CHAPTER 6

ASKING FOR AND GIVING INFORMATION

Kompetensi Dasar:

3.19 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks interkasi transaksional
lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/
tindakan/kegiata/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan
konteks penggunaannya. (Perhatikan unsur kebahasaan passive voice).

4.19 Menyusun teks interkasi transaksional lisan dan tulis yang melibatkan tindakan memberi dan
meminta informasi terkait keadaan/tindakan/kegiata/kejadian tanpa perlu menyebutkan pelakunya
dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.

Tujuan pembelajaran:

Melalui proses pembelajaran asking for and giving information, siswa memperoleh pengalaman
belajar sebagai berikut.

 Menyimak dan menirukan dan menirukan beberapa contoh percakapan mengucapkan

asking for and giving information dengan ucapan dan tekanan yang benar
 Mengidentifikasi fungsi sosial, struktur dan unsur kebahasaaan ungkapan asking for and
giving information
 Merespons ungkapan asking for and giving information dengan tepat
 Menentukan ungkapan tepat secara lisan/tulis dari berbagai situasi
 Menggunakan ungkapan asking for and giving information dalam interkasi guru dan teman
secara alami di dalam dan di luar kelas

Material

Asking for and giving information

Asking for information can be as simple as asking for the time, or as complicated as asking
for details about a complicated process. In both cases, it's important to use the appropriate
form for the situation. For example, when asking for information from a friend, use a more
informal or colloquial form. When asking a colleague, use a slightly more formal form,
and when asking for information from a stranger, use an appropriately formal construction.
Kinds of Very Informal Structures More Formal Structures
information
 Everyday questions in stores,
Function asking a friend or family member for with colleagues at work, and in
information other informal situations.

Wh? + Helping Verb + Subject + Pardon me / Excuse me + Can /

Structure Verb Could you tell me + Wh? +
Subject + verb?
How much does it cost? Can you tell me when the
Example Where does she live? train arrives?
Pardon me, could you tell
me how much the book
costs?

Formal and More Complicated Questions

Use these forms when asking complicated questions that require a lot of information.
These should also be used when asking questions of important people such as your boss,
on a job interview, etc.

Structure : I wonder if you could + tell me/explain/provide

information on...

I wonder if you could explain how health insurance is

handled at your company.
I wonder if you could provide information on your
pricing structure.

Structure: Would you mind + verb + ing

Would you mind telling me a little

bit more about benefits at this
company?
Would you mind going over the
savings plan again?
Replying to a Request for Information

If you would like to provide information when asked for information, start your reply
with one of the following phrases.

Informal More Formal

 Sure.  I'd be happy to answer that.
 No problem.  I should be able to answer your
 Let me see. question.
 It'd be a pleasure to help you.

When providing information people will sometimes also offer to help in other ways. See
the example conversations below for an example.

Saying No

If you do not have the answer to a request for information, use one of the phrases below
to indicate that you are unable to answer the question. Saying 'no,' is never fun, but
sometimes it's necessary. Instead, it's common to offer a suggestion as to where someone
might find the information.

Informal More Formal

 Sorry, I can't help you out.
 Sorry, but I don't know that.
 That's beyond me, sorry.
 I'm afraid I don't have the answer
to that question.
 I'd like to help you. Unfortunately,
I don't have that information / don't
know.

Role Play Exercises

Simple situation:

Brother: When does the movie start?

Sister : I think it's at 8.
Brother: Check, will you?
Sister : You're so lazy. Just a second.
Brother: Thanks sis.
Sister : Yes, it starts at 8. Get off the
couch sometimes!
 Customer : Excuse me, can you tell
me where I can find menswear?
Shop Assistant : Sure. Menswear is
on the second floor.
Customer : Oh, also, could you tell
me where sheets are.
Shop Assistant: No problem, sheets are
on the third floor at the back.
Customer : Thanks for your help.
Shop Assistant: My pleasure.

More complex or formal situation:

Man : Excuse me, would you mind answering some
questions?
Business Colleague : I'd be happy to help.
Man : I wonder if you could tell me when the project is going
to begin.
Business Colleague : I believe we're beginning the project next month.
Man : and who will be responsible for the project.
Business Colleague : I think Bob Smith is in charge of the project.
Man : OK, finally, would you mind telling me how much the
estimated cost will be?
Business Colleague : I'm afraid I can't answer that. Perhaps you should
speak with my director.
Man : Thank you. I thought you might say that. I'll speak to
Mr. Anders.
Business Colleague : Yes, that would be best for that type of information.
Man : Thank you for helping out.
Business Colleague : My pleasure
EXERCISES
A. LISTENING
Pronunciation practice!
Word Meaning
Know Mengetahui
Could Bisakah
May Bolehkah
Want Ingin
Help Membantu
Think Berpikir
Thought Berpikir
Beyond Terlalu sulit
Should seharusnya

B. READING
Find the expression of asking for and giving information from the dialogue
bellow!

Dialogue 1 Dialogue 2

A : Excuse me. Could you tell me A : Excuse me. Do you know where
where the public library is, please? Mr. Ali's house is?

B : The public library? Let me see. Oh B : Oh I see. It is next to the market

yes, of course i know. It is in Rajawali
Road.

A : Is the near here?

B : You just go along this street until

you come to the first traffic light. Then
turn left.

A : Thank you

Dialogue 3 Dialogue 4

A : Excuse me. Can you tell me where
the library is?
B : Sure. It's in front of the language
laboratory
A : What's the matter with you?
B : I've got stomachache
A : You should go to the sickbay

B : You are right, but where? Can you

tell me where it is?
 A : Sure. It's next to the principal's
office
B : Thanks

Dialogue 1 Dialogue 2 Dialogue 3 Dialogue 4

Asking for Could you tell

information me where the
public library is,
please?

Giving The public

information library? Let me
see. Oh yes, of
course I know. It
is in Rajawali
Road.

C. WRITING
Read the conversation and answer the questions below!

Shop Keeper : Good afternoon, sir. Can I help you?

Customer : I want the newest camera.

Shop Keeper : This way, sir. Here is the newest camera from America.

Customer : I want a Japanese camera. Do you have some?

Shop Keeper : Yes, we have, sir. Here is a Japanese camera. The newest and
simple one. Please have a look.

Customer : I like this model. How much?

Shop keeper : One hundred and nine dollars including tax, sir.

Customer : Do you accept credit cards?

Shop Keeper : Yes, we accept credit cards.

Customer : I'll take this camera. Where can I pay?

Shop Keeper : At counter three, sir.

 Customer : Thank you.

Shop Keeper : My pleasure

D. SPEAKING
Choose one of themes and make a simple dialogue with the following words!
 Java Mall
 Blendug Chruch
 Johar Market
 The Graetest Mosque of Central Java
CHAPTER 7
SUGGESTION AND OFFERING
Kompetensi Dasar:

3.20 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan
menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang
akan datang sesuai dengan konteks penggunaannya.

4.20 Menyusun teks lisan dan tulis untuk menyatakan tentang pengandaian jika terjadi suatu
keadaan/kejadian/peristiwa di waktu yang akan dating, dengan memperhatikan fungsi social,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Tujuan pembelajaran:

Melalui proses pembelajaran Suggetion and Offering, siswa memperoleh pengalaman belajar
sebagai berikut.
 Mengidentifikasi tujuan teks ungkapan memberi saran dan tawaran, serta responnya
 Mengidentifikasi struktur teks ungkapan memberi saran dan tawaran, serta responnya
 Mengidentifikasi unsur kebahasaan teks ungkapan memberi saran dan tawaran, serta
responnya
 Menyebutkan ungkapan memberi saran dan tawaran, serta responnya
 Mendemostrasikan ungkapan memberi saran dan tawaran, serta responnya, dengan
menggunakan tata bahasa, pengucapan dan pemilihan kata yang tepat dan lancar

Material

Expression of Suggestion
- Let’s + V1
- Why don’t we + V1
- We could + V1
- What about + Ving
- How about + Ving
- I suggest that + clause
- I don’t think + clause

Suggestion Responses
Let’s go to movies Accepting: yes, let’s go.
Declining: no, thanks. I don’t feel good.
Why don’t you do your homework first? Accepting: OK, I will.
Declining: Sorry, I will do my homework.
 How about going to the market now? Accepting: That’s a good idea.
Declining: No, I can’t.

Expression of Offers
- May I + V1
- Can I + V1
- Shall I + V1
- Would you + V1
- How about I + V1
Offers Responses
Can I help you? Accepting: Yes, please. I really appreciate it.
Declining: It’s okay. I can do it myself.
Shall I bring you some tea? Accepting: Thank you. It’s very kind of you.
Declining: No, thank you.
Would you like another helping of cake? Accepting: Yes, please. That would be lovely.
Declining: No, thanks. I don’t want another
helping

EXERCISES

A. LISTENING
Listen to your teacher and fill in the blank using given words!
Dinda : Good morning, Dinda Agency. 1) …………….. I help you?
Lee : Yes, I 2) ……………….. like to book a flight ticket please.
Dinda : Where is your 3) ……………….. Sir?
Lee : I will go to Samarinda.
Dinda : When will you go there?
Lee : Saturday, December 8th, 2014 at 7 p.m.
Dinda : Let me check it first. I’m sorry Sir. We’re out of ticket on Saturday,
December 8th. We 4) …………….. you take the flight on December 7th or
9th at 10 p.m.
Lee : It’s all right. I’ll take the 5) ……………. On December 7th at 10 p.m.

B. SPEAKING
Choose one of themes and make a simple dialogue with the following words!
 At the hotel
 Opinion movies
 At a store
 At a library
C. WRITING
Response to suggestion and offer below!
1. Shall I bring you bag?
Answer:
2. You should finish your homework now.
Answer:
3. I will drive the car, if you like.
Answer:
4. Would you like another cup of coffee?
Answer:
5. Shall we go now?
Answer:
6. Why don’t you go and get something to drink?
Answer:
7. What about visiting our teacher?
Answer:
8. You need to change your playing habit.
Answer:
9. I will cook the food, if you like.
Answer:
10. Let’s go to library.
Answer:

D. READING
Choose the right answer!
1. A : Do you need any help. Ma’am
B : Yes, please. I can’t find my glasses.
The underlined words express …
a. Preference
b. Accept help and assistance
c. Accept apology
d. Offer help and assistance
e. Apology

2. Marta : It’s very hot here…

Sinta : Sure. No problem
a. Could you close the door?
b. Would you mind if I turn on the fan?
c. Would you turn off the fan?
d. May I leave now?
e. May you leave now?

3. Toni : I’m going to a jazz concert. Do you fancy coming along?

Yunita : ……….
 a. I don’t listen to jazz
b. Never mind
c. Sounds fantastic. That’s my type.
d. That’s incredible
e. Sounds great, why not?

4. Anida : I heard that Iwan didn’t pass the test

Diandra : That’s too bad. I’ve told him not to waste his time playing
online game
It can be concluded from the dialogue that Diandra expresses her …
a. Displeasure
b. Happiness
c. Satisfaction
d. Doubt
e. Advice

5. Rani : Finally, it’s break time ….a cup of coffee?

Yudi : That’s very nice of you
a. Shall I have
b. May you get me
c. May I offer some help to get
d. May you help me get
e. Would you like me to get you

6. Dewi : …..
Yuni : I’d love to, but I’ve an appointment with a friend tomorrow
a. I’ll go to the fine art exhibition
b. The fine art exhibition is great
c. How about going to the fine art exhibition tomorrow?
d. I’ll be grateful if I go to the art exhibition
e. Is there any more interested in seeing the art exhibition

7. Doni : I’m thinking of asking you for dinner

Loi : I’m free but …
a. I’d like to come
b. There aren’t many papers to do
c. I’ll be there
d. I’ll have an appointment at the same time
e. You can invite others

8. Student : Is it okay to leave a bicycle in a hallway?

Teacher : No, it isn’t. Leave it over there, near the gate
The underlined utterance is used for …
a. Offering help
b. Expressing dislikes
c. Introducing others
 d. Giving suggestion
e. Making an offer

9. Mum : Don’t talk too much while you are eating. That’s impolite
Susan : I am sorry, Mum
From the dialog above, the underlined sentence shows that Mum is ….
a. Suggesting
b. Discussing
c. Requesting
d. Accusing
e. Complaining

10. Bagas : Shall we have a picnic to Watu Ulo this weekend

Rini : …….. I’m sure we’ll have some fun there
a. Oh, I disagree
b. I’m sorry, I can’t
c. That’s good idea
d. What a tiring journey
e. Okay
CHAPTER 8
FACTUAL REPORT
Kompetensi Dasar

3.21 Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks
factual report dengan menyatakan dan menanyakan tentang teks ilmiah factual tentang orang,
binatang, benda, gejala dan peristiwa alam dan social, sesderhana, sesuai dengan konteks
pembelajaran di pelajaran lain.

4.21 Menyusun teks ilmiah factual (factual repot) lisan dan tulis, sederhana tentang orang,
binatang, benda, gejala dan peristiwa alam dan social, terkait mata pelajaran lain.

Tujuan pembelajaran:

Melalui proses pembelajaran Factual Report, siswa memperoleh pengalaman belajar sebagai
berikut.
 Mengidentifikasi tujuan teks factual report, serta responnya
 Mengidentifikasi struktur teks factual report, serta responnya
 Mengidentifikasi unsur kebahasaan teks factual report

MATERIAL
FACTUAL REPORT
Factual Report is a text that explains and elaborate some factual information relate to particular
objects, matter, or things which are based on empirical, real, and/or scientific facts or information.
The purpose of Factual report text is to convey information text observations and systematic
analysis. The information described in the report text is usually general in nature, be it natural or
artificial like a mammals, planets, rocks, plants, state, cultural, transportation, etc.
Language Characteristics
Using general nouns which is an object of a general nature.
Using simple present tense to indicate habit or general activities done or happened.
Using linking verbs to describe features (e.g.: am, is, are).
Using action verbs to describe behavior or act.
The Generic Structure of Factual Report
1. General statement or general classification Statement that describe the common subject
of report, common description, classification and also general statement of what being
focused to be reported.
2. Description
a.) General information, is the part that mentions the general information of the theme of
writing.
 b.) Bundles of Specific Information, give us the elaboration of general information.
Generic Structure Camel
General statement or Camel is a big and strong animal which is normally seen in desert.
general classification Generally, there are two types of camel; Bactrian camel and Arabian
Statement camel. The first type of camel has two humps and the second has one
hump.
Description Camels are one of the many four-leg mammals that considered as a
big mammals. Camels can reach 7 feet in height (at the hump) and
weigh up to 1500 pounds. They are specially adapted to the life in
desert. Their eyes have three eyelids and two rows of eyelashes that
prevent sand to enter their eyes. Camel can travel in great distances
through hot and dry deserts with little food or water. They can walk
easily on the desert. Camels are trained as means of transportation to
carry people and loads on their backs. They can also serve the people
in many other ways.

EXERCISES

A. LISTENING
Listen then complete the text below!

Silkwarms
Silkworms live for only two or three days after laying eggs. About 36.000 to 50.000 eggs
are laid, and these are carefully stored at the silkworm farm until they are ready to hatch.
The eggs hatch into (……), which feed on mulberry leaves. Soon the caterpillars are ready
to spin their cocoons. Not all caterpillars can spin silk cocoons. Only the caterpillars of a
silkworm moth known as ‘Bombyx mori’ can do such spinning.
This caterpillar has special (……) which secrete liquid silk through its lower lip. The liquid
produced later hardens to form fine strands. The (……) makes its cocoons using these
strands. The threads on the outside of the cocoons are rough, while those inside are soft
and smooth.
Some fully-spun cocoons are (…….). This kills the pupa inside. The cocoons are then put
into hot water to loosen the fine threads. Finally, these threads are reeled off the cocoons.
The length of unbroken thread (……) by a single cocoon measures about one-and –a-half
kilometers. Being twisted together several of these threads make single woven materials.

B. SPEAKING
Retell the story below in front of the class!
 SNAKES
Snakes are carnivores. Snakes are found on every continent of the world except Antarctica.
There are around 3000 different species of snake. Some sea snakes can breathe partially
through their skin, allowing for longer dives underwater. Anacondas are large, non-
venomous snakes found in South America that can reach over 5 m (16 ft) in length. Python
reticulates can grow over 8.7 m (28 ft) in length and are considered the longest snakes in
the world. Snakes don’t have eyelids. Snakes smell with their tongue. Snakes have flexible
jaws which allow them to eat prey bigger than their head! Snakes have internal ears but not
external ones. Snakes can’t bite food so have to swallow it whole. Snakes have a unique
anatomy which allows them to swallow and digest large prey. Snakes are covered in scales.
Snakeskin is smooth and dry. Snakes shed their skin a number of times a year in a process
that usually lasts a few days. Some species of snake, such as cobras and black mambas, use
venom to hunt and kill their prey. Pythons kill their prey by tightly wrapping around it and
suffocating it in a process called constriction.

C. READING
Choose the best answer a, b, c, d, or e!
Gold
Gold is a precious metal. Gold is used as ornaments or as money.
Gold is found in many places, but in a small supply. It is often found on the surface of the
earth. Since gold is a heavy substance, it is sometimes found loose on the bottom of rivers.
The gold is found together with sand and rocks, and must be separated from them. It is
simple to search for this type of gold.
It is not usually necessary to drill for gold, but when a layer of gold is located deep below
the surface of the earth, it is possible to drill a hole into the ground. Engineers have
developed modern process for removing gold from rocks.
Since gold is not very hard, it is sometimes melted and added to other substances for
making rings, coins, and art objects. It will be priced forever because it is beautiful, rare,
and useful.
1. The best title of the text above is ….. ?
a. Gold
b. Type of Gold
c. Previous Metal
d. Rare Ornaments
e. Removing Gold from Rocks

2. The following are associated with gold, EXCEPT …..?

a. useful
b. Precious
c. Beautiful
 d. Expensive
e. unnecessary

3. The text above is mainly intended to …. about gold.

a. discuss
b. classify
c. describe
d. elaborate
e. document

4. “It will be priced forever because….” (Paragraph 4). The underlined word means ……?
a. valuable
b. Worthless
c. interesting
d. wonderful
e. eye catching

Sea Horse
Many people imagine the sea-horse to be real horse living in the sea. This is not
true at all. The sea-horse is so called because it is a tiny creature with a horse – liked head
which lives in the sea.
Sea – horse are found mostly in warm seas. They have a long, flexible tail which is used
for wrapping around weeds for support. They swim I upright position, their movements
being helped by a rapidly oscillating fin on their back. The male sea – horse lays her eggs
in this pouch.
The most remarkable thing about the sea – horse is that part of the process of reproduction
is taken over by the male creature. One the female sea – horse has laid her eggs in the male
creature’s pouch, she leaves. The hatching of the egg is done by the male fish.
Mating begins with the male and the female sea – horses doing courtship dance. The male
and female creatures swim around each other in circles. At the end of the dance, the male
appears to bow to its partner; but in actually, the male is banding to pump water from his
pouch. Next, the female fish lays eggs into the male’s pouch. About two hundred eggs are
laid. The pouch, then close up. The female sea-horse now swims away, leaving the male
sea-horse to do hatching.
The eggs are hatched about a month later. The young sea-horses are ejected from the male
creature’s pouch by means of muscular contractions.
The sea – horse feeds on tiny fish the creatures sucking them into its month.
5. What is the purpose of the text?
a. to inform readers the sea – horse’s process of reproduction
b. to persuade readers to breed the sea – horse
c. to explain how to bread the sea – horse
d. to describe a particular sea – horse
e. to describe a particular sea horse

6. What do you think about the sea horse’s reproduction process.......?

a. amazing
b. exciting
c. peculiar
d. strange
e. unique

7. The male sea horse has a pouch in its abdomen to ….?

a. hatch the eggs
b. feed the baby sea horse
c. eject the young sea horses
d. keep some food for its babies
e. pump water from its abdomen

Forests
Forests are very important for their products. They are also important to keep the soil fertile
and to prevent flood. The fallen leaves and decayed plants become humus which makes the
soil rich and holds the rainwater.
For many years, people have not been obeying the government’s regulations. They have
been cutting down the forest trees carelessly. As a result, thousands of hectares of land
have become worse and the rivers will be full of mud. In the wet season there will be
erosion and floods which will destroy the farm lands and villages.
8. What is the main idea of the second paragraph........?
a. Rivers are full of mud
b. Lands becomes infertile
c. Floods destroy villages
d. Erosions have cause floods
e. Deforestation has caused a lot of destruction

9. The following statements are the advantages of forests mentioned in the text, EXCEPT
…?.
 a. they keep the soil fertile
b. they prevent flood
c. they produce humus
d. they hold rainwater
e. they produce fresh air

10. Humus is made from …….?

a. fertile soil
b. brown leaves
c. the root of a tree
d. a kind of artificial fertilizer
e. decayed plants and leaves

D. WRITING
Identify the structure of the text below!
Generic Structure Dolphins
…………………………… For many years, many people believed that the
cleverest animals after man were the
chimpanzees. Now, however, there is proof
that dolphins may be even cleverer than these
big apes.
Although a dolphin lives in the sea it is not a
fish. It is a mammal. It is in many ways,
therefore, like a human being.

………………………….. Dolphins have a simple language. They are

able to talk to one another. It may be possible
for man to learn how to talk to dolphins. But
this will not be easy because dolphins cannot
hear the kind of sounds man can make. If man
wants to talk to dolphins, therefore, he will
have to make a third language which both he
and the dolphins can understand.
Dolphins are also very friendly toward man.
They often follow ships. There are many
stories about dolphins guiding ships through
difficult and dangerous water.
CHAPTER 9

Komepetensi Dasar

3.22 Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks eksposisi
analitis lisan dan tulis dengan memberi dan meminta informasi terkait isu aktual, sesuai dengan
konteks penggunaannya.

4.22 Menyusun teks eksposisi analitis tulis terkait isu actual, dengan memperhatikan fungsi sosial,
struktur teks dan unsur kebahasaan, secara benar dan sesuai konteks.

Tujuan pembelajaran:

Melalui proses pembelajaran Analytical Exposition, siswa memperoleh pengalaman belajar

sebagai berikut.
 Mengidentifikasi tujuan teks analitycal exposition, serta responnya
 Mengidentifikasi struktur teks analytical exposition, serta responnya
 Mengidentifikasi unsur kebahasaan teks analytical exposition

MATERIAL
Analytical Exposition Text
Analytical Exposition is a text that elaborates the writer’s idea about the phenomenon
surrounding. (Wahidi Rahmat.Text Forms and Features: A Resource for Internasional Teaching)
The function is to persuade by presenting arguments, to tell the readers that something is important
Generic Structure:

 Thesis : Introduces topic and indicates the writer’s position. The writer also outlines the
main arguments to be presented
 Argument : explaining the arguments that support the thesis
 Conclusion : In this stage, the writer restates his/her point of view

Language Features:

1. Simple Present Tense

Example: In my opinion elementary school teacher works hard.
2. English is the world’s most important language.
a. Connectors
• Firstly, …
• Secondly, …
 • Finally, …
• First, …
• Second, …
• Also ...
• Moreover ...
• Furthermore, etc.
b. Summarizing
• In short, …
• In a word, …
• In brief, …
• To sum up, …
c. Concluding
• In conclusion, …
• On the whole, …
• Altogether, …
• In all, …

Example of the Text

Cars should be banned from the city center at least in the biggest cities because they bring
on more problems than benefits. Pollution is the top one major drawback, along with traffic jams
and a relentless decrease in local commerce.

Firstly, it is widely known that cars are responsible for the highest levels of carbon dioxide
emissions, the most common greenhouse gas.

Secondly, public transportation should be the priority mean of commuting. Even after the
implementation of urban toll, London and São Paulo have reached peaks of immobility in their
centers in the last decades. London has fallen back on bicycle routes and São Paulo has tried hard
to work up subway and buses lines.

In addition to that, local commerce looses pedestrians and consequently sales volume
decreases. Local residents are forced to move out of the city center making the area much more
devaluated.
 In some conditions, cars can be good for us if we want to go to a far destination. But, in
the other hand, cars become not good for human health caused by the carbon dioxide emissions.
What can we do now is, starting using public transportation rather than private transportation. So,
we have to know how to use cars wisely for our life.

EXERCISES

A. LISTENING
Listen and complete the text bellow!
Dust Bin

To improve comfort and cleanliness at our school, a number of dust bins should be
increased.
When we look at classrooms, school corridors and school yard, there are paper
mineral water cups, straws, and napkins here and there. The condition of uncleanliness
and discomfort really hinders learning and teaching environment. Litters thrown carelessly
cause disease, especially empty plastic cup or glasses. They can be filled out with water
coming from the rain. This can be placed for dengue mosquitoes to spread out. Besides,
these rubbish can deteriorate the scene. Well painted wall and green school yard do not
mean anything litters are scattered everywhere.
Anyway I notice that most of the students in our school have responsibilities for the
school environment. They put their litters on the proper places. But some are not diligent
enough to find the dust bins. The numbers of dust binds in our schools are not
enough. Ore dust bins should be put beside each of steps, outside of the classrooms, and
some more also the corridors. Probably one dust bin should be in every ten meters. So
when students want to throw away their litters, they can find the dust bins easily.
When school is equipped with sufficient dust bins, we do not have problems of
freak and discomfort any more. Our school will be very clean and become a nice place to
study.

B. SPEAKING
Please make an analytical exposition text using one of the themes below!
 The important of Internet
 The important of fine art

C. WRITING
Generic Structure Learning English
……………… Learning English through music and songs
can be very enjoyable. You can mix
pleasure with learning when you listen to a
song and exploit the song as a means to
your English progress. Some underlying
 reason can be drawn to support the idea
why we use songs in language learning.

………………. Firstly, “the song stuck in my head”

Phenomenon (the echoing in our minds of
the last song we heard after leaving a
restaurant, shopping malls, etc) can be both
enjoyable and sometimes unnerving. This
phenomenon also seems to reinforce the
idea that songs work on our short-and-long
term memory.
Secondly, songs in general also use simple
conversational language, with a lot of
repetition, which is just what many
learners look for sample text. The fact that
they are effective makes them many times
more motivating than other text. Although
usually simple, some songs can be quite
complex syntactically, lexically and
poetically, and can be analyzed in the same
way as any other literary sample.
Furthermore, song can be appropriated by
listener for their own purpose. Most pop
songs and probably many other types don’t
have precise people, place or time
reference.
In addition, songs are relaxing. They
provide variety and fun, and encourage
harmony within oneself and within one
group. Little wonder they are important
tools in sustaining culture, religion,
patriotism and yeas, even revolution.
Last but not least, there are many learning
activities we can do with songs such as
studying grammar, practicing selective
listening comprehension, translating
songs, learning vocabulary, spelling and
culture.

……………….. From the elaboration above, it can be

concluded that learning through music and
songs, learning English can be enjoyable
and fun.

D. READING
Choose the best answer a, b, c, d, or e!

The Importance of Reading

I personally think that reading is a very important activity in our life. Why do I
say so? Firstly, by reading we can get a lot of knowledge about many things in the world
such as Science, technology. Sports, arts, culture, etc written in either books, magazine,
newspaper, etc.

Secondly, by reading we can get a lot of news and information about something
happening in any parts of the world which can we see directly.

Another reason, reading can give us pleasure too. When we are tired, we read
books, newspaper or magazine on the entertainment coloumn such as comedy, short
story, quiz, etc. To make us relaxed.
The last, reading can also take us to other parts of the world. By reading a book
about Irian Jaya we may feel we’re really sitting in the jungles not at home in our rooms.

From the facts above, it’s obvious that everyone needs to read to get knowledge,
information and also entertainment. Or in summary we can say reading is truly important
in our life.
1. Why is reading very important in our life? Because…..
a. By reading, we can get a lot of friends, relatives, experience, etc.
b. By reading, we can get little knowledge but a lot of entertainment.
c. By reading, we are always relaxed.
d. By reading, we are always happy.
e. By reading we can get a lot of knowledge, news, information and entertainment

2. If we want to get knowledge, what should we do?

a. buy a lot of books
b. borrow a lot of books
c. look for newspaper and magazine
d. sell and buy many expensive books
e. read a lot of books and other printed materials

3. What does the text tell us about?

a. The description of reading
b. The function of reading
c. The importance of reading
d. The disadvantages of reading
e. The purpose of reading

4. What is the social function of the text?

a. To tell a story
b. To describe the reader
c. To entertain the reader
d. To give information
 e. To persuade the reader

5. Paragraph…. In the text is the thesis.

a. 1
b. 2
c. 3
d. 4
e. 5

6. The type of the text above is …

a. Analytical exposition
b. Hortatory exposition
c. Narrative
d. Discussion
e. Explanation

7. What is the communicative purpose of the text?

a. To tell the reader about the songs
b. To entertain the reader with the songs
c. To show the reader the use of songs
d. To explain above the songs
e. To persuade the reader to use songs in learning language

8. The generic structures of the text are ….

a. Thesis – arguments – recommendation
b. General statement – sequential explanation
c. Newsworthy events – background events – sources
d. Thesis – arguments – reiteration
e. General statement – arguments

9. What is the text about …

a. Learning songs
b. Very enjoyable music
c. The phenomenon
d. Music listeners
e. Using songs in language learning

10. “They provide variety and fun, and encourage harmony within oneself and within one
group.”
The underlined word refers to ….
a. Groups
b. Learners
c. People
d. Songs
e. Activities
CHAPTER 10
BIOGRAPHY TEXT

Kompetensi Dasar

3.23 Menganlisis fungsi sosial, struktur teks dan unsur kebahasaan pada teks biografi tokoh sesuai
dengan konteks penggunaannya.

4.23 Menyusun teks biografi lisan dan tulis, pendek dan sesderhana, dengan memperhatikan fungsi
sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.

Tujuan pembelajaran:

Melalui proses pembelajan Biography Text, siswa memperoleh pengalaman belajar sebagai
berikut.
 Mengidentifikasi tujuan teks biography text, serta responnya
 Mengidentifikasi struktur teks biography text, serta responnya
 Mengidentifikasi unsur kebahasaan teks biography text

MATERIAL

Biography text is a detailed description or account of a person’s life and written by someone
else, it is non fiction text.

Function of Biograph

 To know a person’s story about his/her life outside of any accomplishments this
person may be known for.
 To give many information easily and educate the readers.
Characteristics of Biograph

 Biography Is not written by subject and always written in third person.

 Based on research.
 Describes the person's surroundings (where, when and how the person lived).
 Use vivid language to narrate events.

Generic Structure

1. Orientation (Introduction)
It is the opening paragraph, gives the readers the background information of the person.
2. Events
In events, should be chronological order.
3. Re-Orientation (Closing)
It consist of conclusion or a comment or the writer. Tell about the echievement or the
contribution of the person.

Grammar and language features

 Use of simple past tense

e.g. : -The family then moved to his stepfather’s home country.
-He was born on August 4, 1961 in Honolulu, Hawaii.
 Temporal sequence and temporal conjunction.
e.g. : His parents separated when he was two years old.
 Focus on Specific participants.
 Use of Action verbs.
e.g. : the family then moved to his stepfather’s home country.

Types of biography

1. Short biography (focuses only on highlights of a person’s life)

2. Long biography (about life and times of someone in a lot more detail)

EXAMPLE
 Abraham Lincoln

Abraham Lincoln was born in 1809 in Kentucky (USA). He worked on the farm of his
father. He attended school for less than a year, but taught himself to read and write. He did different
types of jobs before he settled as a highly successful lawyer. He was gradually drawn to politics.

The country was having problems regarding the practice of slavery. The white men owned
large farms in the southern states, Blacks were brought from Africa to work on these farms, They
were kept as slaves. The people of northern states were against this practice of slavery and wanted
to abolish it, The Constitution of America is based on the equality of man. Therefore, there was
no place for slavery in that country.

At this difficult time, Abraham Lincoln was elected President of the USA in 1860. He
wanted to solve the problem of slavery. The southern states were against the abolition of slavery.
This brought the unity of the country in danger. The southern states were prepared even to form a
new country. Abraham Lincoln wanted all the states to remain united.

He faced many problems. He wanted to preserve the unity of the country at any cost. Finally
a civil war broke out between the northern and southern states. He fought the war bravely and
declared, 'A Nation cannot exist half free and half slave.' He won the war and kept the country
united.

Lincoln was elected president for a second term. He was not against anybody and wanted
everybody to live in peace. He made sincere efforts to heal the people's wounds caused by the war.
In 1862, Lincoln declared that from then onwards all slaves would be free. This made him very
popular among the people. Lincoln was assassinated in 1865.

IDENTIFY STRUCTURE

ORIENTATION Abraham Lincoln was born in 1809 in

Kentucky (USA). He worked on the farm
of his father. He attended school for less
than a year, but taught himself to read
and write. He did different types of jobs
 before he settled as a highly successful
lawyer. He was gradually drawn to
politics.

EVENTS The country was having problems

regarding the practice of slavery. The
white men owned large farms in the
southern states, Blacks were brought
from Africa to work on these farms,
They were kept as slaves. The people of
northern states were against this practice
of slavery and wanted to abolish it, The
Constitution of America is based on the
equality of man. Therefore, there was no
place for slavery in that country,

At this difficult time, Abraham Lincoln

was elected President of the USA in
1860. He wanted to solve the problem of
slavery. The southern states were against
the abolition of slavery. This brought the
unity of the country in danger. The
southern states were prepared even to
form a new country. Abraham Lincoln
wanted all the states to remain united.

He faced many problems. He wanted to

preserve the unity of the country at any
cost. Finally a civil war broke out
between the northern and southern states.
He fought the war bravely and declared,
'A Nation cannot exist half free and half
 slave.' He won the war and kept the
country united.

RE-ORIENTATION Lincoln was elected president for a

second term. He was not against anybody
and wanted everybody to live in peace.
He made sincere efforts to heal the
people's wounds caused by the war. In
1862, Lincoln declared that from then
onwards all slaves would be free. This
made him very popular among the
people. Lincoln was assassinated in
1865.

EXERCISES

A. LISTENING
Pronunciation practice!
Word Meaning
Lahir
Born
Bekerja
Worked
Mengahdiri
Attended
Menghapuskan
Abolish
Peraturan
Constitution
Melawan
Against
Kesatuan
Unity
Terpilih
Elected
Yang diumumkan
Declared
B. READING
Choose the right answer!

Victoria Caroline Beckham is an English singer-songwriter, dancer, model,

actress, fashion designer and businesswoman. She was born on April 17, 1974, in
Essex, England. She became famous in the 1990’s with the pop group “The Spice
Girls” and was known as Posh Spice. In 1999, she married the Manchester United and
England footballer, David Beckham. They have four children, three sons and a
daughter.
After The Spice Girls split up, she pursued a solo singing career, but also started
her own fashion range called dVb Style. Since this initial foray into fashion Victoria
Beckham has brought out her own range of sunglasses and fragrance, entitled
‘intimately Beckham” and a range of handbags and jewelry.
In addition she had written two best-selling books: one her autobiography and
the other, a fashion guide.
1. What did Victoria do before being a solo singer?
a. Married to David Beckham
b. Worked as fashion designer
c. Joined the Spice Girls
d. Created fashion style
e. Wrote many books

2. We found in the text that ….

a. Victoria named her fragrance by dVb style
b. Beckham is Victoria’s autobiography
c. Beckham is Victoria’s brand for her fragrance
d. Posh Spice is the title of her new album
e. Spice Girls is Victoria’s label for her wardrobe

3. Based on the text, what do we know about Victoria?

a. She is an ordinary woman
b. She is a multi-talented woman
c. She designed The Spice Girls
d. She married to an ordinary person
e. She arranged many songs for the spice girls

4. After The Spice Girls split up’. The synonym of the underlined word is ….
a. Separated
b. Joined
c. Combined
d. Worked together
e. Coordinated

5. “Intimately Beckham” is the title of her ….

a. Autobiography
b. Sunglasses and fragrance
 c. Fashion guide
d. Books
e. Songwriter

Mohammad Hatta
Every year has its great men and women who are remembered for what they
have done for their country. One of Indonesia’s great men is Dr. Mohammad Hatta.
He was a man with a deep love for his country and people.
Dr. Mohammad Hatta was born in Bukittinggi on August 12 th, 1902. While still
in junior high school in Bukittinggi, he became interested in politics and joined the
League of Young Sumatrans.
He left Bukittinggi to study in Batavia. Then he went to the Netherlands. He
studied economics and gained a doctorate degree there. During his stay there he was
active in the national Movement. Because of his activities, he was arrested.
In 1923 Hatta returned to Indonesia. He joined a political organization called
“Pendidikan Nasional Indonesia”. One of its goals was to develop political awareness
among the Indonesian people. His activities again led to his arrest. The colonial
government exiled him to Boven Digul, and later to Banda Naira. Shortly before the
Japanese invasion. He was brought back to Java.
When the Japanese surrendered in August 1945, Soekarno and hatta proclaimed
Indonesia’s Independence. Hatta became the first vice-president of the Republic of
Indonesia.
In 1956 Hatta resigned as vice-president and devoted himself to writing. On
March 14, 1981, dr. Mohammad Hatta passed away in Jakarta.
Nowadays, he is no longer living among us. However, his spirit of loving the
country and nation is one of the reason why he is well remembered.

6. In 1956 Hatta resigned as vice-president….

The synonym of the underlined is …
a. Surrendered
b. Maintained
c. Kept in position
d. Became
e. Brought

7. What made Moh. Hatta arrested?

a. Because he was exiled to Boven Digul
b. Because he studied in Netherlands
c. Because he was vice-president
d. Because he was active in the national movement
e. Because he was born in Bukittinggi

8. What is the main idea of paragraph four?

a. The Japanese invasion
b. Moh Hatta was exiled to Boven Digul
c. Moh. Hatta activities in political organization
 d. The nationalist movement
e. The study in Netherlands

9. ‘He is no longer living among us’.

What does ‘us’ refer to?
a. Sumatra people
b. Indonesia people
c. Digul people
d. Netherlands people
e. Batavia people

10. ‘Dr. Moh. Hatta passed away in 1981.

What is the synonym of passed away?
a. Lived again
b. Died
c. Kept the position
d. Brought back
e. Joined in

C. WRITING
Make a biography text based on themes above! Choose one of them!
 Hedy lamar (the inventor of wi-fi)
 Dr. Jaap Haartsen (the inventor of bluetooth)

D. SPEAKING
Retell the biography text that you have write in front of the class!
 REFERENCES

https://www.thoughtco.com/asking-for-information-in-english-1212031
http://www.hanibi.com/2013/06/meminta-dan-memberi-informasi-asking.html
https://www.slideshare.net/CietieSpdf/rpp-xi-suggestion-and-offering
https://www.slideshare.net/EvanSanjaya/factual-report
http://panglia.blogspot.com/2012/09/soal-latihan-report-text-kls-xi.html
http://panglia.blogspot.com/search/label/%28IF%29%20CONDITIONAL%20SENTENCES%20
TYPE%201.2.3
http://debimacamrpp.blogspot.com/2016/11/analytical-exposition.html
http://dewialonso.blogspot.com/2016/05/contoh-soal-pilihan-ganda-analytical.html
http://englishwithsmiles.blogspot.com/2017/05/biography-text.html?m=1
http://kesidamayanti.blogspot.com/2015/07/soal-kelas-xi-offering-accepting.html
http://kesidamayanti.blogspot.com/2015/07/soal-soal-xi-biography.html