Task M2 LA1 dan Assignment Descriptive Text
Text 1: Eiffel Tower
Eiffel Tower
The Eiffel Tower is
a wrought iron lattice tower on the Champ de Mars in Paris, France. It is named after the
engineer Gustave Eiffel, whose company designed
and built the tower. Constructed from 1887–89 as the entrance to
the 1889 World's Fair, it was initially criticized by
some of France's leading artists and intellectuals for its design, but it has
become a global cultural icon of France and one of the most recognizable
structures in the world. The Eiffel Tower is the most-visited paid
monument in the world; 6.91 million people ascended it in 2015.
The tower is 324
metres (1,063 ft) tall, about the same
height as an 81-storey building, and the tallest structure
in Paris. Its
base is square, measuring 125 metres (410 ft) on each side. During its
construction, the Eiffel Tower surpassed the Washington Monument to become the tallest man-made
structure in the
world, a title it held for 41 years until the Chrysler Building in New York City was finished in 1930. Due to the
addition of a broadcasting aerial
at the top of the tower in 1957, it is now taller than the Chrysler
Building by 5.2 metres (17 ft). Excluding transmitters, the Eiffel Tower is
the second tallest
structure in France after
the Millau Viaduct.
The tower has three levels for
visitors, with restaurants on the first and second levels. The top
level's upper platform is 276 m (906 ft)
above the ground – the highest observation deck accessible to the
public in the European Union. Tickets can
be purchased to ascend by stairs or lift (elevator) to the first and
second levels. The climb from ground level to the first level is over 300
steps, as is the climb from the first level to the second. Although there is a
staircase to the top level, it is usually accessible only by lift.
(https://en.wikipedia.org/wiki/Eiffel_Tower)
This is the descriptive text 1 in its structure of
identification and description.
The structure of the text: Eiffel Tower
The structure of the text: Eiffel Tower
|
Identification |
(general identification: where, who, when, and what)
|
The Eiffel Tower is a wrought
iron lattice tower on the Champ
de Mars in Paris, France.
It is named after the engineer Gustave
Eiffel, whose company designed and built
the tower. Constructed from 1887–89 as the entrance to the 1889 World's Fair, it was initially
criticized by some of France's leading artists and intellectuals for its
design, but it has become a global cultural icon
of France and one of the most recognisable structures in
the world. The Eiffel Tower is the most-visited
paid monument in the
world; 6.91 million people ascended it in 2015.
|
|
Description
|
Important detail 1 (the height)
|
The tower is 324 metres (1,063 ft) tall, about the
same height as an 81-storey building, and
the tallest structure in Paris. Its base is
square, measuring 125 metres (410 ft) on each
side. During its construction, the Eiffel
Tower surpassed the Washington Monument tobecome the tallest man-made structure in the world, a
title it held for 41 years until the Chrysler Building in New
York City was finished in 1930. Due to the addition of a
broadcasting aerial at the top of the tower in 1957, it is
now taller than the Chrysler Building by
5.2 metres (17 ft).
Excluding transmitters, the Eiffel Tower is the second tallest structure in France after the Millau
Viaduct.
|
|
Important detail 2
(the parts)
|
The tower has three levels
for visitors, with restaurants on the first and second
levels. The top level's upper platform is 276 m (906 ft) above the ground –
the highest observation deck accessible to the public in the European
Union. Tickets can be purchased to ascend by stairs or lift
(elevator) to the first and second levels. The climb from ground level to the
first level is over 300 steps, as is the climb from the first level to the
second. Although there is a staircase to the top level, it is usually
accessible only by lift.
|
Description----------->
Important detail 1 (the height) ------------->The tower is 324 metres (1,063 ft) tall, about the same height as an 81-storey building, and the tallest structure in Paris. Its base is square, measuring 125 metres (410 ft) on each side. During its construction, the Eiffel Tower surpassed the Washington Monument to become the tallest man-made structure in the world, a title it held for 41 years until the Chrysler Building in New York City was finished in 1930. Due to the addition of a broadcasting aerial at the top of the tower in 1957, it is now taller than the Chrysler Building by 5.2 metres (17 ft). Excluding transmitters, the Eiffel Tower is the second tallest structure in France after the Millau Viaduct.
Important detail 2 (the parts) -__---------->The tower has three levels for visitors, with restaurants on the first and second levels. The top level's upper platform is 276 m (906 ft) above the ground – the highest observation deck accessible to the public in the European Union. Tickets can be purchased to ascend by stairs or lift (elevator) to the first and second levels. The climb from ground level to the first level is over 300 steps, as is the climb from the first level to the second. Although there is a staircase to the top level, it is usually accessible only by lift.
Text 2: Democracy
Democracy
Democracy, in
modern usage, is a system
of government in
which the citizens exercise power directly or elect
representatives from among themselves to form a governing body, such as a parliament. Democracy is sometimes referred
to as "rule of the majority". Democracy is a system of processing
conflicts in which outcomes depend on what participants do, but no single force
controls what occurs and its outcomes.
The uncertainty
of outcomes is
inherent in democracy,
which makes all
forces struggle repeatedly for the realization of their interests, being
the devolution of power from a group of people to a set of rules. Western democracy, as distinct from that
which existed in pre-modern societies, is generally considered to have
originated in city states such as
Classical Athens and the Roman
Republic, where various schemes and degrees of enfranchisement of the free male
population were observed before the form disappeared in the West at the
beginning of late antiquity. The English
word dates to the 16th century, from the older Middle French and Middle Latin
equivalents.
According to
political scientist Larry Diamond, democracy consists of
four key elements: a political
system for choosing and replacing the government through free and fair elections; the active participation of the
people, as citizens, in politics and civic life; protection of the human rights of all citizens; a rule of law, in which the laws and procedures
apply equally to all citizens.
The term
appeared in the
5th century BC, to
denote the political
systems then existing in Greek city-states, notably Athens, to mean "rule of the people",
in contrast to aristocracy (ἀριστοκρατία, aristokratía), meaning "rule of
an elite". While theoretically these
definitions are in
opposition, in practice
the distinction has
been blurred historically. The political system of Classical Athens, for
example, granted democratic citizenship to free men and excluded slaves and
women from political participation. In virtually all democratic governments
throughout ancient and modern history, democratic citizenship consisted of an
elite class until full enfranchisement was won for all adult citizens in most
modern democracies through the suffrage
movements of the 19th and 20th centuries.
Democracy
contrasts with forms of government where power is either held by an individual,
as in an absolute monarchy, or where
power is held by a small number of individuals, as in an oligarchy. Nevertheless, these oppositions,
inherited from Greek philosophy, are
now ambiguous because contemporary governments have mixed democratic, oligarchic,
and monarchic elements.
Karl Popper defined
democracy in contrast to
dictatorship or tyranny,
thus focusing on opportunities
for the people to control their
leaders and to oust them without the need for a revolution.
Text 3
Encyclopedia
of Language and Education
This
is one of ten volumes of the Encyclopedia of Language and Education published
by Springer. The Encyclopedia bears testimony to the dynamism and evolution of
the language and education field, as it confronts the ever-burgeoning and
irrepressible linguistic diversity and ongoing pressures and expectations
placed on education around the world.
In
the selection of topics and contributors, the Encyclopedia seeks to reflect the
depth of disciplinary knowledge, breadth of interdisciplinary perspective, and
diversity of sociogeographic experience in our field. Language socialization and
language ecology have been added to the original eight volume topics, reflecting
these growing emphases in language education theory, research, and practice,
alongside the enduring emphases on language policy, literacies, discourse,
language acquisition, bilingual education, knowledge about language, language
testing, and research methods. Throughout all the volumes, there is greater
inclusion of scholarly contributions from non-English speaking and non-Western
parts of the world, providing truly global coverage of the issues in the field.
Furthermore, we have sought to integrate these voices more fully into the
whole, rather than as special cases or international perspectives in separate
sections.
This
interdisciplinary and internationalizing impetus has been immeasurably enhanced
by the advice and support of the editorial advisory board members, several of
whom served as volume editors in the Encyclopedia’s first edition (designated
here with*), and all of whom I acknowledge here with gratitude: Neville
Alexander (South Africa), Colin Baker (Wales), Marilda Cavalcanti (Brazil),
Caroline Clapham* (Britain), Bronwyn Davies* (Australia), Viv Edwards* (Britain),
Frederick Erickson (USA), Joseph Lo Bianco (Australia), Luis Enrique Lopez
(Bolivia and Peru), Allan Luke (Singapore and Australia), Tove Skutnabb-Kangas
(Denmark), Bernard Spolsky (Israel), G. Richard Tucker* (USA), Leo van Lier*
(USA), Terrence G. Wiley (USA), Ruth Wodak* (Austria), and Ana Celia Zentella
(USA).
In
conceptualizing an encyclopedic approach to a field, there is always the
challenge of the hierarchical structure of themes, topics, and subjects to be
covered. In this Encyclopedia of Language and Education, the stated topics in
each volume’s table of contents are complemented by several cross-cutting
thematic strands recurring across the volumes, including the
classroom/pedagogic side of language and education; issues of identity in language
and education; language ideology and education; computer technology and
language education; and language rights in relation to education.
The
volume editors’ disciplinary and interdisciplinary academic interests and their
international areas of expertise also reflect the depth and breadth of the
language and education field. As principal volume editor for Volume 1, Stephen
May brings academic interests in the sociology of language and language
education policy, arising from his work in Britain, North America, and New
Zealand. For Volume 2, Brian Street approaches language and education as social
and cultural anthropologist and critical literacy theorist, drawing on his work
in Iran, Britain, and around the world. For Volume3, Marilyn Martin-Jones and Anne-Marie
de Mejía bring combined perspectives as applied and educational linguists,
working primarily in Britain and Latin America, respectively. For Volume 4,
Nelleke Van Deusen-Scholl has academic interests in linguistics and
sociolinguistics, and has worked primarily in the Netherlands and the USA. Jim
Cummins, principal volume editor for Volume 5 of both the first and second
editions of the Encyclopedia, has interests in the psychology of language,
critical applied linguistics, and language policy, informed by his work in
Canada, the USA, and internationally. For Volume 6, Jasone Cenoz has academic
interests in applied linguistics and language acquisition, drawing from her
work in the Basque Country, Spain, and Europe. Elana Shohamy, principal volume
editor for Volume 7, approaches language and education as an applied linguist
with interests in critical language policy, language testing and measurement,
and her own work based primarily in Israel and the USA. For Volume 8, Patricia
Duff has interests in applied linguistics and sociolinguistics, and has worked
primarily in North America, East Asia, and Central Europe. Volume editors for
Volume 9, Angela Creese and Peter Martin, draw on their academic interests in
educational linguistics and linguistic ethnography, and their research in
Britain and Southeast Asia. And for Volume 10, Kendall A. King has academic
interests in sociolinguistics and educational linguistics, with work in
Ecuador, Sweden, and the USA. Francis Hult, editorial assistant for the Encyclopedia,
has academic interests in educational and applied linguistics and educational
language policy, and has worked in Sweden and the USA. Finally, as general
editor, I have interests in anthropological linguistics, educational
linguistics, and language policy, with work in Latin America, the USA, and
internationally. Beyond our specific academic interests, all of us editors, and
the contributors to the Encyclopedia, share a commitment to the practice and
theory of education, critically informed by research and strategically directed
toward addressing unsound or unjust language education policies and practices
wherever they are found.
Each
of the ten volumes presents core information and is international in scope, as
well as diverse in the populations it covers. Each volume addresses a single
subject area and provides 23–30 state-of-the-art chapters of the literature on
that subject. Together, the chapters aim to comprehensively cover the subject.
The volumes, edited by international experts in their respective topics, were
designed and developed in close collaboration with the general editor of the
Encyclopedia, who is a co-editor of each volume as well as general editor of
the whole work.
Each
chapter is written by one or more experts on the topic, consists of about 4,000
words of text, and generally follows a similar structure. A list of references
to keyworks supplements the authoritative information that the review contains.
Many contributors survey early developments, major contributions, work in
progress, problems and difficulties, and future directions. The aim of the
chapters, and of the Encyclopedia as a whole, is to give readers access to the
international literature and research on the broad diversity of topics that
make up the field. The Encyclopedia is a necessary reference set for every
university and college library in the world that serves a faculty or school of
education. The encyclopedia aims to speak to a prospective readership that is
multinational, and to do so as unambiguously as possible. Because each
book-size volume deals with a discrete and important subject in language and
education, these state-of-the-art volumes also offer highly authoritative
course textbooks in the areas suggested by their titles.
The
scholars contributing to the Encyclopedia hail from all continents of our globe
and from 41 countries; they represent a great diversity of linguistic,
cultural, and disciplinary traditions. For all that, what is most impressive
about the contributions gathered here is the unity of purpose and outlook they
express with regard to the central role of language as both vehicle and
mediator of educational processes and to the need for continued and deepening
research into the limits and possibilities that implies.
(May and Hornberger, eds., 2008)
In
the appendix there are 20 captions which you will read carefully and analyze.
The
first task is to group the captions according to the formats.
1. First,
you will read to understand the captions below. Make sure that you know the
meaning of every word and every part of each news report.
2. Then,
you will copy each of them into the table.
3. Finally,
you will group them according to the visible format.
Some have been done for you as examples.
Captions
|
Headlines
|
Captions
|
Different
Types of Captions
The next step is to put the captions
with a similar format together. Some have been done for you as examples.
Group 1:
Caption
1, 2, 3, ...
Captions
|
Headlines
|
Captions
|
Group 2:
Caption
13, 14, ...
Captions
|
Headlines
|
Captions
|
Group 3:
Caption
4, ...
Captions
|
Headlines
|
Captions
|
Sir, I am so sorry. I couldn’t finish
the Task 1 and Task 2 because I couldn’t find the 20 captions, so my friends
did.
Task 2
Now, you will analyze the social functions of
the captions, by identifying the focus, the context, and the relationship with
their respective headlines.
To do this, you need to answer the following
questions:
2. How is
the picture contextualized?.
3. How does
the caption relate to the headlines?
Now, it’s your turn to analyse all the other
captions.
When you are done, check out the answer keys.
I would like you to give your hand, Sir. I had the
same problem with this task. The captions are not found.
Task 3Answer the following questions.
No
|
Text
|
Questions
|
| 1 |
Text 1 |
Historically speaking,
how do you see Eiffel and Borobudur? |
In my opinion, the Eiffel tower is one of the
towers that has its own beauty and unique. This tower can not be separated
from the history of the group. The tower was built between 1887 and 1889 as
the entrance of the Universelle Fair to celebrate a century of French
Revolution. Eiffel was actually planning to build a tower in Barcelona, for
the Universal Fair of 1888, but the responsible parties at the Barcelona city
hall thought it was strange and expensive, and did not fit the city.
Afterwards, Eiffel sent his draft to the person in charge of the Universal
Exhibition in Paris, and he built the tower later, which was 1889. The tower
was inaugurated on March 31, 1889, and on 6 May. In its construction, Eiffel
took a cautious stance, including the use of moving pallets, auxiliary rails
and screens, so that in the process of working only one person died.
Historically, no written evidence exists that
explains who built the Borobudur and what its uses are. The development time
is estimated by comparison between the type of script written on
Karmawibhangga's closed legs with the type of script commonly used in 8th and
9th century royal inscriptions. It is estimated that Borobudur was built
around AD 800. This time period corresponds to the period between 760 and 830
CE, the peak of the triumph of the Syailendra prefecture in Central Java,
which was then influenced by the Sriwijaya Empire. Borobudur development is
estimated to spend more than 75 - 100 years and actually completed during the
reign of king Samaratungga in 825.
Based on the two text above, I have to say that
Eiffel Tower and Borobudur Temple is a relic of history that has links with
past events. They are built because of a human interest in the process of
building a civilization and this becomes a separate cultural value for each
country and it should be the government and its citizens to see the history
with reference to the relics .
|
||
| 2 |
Text 2 |
Of the four key elements, which is the most influential element
that can guarantee the
success of democracy? |
Of the four key elements, I myself am more
likely to have the view that a key element in the success of democracy is the
fair and equitable application of law to all citizens. That way, the
democratic process will work well because it is protected by the relevant
law. The law will ask its citizens to play an active role in democracy and
the government will run its system in accordance with the law. As a result,
the democratic government will be elected by the people well.
|
||
| 3 |
Text 3 |
What are the interests in the encyclopedia relevant to Indonesian
context? |
I guess that the educational linguistics and
linguistics ethnography is the interests in the encyclopedia relevant to Indonesian
context because as we know
Indonesia consists of various ethnicities. This interest will be relevant to
Indonesia Context in order to understand how social and communicative
processes operate in a range of settings and contexts.
|
Task 4
Deconstruct the texts by filling in the spaces in
the table below.
No
|
Text
|
Structures
|
Contents
|
| 1 |
Text 1 |
Introduction |
Eiffel Tower, Paris, France.
1887–89, The most recognizable
structures in the world, Gustave Eiffel |
| Description: |
|||
Detailed information
1
|
·
The
tower is 324
metres (1,063 ft) tall
·
Its base is square, measuring 125 metres (410
ft) on each side.
·
The
tallest man-made structure in the world, a title it held for 41 years
·
A broadcasting
aerial at the top of the tower in 1957
|
||
Detailed information
2
|
·
The tower has restaurants and the highest observation deck
accessible to the
public in the
European Union.
·
Tickets
can be purchased to ascend by
stairs or lift (elevator) to the first and second levels.
·
The climb from ground level to the first level
is over 300 steps
·
there is a staircase to the top level, it is
usually accessible only by lift.
|
||
| 2 |
Text 2 |
Introduction |
Democracy, the citizens exercise power directly,
"rule of the majority". |
| Description: |
|||
| Detailed information 1 |
The origin of democracy |
||
| Detailed information 2 |
Four key elements in democracy |
||
| Detailed information 3 |
History of democracy and democracy with other forms of government. |
Assignment
M2 LA1
1.
Establish a personal recount plan involving your experience as a school
teacher.
Being
a teacher was my dream when I was a kid. Teacher is a figure that also affects
my career development at this time. I am ..........................., as an English
teacher in ........................................ I have been teaching here since 2010.
In
my profession, I have encountered many things, both joy and sorrow. What I found
very impressive is when I guided my students who had limited comprehension in
learning English.
First,
I was a little annoyed with some of my students because they were not
interested in learning English at all. They ignored it by sleeping often while studying;
not completing a given assignment, sometimes was not attending classes.
However, I always thought positively to them. I supposed that they were not
interested in learning, but they had not felt comfortable with their learning
styles.
I
also consulted the principal for their behavior. The principal suggested that
they had to be given special learning outside the classroom. I also accepted her
advice. After going through a process that I think is quite tiring in
programming, then I created an additional lesson schedule for them. In my
program, I focused learning activities with fun activities. The activities were
watching English movies and listening to English songs, and I thought it was
very appropriate for them.
Over
the course of several weeks, our activities only discussed English songs of
they chose. In the activity, we sang together, tried to understand the meaning
of the song by searching the lyrics, singing it and translating it. The
activity was always repeated until it had nearly 20 songs that we had
completed,
Next,
I ran the program in which we watched some movies with English text. In these
activities, my students were asked to take down some of the sentences they
thought were important to the storyline. And every single movie had been watched;
I was collecting their records and analyzing the grammar in each sentence.
In
the end, my students became interested in learning English because they matched
the thirst for understanding their language. They feel engrossed in
understanding the English language. And it has been a satisfying pleasure for
me.
2.
Establish a historical recount plan of the school you are teaching at
the moment.
SMA
Ar-Risalah Lubuklinggau
SMA
Ar-Risalah Lubuklinggau is a pesantren-based private school located in the town
of Lubuklinggau. The school stood in the middle of the complex of Pesantren
Modern Ar-Risalah in 2001. Although it is located in the middle of the
pesantren, this school uses the name of SMA, automatically under the guidance
of the Ministry of National Education. In the implementation of this secondary
school combines three educations namely, education of the Qur'an, diniyah
education, and general education. All students are required to stay in
dormitories, so they are more controlled in morals, mental, scientific, skills
and ubudiyah every day.
First,
SMA Ar-Risalah Lubuklinggau which stands under the auspices of Lubuklinggau
Education Foundation Ar-Risalah has facilities that were not very supportive
for the learning process. However, with the struggle of teachers and principals
as well as support from the foundation, the facility can gradually be realized
well. At the beginning of 2009, SMA Ar-Risalah Lubuklinggau able to build a
library building equipped with books that support books to learn. Furthermore,
about 2 years after that, SMA Ar-Risalah again improved its facilities by adding
1 story building for 4 classes. In addition, Dormitory and its supporting
facilities was continued to take good
improvement during 2010 to 2015.
Physical
development had increased rapidly from year to year, as well as improvement of
supporting facilities such as laboratories. In 2015, Ar-Risalah High School
completed the IPS Laboratory with various sophisticated tools to support the
learning process. 2 years later, Ar-Risalah High School in cooperation with the
government held a support facility that is Computer Labor that had excellent
multimedia specifications that can be utilized by teachers in implementing the
learning process.
This
is the effort of SMA Ar-Risalah to provide maximum educational services. SMA
Ar-Risalah Lubuklinggau is a continuation of Ar-Risalah Junior High School
located in the complex of Pesantren Modern Ar-Risalah Lubuklinggau. Standing
and development of SMA Ar-Risalah Lubuklinggau can not be separated from the
figure of its founder is KH. Dr. (hc) Syaiful Hadi Maafi, BA who has a sincere
intention to manifest knowledgeable, knowledgeable, and able to develop the
potential of young Muslims to become a highly educated by holding fast to
aqidah sunna wal jamah experts based on al-Qur 'an, Hadith, ijma and qiyas.
During
17 years, SMA Ar-Risalah Lubuklinggau had passed thousands of almuni who have
spread in various directions. About 5 years ago, Ar-Risalah High School in
cooperation with Al Ahghaf University of Yemen in the admission of prospective
students. Currently, about a dozen high school alumnus Ar-Risalah are studying
in Yemen. In addition to Yemen, many alumni of Ar-Minis High School have
received education to state universities through SNMPTN, SPAN PTKIN, SBMPTN,
and others. This is supported by excellence when choosing majors in college,
students are free to choose majors because students have competence in the
field of general education with curriculum Diknas and religion with curriculum
pesantren.
3.
Establish a biographical recount plan about the principal who you think
he/she is important for the
developments of the
school you are
teaching at the
moment.
Ikhsan
Amin
Ikhsan
Amin is a great teacher who was born on June 2, 1967 in Batu Raja. He is a
leader who is able to have a tremendous impact on progress in the school he
leads. For nearly 6 years he had led SMA YAK Lubuklinggau.
The
beginning of his career before he was appointed principal was a Geographer
teacher at the school. However, by considering the quality of his ability in
the managerial classes and curriculum, he was appointed by the Foundation for a
replacement position because the previous school principal resigned. During 6
months he occupied the position, the achievement that he got really
extraordinary. The presence of teachers in the classroom increased sharply, and
school rules were actually run in accordance with its provisions.
In
2012, he was appointed fully as principal to run his role for 2 years. During
these two years, he enhanced all aspects of the facilities at school.
Improvement of learning facilities such as procurement of Infocus Projector in
each class is equipped with audio system, extra-curricular activities
facilities, such as Basketball Field, badminton, futsal. With the improvement
of these facilities spur the spirit of teachers and students to excel. This is
evidenced by the more creative learning activities at that time, resulting in
students who excel in academic and nonacademic activities.
After
making significant improvements at the facility, he gave full concentration on
improving the quality of teachers in the school. Various kinds of training to
improve the professionalism of teachers implemented. Such activities include
intensive training in the implementation of the 2013 curriculum, teacher
professional quality improvement training, and teachers' ability to use IT in
the learning process.
In
2014, Ikhsan Amin continued his studies in postgraduate majoring in Management.
This is done, because he wants to really maximal in running the professional
principal in management. By 2016, He had finished his studies with honors. It
gained a special appreciation from the foundation by extending his tenure for
the next 2 years until 2018.
For
2 years, Ikhsan Amin increasingly makes the school able to answer the various
demands of modern education needs without forgetting the value of religious
values in learning. One of his best innovations is implementing the Quran
Reading program before teaching and learning activities begin as a form of
improving the quality of students in the field of religion.
At
the end of the school year 2017 - 2018, Ikhsan Amin was transferred to the
other school by the foundation because the Foundation wanted the same progress
in another school as he had done in YAK Lubuklinggau high school.
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