• Relating verbs, misalnya It is important, dsb.• Action verbs, misalnya She must save, dsb.• Thinking verbs, misalnya Many people believe, dsb• Modal verbs, misalnya we must preserve, dsb.• Modal adverbs, misalnya certainly, we, dsb.• Connectives, misalnya firstly, secondly,dsb.• Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb.• kalimat pasif (passive voice)• 2. Contoh dan Struktur Teks: Cars should be banned in the city Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents. Firstly, cars, as we all know, contribute to most of the pollution in the world. Cars emit a deadly gas that causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them. Secondly, the city is very busy. (point) Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers. Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone. In conclusion, cars should be banned from the city for the reasons listed.
B. ANECDOTE (CERITA LUCU)
1. Ciri Umum: a. Tujuan Komunikatif Teks (communicative/social purpose): The communicative purpose of the text is to share with others an account of an unusual or amusing accident (menceritakan kejadian/peristiwa lucu berdasarkan khayalan atau peristiwa nyata yang bertujuan menghibur). b. Struktur Teks (generic structure): Abstract: menandai atau menunjukkan penceritaan kembali kejadian yang tidak biasa. Pengenalan (Orientation): menunjukkan kejadian-kejadian Krisis (crisis): Menjabarkan secara rinci kejadian yang tidak biasa tersebut. Tindakan (incident): Reaksi atau tanggapan terhadap krisis Koda (Coda): Refleksi atau evaluasi dari kejadian tersebut. Generic Structure/Text Organization ABSTACT ORIENTATION CRISIS REACTION CODA c. Ciri Kebahasaan (Linguistic Feature): Menggunakan: seruan/kata seru, pertanyaan retorik dan kata-kata seperti Listen to this! And do you know what? It’s awful, isn’t it? dsb. action verbs, misalnya go, write, dsb. conjunctions yang berhubungan dengan waktu, seperti then, afterwards, dsb. 2. Contoh dan Struktur Teks: Snake in the Bath Abstract How would you like to find a snake in your bath? A nasty one too! Orientation We had just moved into a new house, which had been empty for so long that everything was in a terrible mess. Anna and I decided we would clean the bath first, so we set to, and turned on the tap. Crisis Suddenly to my horror, a snake’s head appeared in the plug-hole. Then out slithered the rest of his long thin body. He twisted and turned on the slippery bottom of the bath, spitting and hissing at us. Reaction For an instant I stood there quite paralysed. Then I yelled for my husband, who luckily came running and killed the snake with the handle of a broom. Anna, who was only three at the time, was quite interested in the whole business. Indeed I had to pull her out of the way or she’d probably have leant over the bath to get a better look! Coda Ever since then I’ve always put the plug in firmly before running the bath water.
C. DESCRIPTION (DESKRIPSI)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To describe a particular person, place, or thing (Mendeskripsikan ciri-ciri seseorang, benda atau tempat tertentu). b. Struktur Teks (Generic Structure): • Identification: mengidentifikasi fenomena yang akan dideskripsikan • Description: mendeskripsikan bagian-bagian, kualitas, ciri-ciri subjek, perilaku umum, sifat-sifat. c. Ciri Kebahasaan (Linguistic Features): Terfokus pada participant tertentu: misalnya my house, my cat, the museum, dsb. Menggunakan: simple present tense. detailed noun phrase untuk memberikan informasi tentang subjek, misalnya It was a large open rowboat, a sweet young lady, dsb. berbagai macam adjectives, yang bersifat describing, numbering, classifying, misalnya, two strong legs, sharp white fangs, dsb. relating verbs untuk memberikan informasi tentang subjek, misalnya, My mum is realy cool, It has very thick fur, dsb. thinking verbs dan feeling verbs untuk mengungkapkan pandangan pribadi penulis tentang subjek, misalnya Police believe the suspect is armed, I think it is a clever animal, dsb. action verbs, misalnya Our new puppy bites our shoes, dsb. abverbials untuk memberikan informasi tambahan tentang perilaku tersebut, misalnya fast, at the tree house, dsb. bahasa figurative, seperti simile, metafor, misalnya John is white as chalk, sat tight,dsb 2. Contoh dan Struktur Teks: MacQuarie University Identification Macquarie University is one of the largest universities in Australia. This year, in 2004, it celebrates its 40th anniversary. Description The university is located at the North Ryde Greenbelt, Sydney, where the New South Wales government sets aside 135 hectares for the institution. In 1964, Macquarie area was a rural retreat on the city fringe, but today the campus and its surroundings have evolved beyond recognition. The North Ryde District has grown into a district of intensive occupation anchored by a vibrant and growing university. Blessed with a fortunate location and room to breathe, Macquarie can be proud of that careful planning that retains and enrich the university’s most attractive natural features. A pleasing balance between buildings and plating is evident across the campus. This emphasis on the importance of landscape has created images of Macquarie as a place that members of the university are most likely to pleasurably recollect. One of the highlights of the landscape is the Mars Creek zone. It comprises landscaped creek sides and valley floor, a grass amphitheatre, and artificial lake… surrounded by rocks and pebbles, native plants and eucalypts. Today, a railway station is under construction. In three years1 time, Macquarie will be the only university in Australia with a railway station on site. Macquarie is poised to be the most readily accessible in Sydney region by rail and motorway, yet retaining its beautiful site.
D. DISCUSSION (PEMBAHASAN)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To present at least two points of views about an issue (mengetengahkan suatu masalah (isu) yang ditinjau paling tidak dari 2 (dua) sudut pandang, sebelum sampai pada suatu kesimpulan atau rekomendasi. b. Struktur Teks (Generic Structure): Issue: Statement (pernyataan) dan preview Arguments for and agaist or statement of differing points of view (Pendapat yang mendukung dan pendapat yang menolak atau pernyataan dari sudut pandang yang berbeda). Terdiri atas: -Point (gagasan pokok) 1 - Elaboration (uraian) Bisa terdiri atas lebih dari satu point dan elaboration. Conclusion or recomendation (kesimpulan atau rekomendasi) c. Ciri Kebahasaan (Linguistic Features): Menggunakan: general nouns untuk menyatakan kategori, misalnya uniforms, alcohol, dsb, relating verbs untuk memberi informasi tentang isu yang didiskusikan, misalnya smoking is harmful, dsb. thinking verbs untuk mengungkapkan pandangan pribadi penulis, misalnya feel, believe, hope, dsb. additives, contrastives dan causal connectives untuk menghubungkan argumen, misalnya similarly, on the hand, however, dsb. detailed noun groups untuk memberikan informasi secara padu, misalnya the dumping of unwanted kittens, dsb. modalities, seperti perhaps, must, should, should have been, could be, dsb. adverbials of maner, misalnya deliberately, hopefully, dsb. 2. Contoh dan Struktur Teks: Issue Argument for Elaboration Argument against Elaboration Conclussion I have been wondering if homework is necessary. I think we should have homework because it helps us to learn and revise our work. Homework helps people who aren’t very smart to remember what they have learned. Homework is really good because it helps with our education. But, many times, doing homework is not a great idea. I think we shouldn’t have homework because I like to go out after school to a restaurant or the movies. Sometimes homework is boring and not important. I think homework is bad because I like to play and discuss things with my family.
E. EXPLANATION (PENJELASAN)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To explain the process invloved in the formation or workings of natural or sociocultural phenomena (menerangkan proses-proses yang terjadi dalam pembentukan atau kegiatan yang terkait dengan fenomena alam, dunia ilmiah, sosial-budaya, atau lainnya yang bertujuan menjelaskan). b. Struktur Teks (Generic Structure): A general statement to position the reader (pernyataan umum untuk memposisikan pembaca). A sequenced explanation of why or how something occurs (penjelasan yang berurutan tentang mengapa dan bagaimana sesuatu itu terjadi) Closing (Penutup) c. Ciri Kebahasaan (Languistic Features): Menggunakan general dan abstract nouns, misalnya word chopping, earthquakes; action verbs; simple present tense; passive voice; conjunctions of time dan cause; noun phrase, misalnya the large cloud; abstract nouns, misalnya the temperature; adverbial phrases; complex sentences; bahasa teknis; kalimat pasif 2. Contoh dan Struktur Teks: Making Paper from Woodchips General statement Woodchipping is a process used to obtain pulp and paper products from forest trees. The woodchipping process begins when the trees are cut down in a selected area of the forest called a coupe. Process explanation (sequenced) Next the tops and branches of the trees are cut out and then the logs are taken to the mill. At the mill the bark of the logs is removed and the logs are taken to a chipper which cuts them into small pieces called woodchips. The woodchips are then screened to remove dirt and other impurities. At this stage they are either exported in this form or changed into pulp by chemicals and heat. The pulp is then bleached and the water content is removed. Closing Finally the pulp is rolled out to make paper.
F. HORTATORY EXPOSITION (EKSPOSISI HORTATORI)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To persuade the reader or listener that something should be/shouldn’t be the case (Untuk membujuk, meyakinkan atau mempengaruhi pembaca atau pendengar bahwa sesuatu seharusnya/tdk seharusnya demikian b. Struktur Teks (Generic Structure): Thesis (pernyataan isu yang dipersoalkan) Arguments: berupa alasan mengapa ada keprihatinan, dan mengarah ke rekomendasi Recommendation: pernyataan tentang bagaimana seharusnya atau tidak seharusnya. c. Ciri Kebahasaan (Linguistic Feature): Terfokus ke pembicara / penulis yang mengangkat isu. Menggunakan: Abstract nouns, misalnya policy, government,dsb. Technical verbs, misalnya species of animals, dsb. Relating verbs, misalnya should be, doesn’t seem to have been,dsb. Action verbs, misalnya We must act, dsb. Thinking verbs, misalnya I believe, dsb Modal verbs, misalnya we must preserve, dsb Modal adverbs, misalnya certainly, wem dsb. Connectives, misalnya firstly, secondly, dsb Simple present tense Kalimat pasif Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb. 2. Contoh Teks In all the discussion over the removal of lead from petrol (and the atmosphere) there doesn’t seem to have been any mention of the difference between driving in the city and in 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 vehcle is the only way to get about. I feel that counrty 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.
G. NARRATIVE (NARATIF, DONGENG)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To ammuse, entertain, and to deal with actual or vicarious experience in different ways (Menghibur pendengar atau pembaca (yang bertalian dengan pengalaman nyata, khayal atau peristiwa pelik yang mengarah ke suatu krisis, yang pada akhirnya menemukan suatu penyelesaian)). b. Struktur Teks (Generic Structure): • Orientation: mengenalkan pengenalan tokoh, waktu, dan tempat • Complication: pengembangan konflik • Resolution: penyelesaian konflik • Reorientation: perubahan yang terjadi pada tokoh dan pelajaran yang dapat dipetik dari cerita. c. Ciri Kebahasaan (Linguistic Features): Menggunakan: nouns tertentu sebagai kata ganti orang, hewan dan benda tertentu dalam cerita, misalnya, stepsisters, housework, dsb. adjectives yang membentuk noun phrase, misalnya, long black hair, two red apples, dsb. time connectives dan conjunctions untuk mengurutkan kejadian-kejadian, misalnya then, before that, soon, dsb. adverbs dan adverbial phrases untuk menunjukkan lokasi kejadian atau peristiwa, misalnya here, in the mountain, happily ever after,dsb. action verbs dalam past tense; stayed, climbed, dsb. saying verbs yang menandai ucapan seperti: said, told, promised, dan thinking verbs yang menandai pikiran, persepsi atau perasaan tokoh dalam cerita, misalnya thought, understood, felt, dsb. Generic Structure/Text Organization Orientation Complication Resolution Reorientation 2. Contoh dan Struktur Teks: Snow White Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead. One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “what is your name?” Snow White said, “My name is Snow White.” Doc, one of the dwarfs, said, “If you wish, you may live here with us.” Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after. H. NEWS ITEM (BERITA)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To inform readers, listeners, or viewers about events of the day which are considered newsworthy or important (memberitakan kepada pembaca, pendengar atau penonton tentang peristiwa-peristiwa atau kejadian-kejadian yang dipandang penting atau layak diberitakan). b. Struktur Teks (Generic Structure): Newsworthy events: kejadian inti/menceritakan kejadian-kejadiannya dalam bentuk yang sangat singkat. Background events: menjelaskan apa yang terjadi, siapa yang terlibat, dalam situasi bagaimana. Sources: komentar saksi kejadian, pendapat para ahli c. Ciri Kebahasaan (Linguistic Features): Informasi singkat tertuang dalam headline Menggunakan action verbs Menggunakan saying verbs, misalnya say, tell, dsb. Menggunakan kata keterangan, misalnya badly injured, the most beautiful bride in the world Generic Structure/Text Organization Newsworthy event Background event Sources 2. Contoh dan Struktur Teks: Town ‘Contaminated Newsworthy event Moscow – A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10 sailors and contaminated an entire town. Background events Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine at the naval base of shkotovo – 22 near Vladivostock. The accident, which occurred 13 months before the Chernobyl disaster, spread radioactive fall-out over the base and nearby town, but was covered up by officials of the Soviet Union. Residents were told the explosion in the reactor of the Victor-class submarine during a refit had been a ‘thermal’ and not a nuclear explosion. And those involved in the clean up operation to remove more than 600 tones of contaminated material were sworn to secrecy. Source A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy.
I. PROCEDURE (PROSEDUR)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To describe how something is accomplished throught a sequence of actions or steps (Memberi petunjuk tentang cara melakukan sesuatu melalui serangkaian tindakan atau langkah). b. Struktur Teks (Generic Structure): Goal: tujuan kegiatan Materials: bahan-bahan Steps: langkah-langkah c. Ciri Kebahasaan (Linguistic Features): Menggunakan: pola kalimat imperative, misalnya, Cut, Don’t mix, dsb. action verbs, misalnya turn, put, don’t, mix, dsb. connectives untuk mengurutkan kegiatan, misalnya then, while, dsb. adverbials untuk menyatakan rinci waktu, tempat, cara yang akurat, misalnya for five minutes, 2 centimetres from the top, dsb. Generic Structure/Text Organization Goal: Biasanya judulnya Materials - Steps (berupa metode)
2. Contoh dan Struktur Teks: Goal How to Make a Cheese Omelet Materials: - Steps Ingredients 1 egg, 50 g cheese, ¼ cup milk, 3 tablespoons cooking oil, a pinch of salt and pepper - Utensils Frying pan, fork, spatula, cheese grater, bowl, plate - Method 1. Crack an egg into a bowl 2. Whisk the egg with a fork until it is smooth 3. Add milk and whisk well 4. Grate the cheese into the bowl and stir 5. Heat the oil in a frying pan 6. Pour the mixture into the frying pan 7. Turn the omelet with a spatula when it browns 8. Cook both sides 9. Place on a plate; season with salt and pepper 10. Eat while warm.
J. SPOOF (LAPORAN KEJADIAN ATAU PERISTIWA LUCU)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To retell an event with humorous twist (menceritakan kejadian, peristiwa aneh atau lucu berdasarkan kejadian atau peristiwa dalam kehidupan nyata yang bertujuan menghibur, yang biasa diakhiri dengan sesuatu yang tidak diharapkan (twist). b. Struktur Teks (Generic Structure): Orientation: memperkenalkan participants (tokoh), waktu, dan tempat Events: berisi kejadian/peristiwa/kegiatan 1, 2, 3, dst Twist: akhir yang tidak terduga atau lucu. c. Ciri Kebahasaan (Linguistic Features): Terfokus pada orang, binatang, benda tertentu; Menggunakan action verbs, misalnya eat, run; Menggunakan keterangan waktu dan tempat; Menggunakan past tense; Disusun sesuai dengan urutan kejadian. 2. Contoh dan Struktur Teks:
Generic Structure/Text Organization
Orientation
Event(s)
Twist
Penguin In The Park Orientation Once a man was walking in a park when he came across a penguin.
Event 1 He took him to a policeman and said, ‘ I have just found this penguin. What should I do?’ The policeman replied, ‘ take him to the zoo’.
Event 2 The next day the policeman saw the same man in the same park and the man was still carrying the penguin with him. The policeman was rather surprised and walked up to the man and asked, ‘Why are you still carrying that penguin about? Didn’t you take it to the zoo? ‘ ‘I certainly did,’ replied the man.
Twist ‘and it was a great idea because he really enjoyed it, so today I’m taking him to the moviest!
K. REVIEW (ULASAN ATAU TINJAUAN)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To critique an art work, event for a public audience. Such works of art include movies, TV shows, books, plays, operas, recordings, exhibitions, concerts, and ballets (melakukan kritik terhadap peristiwa atau karya seni untuk pembaca atau pendengar halayak ramai, misalnya acara TV, buku, drama, film, opera, konser, dan lain sebagainya) b. Struktur Teks (Generic Structures): Orientation: menempatkan suatu karya dalam konteks umum dan khusus, seringkali dengan membandingkannya dengan yang lain. Interpretative recount: merangkum plot dan/atau memberikan penjelasan tentang bagaimana suatu karya ditinjau. Evaluation: memberikan penilaian atau evaluasi dari suatu karya dan/atau kinerjanya atau produknya Evaluative Summation: berupa rangkuman pandangan si peninjau. c. Ciri Kebahasaan (Linguistic Features): Terfokus pada partisipan tertentu; Menggunakan: adjectives menunjukkan sikap, seperti bad, good; klausa panjang dan kompleks; metafor. Generic Structure/Text Organization Orientation: menempatkan suatu karya dalam konteks umum dan khusus, seringkali dengan membandingkannya dengan yang lain. Interpretative recount: merangkum plot dan/atau memberikan penjelasan tentang bagaimana suatu karya ditinjau Evaluation: memberikan penilaian atau evaluasi dari suatu karya dan/atau kinerjanya atau produknya Evaluative summation: berupa rangkuman pandangan si peninjau 2. Contoh dan Struktur Teks: Harry Potter: Order of the Phoenix I absolutely love the Harry Potter series, and all of the books will always hold a special place in my heart. I have to say that of all of the books, however, this was not my favorite. When the series began it was as much of a "feel good" experience as a huge mug of hot cocoa. The stories were bright, fast-paced, intriguing, and ultimately satisfying. Order of the Phoenix is a different kind of book. In some instances this works...you feel a whole new level of intensity and excitement by the time you get to the end. I was truly moved by the last page. Other times the book just has a slightly dreary, depressing feel. The galloping pace of the other books has slowed to a trot here, and parts of it do seem long, as if we're reading all about Harry "just hanging out" instead of having his usual adventures. Reading in detail about Harry cleaning up an old house, for example - housekeeping is still housekeeping, magical or no, and I'm not very interested in doing it or reading about other people doing it. A few other changes in this book - the "real" world comes much more in to play rather than the fantasy universe of the previous books, and Harry has apparently been taken off his meds. I know that he had a lot to be grumpy in this book, especially with being a teenager and all, but the sudden change in his character seemed too drastic. He goes from being a warm-hearted, considerate person to someone who will bite his best friend's heads off over nothing. It just seemed like it didn't fit with his character, like he turned into a walking cliché of the "angry teen" overnight. The "real" story seemed to happen in the last 1/3 of the book, and this part I loved. I actually liked the ending (and yes, I cried!) as sad as it was. It packed a punch and it made me care about the story even more. Still a really good book, with some editing it would have been great.
L. REPORT (LAPORAN HASIL PENGAMATAN)
1. Ciri Umum: a. Tujuan Komunikatif Teks (Communicative Purpose): To describe the way things are, with reference to a range of natural, man-made, and social phenomena in our environment (menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala-gejala sosial. Deskripsi sebuah teks report dapat berupa simpulan umum, misalnya, ikan paus termasuk binatang mamalia karena ikan tersebut melahirkan anaknya. Untuk membuat laporan semacam ini, siswa perlu mengamati dan membandingkan ikan paus dengan binatang lainnya yang memiliki ciri-ciri yang sama). b. Struktur Teks (Generic Structure): General classification: pernyataan umum yang menerangkan subjek laporan, keterangan, dan klasifikasinya Description: menceritakan fenomena apa yang sedang didiskusikan; berkaitan dengan parts, qualities, habits or behaviors. c. Ciri Kebahasaan (Linguistic Features): Menggunakan: general nouns, seperti ‘Reptiles in Comodo Island’, dsb. relating verbs untuk menjelaskan ciri, misalnya reptiles are scaly animals (ciri ini berlaku untuk semua reptilia), dsb. action verbs dalam mejelaskan perilaku, misalnya lizards cannot fly, dsb. present tense untuk menyatakan suatu yang umum, misalnya Komodo dragons usually weight more than 160 kg, dsb. istilah teknis, misalnya water contains oxygen and hydrogen, dsb. paragraf dengan topik sentence untuk menyusun sejumlah informasi. Tidak bersifat promotif Terdapat dalam ensiklopedia 2. Contoh dan Struktur Teks: THE PELICAN REPORT General classification The white pelican is one of the most successful fish-eating birds. Description The success is largely due to its command hunting behaviour. A group, perhaps two dozen birds, will gather in a curved arc some distance offshore. The birds then begin to move forward towards the shore, beating the water furiously with their wings, driving the fish before them. When the water is shallow enough for the birds to reach the fish, the formation breaks up as each bird dips its bill into the water to scoop up its meal. As the bird lifts its head, the water drains from its bill leaving the fish which are then swallowed. Pelicans are among the oldest group of birds, Fossils of this genus have been found dating back 40 million years.
M. RECOUNT (LAPORAN PERISTIWA, KEJADIAN ATAU KEGIATAN MASA LAMPAU)
1. Ciri Umum a. Tujuan Komunikatif Teks (Communicative Purpose): To retell events for the purpose of informing or entertaining (melaporkan peristiwa, kejadian atau kegiatan dengan tujuan memberitakan atau menghibur). b. Struktur Teks (Generic Structure): Orientation: memberikan informasi tentang siapa, di mana dan kapan Events: rekaman peristiwa, kejadian atau kegiatan yang terjadi, yang biasanya disampaikan dalam urutan kronologis Reorientation: pengenalan ulang yang merangkum rentetan peristiwa, kejadian atau kegiatan. c. Ciri Kebahasaan (Linguistic Features): Menggunakan: nouns dan pronouns sebagai kata ganti orang, hewan atau benda yang terlibat, misalnya David, the monkey, we dsb. action verbs atau kata kerja tindakan, misalnya go, sleep, run dsb. past tense, misalnya We went to the zoo; She was happy dsb. conjunctions dan time connectives yang mengurutkan peristiwa, kejadian atau kegiatan, misalnya and, but, then, after that, dsb. adverbs dan adverb phrases untuk mengungkap tempat, waktu dan cara, misalnya yesterday, at my house, slowly dsb. adjectives untuk menerangkan nouns, misalnya beautiful, funny, dsb. Generic Structure/Text Organization Orientation: menunjukkan setting (tempat) dan memperkenalkan tokoh. Event 1 Event 2 Event 3 ... dst. Reorientation: Penutup ataupun penekanan kembali Events: menceritakan apa yang terjadi secara berurutan. 2. Contoh dan Struktur Teks:
Our trip to the Blue Mountain On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big garden with lots of colourful flowers and a tennis court. On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower. In the afternoon, we went home

2010-07-31T09:01:00.000-07:00

Procedure
Procedures help/tell us to do a task or make something. They can be a set of instructions or directions e.g. step by step method to germinate seeds. The text below is an example of a procedure. The labels show the structure and language features of procedure text.
Procedures begin by outlining an aim or goal.
Sometimes there is a list of the materials and equipment needed.
The steps are then listed in order.
Writing procedures
When writing procedures you should:
• use present tense e.g. spray
• include technical terms when you need to e.g. friable
• use words that tell the reader how, when and where to perform the task e.g. fill, firmly.
Teks procedure adalah teks yang menyampaikan tentang tata cara melakukan sesuatu. Cara penulisannya pada umumnya dalam bentuk poin per poin.
Struktur dari teks procedure, yaitu:
1. Tujuan kegiatan
2. Bahan-bahan
3. Langkah-langkah

Example of procedure
How to Make Orange Tea
Ingredients: 1 orange, sweet tea, soda drink (use uncoloured soda), and ice.
Utensils: Jug, knife, spoon, and drinking glass.
Method:
1. Cut the orange into circle shapes, try to cut it thinly.
2. Put the cut orange and ice into jug.
3. Pour the soda drink into the jug.
4. Add the already prepared sweet tea.
5. Stir the ingredients in the jug well.
6. After pouring the orange tea in a glass, you can decorate the brim of the glass with left over orange pieces.

2010-07-31T08:33:00.001-07:00

Recount
Recount adalah teks yang menyampaikan serentetan peristiwa/ kejadian /pengalaman yang terjadi pada waktu lampau. Kadangkala recount juga bermaksud untuk menghibur pembaca.
Generic structure:
Orientation - event (s) - reorientation.
Maksud dari event (s) adalah bahwa even yang terjadi bisa lebih dari satu, sedangkan Reorientation adalah optional (boleh ada boleh tidak).
Tenses yang digunakan selalu Past Tense. Kenapa? Tentu saja karena recount mencerikan peristiwa yang terjadi di masa lampau. Sudah jelaskan?.
Namun tidak semua peristiwa yang terjadi pada masa lampau adalah recount. Coba simak artike
Language features Recounts are written in the past tense.:
They can be written in the first or the third person
1st person It is happening to the person writing the recount i.e. I went to the park.
3rd person. An observer is telling it. Tom went to the park, there he saw a pond.
The connectives in a recount are often: Next, then, after that.
Recounts focus on what an individual or a group of people were doing.
The following are examples of recounts.
Example of recount
A Tour to the Botanic Gardens
On Thursday 24 April, Year Eight students went to the Botanic Gardens. We walked down and got into the bus.
After we arrived at the gardens, we walked down to the Education Centre. We went to have a look around. First we went to the Orchid Farm and Mrs. Rita read us some of the information. Then we looked at all the lovely plants. After that we went down to a little spot in the Botanic Gardens and had morning tea.

2010-07-31T06:59:00.000-07:00

TENSES
16
BENTUK – BENTUK WAKTU
A. PRESENT TENSE
1. Simple Present Tense
2. Present Continuous Tense
3. Present Perfect Tense
4. Present Prefect Continuous Tense
B. PAST TENSE
1. Simple Past Tense
2. Past Continuous Tense
3. Past Perfect Tense
4. Past Perfect Continuous Tense
1. C. FUTURE TENSE
1. Simple Future Tense
2. Future Tense Continuous Tense
3. Future Perfect Tense
4. Future Perfect Continuous Tense
D. PAST FUTURE TENSE
1. Simple Past Future Tense
2. Fast Future Continuous Tense
3. Past Future Tense
4. Past Future Continuous Tense
1. SIMPLE PRESENT
Penggunaan :
1. Menyatakan suatu kebiasaan (habitual action) atau kegiatan yang terjadi berulang – ulang dan terus menerus.
2. Menyatakan kebenaran umum (General Truth)
Rumus :
(+) S + V1 + es/s + Object
(- ) S + do/does + not + V1 + Object
(? ) do/does + s + V1 + Object?
Contoh :
1. My sister lives in Kuningan
Kakak saya tinggal di Kuningan
1. The sun rises in the east
Matahari terbit di sebelah timur
1. The earth revolves around the sun
Bumi berputar mengelilingan matahari
1. The sky is blue
Langit itu biru
1. I usually eat lunch at the cafeteria
Saya biasanya makan siang di kantin itu
2. PRESENT CONTINUOUS TENSE
Penggunaan :
untuk menyatakan suatu kegiatan yang sedang berlangsung (now) atau sekitar waktu pembicaraan (around the time speaking).
Rumus :
( + ) s + is/am/are + V1 + V – ing
( - ) s + is/am/are + not + V1 + v – ing
( ? ) is/am/are + s + V1 + V – ing
Contoh :
1. Ratu is eating dinner now
Ratu sedang makan malam sekarang
1. You are playing football now
Kamu sedang bermain sepak bola sekarang
1. Dedy is swimming right now
Dedy sedang berenang sekarang
1. The baby is sleeping
Bayi itu sedang tidur
1. We are eating dinner at seven o’clock now
Kami sedang makan malam pada pukul 7 sekarang
3. PRESENT PERFECT TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan, pristiwa kejadian yang terjadi pada waktu lampau dan masih ada hubungannya dengan sekarang atau untuk menunjukan suatu pristiwa yang selesai pada waktu yang singkat (baru selesai).
Rumus :
( + ) s + have/has + V3 + Object
( – ) s + have/has + not + V3 + Object
( ? ) have/has + s + V3 + Object ?
Contoh :
1. Jim has eaten lunch
Jim telah makan siang
1. They have know each other for along time
Mereka telah saling mengenal telah lama
1. I have finished my work
Saya telah menyelesaikan pekerjaan saya
1. They have swum at river
Mereka berenang di sungai
1. We have met her twice
Kami sudah bertemu dia dua kali
4. PRESENT PREFECT CONTINUOUS TENSE
Penggunaan :
untuk menyatakan suatu kegiatan yang dimulai pada waktu lampau dan sekarang masih berlangsung dan ada kemungkinan masih akan berlangsung
Rumus :
( + ) s + have/has + ben + V1 + V – ing
( – ) s + have/has + not + been + V1 + V – ing
( ? ) have/has + s + V1 + V – ing ?
Contoh :
1. He has been staying in hospital since his accident
Dia sudah sedang tinggal di rumah sakit sejak kemaren
1. I have been sitting in class since 9 o’clock
Aku sudah sedang duduk di kelas sejak pukul 9
1. I have been living here for two years
Saya sudah sedang tinggal disini selama 2 tahun
1. Adam has been sleeping for two hours
Adam sudah sedang tidur selama 2 jam
1. Rita has been talking to Josh on the phone for twenty minutes
Rita sudah sedang berrbicara kepada Josh di telephon selama 20 menit
5.SIMPLE PAST TENSE
Penggunaan :
Untuk menyatakan suatu kegiatan yang terjadi pada suatu titik waktu lampau
Rumus :
( + ) s + V2 + Object
( – ) s + did + not + V1 + Object
( ? ) did + s + V1 + Object?
Contoh :
1. Setiawan went to spain last year
Setiawan pergi ke Spanyol tahun lalu
1. Maria did her work last night
Maria mengerjakan PR-nya tadi malam
1. Bob stayed home yesterday morning
Bob tinggal di rumah kemaren pagi
1. Mary walked downtown yesterday
Mary berjalan ke kota kemaren
1. I ate breakfast this morning
Saya sarapan pagi tadi
6.PAST CONTINUOUS TENSE
Penggunaan :
Untuk menyatakan suatu kegiatan yang sedang berlangsung di waktu lampau saat kegiatan lain terjadi/menyela.
Rumus :
( + ) s + was/were + V1 + V – ing
( – ) s + was/were + not + V1 + v – ing
( ? ) was/were + s + V1 + V – ing ?
Contoh :
1. I was reading book when father watched TV
Saya sedang membaca buku ketika ayah sedang menonton TV
1. Linda was practicing dancing when I called her
Linda sedang praktek menari ketika saya memanggilnya
1. The phone rang while I was sleeping
Telepon itu berbunyi ketika saya sedang tidur
1. Fini was watching television while I was coming
Fini menonton televise ketika saya datang
1. When you were waiting me I sent the letter
Ketika kau sedang menunggu aku, aku mengirim surat
7.PAST PERFECT TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan pristiwa yang secara selesai dilakukan pada waktu lampau atau menerangkan suatu pristiwa yang lebih dahulu terjadi di antara dua yang dibicarakan.
Rumus :
( + ) has + had + v3
( – ) s + had + not + V3
( ? ) had + not
Contoh :
1. Susi had eaten when we called at to her house
Susi sudah makan ketika kami singgah dirumahnya
1. He had left for, Singapore to see his parents
Dia telah pergi ke Singapura untuk menjenguk saudaranya
1. They had gone when she called me
Mereka sudah pergi ketika dia memanggilku
1. You had slept when I come last night
Kamu sudah tidur ketika saya dating tadi malam
1. I had been at School when you went to solo
Aku sudah berada di sekolah ketika kau pergi ke solo
8.PAST PERFECT CONTINUOUS TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau pristiwa yang sudah di mulai pada waktu lampau dan masih berlangsung pada waktu lampau pula
Rumus :
( + ) s + had + been + V1 + V – ing
( – ) s + had + not + been + V1 + V – ing
( ? ) had + s + been + V1 + V – ing ?
Contoh :
1. They had been singing when we studied dancing
Mereka sedang menyanyi ketika kami belajar menari
1. He had been reading the book when they arrived
Dia sedang membaca buku ketika mereka tiba
1. We had been cleaning the class when our teacher come
Kami sedang membersihkan kelas ketika guru kami datang
1. Rudi had been writing the lesson when I met him
Rudi sedang menulis pelajaran ketika saya menemuinya
1. You went to the market When she had been cooking rice
Kamu telah pergi kepasar ketika dia sedang memasak nasi
9.SIMPLE FUTURE TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau pristiwa yang akan dilakukan pada waktu yang akan dating.
Rumus :
( + ) s + shall/will + V1
( – ) s + shall/will + not + V1
( ? ) shall/will + s + V1
Contoh :
1. I shall go to Surabaya tomorrow
Saya akan sedang pergi ke Surabaya
1. We shall learn English next week
Kami akan belajar baha Inggris minggu depan
1. Ani will be here next month
Ani akan kemari bulan depan
1. They will help me
Mereka akan bantu saya
1. You will give us a book
Kamu akan member sebuah buku
10. FUTURE CONTINUOUS TENSE
Penggunaan :
untuk menyatakan suatu perbuatan atau pristiwa yang akan sedang terjadi pada waktu yang akan dating.
Rumus :
( + ) s + shall/will + be + V1 + v – ing
( – ) s + shall/will + not + be + V1 + V – ing
( ? ) shall/will + s + be + V1 + V – ing
Contoh :
1. I shall studying if you come to night
Saya akan belajar jika kamu dating nanti malam
1. We shall he coming to you house tomorrow
Kami akan dating kerumahmu besok
1. She will be going to Medan tomorrow
Dia akan pergi ke Medan besok pagi
1. They will Playing football next week
Mereka akan bermain sepak bola minggu depan
1. Rudi will be arriving from Jakarta to night
Rudi akan tiba dari Jakarta besok malam
11. FUTURE PERFECT TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau pristiwa yang sudah dimulai pada waktu lampau dan segera selesai pada waktu yang akan dating.
Rumus :
( + ) s + shall/will + have + V3
( – ) s + shall/will + not + have + V3
( ? ) shall/will + s + have + V3
Contoh :
1. They will have finished their work by Monday
Mereka sudah menyelesaikan pekerjaan mereka menjelang hari senin
1. We shall have met him by next month
Kami sudah menemuinya m,enjelang bulan depan
1. I shall have gone there by next week
Saya sudah pergi kesana menjelang bulan depan
1. My father will have given a new book
Ayah sudah member saya sebuah buku baru
1. Reny will have been at market
Reny sudah berada di pasar
12. FUTURE PERFECT CONTINUOUS TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau peristiwa yang sudah ada pada waktu lampau tetapi masih ada kemungkinan untuk dillanjutkan pada waktu yang akan dating.
Rumus :
( + ) s + shall/will + have + been + V1 + V – ing
( – ) s + shall/will + have + been + V1 + V – ing
( ? ) shall/will + s + have + been + V1 + V – ing
Contoh :
1. She will have been working in the office for five years by the end of the year
Dia akan sudah sedang bekerja di kantor itu selama lima tahun menjelang akhir tahun ini
1. I shall have been studying here five months by the end of the march
Aku akan sudah sedang belajar disini selama lima tahun menjelang bulan maret
13. He will have been teaching at SMA for six years
Dia akan sudah sedang mengajar di SMA selama 6 tahun
1. Tuti will have been staying in my house two weeks by the of this year
Tuti akan sudah sedang tinggal di rumahku dua minggu menjelang akhir tahun ini
1. PAST FUTURE TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau pristiwa yang akan dating dilakukan pada waktu lampau.
Rumus :
( + ) s + should/would + V1
( – ) s + should/would + not + V1
( ? ) should/would + s + V1
Contoh :
1. You would give us book the week before
Kamu akan member kami buku minggu sebelumnya
1. We should visit him the day before
Kami akan mengunjunginya kemaren dulu
1. They would meet for discussing the day before
Mereka akan bertemu untuk berdiskusi kemaren dulu
1. I should help him the week before
Saya akan membantu dia minggu sebelumnya
1. She would come to my house the next day
Dia akan dating kerumahku keesokan harinya.
14. PAST FUTURE CONTONUOUS TENSE
Penggunaan :
Untuk menyatakan suatu perbuatan atau pristiwa yang akan sedang terjadi waktu lampau.
Rumus :
( + ) s + should/would + be + V1 + V – ing
( – ) s + should/would + not + be + V1 + V – ing
( ? ) should/would + s + be + V1 + V – ing
Contoh :
1. I should be meeting here at five yesterday
Aku akan datang menemuinya pada jam 5 kemarin
1. They woul be playing pingpong
Mereka akan sedang bermain pimpong
1. My father would be teaching me at seven last night
Ayahku akan sedang mengajariku jam tujuh tadi malam
1. He would be giving me a dictionary
Dia akan sedang memberiku sebuah kamus
1. We should be helping them on Sunday last week
Kami akan sedang membantu mereka dari minggu – minggu yang lalu
15. PAST FUTURE PERFECT TENSE
penggunaan :
untuk menyatakan suatu perbuatan peristiwa yang akan datang sudah pada waktu lampau pengandaian yang tidak mungkin terjadi karena syratnya sudah pasti tidak terpenuhi.
Rumus :
( + ) s + should/would + have + V3
( – ) s + should/would + not + have + V3
( ? ) s +should/would + s + have + V3
Contoh :
1. She would have been success if he had worket hard
Dia akan sudah berhasil jika dia telah berkerja keras
1. You would have worked if you had met me
Kau akan sedang berkerja kalau kau sudah menemuiku
1. She would have halped me if she hat not me you
Dia akan sudah membantu saya kalau dia belum menemuiku
1. We should have won it if we had played better
Kita akan sudah memenangkannya kalau kita bermain lebih baik
1. I should have come there if you had asked me
Saya akan sudah disana jika kau sudah memintaku
16. PAST FUTURE PERFECT CONTINOUS TENSE
Pengunaan :
Untuk menyatakan suatu perbuatan peristiwa yang akan sudah seadang berlangsung pada
waktu lampau.
Rumus :
( + ) s + should/would + have + been + V1 + V – ing
( – ) s + should/would + not + been + V1 + V – ing
( ? ) should/would + s + have + been + V1 + V – ing
Contoh :
1. I should have been working there for two years by the end of this year
Saya akan sudah sedang berkerja disana selama dua tahun menjelang akhir tahun
1. She would have been studying german for five months by the end of this year
Dia akan sudah belajar bahasa jarman selama lima bulan maret tahun lalu
1. He would have been staying here for there months by june last year
Dia akan sudah tinggal disini selama tiga tahun menjelang bulan maret tahun lalu
1. They would have been coming here for two months by last Christmas
Mereka akan sudah sedang datang kesini selama dua bulan menjelang natal yang lalu.
1. Mr. Jhon would have been teaching englise for threre months by the end of this months
Tuan jhon akan sudah sedang mengajar bahasa inggris selama tiga tahun menjelang akhir bulan ini.

1.PRESENT TENSE
Present Tense is used to talk about something in general. And it is also used to talk
about something which is happened repeatedly or habitually activities.
e.g. + The earth goes round the sun
- The earth doesn’t go round the sun
? Does the earth go round the sun ?
+ I get up at 8 o’clock every morning
- I don’t get up at 8 o’clock every morning
? Do you get up at 8 o’clock very morning?
The pattern :
S + Verb 1 (s/es)…………………………………… Everyday/today
S + don’t/doesn’t + Verb 1…………………… ……Everyday/today
Do/Does + S + Verb 1………………………………Everyday/today?
QW + Do/does + S + Verb 1…………………….…Everyday/today?
We use the present simple when we say how often we do things:
e.g. How often do you go to the dentist ?
Mary doesn’t often drink tea

2.PRESENT CONTINUOUS TENSE
We use The Present Continuous Tense when we talk about something which is
happening at the time of speaking.
Example :Please don’t make so much noise. I’m studying.
We also use The Present Continuous Tense when we talk about something
which is happening around the time of speaking, but not necessarily exactly at
the time of speaking.
Example : Silvia is learning English at the moment.
We often use the Present Continuous when we talk about a period around the
present.
Example :You’re working hard today. Yes, I have a lot of to do
We use the present continuous when we talk about the changing situation.
Example : The population without jobs is increasing very fast.
. THE ADVERBS OF TIME USED
The adverbs of time used in Present Continuous tense are “NOW, RIGHT NOW,
TOMORROW,ETC
THE PATTERN OF PRESENT CONTINOUS TENSE
The patterns of Present continuous tense consist of :
Positive Pattern
S + am/is/are + Verb 4…………………………………………….Now
S + sedang + 4……………………………………..sekarang
Examples :
1. I am studying English now.
2. We are going to Jakarta tomorrow (akan)
3. You are singing now.
4. He is making a cake now.
5. she is sewing a shirt now.
6. They are playing football in the field now.
7. Tom and Ani are doing their homework tomorrow.
8. The students are doing sport now.
The Negative Pattern
S + am/is/are + Not + Verb 4…………………………………… Now
S + tidak sedang + 4…………………………………….sekarang
Example :
1. I am not studying now
2. He is not sleeping now
3. My father is not watching television now.
4. we aren’t going to Jakarta Tomorrow.
The Interrogative Pattern
Am/Is/Are + S + Verb 4…………………………………………..Now?
Apakah + S + sedang + 4…………………………sekarang ?
Examples :
1. Are you studying English now ? Yes, I am/ No, I am not
2. Is he eating fried rice now? Yes, he is/ No, he isn’t
3. Is your father working in the office now? Yes, He is/No, He isn’t
Qusetion-word Pattern
QW + Am/Is/Are + S + Verb 4…………………………………...Now?
QW + yang + S + 4……………………………………..sekarang?
Examples :
1. what are you doing now ? studying
2. Where is he studying English now ? at school

3.PRESENT PERFECT TENSE
We often use the present perfect Tense to give new information or to announce
recent happening:
e.g. Do you know about Mary ? She’s gone to Jakarta.
We can use the Present Perfect Tense with already to say that something has
happened sooner than expected :
e.g. Don’t forget to post this letter, will you? I’ve already posted it.
We can use the Present Perfect Tense with just (= a short time ago)
e.g. Would you like something to eat? ‘No, thanks. I’ve just had lunch’.
We talk about a period of time that continuous up to the present, we use the
present perfect.
e.g. Dave: Have you travelled a lot, Nora?
Nora: Yes, I have been to 47 different countries.
We often use ever and never with the present perfect:
e.g. have you ever eaten caviar?
We have never had a car.
We have to use present perfect Tense with This is the first time…, It the first
time…
e.g. This is the first time he has driven a car. (not drives)
We often use the present perfect with yet. Yet shows that the speaker is expecting
something to happen. Use yet only in questions and negative sentences: e.g. Has it
stopped raining yet ? (not ‘did it stop’).
The pattern:
S + have/has + verb 3……………………….etc
S + haven’t/hasn’t + Verb 3…………….….etc
Have/has + S + verb 3………………….. ….etc?
QW + have/has + S + verb 3………………..etc?

4.PRESENT PERFECT CONTINUOUS TENSE
S + have/has + been + verb 4…………etc S + haven’t/hasn’t + been + verb 4……etc Have/has + S + been + verb 4……….etc ? QW + have/has + S + been + verb 4…etc ?
Example :
-Pelajar pelajartengah menyanyi sejak pagi ini
+ The students have been singing since this morning
- The students haven’t been singing since this morning
? Have the students been singing since this morning ?
Translate these sentences into English !
1. Hari sudah hujan selama dua jam
2. Berapa lama kamu sudah belajar bahasa inggris ?
3. Saya sudah menonton acara TV tersebut sejak dua jam
4. Dia (pr) sudah bermain tenis sejak dia berumur 8 tahun
5. Berapa lama kamu suah merokok ?
6. Mereka sudah bermain PS selama tiga jam

5.PAST TENSE
The Use of Simple Past Tense
We use the past simple to talk about actions or situations in the past.
The Adverbs of time used
The adverbs of time used in this tense are Yesterday, last….., a week ago, this morning , last night, yesterday morning, yester week, yester month, yesteryear, etc.
. The Patterns of Simple Past Tense
The Positive Pattern
S + Verb 2…………………………………………………… Yesterday
2. Examples :
1. John saw a crocodile in the river yesterday.
2. We studied English here last week.
3. They played football in the field yesteryear
3. 2.3.2. The Negative Pattern
4. S + didn’t + Verb 1…………………………………… ……..Yesterday
5. S + tidak + 1…………………………………kemarin
6. Examples :
1. John didn’t see a crocodile in the river yesterday.
2. We didn’t study here last week.
3. They didn’t play football in the field yesteryear.
7. 2.3.3. The Interrogative Pattern
8. Did + S + Verb 1……………………………………………..Yesterday?
Apakah + S + 1…………………………………………kemarin?
Examples:
1. Did John see a crocodile in the river yesterday ? Yes, he did/No, he didn’t
2. Did you study here last week ? Yes, we did/ No, we didn’t
9. 3. Did they play football in the field yesteryear? Yes, they did/No, they
10. didn’t
2.3.4. The Question-word Pattern
QW + did + S + Verb 1……………………………….………Yesterday?
11. Qw + yang + S + 1…………………………………….?
Examples:
1. What did John see in the river yesterday ? a crocodile
2. When did John see a crocodile in the river? yesterday
12. QW + Verb 2……………………………….………Yesterday? S + did
13. QW + 2……………………………..?
14. Examples :
1. Who saw a crocodile in the river yesterday ? John did
2. What grew in the rice-field last year? A coconut tree did
15. EXERCISE I : Translate these sentences into English !
16. 1. Kami menjual mobil kami kemarin
2. Apakah kamu pergi ke luar tadi malam ?
3. Dia tidak datang ke pesta itu minggu lalu
4. Apakah kamu tidur nyenyak tadi malam ?
5. Kami menjual rumah kami di Jakarta tahun lalu.
6. Manajer pemasaran tersebut melakukan penelitian minggu lalu.
7. Apakah perusahaan anda menjual kursi tahun lalu ? Ya.
8. Kapan anda menjalankan usaha anda di Jakarta ? tahun lalu
9. Siapa yang membuat kue itu kemarin ? ibu saya.
10. Apa yang jatuh di jalan kemarin ? Tas saya.
6.PAST CONTINUOUS TENSE
We use past continuous Tense to say that someone was in the middle of doing
something at a certain time. The action or situation had already started before this
time but hadn’t finished:
This time last year I was living in Brazil
We often use the past continuous Tense and the past simple together to say that
something happened in the middle of something else:
When I was working in the garden, I hurt my back.
The pattern :
S + was/were + verb 4………………….When + s + Verb 2…….……
S + was/were + not + Verb 4…………….When + s + Verb 2…………
Was/were + S + verb 4…………………. When + s + Verb 2 ……. ….?
QW + was/were + S + verb 4……………When + s + Verb 2…………?
e.g. + She was cooking rice when Tom came yesterday
- She wasn’t cooking rice when Tom came yesterday
? Was she cooking rice when Tom came yesterday ?

7.PAST PERFECT TENSE
We use the Past perfect to say that something had already happened before this
time :
Example :
- When I arrived at the party, Tom had already gone home
- When I got home, I found that someone had broken into my flat and had
stolen my fur coat.
- George didn’t want to come to the cinema with us because he had already
seen the film twice.
- It was my first time in an aeroplane. I was very nervous because I hadn’t
flown before.
The pattern:
S + had + verb 3…………when/before S + V2
S + hadn’t + Verb 3……… when/before S + V2
Had + S + verb 3………… when/before S + V2 ?
QW + had + S + verb 3……… when/before S + V2 ?
Translate these sentences into English !
1. Rumah itu sangat sunyi ketika saya tiba. Semua orang sudah pergi tidur.
2. Saya merasa sangat lelah ketika saya pulang, jadi saya langsung pergi tidur
3. Saya tidak lapar, saya baru saja makan siang.
4. To tidak bearada di rumah ketika saya tiba. Dia baru saja keluar.

8.PAST PERFECT CONTINUOUS TENSE
S + had been + verb 4…………when S + V2
S + hadn’t been + Verb 4……… when S + V2
Had + S + been + verb 4………… when S + V2 ?
QW + had + S + been + verb 4……… when S + V2 ?
Example :
-Merekatengah mengerjakan PR ketika saya datang kemarin
+ They had been doing the homework when I came yesterday
- They hadn’t been doing the homework when I came yesterday
? Had they been doing the homework when I came yesterday ?
Translate these sentences into English !
1. Mereka sudah bermain bola selama satu jam ketika ada petir yang
menakutkan
2. Ken sudah merokok selama 30 tahun ketika akhirnya dia berhenti
3. Orkestra itu sudah bermain selama sepuluh menit ketika seorang laki laki
4. Mereka sudah tidur selama 6 jam ketika kebakaran itu terjadi
9.PRESENT FUTURE TENSE
We often use will in this situation:
Offering to do something:
e.g. That bag looks heavy. I’ll help with it.
Agreeing and refusing to do something:
e.g. I’ve asked john to help me but he won’t
Promising to do something.
e.g. I will come to your house tonight. I promise.
Asking someone to do something.
Will you close the window, please!
The pattern :
S + will/shall + Verb 1…………………………………… Tomorrow
S + won’t/shan’t + Verb 1…………………… ………… Tomorrow
Will/Shall + S + Verb 1………………………………….. Tomorrow?
QW + will/shall + S + Verb 1…………………….………Tomorrow?
We often use will to be going to when we say what we have already decided to do,
what we intend to do in the future.
e.g. A:There’s a film on television tonight .Are you going to watch it?
B: No, I am too tired. I am going to have an early night.
The pattern :
S + am/is/are + going to + Verb 1……………………………………
S +am/is/are + not + going to + Verb 1…………………… …………
Am/is/are + S + going to + Verb 1………………………………….. .?
QW + am/is/are + S + going to + verb 1……

10.PRESENT FUTURE CONTINUOUS TENSE
S + will be + Verb 4 + O + at…………..o’clock
S + won’t be + Verb 4 + O + at………..o’clock
Will + S + be + Verb 4 + O + at……….o’clock ?
QW + will + S + be +Verb 4…………o’clock ?
Example :
-Kamu sedang akan pergi ke sekolah pukul 7 besok pagi
+ You will be going to school at seven o’clock tomorrow morning
- You won’t be going to school at seven o’clock tomorrow morning
? Will you be going to school at seven o’clock tomorrow morning ?
Translate these sentences into English !
1. George sedang akan meninggalkan Indonesia pada pukul 9 besok pagi
2. Saya sedang akan menyelesaikan PR itu sore nanti
3. Dia (pr) sedang akan menonton acara di stadion tersebut nanti malam
4. Mereka sedang akan makan malam di restauran itu nanti malam
5. Para karyawan sedang akan menyelesaikan pekerjaan itu pukul 9 nanti malam

11. PRESENT FUTURE PERFECT TENSE
S + will have + verb 3 + ……….by the end……
S + won’t have + Verb 3 + ………..by the end….
Will + S + have + Verb 3 + ………by the end…. ?
QW + will + S + have +Verb 3 +…………by the end… ?
Example :
-Kita sudah akan tiba di Jakarta besok sore.
+ We will have arrived in Jakarta tomorrow afternoon
- We won’t have arrived in Jakarta tomorrow afternoon
? Will we have arrived in Jakarta tomorrow afternoon ?
Translate these sentences into English !
1. John sudah akan selesai mengerjakan pekerjaanya menjelang akhir minggu ini
2. Menjelang minggu depan saya akan selesai membaca buku ini
3. Menjelang bulan depan dia akan membayar hutangnya
4. Kami sudah akan mendapat rumah baru menjelang akhir tahun ini

12.PRESENT FUTURE PERFECT CONTINUOUS TENSE
S + will have been + verb 4………since……….
S + won’t have been + verb 4…….since……….
Will + S + have been + verb 4……since……….?
QW + will + S + have been + verb 4….since…..?
Example :
-Mereka tengah akan belajarsejak pagi besok
+ They will have been studying since this morning
- They won’t have been studying since this morning
? Will they have been studying since this morning ?
Translate these sentences into English !
1.Menjelang akhir tahun ini kami akan sudah mempelajari bahasa inggris selama tiga tahun
2. Menjelang hari natal saya akan sudah bekerja di kantor ini selama lima tahun
3. Menjelang liburan sekolah ini saya sudah mengikuti tes selama 5 kali
4. Menjelang hari raya idul fitri saya sudah akan dua kali pulang ke desa

13.PAST FUTURE TENSE
S + would + V1…IF + S + verb 2………….etc
S + wouldn’t + verb 1….+ object…………..etc
Would + S + verb 1 ….+ object ……….…..etc ?
Example :
1. Saya akan datang ANDAIKATA kamu mengundang saya
I would come if you invited me
2. Tom akan melakukan perjalanan JIKAdia punya uang
Tom would travel if he had more money
Exercise : Translate these sentences into English!
1. Jika saya jadi kamu, saya tidak akan membeli rumah itu
2. Saya akan keluar jika hari tidak hujan
3. Jika saya kaya, saya akan membeli sebuah villa
4. Jika saya dapat berbicara bahasa inggris, saya akan pergi keluar negeri
5. Saya tidak akan keberatan tinggal di Amerika jika cuacanya bagus

14.PAST FUTURE CINTINUOUS TENSE
S + would be + Verb 4……when S + verb 2……….etc
S + wouldn’t + be + verb 4….when S + verb 2………etc
Would + S + be + verb 4 ….. when S + verb 2……etc ?
Example :
-Sedianyamer eka sedang akan pulang KETIKA kami datang
+ They would be going home when we came
- They wouldn’t be going home when we came
? Would they be going home when we came ?
Translate these sentences into English !
1. Saya akan sedang menempuh ujian hari berikutnya pada waktu itu
2. Kami akan sedang membangun rumah itu pada waktu itu
3. Mereka sedang akan bermain babak kedua pada pertandingan sepakbola
waktu itu

15. PAST FUTURE PERFECT TENSE
S + would have + verb 3…..IF + S + had + verb 3…….
S + wouldn’t have + verb 3 ……object………..etc
Would + S + have + verb 3 …….object………..etc ?
Example :
-Ia sudah akan menjadi presiden ANDAIKATA partainya menang dalam
pemilihan umum.
- He would have become a presiden if his party had won in general election
Exercise : Translate these sentences into English!
1. Jika saya telah mengetahui bahwa kamu sakit, saya akan menemuimu
2. Tom tidak akan mengikuti ujian itu jika dia mengetahui bahwa soalnya akan
begitu sulit.
3. Jika saya berjumpa dengan mu, saya akan mengatakan hello
4. Jika saya telah mengumpulakan uang, saya akan menikahi mu
5. Saya akan mengirim surat ini jika kamu telah selesai membuatmya

16.PAST FUTURE PERFECT CONTINUOUS TENSE
S + would have + been + verb 4…..IF + S + had + verb 3…….
S + wouldn’t have been + verb 4…….object…………etc
Would + S + have been + verb 4.. …….object………..etc ?
Example :
-Sedianyarapat tengah akan dimulai sejak pagi ANDAIKATA walikota
sudah datang tepat pada waktunya
- The meeting would have been starting since this morning if Mayor had come
on time.
Exercise : Translate these sentences into English!
1. Sedianya concert itu tengah akan dimulai andaikata artis artis itu datang pada
waktunya.
2. Sedianya saya tengah akan tidur andaikata mereka belum datang
3. Andaikata ayah saya telah selesai berbelanja, ibu saya akan memasak
makanan itu

Abbreviation (singkatan)
1. I am
= I’m
2. You are
= You’re
3. We are
= We’re
4. They are
= They’re
5. He is
= He’s
6. She is
= She’s
7. It is
= It’s
8. Will not
= won’t
9. Would not
= Wouldn’t
10. Do not
= Don’t
11. Does not
= Doesn’t
12. Did not
= Didn’t
13. Is not
= Isn’t
14. Are not
= Aren’t
15. Was not
= Wasn’t
16. Were not
= Weren’t
17. Have not
= Haven’t
18. Has not
= Hasn’t
19. Had not
= Hadn’t
20. Can not
= Can’t
21. Could not
= Couldn’t
22. Must not
= Mustn’t
23. Should not
= Shouldn’t
24. Might not
= Mightn’t
25. May not
= Mayn’t

PASSIVE VOICE (IN POSITIVE FORM)
Penjelasan:
1. Kalimat pasif ialah suatu kalimat yang subjeknya dikenai oleh suatu perbuatan
atau yang predikatnya berawalan di…/ ter…
2. Kata kerja yang digunakan harus kata kerja transitive, yaitu kata kerja yang
bisa diikuti oleh suatu objek atau benda.
3. Rumus kalimat pasif dalam bahasa inggris adalah sebagai berikut:
S + To be + V3…………………………………by…
4. To be berfungsi untuk menentukan Tenses dari suatu kalimat dan untuk
membentuk awalan : di….atau: ter…
5. To be dapat dijabarkan dalam 16 Tenses (lihatlah 16 Tenses pada rumus
kalimat aktif)
Pelajarilah Rumus dibawah ini :
1. Present Future Tense: S + will be + V3…by…
2. Present Future Continuous Tense: S + will be + being + V3…by…
3. Present Future Perfect Tense: S + will have been + V3
4. Present Future Perfect Continuous Tense: S + will have been + being + V3….
5. Simple Present Tense: S + am/is/are + V3…
6. Present Continuous Tense: S + am/is/are + being +V3…
7. Present Perfect Tense: S + have/has + been + V3
8. Present Perfect Continuous Tense: S + have been/has been +being +V3…
9. Past Perfect Tense: S + had been +V3…
10. Past Perfect Continuous Tense: S + had been + being + V3…
11. Simple Past Tense: S + Was/were + V3…
12. Past Continuous Tense: S + was/were + being + V3… 13. Past Future Tense: S + would be + V3…
14. Past Future Continuous Tense: S + would be being +V3…
15. Past Future Perfect Tense: S + would have been + V3…
16. Past Future Perfect Continuous Tense: S + would have been + being + V3…
Penjelasan :
1. Kata kerja yang dipakai dalam kalimat pasif ialah V3 (bukan V1, V2, V4)
2. Tenses dalam kalimat pasifditentukan aleh bentuk To be nya
3. TO BE bisa terdiri dari:
a. Satu kata saja (am/is/are/was/were) lihat nomor 5 dan 11.
b. Dua kata(will be,have been, has been, had been, would be) lihat nomor1, 7, 9, 13. (am being-is being-are being-was being-were being) no. 6 dan no. 12.
c. Tiga kata (will be being, will have been, have been being, has been being, had been being, would be being and would have been) lihat nomor 2, 3, 8, 10, 14 dan 15.
d. Empat kata (will have been being dan would have been being ) no. 4
dan 16.
4. Being dalam kalimat pasif menunjukan: Continuous

PASSIVE – VOICE IN NEGATIVE FORM
Communicative English Course
S + Won’t be + V3……….(by him)………
S + Won’t be + being + V3…(by them)….
S + Won’t have been + V3….(by her)
S + Won’t have been + V3….(by the Bank)………
S + (am not/isn’t/aren’t) + V3….(by the Judge)
S + (am not/isn’t/aren’t) + being + V3… (by……)
S + (hasn’t/haven’t) + been +

CAUSATIVE Dengan HAVE Dan GET
Fungsi : I. Menyuruh sesorang untuk mengerjakan sesuatu.
II. Menyuruh agar sesuatu dikerjakan oleh orang lain.
Bandingkanlah kalimat-kalimat berikut:
1. Tono mengecat rumahnya hari ini.
2. Rumah Tono dicat sendiri olehnya.
3. Tono menyuruh tukang cat mengecatkan rumahnya.
4. Tono mengecatkan rumahnya.
Rumus-Rumus Causative:
A. S + to have + someone + V1 + … etc
Eg: 1. He has a mechanic repair his car today
2. He will have a mechanic repair his car tomorrow
3. He is having a mechanic ………etc now
B. S + to have + something +

Eg: 1. I had my tooth pulled out yesterday
2. Ali has had his hair cut since yesterday
Note : Perubahan Tenses hanya terjadi pada kata kerja to have.
(have (has) – had – had – having)
C. S + to get + someone + to + V1 + … etc

Eg : 1. He will get me to help him tomorrow
2. He doesn’t get me to come to his house today
3. He has get me to bring a dictionary
D . S + to get + somthing + to + V3 + … etc

Eg : 1. The girl gets her face made up (dihias)
2. I won’t get my hair cut short.
3. Budi is getting his tooth pulled out now
S + to get + somthing + to + V3 + … etc
Catat penting : Something = (sth) = sesuatu benda
Someone = (so) = seseorang (object): me, him, …
One’s (kepunyaan) = my…, your…, her…, our…, their…
Eg = example = contoh. (Eg = example gratia)

Perhatikan perubahan yang terjadi dari Rumus umum ke – TENSES TERTENTU

S + TO HAVE + SOME ONE + V1 + …DST
1. S + will + have + S.O + V1 + …
2. S + will + have had + S.O + V1 + …
3. S + have (has) + S.O + V1 + …
4. S + had + S.O + V1 + …
5. S + have + had + S.O + V1 + …has
6. S + had + had + S.O + V1 + …
7. S + will be + having + S.O + V1 + …
8. S + will + have been + having + S.O + V1 + …
9. S + (am, is, are) + V4 + S.O + V1 + …
10. S + (was, were) + V4 + S.O + V1 + …
11. S + (have been/has been) + having + S.O + V1 + …
12. S + had been + having + S.O + V1 + …
13. S + would + have + S.O + V1 + …
14. S + would be + having + S.O + V1 + …
15. S + would + have had + S.O + V1 + …
16. S + would + have been + having + S.O + …
RENUNGKAN:
1. to have, adalah bentuk : Infinitive (=kata kerja pokok) yang
berubah menurut Tenses tertentu. (dilahat 16 Tenses diatas)
2. S.O = Some One = adalah Object, dan bukan Subjek

Jadi: S.O, bisa menjadi = me, you, him, her, us, them.
One’s = bisa menjadi : my, your, his, her, our, dsb
S = (Subjek), seperti: I, You, He, She, We They, It, dan benda-benda lainnya.
(T.V, Radio, Weather, the wind).
3. V1, dalam rumus diatas tidak berubah dalam segala bentuk kalimat dan
bentuk Tenses apapun. V1, tetap V1, tidak ada perubahan

2010-07-29T01:31:00.000-07:00

Report Text
Definition of Report
Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis

Generic Structure of Report
1. General classification: Stating classification of general aspect of thing; animal, public place, plant, etc which will be discussed in general
2. Description: Describing the thing which will be discussed in detail; part per part , customs or deed for living creature and usage for materials

Language Feature of Report
• Introducing group or general aspect
• Using conditional logical connection; when, so, etc
• Using simple present tense
The Differences between Report Text and Descriptive Text
Some text types are quite difficult to differ. Such report and descriptive text have the similarity in the social function and generic structure. However if they are analyzed carefully, the slight difference between the two text types will reveal.
The purpose of the two texts are to give the live-description of the object/participant. Both the report and descriptive text try to show rather than tell the reader about the factual condition of the object. Readers by themselves will catch the impressive point of the object through that showing writing style. What make different, between report and descriptive text, is the scope of the written object. If we talk about, eg: bicycle, it belongs to report text. It will talk about bicycle in general; its parts, physical strength, function for certain people or other general characters of bike. In the other hand, descriptive text will convey more focus, for example "my bicycle" with its specific characters; color, length, wheel style, etc.
In short, report text describes the way of certain things and frequently refer to phenomenon of nature, animal and scientific object. Mostly, report is written after getting careful observation. This scientific and technical sense make clearer difference from descriptive text. The way of descriptive text in showing thing is based on the objective fact of the thing. It describe the specific thing simply as the thing is.

example of report text
Tyrannosaurus rex, sometimes just called T-rex, is believed to be the largest and most fearsome predator on Earth's land ever to have existed. This dinosaur once roam the Earth in the Creataceous period approximately 68 to 65 million years ago.

As a carnivorous dinosaur, this giant predator most likely ambushed their prey, and devoured them with jaws full of white sharp teeth. With it's fast ability to run at an astonishing speed of 32 mph (50 kmh), a perfect slim and stiff tail that gave it an excellent balance and allowed it to make quick turns, equipped this gigantic predator and made it even more deadly, like a killing machine.

translated
Teks report adalah teks yang menyampaikan informasi tentang sesuatu (objek, makhluk hidup, kejadian alam) secara apa adanya, sebagai hasil pengamatan yang sistematis dan berdasarkan fakta.

Ciri yang membedakan teks report dan teks descriptive adalah cara penulisannya. Teks report hanya menjelaskan topik teks secara umum, sedangkan teks descriptive menceritakan topik teks secara lebih terperinci.

Struktur teks report yaitu:
• General statement: Pernyataan awal yang menyampaikan pada pembaca mengenai topik teks secara umum
• Description: Deskripsi secara umum dari topik teks
• Pernyataan umum yang menerangkan subjek laporan, keterangan, dan klasifikasinya.(General Clasification)
• Deskripsi lanjutan dari General Classification (Description:tells what the phenomenon under discussion ; in terms of parts, qualities, habits or behaviors).

2010-07-26T20:06:00.000-07:00

DEGREE OF COMPARISON ( PERBANDINGAN )

There are some rules to help you make comparisons in English.

1 If the adjective (describing word) is one syllable, you can add -er.
For example, small – smaller; big – bigger; nice – nicer.
2 If the adjective has two syllables, but ends in -y, you can change the end to -ier.
For example, lucky – luckier; happy – happier.
3 With other English adjectives of two syllables and more, you can't change their endings. Instead, you should use more + adjective.
For example, handsome – more handsome; beautiful – more beautiful and so on.
4 When you compare two things, use 'than'.
"She's younger than me."
"This exercise is more difficult than the last one."
5 When you want to say something is similar, use 'as – as'.
For example, "She's as tall as her brother" or "It's as nice today as it was yesterday."
6 When you want to say one thing is less than another, you can either use 'less than' or 'not as – as'.
For example, "This program me is less interesting than I thought" or "This program me is not as interesting as I thought."
7 Remember that some adjectives are irregular and change form when you make comparisons.
For example, good – better; bad – worse; far – further.
Using qualifying expressions
You can vary the strength of the comparison by using "qualifying" expressions.
1. Comparing two things
You can use "a lot", "much", "a little", "slightly" and "far" before "more / less than":
"She's a lot more intelligent than him."
"This car is much faster than the other one."
"They are much less wealthy than they used to be."
"He's a little taller than his sister."
"She's slightly less interested in football than him.
"We are far more involved in charity than they are."
When you use these qualifying expressions in English, remember the rules about using -er. If the adjective is one syllable, or ends in -y, add -er:
"He's far taller than her." (NOT "He's far more taller…")
"I'm much lazier than you!"
When the adjective is two syllables and more, you need either "more" or "less":
"He's a little more prepared for the exam than she is." (NOT "He's a little prepared er…")
2. Saying how two things are similar
You can use "almost as … as", "not quite as … as", "(not) nearly as … as", "nowhere near as … as", "twice as … as" and "half as … as" to change the extent of the similarity.
"She's almost as good as you!"
"He's not quite as confident as Susie."
"I'm not nearly as intelligent as her!"
"This painting is nowhere near as famous as the first."
"She's twice as old as him!
"He's half as interesting as you!"

the translate in Indonesia

Ada beberapa peraturan untuk membantu Anda melakukan perbandingan dalam bahasa Inggris.

1 If the adjective (describing word) is one syllable, you can add -er. 1 Jika kata sifat (kata yang menggambarkan) adalah salah satu suku kata, Anda dapat menambahkan-er.
For example, small – smaller; big – bigger; nice – nicer. Sebagai contoh, kecil - kecil; besar - lebih besar; bagus - bagus.
2 If the adjective has two syllables, but ends in -y, you can change the end to -ier. 2 Jika kata sifat memiliki dua suku kata, tetapi berakhir dengan-y, Anda dapat mengubah akhir-IER.
For example, lucky – luckier; happy – happier. Sebagai contoh, beruntung - beruntung; bahagia - bahagia.
3 With other English adjectives of two syllables and more, you can't change their endings. 3 Dengan kata sifat bahasa Inggris lainnya dari dua suku kata dan banyak lagi, Anda tidak dapat mengubah akhiran mereka. Instead, you should use more + adjective. Sebaliknya, Anda harus menggunakan kata sifat lebih +.
For example, handsome – more handsome; beautiful – more beautiful and so on. Sebagai contoh, tampan - lebih tampan; cantik - lebih indah dan sebagainya.
4 When you compare two things, use 'than'. 4 Ketika Anda membandingkan dua hal, gunakan 'daripada'.
"She's younger than me." "Dia lebih muda dari saya."
"This exercise is more difficult than the last one." "Latihan ini lebih sulit daripada yang terakhir."
5 When you want to say something is similar, use 'as – as'. 5 Bila Anda ingin mengatakan sesuatu yang mirip, gunakan 'sebagai /mirip/seperti.
For example, "She's as tall as her brother" or "It's as nice today as it was yesterday." Sebagai contoh, "Dia setinggi saat kakaknya" atau "Ini hari baik seperti yang kemarin."
6 When you want to say one thing is less than another, you can either use 'less than' or 'not as – as'. 6 Ketika Anda ingin mengatakan satu hal yang kurang dari yang lain, Anda bisa menggunakan 'kurang dari' atau 'tidak - sebagai'.
For example, "This programme is less interesting than I thought" or "This programme is not as interesting as I thought." Misalnya, "adalah program ini kurang menarik daripada aku pikir" atau "Program ini tidak semenarik yang saya pikir."
7 Remember that some adjectives are irregular and change form when you make comparisons. 7 Ingatlah bahwa beberapa kata sifat yang tidak teratur dan mengubah bentuk ketika Anda membuat perbandingan.
For example, good – better; bad – worse; far – further. Sebagai contoh, baik - baik, buruk - buruk; jauh - lebih lanjut.
Using qualifying expressions Menggunakan kualifikasi ekspresi
You can vary the strength of the comparison by using "qualifying" expressions. Anda dapat memvariasikan perbandingan kekuatan dengan menggunakan "kualifikasi" ekspresi.
1. 1. Comparing two things Membandingkan dua hal
You can use "a lot", "much", "a little", "slightly" and "far" before "more / less than": Anda dapat menggunakan "a" banyak, "banyak", "sedikit", "sedikit" dan "jauh" sebelum "lebih / kurang dari":
"She's a lot more intelligent than him." "Dia jauh lebih cerdas daripada dia (dia-kata ganti miliknya)."
"This car is much faster than the other one." "Mobil ini jauh lebih cepat daripada yang lain."
"They are much less wealthy than they used to be." "Mereka jauh lebih kaya daripada dulu."
"He's a little taller than his sister." "Dia sedikit lebih tinggi daripada kakaknya."
"She's slightly less interested in football than him. "Dia agak kurang tertarik dalam sepak bola dari dia.
"We are far more involved in charity than they are." "Kami jauh lebih terlibat dalam amal daripada mereka."
When you use these qualifying expressions in English, remember the rules about using -er. Bila Anda menggunakan ungkapan-ungkapan kualifikasi dalam bahasa Inggris, mengingat aturan tentang penggunaan-er. If the adjective is one syllable, or ends in -y, add -er: Jika kata sifat adalah salah satu suku kata, atau berakhir dengan-y, tambahkan-er:
"He's far taller than her." "Dia jauh lebih tinggi daripada dia." ( NOT "He's far more taller…") (TIDAK "Dia jauh lebih tinggi ...")
"I'm much lazier than you!" "Aku lebih malas dari Anda!"
When the adjective is two syllables and more, you need either "more" or "less": Ketika kata sifat adalah dua suku kata dan lebih, Anda perlu juga "lebih" atau "kurang":
"He's a little more prepared for the exam than she is." "Dia agak lebih siap untuk ujian daripada dia." ( NOT "He's a little prepareder…") (TIDAK "Dia prepareder kecil ...")
2. 2. Saying how two things are similar Mengatakan bagaimana dua hal yang serupa
You can use "almost as … as", "not quite as … as", "(not) nearly as … as", "nowhere near as … as", "twice as … as" and "half as … as" to change the extent of the similarity. Anda dapat menggunakan "hampir sama ...", "tidak cukup sebagai ... sebagai", "(tidak)" hampir sama ..., "tempat dekat sebagai ... sebagai", "dua kali ... sebagai" dan "setengah ... sebagai" mengubah tingkat kesamaan.
"She's almost as good as you!" "Dia hampir sama baiknya dengan Anda!"
"He's not quite as confident as Susie." "Dia tidak cukup percaya diri sebagai Susie."
"I'm not nearly as intelligent as her!" "Aku tidak hampir secerdas dia!"
"This painting is nowhere near as famous as the first." "Lukisan ini adalah tempat dekat setenar pertama."
"She's twice as old as him! "Dia dua kali lebih tua seperti dia!
"He's half as interesting as you!" "Dia setengah menarik seperti Anda!"

NARRATIVE TEXT

2010-07-26T19:57:00.000-07:00

NARRATIVE TEXT
Narrative Text adalah teks yang berisi tentang sebuah cerita atau dongeng (bisa berupa cerita rakyat (folktale), cerita binatang (fable), Legenda (legend), cerita pendek, dll). Di dalamnya terdapat konflik/puncak masalah yang diikuti dengan penyelesaian. Fungsi utama teks ini adalah untuk menghibur pembaca.

Generic Structure:
Orientation - Complication - Evaluation (optional) – Resolution

Orientation:
berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, kapan dan dimana)

Complication:
Berisi puncak masalah/konflik dalam cerita. Sebuah cerita boleh memiliki complication lebih dari satu

Evaluation:
ini merupakan optional (boleh ada boleh tidak), biasanya dipakai untuk membuat jalan cerita lebih menarik.

Resolution:
Pemecahan masalah. Bisa berakhir dengan kegembiraan (happy ending) bisa pula berakhir dengan kesedihan (sad ending)

example of narrative:

The Little Jackal and The Alligator

The little Jackal was very fond of shell-fish. He used to go down by the river and hunt along the edges for crabs and such things. And once, when he was hunting for crabs, he was so hungry that he put his paw into the water after a crab without looking first, — which you never should do! The minute he put in his paw, snap ! — the big Alligator who lives in the mud down there had it in his jaws.

“Oh, dear!” thought the little Jackal; “the big Alligator has my paw in his mouth! In another minute he will pull me down and gobble me up! What shall I do? what shall I do?” Then he thought, suddenly, “I’ll deceive him!”

So he put on a very cheerful voice, as if nothing at all were the matter, and he said, –

“Ho! ho! Clever Mr. Alligator! Smart Mr. Alligator, to take that old bulrush root for my paw! I hope you’ll find it very tender!”

The old Alligator was hidden away beneath the mud and bulrush leaves, and he couldn’t see any thing. He thought, “Pshaw ! I’ve made a mistake.” So he opened his mouth and let the little Jackal go.

The little Jackal ran away as fast as he could, and as he ran he called out, –

“Thank you, Mr. Alligator! Kind Mr. Alligator! So kind of you to let me go!”

The old Alligator lashed with his tail and snapped with his jaws, but it was too late; the little Jackal was out of reach.

After this the little Jackal kept away from the river, out of danger. But after about a week he got such an appetite for crabs that nothing else would do at all; he felt that he must have a crab. So he went down by the river and looked all around, very carefully. He didn’t see the old Alligator, but he thought to himself, “I think I’ll not take any chances.” So he stood still and began to talk out loud to himself. He said, –

“When I don’t see any little crabs on the land I most generally see them sticking out of the water, and then I put my paw in and catch them. I won der if there are any fat little crabs in the water to-day?”

The old Alligator was hidden down in the mud at the bottom of the river, and when he heard what the little Jackal said, he thought, “Aha! I’ll pretend to be a little crab, and when he puts his paw in, I’ll make my dinner of him.” So he stuck the black end of his snout above the water and waited.

The little Jackal took one look, and then he said, — “Thank you, Mr. Alligator! Kind Mr. Alligator! You are exceedingly kind to show me where you are! I will have dinner elsewhere.” And he ran away like the wind.

MEMBEDAKAN NARRATIVE DENGAN RECOUNT

Keduanya memakai simple past tense, yang membedakan untuk recount akan ada series of events saja yang berupa urutan kegiatan yang dilakukan, sementara dalam narrative yang ada complication dimana disana ada konflik antar tokoh dalam cerita.

Pahami isinya dulu. Nah, di dalam teks Narrative, ciri khasnya selalu ada konflik dan penyelesaian di dalamnya. Tanpa adanya konflik, sebuah narrative tidak bisa lagi disebut sebagai narrative.

Contoh konflik dalam hal ini adalah seperti apa yang dialami cinderella degan ibu tirinya. Sedangkan dalam Recount hanya berisi tentang kejadian-kejadian yang datar, seperti apa yang terjadi 4 jam lalu kemudian 3 jam lalu terus 2 jam lalu dan seterusnya, hanya series of events atau rentetan peristiwa saja.

Tapi baik narrative atau recount sama-sama menggunakan Past Tense dan atau teman-temannya (past perfect tense dan past continuous tense)

MEMBEDAKAN DESCRIPTIVE DENGAN REPORT

Ada kesamaan mendasar antara kedua jenis teks tersebut, yaitu sama-sama menjelaskan suatu keadaan dari dari suatu objek. Namun perbedaan diantara keduanya juga sangat jelas, dimana descriptive lebih detail dan spesifik. Secara teknis perbedaan tersebut bisa kita lihat dengan mudah pada judul teksnya.

Misalnya: sebuah teks dengan judul “Hospitals”

Dari judulnya saja kita dapat menentukan bahwa teks ini adalah report. Yaitu report tentang rumah sakit–rumah sakit pada umumnya. Berbeda halnya jika judulnya adalah “Cipto Mangunkusumo Hospital” teks ini tidak akan menjelaskan situasi rumah sakit pada umumnya, namun spesifik menjelaskan RSCM (RS. Cipto Mangunkusumo). Have you got it? Gampang bukan?.

Jika kalian masih ingin mendapatkan pemahaman lain mengenai keduanya, simaklah ilustrasi berikut:

Katakanlah saya sedang ingin menulis tentang kucing kesayangan saya. Kemudian saya memberi judul pada tulisan tersebut “Blecky, My Cat” (Kucingku si Blecky). Dalam tulisan tersebut saya menjelaskan secara detail keadaan kucing saya seperti warnanya, berat dan tinggi badannya, jenisnya, serta ciri-ciri khusus yang ada pada Blecky misalnya memakai kalung warna pink, dan sebagainya. Sehingga orang yang membaca tulisan saya itu akan mengenali si Blecky yang ia jumpai di jalan sebagai si Blecky kucing saya. Walaupun mungkin ia belum pernah melihat kucing saya itu. Nah tulisan saya itu bergenre (bertipe) descriptive.

Berbeda halnya jika saya ditugasi guru Biologi untuk mendeskripsikan binatang kucing secara umum. Maka saya akan menulis teks tentang kucing dalam bentuk report dengan judul "The Cats". Yang pasti kalung warna pink seperti punya si Blecky tidak akan saya tulis dalam tulisan kali ini.