Review Materi Hots Pada Modul 3

A.
Modul 3 Peta Konsep_ English for Public Communication

Learning Activity 1 :Exploring DescriptiveText (Person & animals)
1. 1. Descriptive Text is a text that explains about what a person or an animal is like. It is about sensory
experience, how something looks, sounds, shapes. Mostly it is about visual experience, but
description also deals with other kinds of perception. It can be said that the descriptive text is a
meaningful text that describes particular person or animals.
2. Social Function
 To give information about a particular entity by describing its features, history, and special
characteristic.
 To give information about things by describing physical attributes,behaviors, uses
3. Generic Structure
The generic structure of this text consists of :
1. Identification
2. Description
4. Function
1. Identifies phenomenon to bedescribed

2. Describes or explains personality
5. Language Features
1. Focus on specific participants as the main character;

2. Use present tense as dominant tenses;
3. Use linking verbs or relational process frequently (is, are, has, have,belongs to) in order to classify
and describe appearance or qualities and parts or functions of phenomena;
4. Use action verbs or material process and behavioural process in giving additional description regarding
action and behaviour done by the participants in text;
5. Use mental verb or mental process when describing feelings;
6. Use nominal group frequently to describe;
7. Use adjective and adverbs to add information to nouns and add information to verbs to provide more
detailed description about thetopic;
8. Use adverbial phrases to add more information about manner, place,or time and sometimes realized
inembedded clause which functions as Circumstances
Learning Activity 2 Exploring Descriptive Text 2 (Things & places)
a. Definition of Descriptive text is a text which says what a person or a thing is like. Its purpose is to
describe and reveal a particular person, place, or thing.
b. Social function of Descriptive text is to describe people/place/things specifically
c. Generic Structure
 Identification: (contains about the introduction of a person, place, animal or object will be
described.)
 Description: contains a description of something such as animal, things, place or person by
describing its features, forms, colors, or anything related to what the writer describe.
d. Language Features
1. Specific participant : has a certain object, is not common and unique (only one). for example:
Bandengan beach, my house, Borobudur temple, uncle Jim
2. The use of the adjective (an adjective) to clarify the noun, for example: a beautiful beach, a
handsome man, the famous place in jepara, etc.
3. The use of simple present tense: The sentence pattern used is simple present because it tells the fact
of the object described.
4. Action verb: verbs that show an activity (for example, run, sleep, walk, cut etc
L.A.3 Learning Activity 3: Exploring Report Text 1 (Classifying and compositional report)
1. Definition of report text
Report text is a text which presents information about something, as it is. It is as a result of systematic
observation and analyses.
2. Social Function of report text
Classifying report - To organise and describe a field or topic into a class and subclass hierarchy.
Compositional report - To organise and describe a field or topic according to its part (a part or whole
part).
3. Generic Structure of report text
The major focus is on a “thing” (or, more accurately, a class of things whether natural or made) rather
than a sequence. Report texts are often referred to as information repots. We use the term ‘information
report’ as a general term to refer to all of different kinds of report texts. 149; Emilia & Christie, 2013)
 Opening general statement/general classification

 Description of parts and their function, inclusing mini explanation.
4. Function
 locating what is being talked about in the universe of things. It often takes the form of a
classification or definition
 These facts will be grouped into topic areas, each marked by a topic sentence to indicate the
particular aspect of the subject being dealt with
 use simple present tense

 use action verb
 use nouns and noun phrases
 use linking verb
 descriptive language
L.A.4 Learning Activity 4 Exploring Report Text 2 (comparative and historical report)
REPORT TEXT
1. Definition
Report texts deal with comparative and historical reports.
2. Social function
the report texts are called comparative report and historical report. It can be differenciated through the
following table :
Genre Social Function

Comparativereport To identify the
similarities and
differences between two
or more classes or things
Historical report To give information
about the way things
were in relation to a
particular historical
period or sit
3. Generic Structure
On the basis of content, Comparative reports are typically structured as follows:

 General Statement :
It introduces entities to be compared
 Description:
It contains the systematic analysis of similarities and differences
On the other hand, Historical reports are typically structured as follows:
 General Statement
It Identifies historical period or site And it defines and locates in time and place
 Description
- Features or characteristics
- Activities
- Behaviours
- Artefacts
- Historical significance
 Generalised participants are initially represented in simple noun groups.

 Relating verbs that link an entity with its attributes
 Timeless present tense (with the exception of an historical report)
Attitudinal vocabulary is unusual as the emphasis is on facts rather on opinions
B. Identifikasi penerapan pembelajaran HOTs pada materi inti :
HOTS (Higher Order Thingking Skill) atau yang sering disebut sebagai kemampuan
keterampilan atau konsep berpikir tingkat tinggi merupakan suatu konsep reformasi
pendidikan berdasarkan pada taksonomi bloom yang dimulai pada awal abad ke-21.
Keterampilan HOTS (Higher Order Thingking Skills) adalah proses berpikir yang
mengaharuskan murid untuk mengembangkan ide-ide dalam cara tertentu yang memberi
mereka pengertian dan implikasi baru. Limpan menggambarkan berpikir tingkat tinggi
melibatkan berpikir kritis dan kreatif yang dipandu oleh ide-ide kebenaran yang masing-
masing mempunyai makna. Berpikir kritis dan kreatif saling ketergantungan, seperti juga
kriteria dan nilai-nilai, nalar dan emosi.
Dalam mengembangkan HOTS diperlukan kemampuan guru untuk merencanakan dan

mengola pembelajaran yang efektif dalam mebelajarkan peserta didik baik dalam berfikir
secara logis, sikap, maupun keterampilan.
Berikut salah satu contoh penerapan HOTS pada materi inti : Learning Activity I
Descriptive Text
1. Guru membagi siswa dalam beberapa kelompok
2. Siswa membaca text descriptive yang diberikan oleh guru
3. Siswa dalam kelompok mulai mengidentifikasi kata – kata yang sulit atau struktur
descriptive text yang mereka temukan (guru dapat mengarahkan materi pada anak)
4. Games bersama (mencari beberapa jenis kata yang ada misalnya : mencari kata adjective,
kata benda)
5. Guru menjelaskan tentang struktur teks dan struktur bahasa yang ada pada teks
6. Berdiskusi tentang gagasan pokok, informasi tertentu pada descriptive text
7. Dalam kelompok, siswa membuat descriptive text dengan topic yang mereka sukai
8. Siswa mempresentasikan hasil descriptive text yang telah dibuat bersama

C. Kelebihan dan kelemahan dari penerapan pembelajaran HOTs pada materi tersebut
:
Kelebihan dari HOTS pada penerapan materi ini :
1. Siswa dilatih untuk jeli, teliti melihat materi yang dibahas
2. Siswa dilatih untuk bekerja sama dalam kelompok, komunikatif - belajar berpendapat dan
percaya diri saat melakukan presentasi
3. Siswa dilatih menggunakan kemampuannya dalam membuat descriptive text
Kekurangan dari HOTS pada penerapan materi ini :
1. Kemampuan siswa dalam membuat kalimat. Jika peenguasaan vocabulary dan penguasaan
struktur kalimat kurang, maka siswa akan kesulitan dalam memahami dan membuat
descriptive text.

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A.

Modul 3 Peta Konsep_ English for Public Communication

The generic structure of this text consists of :

1. Identifies phenomenon to bedescribed

1. Focus on specific participants as the main character;

5. Use mental verb or mental process when describing feelings;

6. Use nominal group frequently to describe;

Learning Activity 2 Exploring Descriptive Text 2 (Things & places)

1. Definition of report text

2. Social Function of report text

3. Generic Structure of report text

 Opening general statement/general classification

 use simple present tense

Genre Social Function

On the basis of content, Comparative reports are typically structured as follows:

 Generalised participants are initially represented in simple noun groups.

Attitudinal vocabulary is unusual as the emphasis is on facts rather on opinions

B. Identifikasi penerapan pembelajaran HOTs pada materi inti :

Dalam mengembangkan HOTS diperlukan kemampuan guru untuk merencanakan dan

1. Guru membagi siswa dalam beberapa kelompok

2. Siswa membaca text descriptive yang diberikan oleh guru

6. Berdiskusi tentang gagasan pokok, informasi tertentu pada descriptive text

8. Siswa mempresentasikan hasil descriptive text yang telah dibuat bersama

Kelebihan dari HOTS pada penerapan materi ini :

1. Siswa dilatih untuk jeli, teliti melihat materi yang dibahas

3. Siswa dilatih menggunakan kemampuannya dalam membuat descriptive text

Kekurangan dari HOTS pada penerapan materi ini :

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