Thursday, January 10, 2019

KOMPETENSI PROFESIONAL: LEARNING TASKS M1 LA3 PART 1


Learning Tasks M1 LA3 Part 1: Getting to Know with Analytical Exposition Texts

TASK 1

In this activity, you will have to read two analytical exposition texts. Make necessary notes of the key features. It may facilitate you in doing the other tasks. Enjoy it.

Text 1

In Australia there are three levels of government, the federal government, state governments and local governments. All of these levels of government are necessary. This is so for a number of reasons.
First, the federal government is necessary for the big things. They keep the economy in order and look after things like defence. International affairs are also important to handle. For example they carry out mutual collaboration with other nations in the world.
Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things like vadalism in schools. Crimes occurring in a particular state need quick and instant solution. This will take long time if they are handled by federal government.
Finally, local governments look after the small things and daily matters. They look after things like collecting rubbish, otherwise everyone would have diseases.
Thus, for the reasons above we can conclude that the three levels of government are necessary.
(Adapted from (Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar).

Text 2.

Learning from Television

Traditionally, educators have perceived television as not particularly beneficial to literacy development. Concerns were fueled by findings suggesting that with the introduction of television people spend less time reading books and reading scores decline. As our society is striving to make adjustments to the decline in literacy skills, new ways of learning and teaching are being explored, educators are becoming interested in exploring the educational potential of television. Therefore, the interest in television as an educational medium has increased for several reasons.
First, existing educational television programs that were developed to enhance the literacy development of both children and adults have been quite successful in achieving their intended outcomes. This has been reported in several researches dealing with such things such as television supported distance learning programs from the Open University in Great Britain.
Second, because television is a very accessible medium, it has the potential to reach learners that have not been able to participate in traditional adult literacy programs. Television is accessible both in terms of its technology and in terms of its content. By 1985, 99% of all US households had a least one television set. Moreover, viewers are intimately familiar with the content of television and tend to associate it with pleasurable experience because of its power to entertain
Finally, the development of new visual technologies makes it possible to provide users with more control and interactivity and thus to adapt televised instruction to the needs of a variety of learners and learning styles.
To conclude, many teachers in UK are recently becoming aware to benefit the potential of television programs to support the teaching processes.


Note for task 1:
Both of the texts have thesis, arguments, and reiteration or conclusion.




Task 2
Answer the questions in the attachment below to check your comprehension about the social function, text structures, and the lexico-grammatical features of analytical exposition texts.


Questions
Answers
1.      Where can you probably find the first text to read?
We can find the first text in magazine, Newspaper article especially in politic issues
2.      Where can you probably find the second text to read?
We can find second text in magazine about education and in an academic lecture
3.      Who might be interested in reading the first text?
Politician, state officers, and academic people might be interested in reading the first text.
4. In text 2, which sentence is stating the writer’s position to introduce his ideas?
As our society is striving to make adjustments to the decline in literacy skills, new ways of learning and teaching are being explored, educators are becoming interested in exploring the educational potential of television
5. How does the writer of text 2 arrange his ideas in the text?
The writer presents arguments or opinions that support the thesis of the text.

6. Does            the writer of text 1 use ‘the present tenses’ to write his ideas in the text?

Yes, he does
7. Can you identify the internal conjunction and causal conjunction in both texts? Write them in your answers.


Text 1 : First, Similarly, Finally, otherwise, Thus,

Text 2.   :First, Second, because, moreover, because of, Finally


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