Learning Task M 2 LA 1
In the appendix there are 20 captions
which you will read carefully and analyze.
The first task is to group the captions
according to the formats.
1. First,
you will read to understand the captions below. Make sure that you know the
meaning of every word and every part of each news report.
2. Then,
you will copy each of them into the table.
3. Finally,
you will group them according to the visible format.
Some
have been done for you as examples.
Captions
|
Headlines
|
Captions
|
1
|
badminton
Persistent Kevin, Marcus claim 2nd All England title
|
Winning duo: Indonesia’s
Kevin Sanjaya Sukamuljo (left) and
Marcus Fernaldi Gideon pose on the podium with their tophies after beating
Denmark’s Mathias Boe and Carsten Mogensen during the men’s doubles final at
the All England Open Badminton Championships in Birmingham, England, on
Sunday.
|
2
|
Collaboration key
to achieving goal in human rights fight
|
Celebrating
rights: Missing Persons and Victims of Violance (Kontras) forum members (left to
right) Franz Magnis Suseno, Bambang Widodo Umar, Marzuki Darusman, Yati
Andriyani, Albert Hasibuan and HS Dillon talk to reporters in Kontras’ office
in Central Jakarta on Monday. The group shared their views about the state of
human rights in the country.
|
3
|
lifestyle
Handbag
aficianados navigate taxes, fakes to dress in style
|
Love for bags: People browse discounted bags at a shopping
mall in Jakarta.
|
4
|
wage
Tennis great
Navratilova slams BBC over Wimboldon pay
|
Martina Navratilova John McEnroe
|
Different Types of Captions
The
next step is to put the captions with a similar format together. Some have been
done for you as examples.
Group
1:
Caption 1, 2, 3
Captions
|
Headlines
|
Captions
|
1
|
badminton
Persistent Kevin, Marcus claim 2nd All England title
|
Winning duo: Indonesia’s
Kevin Sanjaya Sukamuljo (left) and
Marcus Fernaldi Gideon pose on the podium with their tophies after beating Denmark’s
Mathias Boe and Carsten Mogensen during the men’s doubles final at the All
England Open Badminton Championships in Birmingham, England, on Sunday.
|
2
|
Collaboration key
to achieving goal in human rights fight
|
Celebrating
rights: Missing Persons and Victims of Violance (Kontras) forum members (left to
right) Franz Magnis Suseno, Bambang Widodo Umar, Marzuki Darusman, Yati
Andriyani, Albert Hasibuan and HS Dillon talk to reporters in Kontras’ office
in Central Jakarta on Monday. The group shared their views about the state of
human rights in the country.
|
3
|
lifestyle
Handbag
aficianados navigate taxes, fakes to dress in style
|
Love for bags: People browse discounted bags at a shopping
mall in Jakarta.
|
Group
2:
Caption 13, 14
Captions
|
Headlines
|
Captions
|
13
|
Crisis Talk
|
Deposit Insurance Corporation (LPS)
chief commissioner Halim Alamsyah (left)
poses with speakers Seung Kon-oh from the Korea Deposit Insurance Corporation
(second left), former chairman of
the Indonesia Bank Restructuring Agency, Glenn Yusuf (second right), and distinguished fellow of Asia Global Institute,
the University of Hong Kong, Andrew Sheng, after a seminar entitled “20 Years
of Asian Financial Crisis: Strengthening Infrastructure for Financial Crisis
Resolution” in Jakarta on Wednesday.
|
14
|
Blood pressure
|
A staff member of the Indonesian Red
Cross (PMI) arranges blood bags on a shelf in Jakarta on Thursday. Blood
donations tend to drop during Ramadhan, leaving the PMI able to provide only
between 250 and 300 bags of blood a day compared to 1,500 to 2000 bags on
normal days.
|
Group
3:
Caption 4
Captions
|
Headlines
|
Captions
|
4
|
wage
Tennis great
Navratilova slams BBC over Wimboldon pay
|
Martina
Navratilova John McEnroe
|
Task
2
Now, you will analyze the social functions of
the captions, by identifying the focus, the context, and the relationship with
their respective headlines.
To do this, you need to answer the following
questions:
2. How is
the picture contextualized?.
3. How does
the caption relate to the headlines?
Caption 1 has been analyzed for you as an example.
Study the example carefully, then analyze all the other captions.
1. What/Who
is the highlight of each caption?
The bolded words “winning duo” helps you to know who
or what your attention needs to be focused on. The picture shows Kevin and
Marcus holding their trophies with happy smiles. This is what the picture
highlights: Kevin and Marcus, winning the All England title again.
The Highlight: Kevin and Marcus, winning the All England title.
|
Caption
1
badminton
Persistent Kevin, Marcus claim 2nd All England title
 |
(The Jakarta Post,
Tuesday, March 20, 2018, p. 1)
|
Winning duo: Indonesia’s Kevin Sanjaya
Sukamuljo (left) and Marcus
Fernaldi Gideon pose on the podium with their tophies after beating Denmark’s
Mathias Boe and Carsten Mogensen during the men’s doubles final at the All
England Open Badminton Championships in Birmingham, England, on Sunday.
|
Question 2:
2. How is
the picture contextualized?
A picture can be
contextualized by explicit statements of the circumstances surrounding the the
event.
The Context of
the picture
The circumstances surrounding the event:
-
on the podium
-
with their tophies
-
after beating Denmark’s Mathias Boe
and Carsten Mogensen
-
during the men’s doubles final at the
All England Open Badminton Championships
-
in Birmingham, England,
-
on Sunday
|
Question 3:
3. How does
the caption relate to the headlines?
The Relation to
the Headline
The headline is “Persistent Kevin, Marcus claim 2nd All
England title”. The word ‘winning’ in the caption is closely associated with
the word ‘persistent’; ‘duo’ refers to Kevin and Marcus.
|
|
Task 3
Answer the following questions.
No
|
Text
|
Questions
|
1
|
Text 1
|
Historically speaking, how do you see Eiffel and Borobudur?
|
Designed and constructed for the 1889 Exposition
Universelle (the World's Fair), the Eiffel Tower, that was designed by Gustav
Eiffel, was always meant to be a temporary structure. In my opinion, this is the
unique fact about the Eiffel Tower. It is considered as an eyesore for the
people of France when it freshly made. When Eiffel was built in 1889, the
tower was intended as a temporary building and will be demolished 20 years
later. However, when it was useful as radio transmitters, it eventually still
be allowed to stand. Today, it has been regarded as one of the most beautiful
architectural works in the world. Besides its use as a tourist attraction,
the building is also a communication tool for sending signals to radio and
television.
The story of the Borobudur Temple begins with
the Shailendra Dynasty that had some cultural connections to India and was major
proponents of Mahayana Buddhism, which they actively spread across Indonesia.
The Borobudur Temple was built over roughly 1,200 years from the 8th through
9th centuries and was made of locally sourced stone set without mortar. For
centuries, Borobudur was a major pilgrimage site, attracting the faithful
from as far away as India and China. It seems to have been very popular, but
then was inexplicably abandoned in the 15th century. People don't know why
Borobudur was left to be reclaimed by the jungle, but it remained lost for
roughly 400 years before the colonial governor of British Java decided to
have it excavated. Finally, in the 1960s a massive campaign was launched by
the Indonesian government and UNESCO to save and restore the site. It is
currently a UNESCO World Heritage Site and a stunning example of Indonesian
architecture, but it has also reclaimed its role as a Buddhist pilgrimage
site.
In my point of view, both of Eiffel tower and
Borobudur temple are amazing man-made structures. The history of these two
buildings has a resemblance that is to be eliminated after certain times. But
in the end the two buildings still stand and become a very famous tourist
attraction in the world.
|
||
2
|
Text 2
|
Of the four key elements, which is the most influential element that can guarantee the success of democracy?
|
Of the four key elements, the most influential element
that can guarantee the
success of democracy is the fair and equitable application
of law to all citizens. Democracy is a system
of rule by laws, not individuals. In a democracy, the rule of law
protects the rights of citizens, maintains order, and limits the power of
government. All citizens are equal under the law. No
one may be discriminated against on the basis of their race, religion, ethnic
group, or gender. No one may be arrested, imprisoned, or exiled
arbitrarily. No one may be denied their freedom without a fair and
public hearing by an impartial court. No one may be taxed or
prosecuted except by a law established in advance. No one is above
the law, not even a king or an elected president. The law is
fairly, impartially, and consistently enforced, by courts that are independent
of the other branches of government.
|
||
3
|
Text 3
|
What are the interests in the encyclopedia relevant to Indonesian context?
|
I think ethnicity and language are the interests in the encyclopedia relevant to Indonesian context because as we know Indonesia is a very ethnically
diverse country, with around 300 distinct native ethnic groups. There are
also more than 742 different languages and dialects are spoken in the
country. The official language of our country is Bahasa Indonesia which for centuries had
been the lingua franca of the archipelago. Nearly every Indonesian speaks the
language due to its widespread use in education, academics, communications,
business, politics, and mass media, albeit as a second language while the
first language is the local ones.
|
Task 4
Deconstruct the texts by
filling in the spaces in the table below.
No
|
Text
|
Structures
|
Contents
|
1
|
Text 1:
Eiffel Tower
|
Introduction
(where, who, when, and what)
|
The Eiffel
Tower is a wrought iron lattice
tower on the Champ de Mars in Paris, France.
It is named after the engineer Gustave Eiffel, whose
company designed and built the tower.
Constructed from 1887–89 as the entrance to the 1889 World's Fair, it was
initially criticized by some of France's leading artists and intellectuals
for its design, but it has become a global cultural icon
of France and one of the most recognizable
structures in the world. The Eiffel Tower is the
most-visited paid monument in
the world; 6.91 million people ascended it in 2015.
|
Description
|
|||
Detail
Information 1
(The height of Eiffel Tower)
|
The tower is 324 meters (1,063 ft)
tall, about the same height as an 81-storey building,
and the tallest structure in Paris. Its
base is square, measuring 125 meters (410 ft) on each side. During
its construction, the Eiffel Tower surpassed
the Washington Monument to become
the tallest man-made structure in the
world, a title it held for 41 years until the Chrysler Building in New
York City was finished in 1930. Due to the
addition of a broadcasting aerial at the top of the
tower in 1957, it is now taller than the Chrysler Building
by 5.2 meters (17
ft). Excluding transmitters, the Eiffel Tower is
the second
tallest structure in France after
the Millau
Viaduct.
|
||
Detail
Information 2
(The parts of Eiffel Tower)
|
The tower has three levels for
visitors, with restaurants on the first and second levels. The
top level's upper platform is 276 m (906 ft) above the ground – the
highest observation
deck accessible to the public in the European Union. Tickets
can be purchased to ascend by stairs or lift (elevator) to the first and
second levels. The climb from ground level to the first level is over 300
steps, as is the climb from the first level to the second. Although there is
a staircase to the top level, it is usually accessible only by lift.
|
||
2
|
Text 2:
Democracy
|
Introduction
(definition)
|
Democracy, in modern usage,
is a system of government in which
the citizens exercise power directly or elect representatives
from among themselves to form a governing body, such as a parliament. Democracy
is sometimes referred to as "rule of the majority". Democracy is a
system of processing conflicts in which outcomes depend on what participants
do, but no single force controls what occurs and its outcomes.
|
Description
|
|||
Detail
Information 1
(The origin of democracy)
|
Western
democracy, as distinct from that which existed in pre-modern societies, is
generally considered to have originated in city states such as Classical Athens and
the Roman
Republic, where various schemes and degrees of enfranchisement of the
free male population were observed before the form disappeared in the West at
the beginning of late antiquity.
|
||
Detail
Information 2
(Four key elements in democracy)
|
According to political
scientist Larry Diamond, democracy
consists of four key elements: a political system for
choosing and replacing the government through free and fair elections; the active
participation of the people, as citizens, in politics and civic life;
protection of the human rights of all
citizens; a rule
of law, in which the laws and procedures apply equally to all
citizens.
|
||
Detail
Information 3
(History of democracy and democracy with other forms of government)
|
The term appeared in the
5th century BC, to denote the political
systems then existing in Greek city-states, notably Athens, to mean
"rule of the people", in contrast to aristocracy (ἀριστοκρατία, aristokratía),
meaning "rule of an elite". While theoretically these
definitions are in opposition, in
practice the distinction has been blurred
historically. The political system of Classical Athens, for example,
granted democratic citizenship to free men and excluded slaves and women from
political participation. In virtually all democratic governments throughout
ancient and modern history, democratic citizenship consisted of an elite
class until full enfranchisement was won for all adult citizens in most
modern democracies through the suffrage movements of the
19th and 20th centuries.
Democracy contrasts with forms of government
where power is either held by an individual, as in an absolute monarchy, or where
power is held by a small number of individuals, as in an oligarchy. Nevertheless,
these oppositions, inherited from Greek philosophy, are now
ambiguous because contemporary governments have mixed democratic, oligarchic,
and monarchic elements. Karl Popper defined
democracy in contrast to dictatorship or tyranny, thus
focusing on opportunities for the people to control their
leaders and to oust them without the need for a revolution.
|
||
3
|
Text 3 : Encyclopedia of Language and Education
|
Introduction
(general
review of ten
volumes of the Encyclopedia of Language and Education published by Springer)
|
In this Encyclopedia of Language and Education, the stated topics in each
volume’s table of contents are complemented by several cross-cutting thematic
strands recurring across the volumes, including the classroom/pedagogic
side of language and education; issues of identity in language and education;
language ideology and education; computer technology and language education;
and language rights in relation to education.
|
Description
|
|||
Detail
Information 1
(ten volumes
topics and the contributors and writer’s interest as general editior)
|
As principal volume editor for Volume 1, Stephen May brings academic
interests in the sociology of language and language education policy, arising
from his work in Britain, North America, and New
Zealand. For Volume 2, Brian Street approaches language and education as social and
cultural anthropologist and critical literacy theorist, drawing on his work
in Iran, Britain, and around the world. For Volume3, Marilyn Martin-Jones
and Anne-Marie de Mejía bring combined perspectives as applied and
educational linguists, working primarily in Britain and Latin America, respectively. For Volume 4, Nelleke Van Deusen-Scholl
has academic interests in linguistics and sociolinguistics, and has worked
primarily in the Netherlands and
the USA. Jim Cummins, principal volume
editor for Volume 5 of both the first and second editions of the Encyclopedia,
has interests in the psychology of language, critical applied linguistics,
and language policy, informed by his work in Canada, the USA, and
internationally. For Volume 6, Jasone Cenoz has academic interests in applied
linguistics and language acquisition, drawing from her work in the Basque
Country, Spain, and Europe. Elana Shohamy, principal volume editor for Volume 7,
approaches language and education as an applied linguist with interests in
critical language policy, language testing and measurement, and her own work
based primarily in Israeland the USA. For Volume 8, Patricia Duff has interests in applied
linguistics and sociolinguistics, and has worked primarily in North America,
East Asia, and Central Europe. Volume
editors for Volume 9, Angela Creese and Peter Martin, draw on their academic
interests in educational linguistics and linguistic ethnography, and their
research in Britainand Southeast
Asia. And for Volume 10, Kendall A. King has
academic interests in sociolinguistics and educational linguistics, with work
in Ecuador, Sweden, and the USA. Francis
Hult, editorial assistant for the Encyclopedia, has academic interests in
educational and applied linguistics and educational language policy, and has
worked in Sweden and the USA. Finally, as general editor, I have interests in
anthropological linguistics, educational linguistics, and language policy,
with work in Latin America, the USA,
and internationally. Beyond our specific academic interests, all of us
editors, and the contributors to the Encyclopedia, share a commitment to the
practice and theory of education, critically informed by research and
strategically directed toward addressing unsound or unjust language education
policies and practices wherever they are found.
|
||
Detail
Information 3
(the
contribution of encyclopedia in education)
|
The Encyclopedia is a necessary reference set for every university and
college library in the world that serves a faculty or school of education. The
scholars contributing to the Encyclopedia hail from all continents of our
globe and from 41 countries; they represent a great diversity of linguistic,
cultural, and disciplinary traditions. For all that, what is most impressive
about the contributions gathered here is the unity of purpose and outlook
they express with regard to the central role of language as both vehicle and
mediator of educational processes and to the need for continued and deepening
research into the limits and possibilities that implies.
|
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