WRITING REPORT

 RINGKASAN :
MATERI What is report?

A report is generally refers to a document which present specific

information as concisely as possible to a particular audience. Reports

are often used to communicate the results of a project or investigation

to, for example, an employer. There are many types of reports

associated with a range of functions and contexts, such as reports for

business, science, academic, policy, legal, and medical documents.

(Laporan umumnya mengacu pada dokumen yang menyajikan

informasi spesifik sesingkat mungkin kepada khalayak tertentu.

Laporan sering digunakan untuk mengkomunikasikan hasil proyek

atau investigasi kepada, misalnya, pemberi kerja. Ada banyak jenis

laporan yang terkait dengan berbagai fungsi dan konteks, seperti

laporan untuk bisnis, sains, akademik, kebijakan, hukum, dan

dokumen medis).

Social function

To write and describe the findings of an individual or agroup in a

report text.(Menulis dan mendeskripsikan temuan individu atau

kelompok dalam teks laporan).

Language Features(fitur bahasa)

Passive voice
Simple present tense

LANGKAH-LANGKAH MENULIS LAPORAN :

1. PREPARATION AND PLANNING
 Think what is your point of report talking about
 Who are the readers?
 What is the purpose of the report and why is it needed?
  What is the important information of the report
2. MAIN SECTION:
Struktur sebuah laporan :
 Title page
 Abstract (Executive summary)
 Table of contents
 Introduction/Background
 Discussion or main body
 Conclusion and recommendations
 Reference list
 Appendices

How to write a report

Reports generally involve presenting your investigation and
analysis of information or an issue, recommending actions and
making proposals.

OUT-LINE PENULISAN LAPORAN ILMIAH :

 Step 1: Decide on the 'Terms of reference'

 Step 2: Decide on the procedure
 Step 3: Find the information
 Step 4: Decide on the structure
 Step 5: Draft the first part of your report
 Step 6: Analyse your findings and draw conclusions
 Step 7: Make recommendations
 Step 8: Draft the executive summary and table of contents
 Step 9: Compile a reference list
 Step 10: Revise your draft report

1. Menentukan referensi.
 What is about?
 What exactly is needed?
 Why is it needed?
 When do I need to do it?
  Who is it for, or who is it aimed at?
2. Menentukan prosedur.
 What information do I need?
 Do I need to do any background reading?
 What articles or documents do I need?
 Do I need to contact the library for assistance?
 Do I need to interview or observe people?
 Do I have to record data?
 How will I go about this?
3. Menemukan informasi
 Reading written material
 Observing people or activities
 Talking to people
 Finding relevant and appropriate information
4. Menentukan struktur
 A tittle page
 Executive summary
 Contents
 An introduction
 Terms of reference
 Procedure
 Findings
 Conclusions
 Recommendations
 References/Bibliography
 Appendices
 Make heading and subheading
5. Membuat draft laporan
 Draft the terms of reference, procedure and findings, and start
to work out what will go in the report’s appendix
 Write findings and to include photos, tables or graphs to make
your report more readable and/or easier to follow.
6. Menganalisis temuan dan menggambarkan kesimpulan
 What have I found?
 What’s significant or important about my findings)
 What do my findings suggest?
7. Membuat rekomendasi
 Reread your findings and conclusions
 Check that your recommendations are practical and are based
logically on your conclusions.
 Ensure you include enough detail for the reader to know what
needs to be done and who should do it.
8. Membuat draft kesimpulan pelaksanaan dan daftar isi
 Make an executive summary about 100 words long.
 Summerise the recommendations.
  Make in order of table of content.
9. Mengkompilasi daftar referensi
 List of sources
10. Memperbaiki draft.
 If you have done what you were asked to do. Check the
assignment question, the instructions/guidelines and the
marking schedule to make sure.
 That the required sections are included, and are in the correct
order. 
 That your information is accurate, with no gaps.
 If your argument is logical. Does the information you present
support your conclusions and recommendations?
 That all terms, symbols and abbreviations used have been
explained.
 That any diagrams, tables, graphs and illustrations are
numbered and labelled.
 That the formatting is correct, including your numbering,
headings, are consistent throughout the report.
 That the report reads well, and your writing is as clear and
effective as possible.
 You might need to prepare several drafts before you are
satisfied. If possible, get someone else to check your report

 CONTOH SAMPLE LAB REPORT

Perception of Different
Sugars by Blowflies
by Alexander Hamilton

Biology 101
October 24, 2009

Lab Partners:
Sharon Flynn,
Andi
ABSTRACT
To feed on materials that are healthy for them, flies (order
Diptera) use taste receptors on their tarsi to find sugars to ingest. We
examined the ability of blowflies to taste monosaccharide and
disaccharide sugars as well as saccharin. To do this, we attached flies
to the ends of sticks and lowered their feet into solutions with
different concentrations of these sugars. We counted a positive
response when they lowered their proboscis to feed.
The flies responded to sucrose at a lower concentration than
they did of glucose, and they didn’t respond to saccharin at all. Our
results show that they taste larger sugar molecules more readily than
they do smaller ones. They didn’t feed on saccharin because the
saccharin we use is actually the sodium salt of saccharin, and they
reject salt solutions.
Overall, our results show that flies are able to taste and choose
foods that are good for them.

INTRODUCTION
All animals rely on senses of taste and smell to find acceptable
food for survival. Chemoreceptors are found in the taste buds on the
tongue in humans (Campbell, 2008), for example, for tasting food.
Studies of sensory physiology have often used insects as
experimental subjects because insects can be manipulated with ease
and because their sensory-response system is relatively simple (E.
Williams, personal communication). Flies are able to taste food by
walking on it (Dethier, 1963). Hollow hairs around the proboscis and
tarsi contain receptor neurons that can distinguish among water, salts,
and sugars, and flies can distinguish among different sugars (Dethier,
1976). These traits enable them to find necessary nutrition.
In this experiment we tested the ability of the blowfly
Sarcophaga bullata to taste different sugars and a sugar substitute,
saccharin. Because sucrose is so sweet to people, I expected the flies
to taste lower concentrations of sucrose than they would of maltose
and glucose, sugars that are less sweet to people. Because saccharin
is also sweet tasting to people, I expected the flies to respond
positively and feed on it as well.

METHODS
We stuck flies to popsickle sticks by pushing their wings into a
sticky wax we rubbed on the sticks. Then we made a dilution series
of glucose, maltose, and sucrose in one-half log molar steps (0.003M,
0.01M, 0.03M, 0.1M, 0.3M, and 1M) from the 1M concentrations of
the sugars we were given. We tested theflies’ sensory perception by
giving each fly the chance to feed from each sugar, starting with the
lowest concentration and working up. We rinsed the flies between
tests by swishing their feet in distilled water. We counted a positive
response whenever a fly lowered its proboscis. To ensure that
positive responses were to sugars and not to water, we let them drink
distilled water before each test. See the lab handout Taste Reception
in Flies (Biology Department, 2000) for details.

RESULTS
Flies responded to high concentrations (1M) of sugar by
lowering their probosces and feeding. The threshold concentration
required to elicit a positive response from at least 50% of the flies
was lowest for sucrose, while the threshold concentration was highest
for glucose (Fig. 1). Hardly any flies responded to saccharin. Based
on the results from all the lab groups together, there was a major
difference in the response of flies to the sugars and to saccharin
(Table 1). When all the sugars were considered together, this
difference was significant (t = 10.46, df = 8, p < .05). Also, the
response of two flies to saccharin was not statistically different from
zero (t = 1.12, df = 8, n.s.).

DISCUSSION
The results supported my first hypothesis that sucrose would be
the most easily detectable sugar by the flies. Flies show a selectivity
of response to sugars based on molecular size and structure. Glucose,
the smallest of the three sugars, is a monosaccharide. The threshold
value of glucose was the highest in this experiment because a higher
concentration of this small sugar was needed to elicit a positive
response. Maltose and sucrose are both disaccharides but not with the
same molecular weight or composition. It has been shown that flies
respond better to alpha-glucosidase derivatives than to beta-
glucosidase derivatives (Dethier 1975). Because sucrose is an
alphaglucosidase derivative, it makes sense that the threshold value
for sucrose occurs at a lower concentration than that for maltose.
This might also be the reason why sucrose tastes so sweet to people.
My other hypothesis was not supported, however, because the flies
did not respond positively to saccharin. The sweetener people use is
actually the sodium salt of saccharic acid (Budavari, 1989). Even
though it tastes 300 to 500 times as sweet as sucrose to people
(Budavari, 1989), flies taste the sodium and so reject saccharin as a
salt. Two flies did respond positively to saccharin, but the response
of only two flies is not significant, and the lab group that got the
positive responses to saccharin may not have rinsed the flies off
properly before the test. Flies taste food with specific cells on their
tarsal hairs. Each hair has, in addition to a mechanoreceptor, five
distinct cells – alcohol, oil, water, salt, and sugar – that determine its
acceptance or rejection of the food (Dethier, 1975). The membranes
located on the tarsi are the actual functional receptors since it is their
depolarization that propagates the stimulus to the fly (Dethier, 1975).
Of the five cells, stimulation of the water and sugar cells induce
feeding, while stimulation of the salt, alcohol, and oil receptors
inhibit feeding. More specifically, a fly will reject food if the
substrate fails to stimulate the sugar or water receptors, stimulates a
salt receptor, or causes a different message from normal (e.g., salt
and sugar receptors stimulated concurrently) (Dethier 1963). Flies
accept sugars and reject salts as well as unpalatable compounds like
alkaloids (Dethier & Bowdan, 1989). This selectivity is a valuable
asset to a fly because it helps the fly recognize potentially toxic
substances as well as valuable nutrients (H. Cramer, personal
communication). Substances such as alcohols and salts could
dehydrate the fly and have other harmful effects on its homeostasis
(Dethier, 1976). Thus, flies are well adapted to finding food for their
own survival.

ACKNOWLEDGMENTS
I thank Prof. Cramer for help with the t-test and my lab partners
for helping me conduct and understand this experiment.

LITERATURE CITED
Campbell, N.A., & J.B. Reece. 2008. Biology, 8th ed. Pearson
Benjamin Cummings, San Francisco.
Budavari, S., et al. 1989. The Merck Index. Merck & Co., Rahway,
NJ.
Biology Department. 2000. Taste Reception in Flies. Biology 101
Laboratory Manual,
Hamilton College, Clinton, NY.
Dethier, V.G. 1963. The Physiology of Insect Senses. Methuen &
Co., London.
Dethier, V.G. 1976. The Hungry Fly. Harvard University Press,
Cambridge.
Dethier, V.G., & E. Bowdan. 1989. The effect of alkaloids on sugar
receptors and the
feeding behaviour of the blowfly. Physiological Entomology 14:127-
136.
Table 1. The average number of flies in each lab group that fed from
0.3M concentrations
of each chemical tested. The mean + standard deviation is shown.
chemical tested number of 10 flies responding
glucose 3.2 + 1.5
maltose 7.8 + 2.3
sucrose 8.6 + 2.1
saccharin 0.2 + 0.5
Fig. 1. Taste response curves of flies to different concentrations of
 the sugars glucose,
maltose, and sucrose.
Fig. 2. Chemical formulas of sucrose and maltose (Biology
Department, 2000). Glucose
is a monosaccharide and is shown as part of each of these molecules.

 LATIHAN 1. What kind of report is this?

2. Who wrote the report?
3. Where did the writer conduct the experiments before writing the
report?
4. What is the purpose of writing report?
5. In which part of the report can you find the lab procedures?
6. Does the writer have to do any experiments before writing it?

MATERI 3 : REPORT PRESENTATION

 KD 3.26 : Menganalisis fungsi social, struktur teks dan unsur kebahasaan teks
interaksi transaksional yang melibatkan tindakan memberi dan
meminta informasi terkait penyajian laporan secara lisan (report
presentation).
 KD 4.26 : Menyusun teks interaksi transaksional lisan yang melibatkan
tindakan memberi dan meminta informasi terkait penyajian laporan
dengan memperhatikan fungsi social, struktur teks dan unsur
kebahasaan yang benar dan sesuai dengan konteks penggunaannya di
dunia kerja.