Jenis-jenis teks genre, genre based learning untuk SLTP dan SLTA

Pengajaran Bahasa Inggris di Sekolah Lanjutan seperti di SLTP dan SLTA dewasa ini berbasis pada jenis-jenis teks(Genre based learning). Mengacu pada kurikulum 2004, Jenis-jenis teks(genre) terdiri atas 13 jenis seperti berikut ini:

belajar Genre jenis jenis teks dalam Bahasa Inggris
Pembelajaran tentang jenis teks Bahasa Inggris (genre)

a. Spoof/Recount
·         Social function:  To retell an event with humorous twist
·         Generic structure:
   1. Orientation: sets the scene
   2. Events: Tell what happened
   3. Twist: provides the ‘punch line’ 
·         Significant Lexica-grammatical features
1. Focus on individual participant
2. Use of material processes
3. Circumstances of time and place
4.   Use of past tense

b. Recount
·   Social function: to retell events for the purpose of informing or            entertaining
·         Generic structure:
1.  Orientation: provides the setting and introduces participants
     2. Events: tell what happened, in what sequence
     3. Reorientation: optional-closure of events
·         Significant Lexica grammatical Features
1. Focus on individual participant
2. Use of material processes
3. Circumstance of time and place
4. Use of past tense
5. Focus on temporal sequence

c. Report
·         Social function: to describe the way things are, with reference to a range of natural, man-made and social phenomena in our environment
·         Schematic structure:
     1. General classification: tells what the phenomenon under discussions is
       2.  Description: tell what the phenomenon under discussion is     like in term of:
a. Parts (and their functions)
b. Qualities
c. Habits or behaviors
·         Significant  Lexica-grammatical Features
     1.  Focus on Generic participants
     2. Use of relational process to state what is and which it is
     3.  No temporal sequence

d. Discussion
·         Social function: to present (at least) two points of view about an issue.
·         Generic structure:
     1. Issue: statement and preview
     2. Argument: point, elaboration and conclusion or recommendation

     Significant Lexica-grammatical Features
1.   Focus on generic human and generic non-human participants
  2.    Use of material process, relational process and mental process
3.    Use of comparative: contrastive consequential conjunctions
     4.       Reasoning expressed as verbs and nouns (abstraction)

e. Explanation
·         Social function: to explain the processes involved in the formation or workings of natural or socio-cultural phenomena.
·         Generic structure:
     1. A general statements to position the reader
2. A sequence explanation of why or how something occurs
·         Significant Lexica-grammatical Features
     1. Focus on generic, non-human participants
     2. Use mainly of material and relational processes
     3. Use mainly of temporal and causal circumstances and conjunction.
     4. Use of simple past tense
     5.  Some use of passive voice to theme right.

f. Analytical Exposition
·         Social function: to persuade the reader or listener that something is the case
·         Schematic structure:
     1. Thesis
a. Position: introduces topic and indicates writer’s position
b.         preview: outlines the main arguments to be presented
     2. Arguments
a. point: restates the main argument outlined in preview
b. elaboration:         develops and supports each point/argument
     3. Reiteration: restates writer’s position
·         Significant Lexica-grammatical Features
     1. Focus on generic human and non-human participants
     2.  Use of simple past tense
     3.  Use of relational processes
     4.  Use of internal conjunction to stage argument
5. Reasoning through causal conjunction or nominalization

g. Hortatory Exposition
·         Social function: to persuade the reader or listener that something should or should not the case
·         Generic structure
     1. Thesis: announcement of issue of concern
     2.  Argument: reasons for concern, leading to recommendation
     3. Recommendation: statement of what ought to or ought no to happen
·         Significant Lexica-grammatical Features
     1.  Focus on generic human and non-human participants
     2.  Use of:
          a. Mental process: to state what writer thinks or feels about an issue
          b. Material processes: to state what happens
          c. Relational processes: to state what is or should
     3. Use of simple present tense

h. News Item
·         Social function: to inform reader or viewers about events of the day which are considered newsworthy or important

·         Generic structure:
1.  Newsworthy events: recounts the events in summary   form
2. Background events: elaborate what happened, to whom, in  what circumstances
3. Sources: comments by participants in, witnesses to and authorities’ expert on the event
·         Significant Lexica-grammatical Features:
1.   Short, telegraphic information about story captured in headline
          2.    Use of material processes to retell the events
          3. Use of projecting verbal processes in sources stage
          4. Focus on circumstances.

i. Anecdote
·         Social function: to share with others an account of an unusual or amusing incidents
·         Generic structure:
          1.    Abstract: signals the retelling of an unusual incident
       2.       Orientation: sets the scene
          3.    Crisis: provides details of the un usual incidents
       4.       Reaction: reaction to crisis
5. Coda: optional-reflection on or evaluation of the incidents.
·         Significant Lexica-grammatical Features
     1. Use of exclamation, rhetorical question, and intensifiers to point up the significant of the events
     2. Use of material processes to tell what happened
     3. Use of temporal conjunction

j. Narrative
·         Social function: to amuse, entertain and to deal with actual or vicarious experience in different ways; it deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
·         Generic structure:
1.  Orientation: sets the scene and introduces the participants
     2. Evaluation: a stepping back to evaluate the plight
     3. Complication: a crisis arises
     4. Resolution: the crisis is resolved for better or worse
     5.  Reorientation: optional
·         Significant Lexico-grammatical Features
     1. Focus on specific and usually individualized participant
     2. Use of material processes
     3. Use of relational processes and mental processes
  4.  Use of temporal conjunctions and temporal circumstances
     5. Use of past tense

k. Procedure
·         Social function: to describe how something is accomplished through a sequence of actions or steps.
·         Generic structure:
     1. Goal
     2. Material (not required for all procedural text)
     3. Steps (i.e. goal followed by series of steps oriented to achieving the goal).
·         Significant Lexico-grammatical Features
     1. Focus on generalized human agents
     2. Use of simple present tense, often imperative
     3. Use mainly temporal conjunctions
     4. Use mainly of material processes

l. Description
·         Social function: to describe a particular person, place or thing.
·         Generic structure:
     1. Identification: identifies the phenomenon to be described
     2. Description: describes part, qualities, characteristics
·         Significant Lexico-grammatical
     1. Focus on specific participants
     2. Use of attributive and identifying process
   3. Frequent use of epithets and classifiers in nominal groups
     4.   Use of simple present tense.

m. Reviews
·         Social function:  to critique an art work or event for public audience. Such works of a art include; movie, TV shows, books, plays, operas, recordings, exhibitions, concerts, and ballets.
·         Generic structure:
     1. Orientation: places the work in its general and particular context, often by comparing it with others of its kind or through analogue with non-art object or event.
     2. Interpretative recount:       summarizes the plot and or provides an account of how the reviewed rendition of the work came into being; is optional but if present, often recursive.
     3. Evaluation:  provides an evaluation of the work and or its performance or production; is usually recursive.
     4.  Evaluative summation:      provides a kind of punch line which sums up the interviewer’s opinion of the art event as a whole; is optional.
·         Significant Lexico-grammatical Features
     1.   Focus on particular participants
     2.  Direct expression of opinions through use of attitudinal lexis (value-laden vocabulary) including; attitudinal epithets in nominal groups; qualitative attributives and affective mental processes
     3.  Use of elaborating and extending clause and group complexes to package the information
     4.  Use a metaphorical language.
Anda baru saja membaca artikel yang berkategori GRAMMAR dengan judul Jenis-jenis teks genre, genre based learning untuk SLTP dan SLTA. Jika kamu suka, jangan lupa like dan bagikan keteman-temanmu ya... By : BAHASA INGGRIS ANAK INDONESIA
Ditulis oleh: Mustofa Muhammad - Thursday, October 18, 2012

6 komentar untuk "Jenis-jenis teks genre, genre based learning untuk SLTP dan SLTA"

  1. wah, mantap pak! pas sekali saya butuh materi di atas khusunya procedure untuk praktek micro teaching :)

  2. Berantakan tapi pak postingannya heheheheh....cuma copy paste skripsi saya dulu

  3. it's ok lah hehe btw dulu skripsinya bahas tentang apa pak? kebetulan saya baru mulai cari-cari topik nih :D

  4. Dulu aku Bahasa tentang kesulitan anak dalam memahami teks recount mas....Saya mengadakan penelitian di SMP dulu

  5. Thanks pals, just receiving question due above case from kid in South Kalimantan......that's why we've suggested to surf here.

    he3x.....close to mad due his request as we'd never learned before.......ha3x....gedubraxx

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