ENGLISH FOR SOCIAL COMMUNICATION

GROUP 2
1. SRIEHENY KANIA DEWI

2. RISMA HANDAYANI

3. HERLINA HIRIM PARWATI

4. SUVENY

5. SYAHRIAL
A descriptive text:
Describes particular things, animals, persons,
or others, for instance: pets or persons we
know well (Gerot and Wignell, 1994 in Anggun,
2016) appeals to the senses, tells how
something looks, feels, smells, tastes, and/ or
sounds; something like a word picture enabling
readers to imagine the described objects,
places, or persons. is used to show, report,
describe, and present information.
 Purpose of Descriptive text

 To describe person, thing or place in specific

 To describe a particular person, thing or place.
Generic Structure
A descriptive text is made up of identification or
general statement and description element.

 Identification introduces and identifies

specific objects (a person, thing, place,
animal or event) intended to be described.
 Description describes the intended objects
using descriptive details or information about
the objects’ characteristics, appearances,
personality, habits or qualities
Significant Lexico-grammatical Features
The features of a descriptive text are:
 Focusing on a specific object

 Generally using Present Tense

 Using linking verbs and verbs to classify things and describe

appearances, characteristics, parts, and functions
 Frequently using pre-and post-modified noun phrases;

 Using adjectives and adverbs to add information to nouns and

verbs in the provision of detailed information
 Using adverbial phrases of manner, place, or time

 Using words explaining characteristics or features (size, shape,

location, colour, etc)
 Using details to visualize the topic

 Providing examples (using the phrases for instance, such as, to

illustrate, or to demonstrate)
 Using the topic word or the topic-synonymous word repeatedly.
 Example describing person
My Best Friend, Ernesto

I have a best friend. His name is Ernesto and he is my

classmate. We go to school together. Ernesto comes from an educated
family. His father is a school principal and his mother is also a teacher.
He is punctual, well-educated, and has good manners. He is
really hard working. He always does his homework. He is also well-
dressed and well-behaved. All teachers have a high opinion of
him. Ernesto has a well-built body. He is gentle but fearless. Moreover,
Ernesto takes part in all sports, scout, trekking and mountaineering
activities. He has a good heart and he is truthful.
He also plays the guitar, and he makes his parents very proud
of him. He secures good marks and is usually top of his class in
examinations. He inspires me to work harder. He keeps me away from
bad company. I am happy to have such a friend.
Example describing place

The National Monument, or "Monas" as it is popularly called, is

one of the monuments built during the Sukarno era of fierce
nationalism. The top of the National Monument (Monas) is
Freedom Square. It stands for the people's determination to
achieve freedom and the crowning of their efforts in the
Proclamation of Independence in August 1945. The 137-meter
tall marble obelisk is topped with a flame coated with 35 kg of
gold. The base houses a historical museum and a hall for
meditations. The monument is open to the public and upon
request the lift can carry visitors to the top, which offers a bird's
eye view on the city and the sea.
 The problem

Students limited vocabulary, they don’t know

the meaning of the text
 Solution

Encourage the students to read more

 RECOUNT TEXT

Speaking or writing about past events.

Defintion :
A text which retells how an event happened in
the past.

It usually occured in a sequence of time.

Recount Text can be :
 Personal
 Historical
 Biographical
Personal Recount
 A personal writer’s experience (holiday
time, school moments, and unforgettable
experience)

Historical Recount
 A history of a place or an object

Biographical Recount
 The life history of a person, usually a
famous person
The Generic Structure
(Kerangka Karangan)

 Orientation
The first paragraph that gives background
information about who, what, where and when.
 Series of Events
The 2nd (third-…) paragraph that retells the events in
the order in which they happened.
 Re-orientation
A concluding paragraph (Impression, suggestion,
feeling)
Language Features
(Bentuk Bahasa)

 Use past tense to retell the events.

 Use words that shows the order of events. Such as:
first, next, then, ….
 Use descriptive words to give details about who,
what, when, where and how.
Example Of Recount Texts
 Personal Recount
 One day, I had to teach a new English
class. I read the list of new students’ name. It
Orientation was Kiddies’ group since they were about 9
and 10 years old.
That was the first day of the Spanish carnival, so
I wanted to wear the most appropriate suit for the
children’s class. Most kids usually dress up at carnival, I
thought. It would be more interesting if their teacher was
also in carnival spirit. That was why I decided to wear my
Series of teddy bear suit and bring cuddly toys in my box.
Events And that was what I did. I walked through the
door happily. The director watched me completely
astonished. I smile and looked straight at her. With a man
beside her, he said, ”Good Afternoon. I’d like to introduce
you to Mr. Mendez, the director of Delta Company. He is
one of the participants of the English course that you will
teach today.”

Oh my god! I nearly died! The secretary apologized to

Reorientation me for the wrong details of my new class.
For Special Attention: Simple Past Tense

 I had to teach a new English class.

 I read a list of students’ names.
 It was kiddies’ group since they were about 9
and 10 years old.
 That was the first day of Spanish carnival.
 I wanted to wear ...
 That was I decided to wear ...
 I walked through the door happily.
 etc
 Historical Recount
 Battle of Surabaya
The Battle of Surabaya was fought between pro-independence
Indonesian soldiers and militia against British and British Indian
troops as a part of the Indonesian National Revolution.
The peak of the battle was in November 1945. The battle was
the heaviest single battle of the revolution and became a national
symbol of Indonesian resistance. Fighting broke out on 30 October
after the British commander, Brigadier A. W. S. Mallaby was killed in a
skirmish. Although the Colonial forces largely captured the city in
three days, the poorly armed Republicans fought for three weeks, and
thousands died as the population fled to the countryside.
The battle and defence mounted by the Indonesians
galvanised the nation in support of independence and helped garner
international attention. For the Dutch, it removed any doubt that the
Republic was not simply a gang of collaborators without popular
support. It also had the effect of convincing Britain that wisdom lay on
the side of neutrality in the revolution; within a few years, in fact,
Britain would support the Republican cause in the United Nations.
Considered a heroic effort by Indonesians, the battle helped
galvanise Indonesian and international support for Indonesian
independence. 10 November is celebrated annually as Heroes’ Day.
 Biographical Recount
 Picasso
Picasso was one of the most outstanding and important artists of
the 1900’s. He is best known for his paintings. Almost every style in
modern art is represented in Picasso’s works.
Picasso was born in 1881 in Malaga, Spain as the son of an art
teacher. He studied painting from his father and his college level course
of study at the academy of arts in Madrid.
From about 1895 to 1901, he painted realistic works in a
traditional style. He, then, entered what was called the Blue PerioD.
During this time, he only used shades of blue in his paintings to show the
poverty he saw in Barcelona.
After 1908, he entered into the style of cubism. Among his well-
known cubist paintings are “Three Musicians” and “Man with a Guitar”.
Picasso died in Moughins, France in 1973. He was really great
artist.
 The Problem

Teacher Side
 Limited Concept (Me as an English teacher more often
gives examples of recount text, it’s about Personal
Recount, telling about experience, holiday moment,
etc)

 Because we use Choices book (Longman), an import

text book, It’s different with our local sylabus, so We
as English teachers must have some other references
which concern to our local sylabus.
 The Solution

 Our Local MGMP often holds workshop to help us to know

more deeply about sylabus analysis and materials of
KURNAS 2013.

 We can give recommendation to our library staff to provide

the references, we also must have our own books.
 The Problem and The Solution

Students Side
 Our students are less interested in making an writing on a
piece of paper.

 They are more interested if they are asked to speak in front of

the class by telling or making historical or biographical recount
text by wall magazine.
Let’s Practice
 The Latest Fashion
One day, I had to teach a new English class. I read the list
of new students’ name. It was Kiddies’ group since they were
about 9 and 10 years old.
That was the first day of the Spanish carnival, so I wanted
to wear the most appropriate suit for the children’s class. Most
kids usually dress up at carnival, I thought. It would be more
interesting if their teacher was also in carnival spirit. That was
why I decided to wear my teddy bear suit and bring cuddly
toys in my box.
And that was what I did. I walked through the door happily.
The director watched me completely astonished. I smiled and
looked straight at her. With a man beside her, he said, ”Good
Afternoon. I’d like to introduce you to Mr. Mendez, the director
of Delta Company. He is one of the participants of the English
course that you will teach today.”
Oh my god! I nearly died! The secretary apologized to me
for the wrong details of my new class.
1. What is the text about?

A. The writer’s embarrassing experience of her

first day English class.
B. The latest fashion of an English teacher.
C. The celebration of Spanish carnival
D. Wrong schedule of a new English class.
2. The secretary apologized to the
writer because….

A. the writer wore his teddy bear suit

B. she did not remember the carnival day
C. she did not know Mr. Mendez was in
the class
D. she has given the wrong details of the
new class
3. The director watched me completely
astonished.
The underlined word nearly means ….

A. complicated
B. confused
C. very surprised
D. got shocked
4. I smiled and looked straight at her.
The underlined word refers to….

A. The director
B. The participant
C. Mr.Mendez
D. The director of Delta Company
5. How did the writer feel about
this experience?
She felt ….

A. sorry
B. happy
C. astonished
D. embarrassed
Text 2
 I really hate flying. Once, something happened to me. When I
was on board, the plane started taking on. It seemed that
everything was all right. But suddenly I saw smoke coming from
the engine of the plane. The engine was on fire and the plane
started to rattle. Suddenly the captain said to us in very calm
voice. “Ladies and gentlemen, we are having a little problem with
one of the engines. There is no need to panic. Keep your seat
belts fastened. We are going to return to the airport.”
You can imagine how frightened I was, but the crew was
fantastic. The flight attendants were really calm and told us not
to worry. One of them told me to relax and said that everything
would be all right.
A few minutes later, we were coming in to land. The pilot
made a smooth landing on the runway. It was over, and we were
saved.
I took a taxi and went home. From that day on, I decided not
to fly anymore.
6. What is the best title for the
above text?

A. Traveling by air
B. A crash in the air
C. The flight is on fire
D. My bad experience on the
plane
7. The writer did not want to fly
anymore because ….

A. his flying experience was so terrifying

B. he preferred taking a taxi to a plane
C. he wanted to be calm in an airplane
D. he wanted to relax during the flight
8. You can imagine how frightened
I was ….
The underlined word has the
same meaning as ….
A. horrible
B. terrified
C. panic
D. sad
9. These are TRUE about the
writer, EXCEPT …
A. He had a bad experience in flying.
B. He was one of the save passengers
from the accident.
C. He went home and would try another
air flight.
D. He flew with fantastic air crew.
10. Paragraph two tells us
about….

A. How frightened the passengers were

B. How fantastic the air crew was
C. How everybody needed to be calm down
D. How the captain of the flight asked the
passengers to sit
 LA 3
LABELS
The Definition of Label:
Label is a panel found on a package of product which contains a
variety of information about the nutritional value of the product’s
item

There are many pieces of information which are standard on most

product labels, including serving size, number of calories, grams of fat,
included nutrients, and a list of ingredients.
 The objective of product labeling is
To guarantee that consumers have access to complete
information on the content and composition of products, in
order to protect their health and their interest. Other information
may provide details on a particular aspect of the product, such as
its origin or production method. Some foodstuffs, such as
genetically modified organisms, allergenic foods, foods intended
for infants or even various beverages, are also subject to specific
regulations.
More over :

This information helps people who are trying to restrict their

intake of fat, sodium, sugar, or other ingredients, or those
individuals who are trying to get enough of the healthy
nutrients such as calcium or Vitamin C.
There are 3 kinds of labels:
Food
Drink Label
Medicine Label
The Social Function of Labels have many uses:

1. as product identification,
2. As name tags,
3. Advertising,
4. Warnings.
Generic Structure:
(Food, drink, and medicine)
1. Food and drink label
 Servings: larger, and sizes updated
 Calories: larger type
 Updated daily values
 Actual amounts declared
 Change in nutrients required
 New footnote
2. Medication label

 Active ingredient
 Uses (
 Warnings
 Directions ( aturan pakai)
 Other Information
 Call center
The problem:
When I introduce the generic structure of the labels include the
examples, sometimes when I ask the student to find the labels that
has all of the items, they find difficulties, since the examples in the
google that has been downloaded by companies and factories are
not complete.

The solution:
I give them many examples of Labels and I let them bring any
other varieties products of examples, that the labels are not as
complete as in the generic structures
 Hello!
I’m Bart Simpson.
Let’s learn about
“Notices”
 We must have
gone to a place,
frequently we find
some writing or
pictures that lead
us to do or not to
do something
Notice is one type of
short functional text
that contains a brief
and simple
information in the
form of writing or
symbols to give
instructions or
warnings to the
public, usually in the
form of signs.
Form of “Notice” are ...
 1. Gives us clues
2. Gives directions

What is the purpose of

“Notice”?
Notice CONTEXTS PURPOSES LESSONS TARGET
LEARNED READERS
1 Appreciation for To thank for messages to People who
cleanliness people who keep address cleanliness see this
clean policy notice
2 An appeal for To warn people Becarefull is People who
people to take to pay attention important while use
safety to their feet while using something escalator
using escalator
3 Command to keep To ask people to Care with People who
Cleanliness keep area clean cleanliness around are in the
us around of
area
4 Prohibition to eat To ask people Be respect to People who
and drink not to others are in the
around of
area
5 Security System To warn people Keeping watch of People in
not to do property the market,
criminal office or
Cautio CONTEXT LESSONS TARGET
PURPOSES
n S LEARNED READERS
1 Safety To warn people to Prevent the People who
keep away from this accident work in the
area factory
2 Permissio To warn people not to Be respect to People who are
n come in without any others around and
permission wants to come
in a room
3 Permissio To warn pregnant Be respect to Pregnant
n woman not to enter others woman
that room or building
4 Safety To warn people not to Be carefull All people
walk in that around there
area/stairways
5 Safety To warn people that Be carefull All people
the floor is wet around there
The Problems
From “Notice”
1. Students cannot distinguish
between types of notice, such as :
• Which ones include command
sentences, prohibited sentences
and signs.
2. Students hardly understand the
meaning of Notices.
3. Purspose of the “Notices”
Poster is one of the effective learning media to convey
certain messages, in the form of pictures and writing.
The way of learning in class can be done, by observing
students outside the classroom, in public places, or
from examples of pictures of Notice, Caution, and
Warning that have been collected and made by the
teacher. They then formed a group to practice making
posters with the theme of Notice, Caution, and Warning,
for example they chose, then they understood the
meaning, discussed the meaning in the text, then
alternately, they presented the results of the poster
making, to explain to friends another friend. Then other
friends and also the teacher will give responses,
questions, according to the poster that has been
presented by group members.
they together try to make their own Notice,
Caution, and Warning, then understand the
meaning, and present in front of teacher and
classmates. In addition to increasing
understanding of related material, this media will
also eliminate boredom about the usual learning
methods, because here students are required to
be active and creative, produce products and be
fun. In addition, it will also be able to train
cohesiveness, student confidence, and of course
increase students' enthusiasm or motivation in
learning English, especially Notice, Caution, and
Warning material which is usually difficult to
understand, becomes more interesting and
QUESTIONS
1. Problem in teaching descriptive text is
students limited vocabulary, they don’t know
the meaning of the text
Solution
 Using games

 Jumble paragraph

 Collaborative strategy
2. What are the problems of
teaching notice in classroom?
1. Students cannot distinguish between types of
notice, such as :

• Which ones include command sentences,

prohibited sentences and signs.

2. Students hardly understand the meaning of

Notices.

3. Purspose of the “Notices”