Modul Bahasa Inggris Xi Unit 1 Report

MODUL
PEMBELAJARAN
SMA NEGERI 2 MATARAM
MATA PELAJARAN BAHASA INGGRIS
KELAS XI SEMESTER I
UNIT 1 REPORT
MATERI POKOK
CULTURAL HERITAGE

DISUSUN OLEH
H.M. SARTONO, S.Pd.
Pembina IV/a
NIP: 196012311986011055

2009

Modul Bahsa Inggris XI Unit 1 Report SMAN2 Mataram 1

PREFACE
First of all we wished to preface that in this part of Learning English Material Based
ICT, SMAN 2 Mataram designed firstly English Learning Material for Senior High School
grade X, XI, & XII Academic Year 2009 / 2010. They are written and designed by H.M.
Sartono.

Nowadays, Mastering English is a challenge for some people, this is because of the
Modern Technology which accelerates the development of any field including Education.
To fulfill the Standard of Competence these English Learning Materials, we have to concern
with Badan Standar Nasional Pendidikan as it is legitimated by Peraturan Menteri No 22
Tahun 2006 and it is applied in KTSP SMA which is elaborated completely in Syllabus
Design.

The main teacher's roles are as mediator and facilitator. The students and the
teachers are to be active and creative . The students' activity is focused on four skills such
as Listening, Speaking, Reading and Writing Skills. All skills enable the students to work
actively, while vocabulary Mastery is given indirectly in every task and also functional skills
which is available in orally that is intended to make students to be able to communicate in
English orally. Then the acceleration task are implemented in every topic and section.

Furthermore, in these part of design English Learning Materials in order to meet the
students' needs, to offer a wide knowledge which are useful to their daily life or activity. So
we can say that the students from SMAN 2 Mataram joining these materials are aware of
English. And during the process of study, the students will discover something new, also
encourage them to communicate in English.

Finally, we would like to express our appreciation to those who have taken apart,
helped and given the motivation, or supported to these designs.

Hopefully, if there were some suggestions, criticisms for the improvement of these
designs will be warmly appreciated.

Designed by

H.M. SARTONO, S.Pd


MAPPING CONCEPT
UNIT I REPORT
Listening:
• Responding to expressions for giving and asking for opinion
• Responding to expressions of satisfaction and dissatisfaction
• Responding to report texts
Speaking:
• Expressing giving and asking for opinion
• Expressing satisfaction and dissatisfaction
• Performing a report text
Reading:
• Responding to report texts
• Identifying banners
Writing:
• Writing posters and pamphlets
• Writing a report text


Learning Objectives
A. Oral Cycle
Respond to Report monolog carefully

Respond to expressions for giving and asking for opinion;
Identify sentence patterns main ideas

Use expressions for giving and asking for opinion

Developing a dialog into a longer one

B. Written Cycle
Respond to Recount text

Identify varous textual meanings

Write Recount text using correct structure

Report text overview
Report Text
Definition of Report : Report is a text which presents information about
something, as it is. It is as a result of systematic observation and analysis.
The Purpose: to presents information about something, as it is.

Generic Structure of Report
1. General classification: ( tells what the phenomenon under discussion is )
Stating classification of general aspect of thing; animal, public place, plant,
etc which will be discussed in general
2. Description: ( tells what the phenomenon under discussion is like in terms
of parts, qualities, habits or behavior ). Describing the thing which will be
discussed in detail; part per part , customs or deed for living creature and
usage for materials

Language Feature of Report
• Introducing group or general aspect
• Using conditional logical connection; when, so, etc
• Using simple present tense

Reports classify or describe something egg a combine harvester. Reports
begin with a general statement which introduces the topic. In the description, facts
(parts, qualities, habits and behaviors of the subject) may be described.


TH E D IF F ER EN C ES B ET WE E N R EP OR T A N D D ESC R IPTI V E TE X T
Some text types are quite difficult to differ. Such report and descriptive
text have the similarity in the social function and generic structure. However if they
are analyzed carefully, the slight difference between the two text types will reveal.
The purpose of the two texts are to give the live-description of the
object/participant. Both the report and descriptive text try to show rather than tell
the reader about the factual condition of the object. Readers by themselves will
catch the impressive point of the object through that showing writing style.
What make different, between report and descriptive text, is the scope
of the written object.
If we talk about, eg: bicycle, it belongs to report text. It will talk about
bicycle in general; its parts, physical strengh, function for certain people or other
general characters of bike. In the other hand, descriptive text will convey more
focus, for example "my bicycle" with its specific characters; colour, lengh, wheel
style, etc.
In short, report text describes the way of certain things and frequently
refer to phenomenon of nature, animal and scientific object. Mostly, report is written
after getting careful observation.
This scientific and technical sense make clearer difference from
descriptive text. The way of descriptive text in showing thing is based on the
objective fact of the thing. It describe the specific thing simply as the thing is
This sample report is labeled to show you the structure and language
features of a report text.

title Harvesting machines
Headers harvest crops such as wheat, barley and oats. These
general machines are also known as combine harvesters. Headers
statement combine the three operations needed to harvest a crop --
reaping, threshing and winnowing.

The comb on the front of the header cuts the heads off the
stalks (reaping). The auger pulls the heads into the machine.
The stalks left standing in the paddock are called stubble.
Threshing involves separating the grains from the head. The
drum rotates, beating the heads. Straw and chaff (bits of
series of stalk) are fed out the back of the header. Straw is spread over
descriptions the ground. Stock can graze on this and the standing stubble
left after harvest.
There are a number of screens in the header. Grain passes
over these and fans blow the husks away. This is called
winnowing. The clean grain is stored in the box. When this is
full the grain is augured out into a chaser bin or truck.


A. Oral Cycle
(Listening)
• respond to expressions for giving and asking for opinion;
• respond to expressions of satisfaction and dissatisfaction;
• respond to report texts.
Activity 1 Answer the following questions.
1. Do you often ask your friends discuss something at school?
2. What do you say when you express your idea?
3. What do you say when asking for someone's opinion?
4. How do you feel when you work well?
5. How do you feel when the service you get is not satisfying?
Activity 2 You are going to listen to a dialogue. Listen carefully.
Then say what they are talking about

Audio scripts

The instructors of the English club are talking about quality improvement of their English club.
Nadya : Our headmaster wanted us to improve and increase the quality of our English club.
1 What do you think, Aditia?
Aditia : Well. I think so. We should be able to do that.
Nadya : So what should we do?
Aditia : I think that 2 we have to improve our syllabus. It must be more relevant to English.
Siska : That's a great idea. But don't forget. I think 3 it is not only that. We should also know
the students needs, because we handle different levels and wishes.
Nadya : Yes, I know that. Thank you. And then do we need new instructors here?
Aditia : 4 I don’t think so. It is not necessary. Why don't you ask the qualified ones among
us. Or are you still doubtful about us?
Nadya : Oh, of course not. I believe that we are still able to show our quality and capability,
in fact from time to time many people from different levels want to learn English
here. It means that they are satisfied.
Siska : Are you going to accept children to study here?
Nadya :Why not? As long as we are still trusted and able to handle them we will open new
classes. So should we recruit new instructors? I myself heard statements from
some consumers that 5they feel satisfied with our teaching methods.
Aditia : Alright. If so we need new ones. Err ...I have no objection.
Nadya : How about you, Hani?
Siska : Well 6I am with him. I support him.
Nadya :Thank you all. So we can conclude that` firstly, the syllabus should be analyzed and
improved if needed. Secondly we will recruit new instructors to handle children
classes.


Activity 3 From the dialogue above, find the responses to the expressions for giving
and asking for opinions, satisfaction and dissatisfaction. Work in groups.

Activity 4 Complete the text while you are listening.


( Speaking )
Expressing for giving and asking for opinion, satisfaction and dissatisfaction

Activity 1 Answer the following questions !
1. What do you say if you want to ask your friend's opinion?
2. What do you say if you want to give an opinion in a meeting?
3. Do you use the same expression when you are speaking to your teacher and
to your classmate?
4. What do you say after you have got what you want?
5. How do you feel if you know that the adjudicator or jury is not fair in a
contest?

1. Dialogue between Rick and Mandy

Rick: Oh, Mandy, that lovely ! I do like those polka-dot pants from you !
Mandy: But do you think they’re too tight?
Rick: Too tight? No! they’re very attractive to me
Mandy: And what do you think of the denim jacket?
Rick: The denim jacket? It’s wonderful I think .

2. . Dialogue between Sandy and Mariko

Sandy: Your boyfriend’s really nice,
Mariko. When did you meet him?
Mariko: I met him last summer, when I was working in a restaurant downtown. You know
Ben’s Bistro, on Bridge Street?
Sandy: Oh, yes. It’s really nice.
Mariko: Yes, it is. Well, I was working there as a waitress. And Pete was working in the
department store across from the restaurant.
Sandy: Jackson’s?
Mariko: Yes, that’s right. He was working at Jackson’s, and he often had lunch in the
restaurant. Well, one day he was leaving the restaurant when I noticed his wallet on
the table.
Sandy: He left his wallet on the table?
Mariko: Yes, so I ran after him and gave him his wallet. We started talking, and the next day
he came into the restaurant again, and asked me to go to the movies.
Sandy: So you went to the movies with him?
Mariko: Yes. We had a great time. And that was our first date!
Activity 2 From the dialogue above, find the responses to the expressions for
giving and asking for opinions, satisfaction and dissatisfaction. Work in
groups.


( Speaking )


( Speaking )

Activity 5 Read the following dialogues with appropriate expressions and
act them out.
Dialogue 1
Mrs Naning and her husband are talking about their son, Budi in the living room.
Mrs Naning : Budi's teacher told me that Budi had been absent for 3 days without
information ………………..1 ?
Frankly, I am embarrassed and confused.
Husband : 2 ……………..we should ask him then.
Mrs Naning : Yeah. I am with you. But don't be angry with him. Just ask him and why
he didn't go to school for 3 days and where he went.
Husband : Okay then.
Dialogue 2
Mrs Vira Kolopaking, an English teacher is happy when her students passed the
national examination. The principal invited her to his offi ce to congratulate on her.
Principal : Good morning, Mrs Vira. Please have a seat.
Mrs Vira : Good morning, Sir. Thank you.
Principal : I actually want to say "Congratulations" for your serious effort. Our
students got satisfying marks in English.
Mrs Vira : Thank you. Err … I am really 3 ………………with what they have done. They
answered 40 questions well. So that none failed in their English exams. What
about another subject?
Principal : Mm.... Five students failed on their mathematics test. I am worried. Their
parents will express 4……………. because of their children's failure. Probably
they will not trust our school anymore. But according to the mathematics
teacher, the students never followed the enrichment program at school
seriously. They were often absent.
Mrs Vira : I think that is the risk. They 5…………………… with what they have done.

(Expressing giving and asking for opinion Expressing satisfaction and dissatisfaction)
Asking for Opinion Giving Opinion
What do you think of …? I’m convinced that ….
What are your views? I reckon ….
What is your opinion? I consider that ....
Is it right what I’ve done? According to the expert, I ….
What about …? In my opinion, .…
How about …? I think ….
Expressing Satisfaction Expressing Dissatisfaction
I’m satisfi ed with …. I’m not satisfi ed with ….
I’m satisfi ed at …. It isn’t very nice.
I’m glad with what you’ve done. It’s really not good enough.
It’s really satisfying. I’m dissatisfi ed by ….
Everything was satisfying It’s dissatisfying.
Oh no.


( Speaking )

Activity 6 Practise the following dialogues. Pay attention to the situations
and the language used.

Dialogue 1

Rudi, Nina, and Lidya are talking about Rudi's problem at the canteen.
Rudi : Dear friends, now I have a serious problem. But I have not found the
solution yet. I am confused. Can you help me?
Nina : Tell us what it is!
Rudi : Yeah. Next month I must stop my studies because my father retired
three months ago. So he cannot pay my school fees.
Lidya : Take it easy. It is not a serious problem.
Rudi : What? How can I solve the problem?
Lidya : Okay. I reckon you ask for a letter from the authority telling that your
family can't
afford the school fees. Then you submit the letter to your school or to the
parents' representative.
Nina : In my opinion, you can also request scholarship. I think you are the
best.
Rudi : Thanks a lot for the suggestions. I'll try to do that.
Lidya : Good luck.

Dialogue 2

Mr Hartono meets Mrs Meutia at the railway station at 10 a.m. She must give a
general lecture at the university at 11 a.m.
Mr Hartono : Good morning, Mrs Meutia. Welcome to Cirebon. I am Hartono. I
am responsible to meet and take you to our institution.
Mrs Meutia : Good morning, Mr Hartono. Thank you.
Mrs Hartono : How was your trip from Jakarta to Cirebon?
Mrs Meutia : Err..... It was very nice. No trouble. But I was a little annoyed
before leaving Jakarta.
Mr Hartono : What happened? Any trouble on the train?
Mrs Meutia : No. But I was dissatisfied with the service because the departure
was not on time. So what I had planned before didn't work well.
Mr Hartono : I am sorry to hear that. By the way, are you ready to go to our
university?
Mrs Meutia : Yes.
Mr Hartono : Alright, Ma'am.


B. Written Cycle
Reading
Respond to report texts;

Activity 1 The following text is about one of the small – scale Industries.
Read it then Answer the questions that follow.

BATIK INDUSTRY
There are many kinds of home industry growing up in the lower
class society. One of them is batik industry. Batik has been know since
hundreds of years ago .Different kinds of clothing material can be made
into batik product, such as batik shirts, skirts, blouses, kimonos, bed –
covers and pillow – cases.
Some people say the wearing batik makes someone looks more
elegant. Do you agree with this image ? Batik is part of our national
culture. All Indonesian people wear batik clothes. In fact, not only
Indonesia but also Europeans, Americans, and Australians like wearing
batik.
Formerly, batiks were produced mostly by women. Women in
Surakarta, Yogyakarta, Pekalongan and the other regions in this country
produced them with a humble apparatus. Most of them made batik in their
own houses. By making batiks, they could make a living.
Seeing its good prospect for their future, the government pays a
special attention to the batik industries. The possibilities to export barik
product and develop the market abroad have been examined well. In fact,
as a kind of home industry batik has grown uo. It plays an important part
in our national development. It can decrease unemployment and increase
national income.

1. What kind of industry grows up in the lower class society ?
2. Who say that wiring batik makes some one look more elegant ?
3. Who made batik many years ago ?
4. Where do they make batik ?
5. Why did the women make batik ?
6. Why does government pay a special attention to the batik industry ?
7. What has government examined well ?
8. As a kind of home industry, what is the role of batik to our national
development ?
9. In paragraph three, there are two words “them”. Do they have the same
meaning ? Why ?


Activity 2. Read the passage carefully and Answer the following questions correctly!
A tour in modern time
A distant place with a strange name will always attract travelers who constantly
search for enjoyment, entertainment, excitement and something new. People often get bored
with the same places, identical food and drink, and similar people around them. They need to
go to different places from time to time, see and enjoy other cultures, meeting new people and
try new things.
The need to travel is as old as human civilization. After the father of history.
Herodotus, who lived in the fifth century BC, had roamed the ancient world and examined the
customs of many lands, he wrote his famous history. In modern times, a travel to outer space
is not just an imagination or a dream. In 1969, Neil Armstrong became the first man to walk on
the moon.
Today, travel and tourism make up the largest portion of money spent in
international travelers. Although a travel was once a hazardous event, it is now an easily
planned and coordinated adventure that has been revolutionized by a vast improvement in
transportations, accommodations, and networks of international communication.
1. Why does a distant place always attract travelers?
2. What do people do to avoid boredom ?
3. What did Herodotus write in his book ?
4. Is a travel to outer space just a dream ?
5. When did a man step his feet on the moon the first time ?
6. Is a tour in modern time easily or difficult ?
7. What makes a modern tour enjoyable ?
Activity 3
Read this report text about Cultural Heritage and analyze Generic Structure,
language features !
“Around Bali”
Bali, the fabled "Island of the Gods", has been enchanting visitors for centuries
with its rich cultural traditions and spectacular panoramas. From lofty, misty
enshrouded volcanoes and cool mountain lakes down through terraced rice fields to a
golden strand lapped by azure waters, every square inch of Bali offers a fresh and
unforgettable image. No less enchanting are its people, some 2.7 million souls whose
artistry and piety are recognized throughout the world.
Balinese Hinduism, a complex fusion of Indian cosmology, Tantric Budhism
and homegrown mythology, is the primary faith of Bali's inhabitants, and so deeply
woven into the fabric of their daily lives that the line between the spiritual and the
material is blurry at best. The shoppers among you will find Bali a treasure house of
handicrafts and fi ne works of art.
The Balinese are incredibly gifted artists and craftsmen, and their material
creations are imbued with the same sense of wonderment with which they regard their
universe. Stone and wood carvings, traditional and modern paintings and intricately
designed jewelry in gold and silver are readily available in shops and galleries
throughout the island. As for recreation, there is no shortage of options. Nature walks,
horseback riding, diving, surfing, bungee jumping and white water rafting await the
adventurous here. Taken from Hello Bali, 2000


Activity 4 Read the text carefully and answer the question.
Indonesia has been ahead of most of the world in preserving natural wonders.
In fact 10 percent of its land area is under protection. The range of protected areas
extends from volcanoes to oramgutan habitats and coral reefs, nearly 200 reserves
and parks. Nevertheless, understanding and aggressive loggers threaten many of the
parks.
Local porters can be hired and park guards may often accompany visitors as
guides. They should be tipped, plus reimbursed expenses. avoid misunderstanding ,
it is advisable to negotiate fees clearly before setting out.
The listing below, though not comprehensive, covers some of Indonesia’s
finest reserves and park.
Ujung Kulon: At Java’s western tip, Ujung Kulon is Indonesia’s first and
premier reserve. You will have to be lucky to see one of the park’s 60 remaining
Javan rhinos, but there are many other fascinating animals, including leopards,
gibbons, long-tailed macaques, leaf monkeys, crocodiles, muntjanks, mouse deer
and herds of grazing wild oxen (banteng).
There are two types of accommodation available: most visitors stay at the
guesthouses on Peucang Island, But it’s also worthwhile to stop over for a night or
two at the older guesthouse on Handeleum Island to visit the Cigenter River, a
favourite rhino haunt just across the strait. Bedding, furniture and cooking facilities
are provided at both guesthouse, but you must bring your own food.
Ujung Kulon is accessible by motorbike track from Labuan via Sumur to taman
Jaya, where the parkheadquarters is located (about a six-hour ride). From here, it is a
leisury two day ride to Kalajetan anda Peucang Island via the south coast. Or else,
charter a boat from Labuan directly to Peucang or Handeuleum, a five-hour voyage
each way. While there, visit the volcanic island of krakatau, 40 kilometers (25 mil)
northwest of Labuan, in the middle of the Sunda Straits separating Java from
Sumatra.
A. Questions:
1. What is the title of the book reporting one of the Indonesian national parks ?
2. Who said that Indonesia had been a head of most of the world in Preserving its
natural wonder ?
3. Mention areas protected.
4. Why do aggressive loggers threaten areas protected ?
5. Besides negotiating the fees to the local porters and park guards what else are
the visitors doing ?
6. What is the main idea of paragraph 5, 6, and 7 ?
7. Copy a sentence showing that Ujung Kulon is in Banten province.
8. Where is Krakatau located ?
9. Reading the report especially paragraph 2 what must we do.
10. Why does the writer say that the visitors will be lucky to visit Ujung Kulon


Activity 5
Correspond the words in column A with those in Column B.

A B
1. a piece of land reserved for a purpose a. strait
2. a public garden used for pleasure and rest b. coast
3. a narrow passage of water between land and c. voyage
connecting two seas d. reserve
4. time when one is free from duties e. habitat
5. the land next to the sea f. leisure
6. to make a long journey by sea g. park
7. the natural home of plant or animal

Activity 6 Read and understand the following text.


Activity7 Answer the questions based on the text in Activity 6. Do it in pairs.
1. Are kangaroos and wallabies indigenous animals of Australia?
2. What does the word "these" in paragraph 2 refer to?
3. What do people call the largest kangaroos?
4. Where do you find the pouch of the female kangaroo?
5. What does the word "it" in sentence ... it crawls at once ….... refer to?
6. Can you fi nd the sentence considered the definition of a kangaroo? State it.
7. Which sentences tell you about the description of the kangaroo's appearance
Activity 8 Read the report text below and answer the questions.

What Is Thunder and Lightning?
(the report text)
Lightning is a sudden, violent flash of electricity between a
cloud and the ground, or from cloud to cloud. A lightning flash, or bolt,
can be several miles long. It is so hot, with an average temperature of
34,000° Centigrade, that the air around it suddenly expands with a loud
blast. This is the thunder we hear.
Lightning occurs in hot, wet storms. Moist air is driven up to a
great height. It forms a type of cloud called cumulonimbus. When the
cloud rises high enough, the moisture freezes and ice crystals and
snowflakes are formed. These begin to fall, turning to rain on the way
down. This rain meets more moist air rising, and it is the friction between
them which produces static electricity. When a cloud is fully charged with
this electricity, it discharges it as a lightning flash. Taken from Peter
Haddock Ltd., Ref.083

1. What is meant by lightning?
2. When does lightning usually happen?
3. What does the word "this" in the last sentence of
paragraph 1 refer to?
4. What does the word "it" in paragraph 2 refer to?


Writing : write a report text
Activity 1 Rearrange the following report text

Grammar Review
Simple Present Tense
Study the following sentences.
1. Lightning occurs in hot, wet storms.
2. Whales are sea-living mammals.
3. Kangaroos eat grass and plants.
4. An iceberg is an enormous piece of ice floating in the sea.
5. A tiger is a wild animal. The tiger eats meat.
The tense that are used in a report text is the simple present tense. The simple
present tense is used to give general truths and habitual actions. The sentences
above tell you about the general truth: Everyone knows that a tiger is a wild animal.
And everyone also knows that whales are sea-living mammals.
Besides, everyone also knows that kangaroos eat grass and plants. That the
tiger eats meat, but the tiger does not eat grass and plants.
Verbs that are used in the simple present tense are: to be (is, am, are) and verb
(eat, occurs, etc.) or the verbs are usually named as infinitive verbs.
The form of simple present tense:
Subject + Verb + O Kangaroos eat grass and plants.


Activity 2 Retell the following report about The Red Bird of Paradise, in your
own words. Use the pictures if necessary.
The Red Bird of Paradise, Paradisaea rubra is a large, up to
33cm long, brown and yellow bird of paradise with a dark brown iris, grey
legs and yellow bill. The male has an emerald green face, a pair of
elongated black corkscrew-shaped tail wires, dark green feather
pompoms above each eye and a train of glossy crimson red plumes with
whitish tips at either side of the breast
The male measures up to 72 cm long, including the ornamental
red plumes that require at least six years to fully attain. The female
resembles the male but issmaller in size, with a dark brown face and has
no ornamental red plumes. The diet consists mainly of
fruits, berries and arthropods.
An Indonesian endemic, the Red Bird of Paradise is distributed
to lowland rainforests of Waigeo and Batanta islands of West Papua. This
species shares its home with another bird of paradise, the Wilson's Bird
of Paradise. Hybridisation between these two species are expected but
not recorded yet. Taken from en.wikipedia.org

Activity 3. Write the missing words of the following report about
Harvesting machines in your own words. Use the pictures if
necessary.

Harvesting machines

Headers harvest crops such as ………, barley and ……….. These machines
are also known as combine …………. Headers combine the three operations needed to
……….. a crop -- reaping, threshing and winnowing.

The comb on the front of the ………..cuts the heads off the stalks (reaping).
The auger …………. the heads into the machine. The stalks left ………. in the paddock
are called stubble.

Threshing ……….. separating the grains from the head. The drum rotates,
beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header.
Straw is …………over the ground. Stock can graze on this and the standing stubble left
after harvest.

There are a number of screens in the header. Grain passes over these and
fans blow the husks away. This is called winnowing. The ………….grain is stored in the
box. When this is full the grain is augured out into a chaser bin or truck.


Activity 4 Now, write the sentences using the words provided.
Number 1 has been done for you.
1. A school
A school is a place where students study with their
teachers.
2. A hospital
3. A snake
4. A president
5. A cow
6. A theatre
7. A cat
8. A house
9. A taxi
10. A bank
Activity 5 Look at the following pictures. Then make sentences using the
sequences of words.


A sample experimental report
Experimental reports are very important in your course. You will use
this type of writing to describe experiments and to explain what you have
learned from them. It is a mix of text types.
The aim describes what you were trying to find out. Sometimes a list
of materials and equipment is included -- this part can be called the apparatus.
The method lists the steps you carried out during the experiment. A diagram is
often included in the method as it can give a clear, concise description of how
any apparatus was set up. In the example given the method is written as a
procedure text in the present tense. At other times the method is written in the
third person and in the past tense.
The results section describes what happened. (This is a report text.)
The results are often graphed if appropriate.
The conclusion explains what you found out. (This is an explanation text.)
A discussion may be included in the conclusion or sometimes it is
included in a separate section. (This is often an exposition text.)
Refer to the sample experimental report and information on other text types to answer
these questions.
1 The aim and method are in the form of a procedure text. What are the
language features and structure of procedure text?
2 The results section is in the form of a report text.
What are the language features and structure of report text?
3 The conclusion is in the form of a explanation text. What are the language features
and structure of explanation text?
The results section and conclusion from a sample experimental report.
title Soil type and plant growth
Aim
aim (goal) To observe the effects of soil type on
the growth of tomatoes.

Materials and equipment
• tomato seeds (small variety)
• permanent marking pen
materials and • nine plastic pots at least 30 cm deep
equipment • sandy soil
• clayey soil
• loamy soil
• fertiliser


Method
1 Fill three pots with sandy soil and label S1, S2 and S3.
2 Fill another three pots with clayey soil. Label C1, C2, C3.
3 Fill the remaining three pots with loamy soil. Label L1, L2 and L3.
4 Mix fertiliser and apply to soil.
5 Choose three seeds at random. Plant to a depth of 6 mm in the pot
labelled S1. Repeat, planting three seeds in each pot.
steps
6 Place all pots in the same conditions.
7 Apply the same amount of water to each pot at the same time every
day. Seedlings should emerge in 10Ð14 days.
8 Thin seedlings, leaving the healthiest plant in each pot.
9 Observe tomato plants after 4 - 6 weeks.
1 Record observations.
0

The results section and conclusion from a sample experimental report.
title Results
These observations were made three weeks after the seedlings
general statement
were thinned.

Height
Trial Vigour
(cm)
S1 24 small leaves, pale in colour
S2 28 few leaves, slightly yellow
S3 17 small leaves; spindly stem
description C1 26 very green leave
C2 29 large, healthy leaves and stem
C3 24 few leaves, weak stem
L1 30 healthy plant, green, strong stem
L2 35 very healthy plant
L3 32 large leaves, strong stem

title
Conclusion
phenomenon
Tomatoes grow better in loamy soil than sandy or clayey soil.
identification

Loamy soil has good drainage. The soil retains enough water to supply
explanation the plant's needs. Sandy soil doesn't retain much water so the plants
sequence become water stressed on hot windy days. Clayey soil retains too much
water, so the plantÕs roots become waterlogged.


PLA T YPU S; A R E P O R T T E XT
Many people call platypus duckbill because this animal has a bill like
duckbill. Platypus is a native Tasmania and southern and eastern
Australia.

Platypus has a flat tail and webbed feet. Its body length is 30 to 45
cm and covered with a thick, and woolly layer of fur. Its bill is detecting
prey and stirring up mud. Platypus' eyes and head are small. It has no ears
but has ability to sense sound and light. Platypus lives in streams, rivers,
and lakes. Female platypus usually dig burrows in the streams or river
banks. The burrows are blocked with soil to protect it from intruders and
flooding. In the other hand, male platypus does not need any burrow to
stay

Analyzing on the Text Generic Structure analysis

General classification; stating general classification, the animal of
platypus.

Description; describing in detail characterization of platypus' body
and habitual life

Language Feature Analysis

Focusing in group; the animal of platypus conditional,
logical connective; but, in the other hand Simple present
tense pattern; Platypus lives in streams, male platypus
does not need any burrow, etc


Lexico Grammar
Simple Present
The Simple Present Tense is used to express that something was true in the past, is
true in the present, and will be true in the future.It is used for general statements of
fact.
Example:
1. Every continent has mountain chains.
2. The power of forming comes from the depth in the earth.
3. It snows in Alaska
4. Diana washes her hair everyday.
5. They have beautiful garden


Modul Bahasa Inggris Xi Unit 1 Report

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