ULFA RAHMI

Student Id. 211077007

Stage of Language
Genre Text
Genre Feature
Spesific non-
Informa- General What is a Mineral? human
tion Statement participant
Report The Earth’s crust is the outer layer of
the Earth. Many minerals are found Generalize
in the Earth’s crust. A mineral is an non-human
inorganic solid found naturally in the participant
earth.
Description Type of Minerals “Timeless”
Most minerals are active. They do present tense
not exist as pure substances. Iron, for
example, exists as iron oxide, iron Technical term
sulphides and iron carbonate. It
exists in the form of natural Moderating
compound. Other examples of Word
minerals in the form of natural
compound are calcium carbonate,
magnesium sulphide, silicon Action Verb
sulphide, silicon dioxide and
aluminium silicate.
Passive verb
Some mineral are not active and do
not combine with other element. For
example, gold is a pure substance Noun group
that cannot be broken down into
any simpler substances. It exists In
the form of a natural element. Other Linking verb
examples of natural elements are
silver, mercury and platinum.
Simple Statement Activity 6.2 Collecting Information
Proce- of Purpose
dure Various Type of Minerals that Exist in
the Earth’s Crust. Numbering of
point
Step Procedure:
1. Form groups of five Imperative
2. Find the names of various words
types of minerals that exist in (timeless)
the Earth’s crust from the
internet or other source Generalize
3. Group the minerals into non human
natural elements and natural participant
compounds.
4. Present the information Precise
collected by your group to Information
your class.

Informa-
tion Description Elements in Natural Compounds Generalize
Report non-human
Minerals that exist in the form of participant
natural compounds may be oxides,
carbonates, sulphides. “Timeless”
present tense
Table 6.1 shows the elements
present in the different types of Technical term
compounds.
Action Verb

Noun group
Informa- The Properties of Minerals Spesific non-
tion human
Report General Different types of minerals have participant
Statement different properties. We shall look at
some of the properties of minerals, Generalize
namely their hardness, their solubility non-human
in water and the effect of heat on participant
them.
General

Description The Hardness of minerals human

Minerals have different hardness. participant

The hardness of mineral can be

known by trying to scratch it with Pronoun

another mineral or an object of

known hardness. A hardness scale, “Timeless”

grading from 1 (the softest) to 10 present tense

(the hardness) known as Mohs’

scale of hardness, can be use to Technical term

compare the hardness of different

minerals. Moderating
Word

The solubility of minerals in water

Most mineral do not react with
water. They are insoluble in water. Action Verb

This is why they still remain as solids

despite being exposed to water
such as rainwater, river water or sea Passive verb

water.

The Effect of Heat on Some Minerals Noun group

Some minerals break down when

 heated while others do not. Metal Linking verb
carbonates break down to give
metal oxide and carbon dioxide.
Metal oxides are very stable
compound. They do not break
down when heated. Metal
sulphides break down to give metal
oxides and sulphur dioxide when
heated.

Proce- Activity 6.4 Hand on

dure
Goal Aim : To study the hardness of some Numbering of
minerals point

Material Material : Coin, iron nail, calcium Imperative

needed carbonate, aluminum oxide, iron words
oxide and iron sulphide (timeless)

Steps Procedure: Action Verb

1. Use a coin and an iron nail to (timeless)
scratch the minerals provided
by your teacher. Generalize
2. Observe and record which non human
minerals can be scratched by participant
the coin and the iron nail.
3. Arrange the minerals in order Precise
of increasing hardness. Information
 4. Write a report in your science
report book Noun group
Question:
1. Name the minerals that is (a) Passive voice
the hardness (b) the softest
2. What conclusion can you
make from this activity.

Proce- Activity 6.5 Hands on

dure
Solubility of some minerals
Numbering of
Goal Aim : to study the solubility of some point
mineral
Imperative
Material Material and apparatus : Calcium words
needed Carbonate, sodium carbonate, (timeless)
calcium oxide, zinc oxide, sodium
sulphide, iron sulphide, beaker and Specific non
glass rod human
participant
Step Procedure:
1. Add a few pieces of calcium
carbonate to a beaker of Noun Group
water and stir the water with
a glass rod. Details
2. Observe and record what
happens to the minerals in the
beaker of water. Moderating
3. Repeat steps 1 and 2 using word
other minerals provided by
 Result your teacher.
4. Write a report in your science Action Verb
report book. (timeless)

Question:
1. Does calcium carbonate
dissolved in water?
2. Which minerals are soluble in
water and which are not?

Significant grammatical pattern:

a. In the Information Report Genre

 use timeless present tense
 use generalize participant
 contain significant/technical vocabulary
 use a lot of noun group

b. In the procedure
 Use imperative and action verbs
 Timeless simple present tense
 Use sequence of events marked by numbering of points
 Use noun group

(Hammond, J. et all, 1992)

7. Summary

From the lesson text above, it comprises of 2 main kinds of genre, namely,
information report and procedure (simple). The text is agreed with the
information report because it has function to describe type of things or
phenomena which organize with general statement and description
(Derewianka, 1994). And the activity is goes with procedure genre because it
shows instruction to people on how to do something through sequence of
step (Da Silva Joyce, 2008).

As already analyzed, it shows that in both genres have the same patterns of
using timeless simple present tense and significant vocabulary/technical
term. Using the former happens because the text is presenting a scientific
lesson which shows facts (timeless) and the latter have a purpose to
introduce and inducted the scientific language. Moreover, the language in
this kind of text is “objective” which refers to precise, concise and
unambiguous information.

Another language feature that always emerged is the noun group. It refers to
the use of several words that building up meaning around nouns and make it
even has more meaning. Usually it is used to explain abstract things. In these
kinds of text, it is also not appropriate to use a first person pronoun (I, we). It
eliminates the writer’s opinion.

In term of the lesson sequence, it presents continuity from one section to

another. In the beginning of the lesson, it tells about the phenomena
followed by descriptions which illustrate the full information. After giving a
theory, it is followed by an activity to make student more understand
conceptually and contextually. Furthermore, we can see some figure, table
and reaction included in the text. This is will benefit the reader as it can add
some useful information.
8.

This knowledge would be very useful for the teachers to find out whether the
text (lesson) is understandable for the students. Moreover, having this
knowledge will make teachers analyze one text as a whole, meaning that
teacher will be able to determine which statement will create
misunderstanding and bias.

Derewianka (1994) said that knowing how the text work will prepare the
teachers to recognize strength and weakness of the text, thus they could
guide the students in achieving the lesson purpose effectively by having a
clear and effective communication base on the culture and particular
situation. In other word, teachers could meet what the students need.

Furthermore, by using this knowledge, it unconsciously helps teachers to

prepare their student to be able to write in formal ways. It will make students
used to write with any kinds of text that the teacher ask to do clearly and
precisely. Also, in the future, as we know that there are a big relation
between literacy at school and workplace literacy (Da Silva Joyce, 2008),
students will be ready to face literacy challenge in many kinds of workplace
and situation.

Reference

Da Silva Joyce, H. & Feez, S. 2008. Researching the language links between
school and work. Prospect, 23 (2), 23-46

Derewianka. B. 1994. Exploring How Text work: Primary English teaching

asscociation. Australia

Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L. 1992. English for
Social Purposes. Sydney: NCELTR. Macquarie University.

Oui, O.C., M. B.A. Rahman, P.S.K. Singh. 2004. Science form 3. Pustaka Sistem
Pelajaran Sdn. bhd; Malaysia