CHAPTER 1

A. Procedure Text

Learning Purposes
After learning this chapter, students are expected to be able to:
1. learn the generic structure of procedural text;
2. learn the language feature of procedural text;
3. make a proper procedural text;
4. know how to make a good poster

A procedure text is a text aiming to inform the readers about the steps to do something. The
social function of procedure text is to explain the steps of recipes, instructional manuals, experiment
procedures.
Here are the generic structure of a procedure text
1. Goal
It contains about purpose of making or operating of something.
2. Material or Ingredient
It consist of ingredient that are used in making something. (e.g: the material to cook omelet
are egg, onion, vegetable oil, etc.)
3. Step
It contains the steps or sequences that must be done so the goal is be achieved. (e.g: first,
wash the tomatoes, onion, …., the second cut the onions becomes slice...)

Here are the language features of a procedural text.

1. Use adverbial of sequence/temporal conjunction (e.g: first, second, third, the last).
2. Use command/imperative sentence (e.g: put the noodles on the..., cut the onion..., wash
the tomatoes.
3. Using adverbials (adverbs) to express detail the time, place, manner accurately, (e.g: for five
minutes, 2 hours, etc.)
4. Using action verbs, (e.g: make, take, boil, cook).
5. Using simple present tense.
 Observe the text below and answer the questions!

Questions:
1. What is the purpose of the text above?
2. What material that we need to wash our hands?
3. How long should we scrub our hands?
4. What should we do after rub our hands?
5. What is the function of towel in that steps?
 B. Poster

Let’s Observe

1. What do you think about poster?

2. How do you claim it is a poster?
3. Do you think poster is useful for people?

Let’s Analyze

Poster is an announcement sheet that is displayed in a public place (in the form of an announcement or
in the form of an advertisement).

A poster usually has pictures or text posted in crowded places that are easily seen by the public.

Posters are made with the aim that the information in the posters is known to the public, to attract
people to buy, use, or follow the contents of the posters.
There are many functions or purposes of poster, as follow.
1. To alert and engage the viewer.
2. To challenge and call an audience into action.
3. To promote an event.
4. Since posters can be stationary as well as portable, they can be used at your place of
business, to welcome customers and create that all-important symmetry.

Characteristic Poster
1. Poster text must be short, concise, clear, and attractive.

2. In posters it is not allowed to use verbose sentences.

3. The text used must be suggestive (influencing), effective (concise), and easy to remember.

4. If the poster includes an image, then the image must match the theme in the poster, have clear
colors and illustrations, and not be too flashy.
5. Memorable, although people read it as they pass.

6. Displayed on a flat surface, and in strategic locations or in public places.

7. Consists of letters, numbers, symbols, pictures or a combination thereof.

8. Designed on a paper or cloth.

CHAPTER 2

Learning Purposes
After learning this chapter, students are expected to be able to:
1. talk about past incidients or events;
2. know the formula of simple past tense;
3. apply the simple past tense sentences in the form of spoken and written form; and
4. identify the main idea and detailed information on recount text about environment.

A. SIMPLE PAST TENSE

Let’s Analyse!

Simple Past Tense is used to express the act that has been completed in the past. We also put
the verbs into simple past tense if we want to describe actions happening one after the other, as
in a story.

We can use simple past tense in some conditions:

a. The action that happened at some specific time in past
b. Two or more consecutive actions that happened in the past
c. The finished action of the past
 d. To talk about the people who are no more in this world
e. Time/date expressions.
Read the sentences below!
a. I saw a movie yesterday.
b. I didn’t see a play yesterday.
c. Last year, I traveled to Japan.
d. Last year, I didn’t travel to Korea.
e. Did you have dinner last night?
f. She washed her car.
g. He didn’t wash his car.

Regular and Irregular Verbs

Verbs come in two forms, regular and irregular verbs.

a. Regular verbs are predictable. We can add –ed to the verbs base into the past form.
b. Irregular verb do not end with –d/-ed. They might be similar to or different from their base forms.

B. RECOUNT TEXT
Let’s answer these questions!
 What is the most unforgettable moment in your life, do you still remember?
 When and where were you at that time?
 How did you feel about it?

The text you have just learned are called Recount Text.
When you tell or retell others about the happenings in the past, it means
that you make a recount.
Recount text is text which tells/retells past events or past experiences.
A recount text begins with information about who, where and when,
continues to list events that happened, and ends with closure.
Recount text is written to retell events with the purpose of either informing or entertaining (Social
Function)
Types of Recount Texts
1. Personal recount
These usually retell an event that the writer was personally involved in.
2. Factual recount
Recording an incident, example; a police report, a science experiment, etc
3. Imaginative recount
Retell of an imaginary event through the eyes of a fiction character.
These are the elements of recount text (The generic Structure):
a. Orientation
- It gives the readers the background information needed to understand the text, such as:
 Who was involved.
 Where it happened.
 When it happened.
b. Events
- A series of events ordered in chronological sequences.
- Include specific details, such as dialogues, actions, and reactions.
c. Re-orientation
- It expresses a personal comment or the writer’s opinion about the event or what happened in the end.
- It’s optional.

\Language Features of Recount Text.

1. Focus on specific participant (first or third person point of views)
\e.g. I (the writer), my group, my class,
2. Using simple past tense.
Expressing the idea that an action started and finished at a specific time in the past.
Using action verbs, e.g. went, stayed.
3. Using Linking Verbs, e.g. was, were
Using adverbs of time that indicate past event,
e.g. yesterday, on Monday, last year, etc
4. Using the conjunctions, such as: then, before, after, etc.
5. Let’s observe more about the generic structure!
6.
Joining the Traditional Dance Competition Title
I joined the Traditional Dance Competition in
Jakarta last year. I represented my Junior High Orient
School. It was my biggest competition. I practiced ation
hard with my teacher for a month. We also Who?
prepared the best costume we had. We only had When
one day in Jakarta. We went there by plane. We left ?
at 6 a.m. and arrived in Jakarta at 7 a.m. We took a Where
taxi to take us to the place where the competition ?
was held. It took an hour to get there. There were
already some participants when we arrived. The
competition would start in an hour
First, my teacher and I went to the dressing
room. My teacher helped me do the make-up and
the costume. We spent almost an hour for the
preparation. I told my teacher that I was really
nervous. I was not ready for this. However, she told
me that everything was alright, and I felt better. Event
Then, the time came for me to perform on stage. s:
There were five judges and about two hundred
people watching me. However, I did not feel event
nervous anymore. I performed on the stage 1
confidently. I really did the best I could. I was glad event
when it ended smoothly. 2
After that, we waited for the announcement of event
the result. It was 4 p.m. when the judges finished 3
making their final decision. I was so impatient to etc
hear the result. I still could not believe when they
called my name as the first winner. I was so happy
to be given the trophy. My teacher was also proud
of my achievement.
Finally, we went back to Yogyakarta in the Re-
evening. We were so tired. However, we were orient
satisfied because our effort was not useless. ation
Person
al
comme
 nt/opin
ion

CHAPTER 3
Learning Objectives
After learning this chapter, students will be able to:
1. identify kinds of narrative text especially fable and folktales
2. Identify the purpose of narrative text
3. Identify the languages features of narrative text.
4. Identify the messages or moral values in narrative text
5. Evaluate main ideas and specific information in narrative text

A. FABLE
WHAT IS FABLE?
Fable is story that features animals, plants or forces of nature anthropomorphic (given human qualities)
Characters
Featuring animals that behave and speak as human beings. (human traits). Animal talks \like human/
personification.
Characteristics
It ends with moral messages. This is the lesson that intended to be learnt through reading the story.
Plot
Briefness. It is a short story

NARRATIVE TEXT
A narrative text is a story with complication or problematic events and its
followed by resolutions to solve the problems.
The purpose of narrative text is to amuse or to entertain the readers with a story
(social function)
Types Narrative Text
1. Fable
2. Fairy tales/Folklore
3. Legend
4. Myth

These are the elements of Narrative text (generic structure):

1. Orientation, sets the scene and introduces the characters of the story (who and what is involved in the
story)
- Who is the character of the story?
- When did the story happened?
- Where did the story take place?
2. Complication, tells the beginning of problems which leads to crisis (climax) of the main characters,
3. Resolution, tells how problems/ crisis/ complication are resolved, either in happy ending or in sad or
tragic ending. If there is more than one problem, there might be more than one resolution.
4. Coda, is a closing or sum up of the whole story.
It consists of messages or moral values/lesson, advice implied.
Language Features of Narrative Text.
7. Using a specific participant. e.g. Malin Kundang, Cinderella, etc
8. Using simple past tense.
Expressing the idea that an action started and finished at a specific time in the past.
9. Using adverbs of time. e.g. early one morning, one hot day, etc
10. Using adjectives
e.g. long black hair, a charming prince
11. Using Linking verbs, e.g. was, were, became
12. Using temporal conjunctions, such as: then, before, after, etc.