1. ( Profesional : Learning Discussion Texts)
KELOMPOK KOMPETENSI G
( Profesional : Learning Discussion Texts)

2. SKENARIO PEMBELAJARAN
TUJUAN PEMBELAJARAN
SKENARIO PEMBELAJARAN
MATERI PEMBELAJARAN
PEMANTAPAN

3. Peserta mampu mengidentifikasi social function, generic structure,
language features dari Discussion Text
Peserta mampu menentukan gambaran umum teks tertulis
berbentuk discussion.
Peserta mampu menentukan informasi rinci tersurat teks
tertulis berbentuk discussion
TUJUAN
PEMBELAJARAN
Peserta mampu menentukan informasi tertentu teks tertulis
berbentuk discussion
Peserta mampu menentukan informasi tersirat teks tertulis
berbentuk discussion
Peserta mampu menentukan ragam bahasa dengan kepantasan, kesopanan dan atau ragam formal/informal berdasarkan situasi penggunaan bahasa tertentu

4. DISCUSSION TEXT (5JP)
DISCUSSION TEXT 2 (5JP)
SKENARIO
PEMBELAJARAN
DISCUSSION TEXT 3 (5JP)
LANGUAGE EXPRESSIONS (3JP)

5. MATERI Discussion Text Discussion Text 2 Discussion Text 3
Language Expressions

6. PERSIAPAN + BRAINSTORMING (10’)
Decide which one is the most possible title of a discussion text! Why?
THE FEATURES OF SMARTPHONE
THE ADVANTAGES OF SMARTPHONE
SHOULD A CHILD NEED A SMARTPHONE?

7. A Discussion Text
Definition
Generic Structure
Language Features

8. Group Discussion (50’)
Make a group of 4 and discuss the followings :
(Use your module and any other sources)
What is a discussion text?
What is the generic structure of discussion text?
What are the language features of a discussion text?
Share the result of your discussion to the class.
Compare your group work with the others.

9. What is a discussion text?
Discussion is a text which presents a problematic discourse. This problem will be discussed from different viewpoints; the for and against, the positive and negative, or the good and bad points.
Discussion is commonly found in philosophical, historic, and social text. It can be in oral or written form.

10. Generic Structure Issue: Issue Arguments Conclusion/ Recommendation
statement
preview
Generic Structure
Issue
Arguments
Conclusion/
Recommendation
Arguments for (supporting points):
point or main idea
elaboration
Arguments against (contrasting points):
point or main idea
elaboration
Conclusion or Recommendation: stating the writer' s recommendation of the discourse

11. The Language Features Focus on generic participant
Use of material processes (has produced, have developed, to feed)
Use of relational process (is, could have, cause, are)
Use of mental process (feel, hope, believe, etc)
Using additive, contrastive, and causal connection; similarly, on the hand, however, etc
Using modalities; must, should, could, may, etc
Using adverbial of manner; deliberately, hopefully, etc
Use of comparative: contrastive and consequential conjunctions
Reasoning expressed as verbs and nouns (abstraction)

12. A Sample of A discussion Text
Contrast conjunction
Simple Present Tense
The Advantages and Disadvantages of Nuclear Power
Nuclear power is generated by using uranium which is a metal mined in various parts of the world. The first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.
Some military ships and submarines have nuclear power plant for engine. Nuclear power produces around 11% of the world's energy needed, and produces huge amounts of energy. It causes no pollution as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:
 It costs about the same coal, so it is not expansive to make.
 It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.
 It produces huge amounts of energy from small amount of uranium.
 It produces small amount of waste.
 It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident can be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear power was the fastest growing source of power in many parts of the world.
Issue
Additional conjunction
Argument For
modality
Argument Against
Conclusion/Recommendation

13. ACTIVITY 1: Observe The Video

14. Exercise 1 Do you still remember: The topic? The Arguments? Pros?
Cons?

15. Exercise 2
What can we learn from the video?
(Whole Class Discussion)

16. Exercise 3 Do you find any unfamiliar words?
List them and guess the meaning from the context in the video!
What is the meaning of the following words?
disposal
toxic waste
nuclear power plant
exceeded
generate
coal

17. Exercise 4
Complete the following sentences with the word you found in the text.
The factories send … into the rivers.
He insisted on leaving the vehicle at my … in case I needed it.
We must work hard to … enough income for the our family.
The accident at the … at Chernobyl created fears.
The quality of her essay … my hopes.
One of the most important ways we use … is to make electricity.

18. The answer key The factories send toxic waste into the rivers.
He insisted on leaving the vehicle at my disposal in case I needed it.
We must work hard to generate enough income for the our family.
The accident at the nuclear power plant at Chernobyl created fears.
The quality of her essay exceeded my hopes.
One of the most important ways we use coal is to make electricity.

19. ACTIVITY 2 Categorize the following paragraphs according to generic structure and Rearrange the jumbled paragraphs below into good discussion text. Compare your work with your friends!
Some people claim that children do enough work in school already. They also argue that children have their hobbies which they want to do after school, such as sport or music. A further point to make is that a lot of homeworks are pointless and does not help the children learn at all.
There are a lot of discussion as to whether children should be given homework or not. Is it enough for children having time to study at school or needing additional time in home for study after school time?
I think, on balance, that some homework is a good idea but that should only be given at the weekend when children have more time
Furthermore they claim that the school day is too short to get anything done. It makes sense to send home tasks like independent reading or further writing task which do not need the teacher support.
However, there are also strong arguments against this point of view. Parents and teachers argue that it is important to find out whether children can work on their own without the support from the teacher. They say that the evening is a good time for children to sit down and think about what they have learned in school.

20. The Answer Key :
a. There are a lot of discussion as to whether children should be given
homework or not. Is it enough for children having time to study at school
or needing additional time in home for study after school time?
b. Some people claim that children do enough work in school already. They also argue
that children have their hobbies which they want to do after school, such as sport or
music. A further point themake is that a lot of homeworks are pointless and does not
help the children learn at all.
c. However, there are also strong arguments against this point of view. Parents and
teachers argue that it is important to find out whether children can work on their own
without the support from the teacher. They say that the evening is a good time for
children to sit down and think about what they have learned in school.
d. Furthermore they claim that the school day is too short to get anything done. It makes
sense to send home tasks like independent reading or further writing task which do not
need the teacher support.
e. I think, on balance, that some homework is good idea but that should only given at the
weekend when children have more time

21. Do the exercise in the module on page 21!
Penguatan
Do the exercise in the module on page 21!

22. UMPAN BALIK/TINDAK LANJUT (20’)
Sebagai umpan balik, silakan Anda jawab pertanyaan-pertanyaan di bawah ini:
Apakah Anda telah dapat memahami cara:
1. Menentukan gambaran umum teks tertulis berbentuk discussion?
2. Menentukan informasi rinci tersurat teks tertulis berbentuk
discussion?
3. Menentukan informasi tertentu teks tertulis berbentuk discussion?
4. Menentukan informasi tersirat teks tertulis berbentuk discussion?
5. Menentukan makna kata teks tertulis berbentuk discussion?
6. Menentukan cara pengajaran teks discussion?
7. Menentukan rangkuman dari materi yang sudah diajarkan

23. DISCUSSION TEXT 2

24. Struktur Teks dalam Discussion text
1. Issue
2. Argument for
• Point(s)
• Elaboration(s)
3. Argument Against
4. Conclusion/Recommendation

25. Activity 1 Pay attention to the following topics.
Are they debatable? Why!
1. Homework is a waste of time.
2. Animals should not be kept in captivity / zoo.
3. Education should be free of charge.
Make 6 groups and prepare for a debate according to the topics above!
Debate the three topics between groups

26. In a group, make a discussion text according to the debate they have already practiced!

27. Activity 2 (60’)
Peserta mempresentasikan hasil diskusi dengan waktu 10’ untuk setiap kelompok

28. Statement of issue and Preview
CONFIRMATION
Homework .
Issue
I have been wondering if homework is necessary.
Statement of issue and Preview
I think we should have homework because it helps us to learn and revise our work. Homework helps people who aren’t very smart to remember what they have learned. Homework is really good because it helps with our education.
Statement of various viewpoints
But, many times, doing homework is not a great idea. I think we shouldn’t have homework because I like to go out after school to a restaurant or the movies. Sometimes homework is boring and not important.
I think homework is bad because I like to play and discuss things with my family.
Recommendation
For me, the most important thing is that homework should not be given during the day-offs because weekdays are the days we will do work, and weekends or holidays are the days we will have a break.

29. Activity 3 (35’) Bacalah modul halaman 26 – 27 (Teks 3) dan jawablah pertanyaan berikut ini berdasarkan teks tersebut!
What is the advantage of renting a house with other young people?
What does the word their in the second line refer to?
If you are very busy and you don’t have much time to clean and maintain the house, what will you rent?
4. What is the main idea of the second paragraph?

30. Activity 4 (35’)
Bacalah dan kerjakan soal Teks 4 pada modul halaman 27-28!

31. What is missing in the following sentences?
Polls show that Tony Blair is the most popular Prime Minister this century. ______________ , there are even members    of his own party who are uneasy with his approach.
2. In order to try to reduce car use in the inner cities, the government has announced new restrictions on company parking spaces and ______________ , a new tax on individual car use.

32. Answer: Cohesive Devices
Polls show that Tony Blair is the most popular Prime Minister this century. However , there are even members    of his own party who are uneasy with his approach.
2. In order to try to reduce car use in the inner cities, the government has announced new restrictions on company parking spaces and in addition, a new tax on individual car use.

33. Definition of Coherence and Cohesion
MATERI 2 (20’)
Definition of Coherence and Cohesion
Coherence means the connection of the ideas at the ideas level.
Cohesion is the connection of the ideas at the sentence level. The cohesion of writing focuses on the grammatical aspect of writing.

34. Cohesive devices commonly used In Discussion Text

35. Activity 5 Fill in the blanks with the appropriate cohesive devices!
Students of high schools are discussing about school’s new rules that they have to wear a cap and a tie as school uniform.
Some of them are very happy. According to them, wearing a tie will make them look great . _______using cap to protect their head is important as they can go to school safety from hot sun and things falling.
________not all of student feel happy. They think that the new  rule is only making learning at school uncomfortable. The hot weather  is one of the factors which make wearing a tie is annoying.
________wearing a tie and cap can be very beneficial if they feel comfortable when the fabrics are suited to hot conditions.

36. An Alternative
Students of high schools are discussing about school’s new rules that they have to wear a cap and a tie as school uniform.
Some of them are very happy. According to them, wearing a tie will make them look great .In addition, using cap to protect their head is important as they can go to school safety from hot sun and things falling.
On the other hand, not all of student feel happy. They think that the new  rule is only making learning at school uncomfortable. The hot weather  is one of the factors which make wearing a tie is annoying.
, Therefore wearing a tie and cap can be very beneficial if they feel comfortable when the fabrics are suited to hot conditions.

37. Make a summary about what you have learned!
Penguatan (15’)
Make a summary about what you have learned!

38. DISCUSSION TEXT 3

39. READ THE FOLLOWING TEXT!
Activity 1
READ THE FOLLOWING TEXT!
National exam becomes the hot topic in most of discussions. Though the Supreme Court has rejected an appeal by the government on the organization of the national exams, the controversy over whether it is necessary to maintain the national exams (UN) has continued. Some debates include the primary questions such as; does the quality of Indonesia education depend on the national exam? Will the quality of the Indonesian education system worsen without national exam? People, who support the national exam, explain that the quality of the Indonesia education system will drop without the national exam, so they try to defend the current system. However there are people who disagree with the opinion. Those who against this national exam kept in our high school education say that it doesn't need the national exams because the quality of education does not just depend on the national exam. Further, the national exam only measures a small portion of students' competence in specific subjects, and does not measure students' competences throughout the semester. In fact, the national examination can still be useful as an instrument to evaluate or detect the level of students' cognitive competence in several subjects, on a national scale.

40. Answer the questions based on the text!
What is likely the main issues about national exam?
Why do some people think that national exam is not necessary?
What do people who support National Exam say about it?
From the last paragraph we can infer that the writer …
“….. So they tried to defend the current system.” What does the underlined word refer to?

41. Activity 2
Bacalah teks pada modul halaman 49 dan kerjakan soal berikut!
What do you think the writer wants in writing this kind of text?
Is there any relationship between paragraph 2 and paragraph 3? What is it?
c) How about paragraph 4 and 5?
d) What does the writer want to say in the last paragraph?

42. Activity 3 Pay attention to the questions that you have worked on Kegiatan Belajar 1 and Kegiatan Belajar 2!What do these questions focus on?
Put those questions in the following categories! No
Category
Questions 1
General Idea Question 2
Main Idea Question 3
Communicative Purpose Question 4
Factual Question 5
Inference Question 6
Reference Question

43. KEGIATAN BELAJAR 3 (DISCUSSION)
1. DALAM 4 KELOMPOK BESAR DISKUSIKAN HAL-HAL BERIKUT INI:
What is the characteristic of questions related to:
General idea, main idea, and communicative purpose
Factual /text-based
Inference
Reference
2. SAMPAIKAN HASIL DISKUSI ANDA DI KELAS!

44. COMMUNICATIVE PURPOSE
MATERI 2
GENERAL IDEA QUESTION
A question to ask the most important thought/idea in the passage.
Ex: The best title for the passage will be …
MAIN IDEA QUESTION
A question to ask the most important thought/idea in the paragraph.
Ex: What is the main idea of the last paragraph?
COMMUNICATIVE PURPOSE
A question to ask the intention of the writer in writing the text.
ex: What is the purpose of the writer in writing this text?

45. FACTUAL/ TEXT-BASED QUESTION
MATERI 2 (lanjutan)
FACTUAL/ TEXT-BASED QUESTION
A question to ask explicit facts and details in the passage. Commonly stated with WH-QUESTION (What, Who, Where, When, Why, How, etc.)
INFERENCE QUESTION
A question to ask an information which is not directly stated in the passage.
Ex: It can be inferred from the passage that …
REFERENCE QUESTION
A question to ask what noun, a pronoun or other expression refers to.
ex: What does the word “them” in line 7 (p. 2) refer to?

46. PENGUATAN (10’) AFTER THE LESSON, WHAT CAN YOU TELL ABOUT:
1. General idea questions
……………………………………………………………………………...
2. Main idea questions
……………………………………………………………………………..
3. Communicative purpose questions
4. Factual/Text-Based questions
5. Inference Question
6. Reference Question

47. PENGUATAN (10’) AFTER THE LESSON, WHAT CAN YOU TELL ABOUT:
1. General idea questions
These kind of questions ask the reader to identify the most important thought in the paragraph.
2. Main idea questions
They usually ask you what the text is generally “about”.
3. Communicative purpose questions
They often ask why an author wrote a text. The answer choices for these questions usually begin with infinitives.
4. Factual/Text-Based questions
The question to ask explicit facts and details in the passage and commonly stated with WH-QUESTION.
5. Inference Question
The question requires the reader to find an information which is not clearly stated in the passage.
6. Reference Question
The question requires the reader to find the meaning of a word or a phrase that already occurred in the text. The reference word is pointing backwards.

48. Cara Pengajaran Langkah Pendekatan Saintifik Kegiatan 1 Mengamati
Tayangkanlah sebuah video tentang orang yang sedang berdebat. Mintalah siswa untuk menemukan topik / masalah yang sedang diperdebatkan beserta argumen yang sedang disampaikan. 2
Menanya
Doronglah siswa untuk mengajukan pertanyaan seputar topik / masalah yang sedang diperdebatkan. Diskusikanlah jawabannya 3
Mengumpulkan Informasi
Bagilah siswa menjadi 2 kelompok besar pro dan kontra untuk menyusun argumen topik yang akan diperdebatkan dari berbagai sumber. 4
Mengasosiasi
Mintalah masing-masing siswa untuk membandingkan argumennya dengan teman dari kelompok yang sama 5
Mengomunikasikan
Mintalah siswa untuk berpasangan dengan siswa kelompok lain untuk memperdebatkan topik atau masalah tersebut.

49. Sharing Work in group of 4!
Discuss with your group an alternative strategy in teaching discussion text to your class!
Present the result of your discussion to the class!

50. Anyone who stops learning is old whether at twenty or eighty.
Anyone who keeps learning stays young.
- Henry Ford -

51. LANGUAGE EXPRESSIONS

52. Brainstorming Lihatlah tayangan (Video 1_Brainstorming) berikut.
Tulislah expresi yang anda temukan berdasarkan kategori yang disediakan di bawah ini!
Kategori
Expresi
Giving Advice
Making Request
Apologizing
Agreeing/Disagreeing
Expressions of Offering
Asking for Opinion/Giving Opinion

53. Language that we use to perform various "functions“
FUNCTIONAL LANGUAGE
Language that we use to perform various "functions“
Functional language typically uses fixed expressions for each function.
EXPRESSIONS
the act of making your thoughts, feelings, etc., known by speech, writing, or some other method : the act of expressing something

54. MATERI Offering Agreeing/ Disagreeing Asking for/ Giving Opinion
Giving Advice
If I were you …
My suggestion is …
Making Request
May I …?
I’d like to request …
Apologizing
It was my fault. Please forgive me…
I’m so sorry.
FUNCTIONAL LANGUAGE
LANGUAGE EXPRESSION
You’re right. I feel the same way.
I agree with you.
I don’t really agree…
I disagree with you.
Agreeing/
Disagreeing
Would you like …?
Can I give you a hand?
Offering
What do you think about …?
What’s your opinion about …?
I think …
In my opinion …
Asking for/ Giving
Opinion

55. Activity 1 (45’)
Peserta dibagi menjadi 6 kelompok. Masing-masing kelompok diminta mendiskusikan ekspresi yang menjadi bagiannya dan menuliskan fungsi serta contoh-contoh kalimat yang menjadi ciri-ciri ekspresi tersebut kemudian mempresentasikannya. Kel. 1: Expressions of Giving Advice Kel. 2: Expressions of Making Request Kel. 3: Expressions of Apologizing Kel. 4: Expressions of Agreeing/Disagreeing Kel. 5: Expressions of Offering Kel. 6: Expressions of Asking for Opinion/Giving Opinion

56. Activity 2 (80’)
Peserta dibagi menjadi 6 kelompok. Masing-masing kelompok membuat dialog yang berisi ekspresi-ekspresi yang sudah dipelajari dan mempresentasikannya.

57. Activity 3 (15’)
Kerjakan latihan pada modul hal. 47 (latihan 1.a dan 1.b)

58. Penguatan dan Umpan Balik (5’)
Sebutkan 2 contoh expressions of Greeting!
Sebutkan 2 contoh expressions of Offering!

59. How To Teach Language Expressions
Siapkan beberapa kalimat/ujaran menggunakan ekspresi yang sesuai topik bahasan.
Peserta menganalisa makna ekspresi-ekspresi tersebut sesuai konteks. Misal:
I strongly oppose that idea.
expression =
b. If I were you, I would go to the doctor immediately.
expression = etc
Peserta membuat ekspresi lain yang memiliki makna sama.
PESERTA DAPAT BERBAGI PENGALAMAN MENGENAI BAGAIMANA MENGAJAR DISCUSSION TEXT.

60. PEMANTAPAN

64. Terima kasih