 ACTIVITY 1 PERSONAL LETTERS

Welcome to English for Personal Communication!

In this first section of the module, you will learn some personal letters, observe
the social function, structure, and lexico-grammatical features of the text. Through this section
you will comprehend and be able to create personal letters that suit your needs as part to build
and maintain your personal relation to other people.This skill is one of the language skills that
we use on a daily basis. The task given will require you to use analytical approach

Learning Outcomes

In Learning Activity 1 you will learn the following competencies:

Attitude

To uphold and apply religious values, moral values, ethical values, personal and social values
(honesty, discipline, accountability, independence), care and respect for differences and
diversity, tolerance, peace, collaboration, nationalism.

Knowledge

To analyse the social functions, text structures, and lexico-grammatical features of a

number of personal letters in regard to the contexts of situation.

Skills

1. To read a number of personal letters from varied contexts of situation

2. To compare the social functions of personal letters
3. To compare the text structure of personal letters
4. To compare the lexico-grammatical features of personal letters
5. To construct and respond to personal letters

Unit Learning Outcomes

1. To read a number of personal letters meaningfully.

2. To compare the social functions of a number of personal letters regarding
the context of situation, the target receiver, and the points of interests or importance.
3. To compare the structure of each of the report texts, including the layout, the structure,
and the detailed information.
4. To compare the lexico-grammatical features of personal letters by determining the choice
of words and expressions, the use of direct and indirect sentences, the tenses, the fonts,
the punctuation marks, etc.
 5. To construct a personal letter and respond to the letter according to their context of
situation, social function, text structure, and lexico-grammatical features.

Learning Materials

The learning materials in this activity will be divided into two main sections: Key Features of
The Text and Meaning Making Task. Study them carefully and do each of the tasks that follows.

Key Features

Personal Letters

Social Function

To build and maintain interpersonal relation with family, relatives, and friends.

Generic Structure

 Opening
 Sharing current and past personal news
 Responding the expected, unexpected, and personal news

Significant Lexico-grammatical Features

 Focus on exchanging personal current news, feelings, and conditions

 Use of pronouns, simple present tense, and past tense
 Use of date and address
 Informal greetings or salutations

(Silabus SMA & SMK, dan SMP, 2013)

Learning Activity 2: Announcements

ANNOUNCEMENT
Learning Outcomes

The learning outcomes in Learning Activity 2 are set out below.

Attitude

To uphold and apply religious values, moral values, ethical values, personal and social values
(honesty, discipline, accountability, independence), care and respect for differences and
diversity, tolerance, peace, collaboration, and nationalism.

Knowledge

1. To understand, apply, and compare the social functions, text structures, and lexico-
grammatical features of a number of announcement in regard to the contexts of situation.
2. To apply the knowledge to engage in social functions with announcement, in
contextually acceptable text structures and lexico-grammatical features.

Skills

1. To demonstrate the differences and similarities

between a number of announcement from
varied contexts of situation, in regard to the social functions, text structures, and
lexico-grammatical features.
2. To produce a number of announcement for contextually acceptable social functions, with
contextually acceptable text structures and lexico-grammatical features.

Unit Learning Outcomes

 To read a number of announcement meaningfully.

 To compare the social functions of a number of announcement regarding the cont
ext of situation, the target readers, and the points of interests or importance.
 To compare the structure of each of the announcement including the general structure and
detail descriptions.
 To compare the lexico-grammatical features of announcement by determining the choice
of words and expressions, the use of direct and indirect sentences, the tenses, the fonts,
the punctuation marks, etc.
 To construct an announcement according to the context of situation, social functio
n, text structure, and lexico-grammatical features.
Learning Materials

The learning materials in this activity will be divided into two main sections: Key Features of
The Text and Meaning Making Task. Study them carefully and do each of the tasks that follows.

Key Features

Announcement

Social Function

To share planned/arranged activities/agenda

Generic Structure

 Headings/Purposes
 Detailed information

Significant Lexico-grammatical Features

Common expressions in announcement

Singular and plural nouns with or without articles a, the, this, those, my, their, etc.

Pronunciation, Intonation, spellings, and punctuation marks.

Meaning Making Tasks

This section is divided into two parts. The first part, Getting to Know Announcement, includes a
number of Tasks in which you will be guided to analyze

1. the social functions

2. the text structures, and
3. the lexico-grammatical features of announcement from three different contexts of
situation.

In the second part, Constructing Announcement, you will write some announcement to address
the social functions, the text structures, and the lexico-grammatical features.
 ACTIVITY III
Analytical Exposition
Welcome to Activity III. In this activity we will enjoy learning what an analytical exposition is
and how to write it. Well. Are you ready? Let's begin.

Learning Outcomes
Attitude

To uphold and apply religious values, moral values, ethical values, personal and social values
(honesty, discipline, accountability, independence), care and respect for differences and
diversity, tolerance, peace, collaboration, and nationalism.

Knowledge

1. To understand, apply, and compare the social functions, text structures, and lexico-
grammatical features of a number of analytical exposition texts in regard to the contexts
of situation;
2. To apply the knowledge to engage in social functions with analytical exposition texts in
contextually acceptable text structures and lexico-grammatical features.

Skills

1. To demonstrate the differences and similarities between a number of analytical

exposition texts from varied contexts of situation in regard to the social functions, text
structures, and lexico-grammatical features.
2. To produce a number of analytical exposition texts for contextually acceptable social
functions with contextually acceptable text structures and lexico-grammatical features.

Unit Learning Outcomes

1. To identify the differences and similarities of several analytical exposition texts as

compared to other texts from varied contexts of situation in regard to the social functions,
text structures, and lexico-grammatical features.
2. To produce two analytical exposition texts for contextually acceptable social functions
with contextually acceptable text structures and lexico-grammatical features.

Learning Materials

The learning materials in this activity will be divided into two main sections: Key Features of the
Text and Meaning Making Tasks. Study them carefully and do each of the tasks that follows.
Key Features

Analytical Exposition

Social Function

To persuade the readers or listeners that something is the case.

Generic Structure

Thesis:

 Position: Introduces topic and indicates writer’s position

 Preview : Outlines the main arguments to be presented.

Argument:

 Point: Restates main argument outlined in preview

 Elaboration: Develops and supports each point/argument

Reiteration:

 Restates writer’s position

Significant Lexico-grammatical Features

 Focus on generic human and non-human participants

 Use of simple present tense
 Use of relational processes
 Use of internal conjunction to stage argument
 Reasoning through causal conjunction or nominalization.

Source: (Gerot, L., & Wignell, P. (1994). Making sense of functional grammar.

Meaning Making Tasks

This section is divided into three parts. The first part, Getting to Know with Analytical
Exposition Texts, includes a number of Tasks in which you will be guided to analyse

1. the social functions,

2. the text structures,
3. the lexico-grammatical features of analytical exposition from three different contexts of
situation.

The second part is for you to identify differences and similarities of the analytical exposition
texts by comparing them with other texts. The third part is constructing analytical exposition
texts in which you will have to write some analytical exposition texts to properly address the
social functions, the text structures, and the lexico-grammatical features.

ACTIVITY 4
Welcome back to English for Personal
Communication!
Will learn some Hortatory Exposition texts by observing the text’s social function, structure, and
lexico-grammatical features. able to use a mind map to comprehend the text. use on a daily basis
as a language learner. The task given will require you to use analytical approach.

Learning Outcomes

Attitude

To uphold and apply religious values, moral values, ethical values, personal and social values
(honesty, discipline, accountability, independence), care and respect for differences and
diversity, tolerance, peace, collaboration, and nationalism.

Knowledge

 To understand, apply, and compare the social functions, text structures, and lexico-grammatical
features of a number of hortatory exposition texts in regard to the contexts of situation;
 To apply the knowledge to engage in social functions with hortatory exposition texts, in
contextually acceptable text structures and lexico-grammatical features.

Skills

 To demonstrate the differences and similarities between a number of hortatory

exposition texts from varied contexts of situation, in regard to the social functions, text
structures, and lexico-grammatical features.
 To produce a number of hortatory exposition texts for contextually acceptable social
functions, with contextually acceptable text structures and lexico-grammatical features.

Unit Learning Outcomes

 To present two hortatory exposition texts with contextually different social functions,
text structures, and lexico-grammatical features
  To explain the contextual differences and similarities between the hortatory exposition
texts in regard to the social functions, text structures, and lexic-ogrammatical features.
 To write a number of hortatory exposition texts for contextually acceptable social
functions, with contextually acceptable text structures and lexico-grammatical features.

Learning Materials

Learning materials in this activity will be divided into two main sections: Key Features of the
Text and Meaning Making Task. Study them carefully and do each of the tasks that follows.

Key Features

Hortatory Exposition Texts Social Function

To persuade the readers or listeners that something should or should not be the case.

Generic Structure

 Thesis: Announcement or issue of concern.

 Argument: Reasons for concern, leading to recommendation.
 Recommendation: Statement of what ought or ought not to happen.

Significant Lexico-grammatical Features

1. Focus on generic human and non-human participants, except for speaker or writer
referring to self.
2. Use of

 Mental Processes: to state what writer thinks or feels about issue e.g. realize, feel,
appreciate.
 Material Processes: to state what happens e.g. is polluting, drive, travel, spend, should be
treated.
 Relational Processes: to state what is or what should be.
 Use of simple present tense.

Source: (Gerot, L., & Wignell, P. (1994). Making sense of functional grammar.

Meaning Making Tasks

This section is divided into three parts. The first part, Getting to Know with Hortatory Exposition
Texts, includes a number of tasks in which you will be guided to familiarize (1) the social
functions, (2) the text structures, and (3) the lexico-grammatical features of hortatory exposition
from three different contexts of situation. The second part is for you to identify differences and
similarities of hortatory exposition texts with regard to the social functions, text structures, and
lexico-grammatical features. The third part is constructing hortatory exposition texts in which
you will have to write one hortatory exposition texts to properly address the social functions, the
text structures, and the lexico-grammatical features.