PETA KONSEP

Social
Function

Text Linguisti
Structur c
e Features

PENDAHULUAN

A. Identitas Modul
Mata Pelajaran : BahasaIngris
Kelas :X
Alokasi Waktu :
Judul Modul : Explanation Text

B. Kompetensi Dasar
C. Deskripsi Singkat Materi
D. Petunjuk Penguasaan Modul
E. Materi Pembelajaran

Gerot dan Wignell (1995: 212), an explanation text is aimed at explaining the processes involved in
the formation or workings of natural or sociocultural phenomena

Teks explanation dalam dunia nyata bisa dijumpai dalam bentuk artikel di surat kabar, majalah,
laporan penelitian, maupun dalam materi-materi kuliah. Dalam listening comprehension, teks
explanation biasanya muncul dalam bentuk “talks”. Dalam TOEFL, teks ini muncul pada section 1
(Listening) Part B, sedangkan dalam TOEIC, teks ini sering muncul dalam Listening Comprehension
Part 4: Talks.

Explanaation text in the real life can be appreared in the several fimrs Suh as in the article piblieshed

The social Function, Structure, and Language Features of Explanation Texts

1. The social function

The social function of explanation texts is to explain the processes or causes behind a natural or
sociocultural phenomenon.

2. The text structure

An explanation text is constructed of two stages:

a. General statement

This stage states a phenomenon to be explained, for example by mentioning the name of the
phenomenon and from what aspect it will be explained, either from its processes or its reasons.

b. Sequenced explanation

This stage consists of some sequenced explanation concerning the processes of how the
phenomenon happens or reasons why it happens. There may be some sequential conjunctions such
as firstly, secondly, after that, next, then, finally, and so on. The organization of paragraphs show the
sequence of the processes, so they cannot be put alternatively.

3. The language features

An xplanation text often uses:

a. Focus on nouns stating natural or sociocultural phenomena

b. Simple present tense

c. Passive voice

d. Temporal conjunctions to show sequences

e. Causal conjunctions to show the causes of the phenomenon to happen

4. Identifying Natural Phenomena

A phenomenon is defined as something that is observed to happen or exist. Phenomena is the plural
form of phenomenon. Natural means things exist or occur in nature and are not made or caused by
people (https://www.collinsdictionary.com/dictionary/english/natural-phenomenon). So, natural
phenomena can be understood as things that are observed to exist in nature and not made or
caused by people.

Some examples of natural phenomena are weather, fog, thunder, tornadoes, biological processes,
decomposition, germination, physical processes, wave propagation, erosion, tidal flow, moonbow,
blood moon, some natural disasters such as volcanic erruptions, earthquakes, landslides, and so on.

5. Identifying Sociocultural Phenomena

Sociocultural phenomena can be defined as the individual, external, social constructions that
influence our lives and development, and are constantly evolving as we age
(https://study.com/academy/lesson/social-phenomena-definition-examples-quiz.html). Some
examples of socially constructed phenomena are: marriage rites, rituals, and practices; kinship
networks; racism; behavioral norms; language; holidays; clothing styles; etc.
(https://www.quora.com/What-is-a-sociocultural-phenomena).

1. Sample Text 1
Gambar 2. How Covid-19 Affect Human’s Body

(Picture is take from: https://www.labroots.com/trending/drug-discovery-)

Covid-19 is the short name for the disease known as Novel Corona Virus Disease 2019.
Coronaviruses are a large group of similar viruses. All coronaviruses are named for the crown-like
spikes that cover the surface called spike or S-protein.

A virus infects your body by entering healthy cells. There, the invader makes copies of itself and
multiplies throughout your body. The new coronavirus latches its spiky surface proteins to receptors
on healthy cells, especially those in your lungs. Specifically, the viral proteins bust into cells through
ACE2 receptors. Once inside, the coronavirus hijacks healthy cells and takes command. Eventually, it
kills some of the healthy cells.

COVID-19, the illness caused by the coronavirus, starts with droplets from an infected person’s
cough, sneeze, or breath. They could be in the air or on a surface that you touch before touching
your eyes, nose, or mouth. That gives the virus a passage to the mucous membranes in your throat.
Within 2 to 14 days, your immune system may respond with symptoms including: fever, a cough,
shortness of breath or trouble breathing, fatigue, chills, sometimes with shaking, body aches,
headache, a sore throat, congestion or a runny nose, loss of taste, loss of smell, nausea or vomiting,
diarrhea.

Then, the virus moves down your respiratory tract. That’s the airway that includes your mouth, nose,
throat, and lungs. Your lower airways have more ACE2 receptors than the rest of your respiratory
tract. So COVID-19 is more likely to go deeper than viruses like the common cold.

After that, your lungs might become inflamed, making it tough for you to breathe. This can lead to
pneumonia, an infection of the tiny air sacs (called alveoli) inside your lungs where your blood
exchanges oxygen and carbon dioxide.

For most people, the symptoms end with a cough and a fever. More than 8 in 10 cases are mild. But
for some, the infection gets more severe. About 5 to 8 days after symptoms begin, they have
shortness of breath (known as dyspnea). Acute respiratory distress syndrome (ARDS) begins a few
days later.

ARDS can cause rapid breathing, a fast heart rate, dizziness, and sweating. It damages the tissues
and blood vessels in your alveoli, causing debris to collect inside them. This makes it harder or even
impossible for you to breathe. Many people who get ARDS need help breathing from a machine
called a ventilator.

As fluid collects in your lungs, they carry less oxygen to your blood. That means your blood may not
supply your organs with enough oxygen to survive. This can cause your kidneys, lungs, and liver to
shut down and stop working.

Not everyone who has COVID-19 has these serious complications, and not everyone needs medical
care. But if your symptoms include trouble breathing, get help right away. (Taken from:
https://www.webmd.com/lung/coronavirus-covid-19-affects-)

2. Sample questions related to text

1) Understanding the social function of the text:

Answer the questions below based on the text above!

a) What is the writer’s intention in writing the text? (L1)

b) What is the topic of the second paragraph? (L3)

c) What does the writer tell about in the third paragraph? (L3)

d) Who will likely read the text? (L3)

e) What benefit can you get by reading the text? (L3)

2) Understanding the structure of the text:

Instruction 1: Answer the questions below based on the text above!

a) What will happen if the virus enters your body? (L1)

b) Why do infected persons suffer from illness such as fever, a cough, shortness of breath? (L1)

c) What will happen if someone touches on a surface which contains droplets of an infected
person, and then touches his mouth? (L1)

d) What will happen if the virus moves down to the lower part of our respiratory system? (L1)

e) What do the following words refer to? (L2)

a. The word “the invader” in “There, the invader makes copies of itself …” (paragraph 2).

b. The word “the rest” in “Your lower airways have more ACE2 receptors than the rest of your
respiratory tract” (paragraph 4).

f) When will an infected person experience ARDS? What will the effect be? (L1)

g) Why does Covid-19 attack people’s lung? (L3)

h) How can you relate paragraphs four and five? (L3)

i) In conclusion, what makes coronaviruses dangerous for our body? (L3)

j) After reading the text, what should readers do to avoid being infected by Covid-19? (L3)

a. Understanding the language features

Instruction 1:

Make a list of passive verbs in the text above!

Nu. Passive Verbs Found in Paragraph…

Instruction 2:

Match the words in the left with their synonyms in the right side! (L2)
 Nu Words in the text Nu Synonyms
1 novel A acute; dangerous
2 latches B way, track
3 hijacks C New
4 passaged D Fasten
5 severe E Takes ovwe

3. Bahan Bacaan 3: Reduced clauses

Reduced clauses are also called reduced relative clauses or reduced adjective clauses because they
originally contain relative pronouns. Thay are named reduced clauses because there are parts of the
clauses that are omitted or reduced. However, redeuced clauses are not only a matter of omitting
the relative pronouns, depending on the sentences involved.

Reduced relative clauses are mainly created through the use of:

• Present participle phrases

• Past participle phrases

• Past Participles

• Prepositional Phrases

• Adjectives/ adjective phrases

Present participle phrases can be changed into reduced clauses by omitting the relative pronoun and
the “to be”. Look at the following examples:

1. When an infected person is coughing, sneezing, or breathing, he/ she releases droplets
containing viruses.  droplets that are containing viruses

2. Certain species of animals, like bats, appear to have immune systems that harbour a lot of
organisms living inside of them naturally.

 a lot of organisms that are living inside of them naturally

3. Hospitals taking care of covid-19 patients are separated from general hospitals.  Hospitals
that are taking care of covid-19 patients

The second type of reduced clauses are those that are created by the use of past participle phrases
which mostly form passive voices. This type of reduced clause is widely used in explanation texts.
Study the examples below:

1. COVID-19, the illness caused by the coronavirus, starts with droplets from an infected
person’s cough, sneeze, or breath.

 the illness which is caused by the coronavirus

2. Some COVID-19 patients recover, sometimes with no more support than oxygen breathed in
through nasal prongs.

 oxygen which is breathed

3. Some people infected with coronavirus never develop symptoms.

 Some people who are infected with coronavirus

The next type of reduced clauses is formed by using the past participles. This is only slightly different
from the caluses created by past participle phrases. What makes the difference is that the reduced
clause which are formed from past participle verb come before a noun, while reduced clauses which
are formed from past participle phrases come after a noun. Study the examples below.

1. The infected person  the person who is infected

2. Inhaled air containing virus  the air containing virus which is inhaled

3. peer-reviewed journals  journals that are reviewed by peers

We can also create reduced clauses from prepositional phrases. Similar with the previous examples,
to form a reduced clause from prepositional phrase we can omit the relative pronoun and the “to
be”, and then place the prepositional phrase after the modified noun. Look at the following
examples.

1. The people in the hospital are doing a rapid test for the Covid-19.

 The people who are in the hospital are doing a rapid test for the Covid-19

2. The woman at the meeting explained about the importance of wearing face masks in the
pandemic.  The woman who are at the meeting

3. A recent review of the survival of human coronaviruses on surfaces found large variability,
ranging from 2 hours to 9 days.

 coronaviruses which are on surfaces

The last type of reduced clauses is formed from adejctives or adjective phrases. Study the examples
below:

1. The highly contagious disease is caused by virus.

 The disease which is highly contagious

2. The curious doctors and researchers from all over the world make experiments to produce
vaccines for coronavirus.

 The doctors and researchers who are curious

3. In the meantime, the spiky S-protein left on the surface of the infected cells cause it to fuse
with the nearby healthy cells.

 The S-protein which are spiky (which looks like spikes)

Exercises on Reduced clauses

Instruction:

Find the reduced clauses in the following sentences and write down the complete clauses!

1. Another recent experimental model suggested high variability between individuals in terms
of particle emission rates during speech, with increased rates correlated with increased amplitude of
vocalization.
2. The new coronavirus is a respiratory virus which spreads primarily through droplets
generated when an infected person coughs or sneezes, or through droplets of saliva or discharge
from the nose.

3. Hand dryers are not effective in killing the COVID-19 virus. To protect yourself, frequently
clean your hands with an alcohol-based hand rub or wash them with soap and water.

4. Vaccines against pneumonia do not provide protection against the new coronavirus. The
virus is so new and different that it needs its own vaccine. However, researchers studying Covid-19
recommend that vaccination against respiratory illnesses is highly recommended to protect your
health.

5. There is no evidence proving that regularly rinsing the nose with saline has protected people
from infection with the new coronavirus.

(Texts are taken from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-

for-public/)

4. Bahan Bacaan 4: Sample Texts about Natural and Social Phenomena

a. Sample Text 2

Gambar 3. The Rainbow Mountains of China

(https://www.forbes.com/sites/trevornace/2016/03/02/rainbow-mountains)

The Rainbow Mountains of China Are Earth's Paint Palette

Trevor Nace, Forbes, Mar 2, 2016

The Rainbow Mountains of China within the Zhangye Danxia Landform Geological Park are a
geological wonder of the world. These famous Chinese mountains are known for their otherworldly
colors that mimic a rainbow painted over the tops of rolling mountains. What causes the Rainbow
Mountains to be colored reds, greens, yellows, and blues?

The Rainbow Mountains are cretaceous sandstones and siltstones that were deposited in China
before the Himalayan Mountains were formed. The sand and silt was deposited with iron and trace
minerals that provided it with the key ingredient to form the colors we see today.

What was once a layered horizontal and flat stratigraphy was disrupted by the Indian Plate colliding
into the Eurasian Plate approximately 55 million years ago. Much like when two cars get in a wreck
and the bumpers fold and break, a similar process folded what was once flat sandstones into the
Rainbow Mountains we see today. This process uplifted mountains and exposed sedimentary rocks
that were otherwise hidden well below the surface of the earth. Weathering and erosion removed
the overlying layers of continental siliciclastic rocks and exposed underlying formations with
different mineralogy and chemistry. This causes the striking variation in colors seen across the
Rainbow Mountains.

The primary color is a deep red sandstone. The red coloring is due to an iron oxide coating and
cementation, also known as hematite (Fe2O3), between the sandstone grains. This is the exact same
process that takes place when a piece of metal is left out in the rain and forms a red layer of rust
around the outside.

Most of the time iron oxides impart a dark red pigment, however, there are instances where oxides
form different colors. For example oxidized limonite or goethite will produce brown or yellow
staining of sandstones, magnetite can form black staining of sandstones. If there is iron sulfide
present, you will get a metallic yellow color imparted by the sulfur. Meanwhile, green coloring is
often due to chlorite or iron silicate clays. These are just some examples of how sandstones can be
altered in coloring during diagenesis.

(https://www.forbes.com/sites/trevornace/2016/03/02/rainbow-mountains-china-earths-paint-
palette/#66dad3e13e5e)

b. Sample questions related to the text

1) Asking the social function of the text

(1) What is the writer’s intention in writing the text? (L1)

(2) What is the topic of the second paragraph? (L3)

(3) What does the writer tell about in the third paragraph? (L3)

(4) Who will likely read the text? (L3)

(5) What benefit can readers get by reading the text? (L3)

2) Asking the text structure

a) What are the compositions that formed the colourful mountain? (L1)

b) How was the form of the mountain millions of years ago? (L1)

c) What process changed the form of the colourful mountain? (L1)

d) What processes causes the striking variation in colors seen across the colourful mountains?
(L1)

e) What causes the red, green, yellow, and blue colours on the mountains? (L1)

f) “These famous Chinese mountains are known for their otherworldly colors that mimic a
rainbow painted over the tops of rolling mountains” (paragraph 2). Express this sentence in your
own, simple language! (L2)

g) “This process uplifted mountains and exposed sedimentary …” (paragraph 3). What does the
word ‘this’ in the sentence refer to? (L2)

h) How can you relate paragraphs two and three? (L3)

i) What information distinguishes paragraphs four and five? (L3)

j) What can we conclude from the last paragraph? (L3)

3) Asking the language features

Instruction 1:

Make a list of passive verbs and reduced clauses from the text above!
a) ………………………………………….. (passive/ reduced clause)

b) ………………………………………….. (passive/ reduced clause)

c) ………………………………………….. (passive/ reduced clause)

d) ………………………………………….. (passive/ reduced clause)

e) ………………………………………….. (passive/ reduced clause)

c. Sample Text 3: Sociocultural Phenomenon

Gambar 4. Trend of Cycling

Sumber: Dokumen Pribadi

Nowadays people are crazy about cycling. Everywhere on the streets both in weekends and on
weekdays we see people cycle either in groups or individually. In Indonesia, it seems that this trend
started to emerge in the capital of the country, then it extends to other regions. How does this trend
emerge in the pandemic?

Firstly, people need to stay healthy and they need to do exercises to do so, while gyms, swimming
pools, and sport stadiums are closed to prevent the spread of Covid-19. After some months doing
some kinds of light exercises, they need to do heavier ones. Then, when the “new normal” policy has
been announced, people started to get out of their homes doing some exercises outside, one of
them is cycling. It is proven to be effective to maintain health while keeping social distance, because
it can be done individually, or, if it is done in groups, they will still keep distance automatically to
prevent them from collision with one another.

Secondly, there is a regulation in Jakarta known as the “Odd-Even Traffic Policy”. It is a way to limit
the number of cars to enter Jakarta. The policy is applied during certain hours and at certain roads as
decided by the authority. It has an impact on the people’s choice to go around the city. This,
combined with people’s fear of public transport, have contributed in creating the booms in cycling.

Then, families who are going stir crazy inside their homes during the coronavirus pandemic start to
look for activities which can make children active. One of them is cycling. Children are especially
enjoying this activity. Besides, it helps them get the recommended 60 minutes of physical activity
per day. Cycling can help kids get to know their local area and feel part of it. Parents can then have
quality time together with their kids with so much fun and happiness.

Next, some people post their activities of cycling on their social media accounts. Then their friends
or followers see them and they want to do the same thing. It has been widely agreed that social
media is very influential on social life. In this case, social media brings positive effects when the users
post their activities of cycling. It encourages others to do cycling too. When a new trend emerges,
people will be considered prestigious if they do it and post it on their social media account, too.
When more and more social media users do this, then it comes the time when cycling becomes a
trend, especially in the pandemic.

d. Sample questions related to text

1) Asking the social function

(The questions asking the social function of the text can be made the same with those of the
previous texts’.)

2) Understanding the text structure

Instruction:

Answer the following questions based on the text above!

a) How can cycling be an effective way to do sport while still keeping social distancing? (L1)

b) What is the advantage of cycling compared from doing physical exercises in gyms? (L1)

c) Mention two advantages of cycling for children and families! (L1)

d) Why are gyms, swimming pools, and sport stadiums closed in the pandemic? (L1)

e) In what way can you see the trend of cyling in the pandemic as a sociocultural
phenomenon? (L3)

f) What is the relationship between the “odd-even number traffic policy” with the trend of
cycling in Jakarta? (L3)

g) How can you relate paragraphs two and three, concerning the way to go to work? (L3)

h) How can you relate social media and the trend of cycling in the pandemic? (L3)

i) In your opinion, do people do cycling only for physical exercise? Explain your answer! (L3)

j) What can you conclude about the trend of cycling in the pandemic? (L3)

3) Understanding the language features

Instruction 1:

What do the following words refer to?

a) The word “ones” in “After some months doing some kinds of light exercises, they need to do
heavier ones” (paragraph 2).

b) The word “them” in “… they will still keep distance automatically to prevent them from
collision with one another” (paragraph 2).

c) The word “it” in “It has an impact on the people’s choice to go around the city” (paragraph
3).

d) The word “this” in “This, combined with people’s fear of public transport, …” (Paragrah 3).

e) The word “it” in “It encourages others to do cycling too, although some do cycling for
prestige” (Paragraph 5).

Instruction 2:

Complete the sentences below using the most suitable verbs of passive forms or reduced clauses!

a) We are a … nation on paper, but it only takes a stroll through your local grocery store to see
a different picture. (divide)

b) One of the effect of new normal life is that nationalized healthcare ... (will debate).
c) Because of the pandemic, we will go through a recession, but aggressive monetary and fiscal
policy in … economies will dull the impact (develop).

d) Most people who live in a foreign country for some time go through an adjustment period
during which “Culture Shock” … (experience).

e) Going back to hometowns during the Idul Fitri holidays is a tradition in many parts of
Indonesia … as “mudik”. (understand)