Jumat, 29 Juni 2018
Looking ahead
Looking ahead
merging of vidio format
A major trend in media and technology is the merging of media formats. in the 1950s, the common media were separate entities sometimes used in combination and cold multimedia. Such as book with phonograph record and kits with real objects, photographs, and explanatory manual. Figure 13.1 represents the common media of the 1950s.
In the 1980s, the computer began to combine some of these distinct media, as shown in figure 13.2. The combination of the computer and video led to interactive video. Audio media began to evolve from audiocassettes to audio CDs. Virtual reality began to emerge. The digitization of print, images, and sound mad many of these combinations possible.
Continued use of traditional audiovisual media
Although they do not attract the attention that newer computer based media do, traditional audiovisual media are still used far more often than computer based media, in both the school and corporate realm. However in countries with nearly universal access to traditional audiovisual media, teacher’s use runs far behind availability and complete integration of traditional audiovisual media into lessons is rarer still. In fact, both computer based and traditional audiovisual media are used less than print-based media.
Evolution of computer-based media
In school that use computers, Becker (1999) has noted an evolutionary pattern for their use. At first, computers were housed in computer labs, were employed within a narrow range of the curriculum-typically in “computer literacy’’ or mathematics and teachers had a low level of involvement in decision making and a low sense of ownership. This evolution toward wider use is probably the most notable trend in the realm of computer-based instruction and accessing the internet [figure 13.4.]
Pervasiveness of telecommunications-based media
About 75% of U.S. schools have cable TV service and about one-half of the teachers use some cable TV programming, the most popular being cable in the classroom, a noncommercial service aimed at in schools audiences (Ely, 1996). School systems seek whole courses only in cases where a local school cannot afford to maintain a teacher in a given subject and that subject is vital to the mission of the school.
Combining telecommunications technologies
Telecommunications offers the potential for both students and teachers to break down the walls of the classroom and share ideas and information with colleagues collaboratively. In the business world. Telecommunications has had the same effect-leading to a more national and international business community.
Technology is becoming more useful, more prevalent, more intelligent, and more powerful, while at the same time becoming less intimidating, less noticeable, less demanding, and less expensive. User interfaces are becoming simpler and devices are becoming increasingly user friendly.
Application of advanced interactive technologies
Advanced interactive technologies include multimedia, hypermedia, and virtual reality. Multimedia CD-ROM products are commonly found in school media centers, primarily in the form of encyclopedias or other reference database. There is still relatively little application of multimedia and hypermedia to core instruction in schools. Interactive multimedia formats are beginning to gain a foothold in corporate training, primarily to deliver basic courses across multiple sites.
Increased use of technology for inclusion
‘’Students and their parents to press for access to technology that can expand opportunities for expression, communication, academic success, social participation and inclusion, and preparation for an independent life’’ (male, 1997, p viii) . By incorporating technology into the classroom, teachers will be better able to meet the special needs of all learners-those with learning or physical disabilities, as well as gifted students and students whose native language is not English.
Schools of the future
Technology and education
Because our society in general is receptive to new technology, we tend to assume that our subcultures are also receptive. This simply is not always true. Education is the classic example of subculture that has a spotty record at best in using technological developments to change instruction. As described earlier, the organization of instruction today is basically the same as it was 100 years ago.
New technology carries no imperative. What matters is how potential users perceive it. If a new development is useful, easy to master, and nonthreatening, the likelihood of acceptance is very good. The problem is that people within the same organization vary in their perceptions of new technology according to how it will affect what they do. For example, teachers accepted, and usually welcomed, the introduction of the overhead projector because they viewed it as a more versatile chalk-board, easily fit into their established practice, and reinforcing their status in the classroom. But if a principal joins a satellite network because she wants her school to benefit from the coursework offered, her staff may perceive the technologically delivered courses as an affront or a challenge to their professional status.
Structure of the classroom
The typical setup of the classroom, at virtually level almost every when: in the western world, has the fundamental weakness of being organized around a single adult who attempts to orchestrate diverse activities for a generally large group of learners (figure 13.6). This one person typically is expected to be responsible for selecting and organizing the content of lessons, designing materials, producing materials, diagnosing individual needs, developing tests, delivering instruction orally to the group or through other media individually or in different groupings; administering, scoring, and interpreting tests, prescribing remedial activities, coordinating the numberless logistical details that hold the whole enterprise together. Others sectors of society have long since recognized that improvements in effectiveness and productivity require division of labor, but this concept has not yet been accepted in formal education.
Changing role of the teacher
The teacher’s role in learning is changing as new technologies appear in the classroom. Teachers are not being replaced by technology, but their role has changed from information presenter to learning resources coordinator. In addition, they serve as facilitator, manager, counselor, and motivator. Their new role frees them to work more independently with individuals and small groups while leaving the formal presentations to another medium. Teacher’s help students find and process information from many sources. In the future, teachers will become more and more ‘’the guide on the side “rather than “the sage on the stage”
Intelligent agents to assist learning
In the classrooms of the future, tools such as intelligent agents will facilitate the learning process. An intelligent agent is a computer program that appears to have the characteristics of an animated being (Baylor, 1999). An example of a simple intelligent agent is the “Clippit” assistant in Microsoft office that monitors the user’s actions and makes suggestions.
Impact of new technologies on school media centers
Materials for lifelong learning will continue to be available through libraries and information centers. Students, however, will access and explore these materials using new technologies. In many cases, cable television connections will allow learners of all ages to study these materials from their homes.
As a result, school media specialist will need to think not only in terms of shelving and circulation but also in terms of downloading and uploading-electronically receiving, storing, indexing, and distributing information to teachers, students, classrooms, and homes. Interactive technologies will create a new generation of teachers and learners who will become not only viewers of such materials, but their users and creators.
Increasing communication between schools and homes
Telecommunications technology will provide an opportunity for a closer relationship between the school and the home. Through telephone technology (answering machines and call in recordings) parents and teachers are able to communicate in virtual time. Parents can call the teacher’s answering machine at any time and leave a massage for their Child’s teacher. Parents can also call for a recording of the daily assignments for their children’s classes; teachers can also call parents and leave information on home answering machines with specific information about their child. This technology will allow students to check their assignments and to communicate with peers and teachers, too.
The homes as center for technology-based learning
The-ever increasing number of computers in homes, especially computers with internet connections, has provided a major means for schooling to shift to the home. Children with access to computers at home spend hours each day on learning activities ranging from e-mailing study partners to conducting web-based research. The larger part of this is assigned homework from school, but a growing part is “information exploring” performed on students’ own initiative. Indeed, technology -based at home study offers an affordable and feasible alternative to public schools.
Closing the technology gap
Traditionally, schools have been the avenue to opportunity. They have tried to even out the disparities in educational opportunities between lower and upper-income families. Today, this means making sure that all students have equal access to information-handling experiences and technology. We know that many children from upper-income families have access to computers at home.
The school must make sure- that child from low-income families also has access to computer facilities. If they don’t, the gap between the technologically literate and the technologically illiterate will continue to widen.
Workplace of the future
Increasing importance of technology
Currently, more than half of all new jobs being created require some form of information and technological literacy, and that percentage is increasing. Technology’s new tools will be empowering, productive, and motivational. Workers will need to have an expanded set of technical skills in communication, problem solving, and production. Both future productivity and economic growth are linked to workers’ effective uses of new technologies. Tomorrow’s workers’ who want to stay employed or be re-employed will need the ability and opportunity to learn new skills.
Changing workforce
The nature of the North American workforce is changing dramatically. For one thing, it is getting older. As a consequence, the educational system must be able to provide lifelong learning. In addition. The make-up of the workforce is becoming increasingly diverse, requiring education and training in a variety of languages and at various ability levels. Also, because society is becoming more mobile, job retraining will be even more necessary. Inequalities of class, gender, ethnicity, and economic status correlate highly with denied or restricted access to the tools of technology.
Changing nature of work
About three fourths of U S. workers today hold jobs that primarily entail handling information. Knowledge work involves not only crunching and shuffling data, but also learning elaborate system that combine human teams and intelligent machines. With the number of hands-on production jobs decreasing, schools must increasingly teach people to use their minds as tools.
Changing nature of training
Just as technology has revolutionized learning in the schools, it has also affected training in the business environment. Training that seeks to improve human performance and increase productivity is increasingly being provided when the worker needs it-often at the workstation. Not in a classroom. This type of training is called just-in-time training, as opposed to cold storage training. The former is provided when you need it and can use it; the letter teaches skills and information you may use in the future.
Assessment of training
Driven by competitive pressures, some businesses have adopted Total Quality Management (TQM) and other re-engineering programs that require more accurate measurement of the business impact of all expenditures. This has pushed more corporate training programs to consider assessing outcomes beyond mere learner satisfaction. Kirkpatrick (1994) proposed four levels of evaluation:
Learner satisfaction.
Skill demonstration.
Transfer to the job.
Impact on business goals.
Surveys of corporate trainers over the past few years show a marked increase in companies claiming to be evaluating at levels 3 and 4. In 1996, 65 percent claimed to be applying level 3 evaluation to at least some of their courses, and nearly half claimed to be doing level 4 evaluations (industry report, 1997).
Welcome to the 21st century
The twenty-first century is an exciting and interesting time to be working in the fields of education and training. Current trends may or may not be sustained, and we, as educators and citizens of the world, have many challenges to address. We not here some ongoing challenges related to media and technology for educators and trainers.
Teaching and learning with traditional media and new technology
Many teachers want to forget or ignore traditional media and just focus on the “new media and technologies for learning.” However, in the future there must be balance. Traditional media will be with use well into the twenty-first century, and accomplish some tasks as well as or better than the new media. Like a carpenter, we need to know how to use all tools, both old and new, and more importantly, we must be able to select the most tools for our particular task. Teacher and students need to learn how to select from all available media those materials that will best promote learning. For example, most classrooms will continue to have chalkboards, so teachers must learn to use them to their maximum effectiveness. The overhead projector continues to be an effective tool for gaining and maintaining student attention. Don’t brush off or bypass traditional media in favor of computers and digital technology.
Continuing development of hardware and software
E-books and e-paper
Two new developments, e-books and e-paper, are largely responsible for this impending paradigm shift. E-books, a conceptual blend of the traditional book and the compute, are handheld devices roughly the size of a hardbound book, they typically contain enough memory for 75 to 80 novel-length works. The backlit screen approximates a standard book page. Readers navigate by using buttons to “turn pages.”
Software developments
Software is developing just as rapidly. The digitization of information represents a new paradigm for software development. New software will make selecting and assembling information from a variety of sources infinitely easier and faster for teachers and students. The greater boon may be for students, who will be able to access and process information much more meaningfully because the systems will lend themselves to individualized learning strategies.
merging of vidio format
A major trend in media and technology is the merging of media formats. in the 1950s, the common media were separate entities sometimes used in combination and cold multimedia. Such as book with phonograph record and kits with real objects, photographs, and explanatory manual. Figure 13.1 represents the common media of the 1950s.
In the 1980s, the computer began to combine some of these distinct media, as shown in figure 13.2. The combination of the computer and video led to interactive video. Audio media began to evolve from audiocassettes to audio CDs. Virtual reality began to emerge. The digitization of print, images, and sound mad many of these combinations possible.
Continued use of traditional audiovisual media
Although they do not attract the attention that newer computer based media do, traditional audiovisual media are still used far more often than computer based media, in both the school and corporate realm. However in countries with nearly universal access to traditional audiovisual media, teacher’s use runs far behind availability and complete integration of traditional audiovisual media into lessons is rarer still. In fact, both computer based and traditional audiovisual media are used less than print-based media.
Evolution of computer-based media
In school that use computers, Becker (1999) has noted an evolutionary pattern for their use. At first, computers were housed in computer labs, were employed within a narrow range of the curriculum-typically in “computer literacy’’ or mathematics and teachers had a low level of involvement in decision making and a low sense of ownership. This evolution toward wider use is probably the most notable trend in the realm of computer-based instruction and accessing the internet [figure 13.4.]
About 75% of U.S. schools have cable TV service and about one-half of the teachers use some cable TV programming, the most popular being cable in the classroom, a noncommercial service aimed at in schools audiences (Ely, 1996). School systems seek whole courses only in cases where a local school cannot afford to maintain a teacher in a given subject and that subject is vital to the mission of the school.
Combining telecommunications technologies
Telecommunications offers the potential for both students and teachers to break down the walls of the classroom and share ideas and information with colleagues collaboratively. In the business world. Telecommunications has had the same effect-leading to a more national and international business community.
Technology is becoming more useful, more prevalent, more intelligent, and more powerful, while at the same time becoming less intimidating, less noticeable, less demanding, and less expensive. User interfaces are becoming simpler and devices are becoming increasingly user friendly.
Application of advanced interactive technologies
Advanced interactive technologies include multimedia, hypermedia, and virtual reality. Multimedia CD-ROM products are commonly found in school media centers, primarily in the form of encyclopedias or other reference database. There is still relatively little application of multimedia and hypermedia to core instruction in schools. Interactive multimedia formats are beginning to gain a foothold in corporate training, primarily to deliver basic courses across multiple sites.
Increased use of technology for inclusion
‘’Students and their parents to press for access to technology that can expand opportunities for expression, communication, academic success, social participation and inclusion, and preparation for an independent life’’ (male, 1997, p viii) . By incorporating technology into the classroom, teachers will be better able to meet the special needs of all learners-those with learning or physical disabilities, as well as gifted students and students whose native language is not English.
Schools of the future
Technology and education
Because our society in general is receptive to new technology, we tend to assume that our subcultures are also receptive. This simply is not always true. Education is the classic example of subculture that has a spotty record at best in using technological developments to change instruction. As described earlier, the organization of instruction today is basically the same as it was 100 years ago.
New technology carries no imperative. What matters is how potential users perceive it. If a new development is useful, easy to master, and nonthreatening, the likelihood of acceptance is very good. The problem is that people within the same organization vary in their perceptions of new technology according to how it will affect what they do. For example, teachers accepted, and usually welcomed, the introduction of the overhead projector because they viewed it as a more versatile chalk-board, easily fit into their established practice, and reinforcing their status in the classroom. But if a principal joins a satellite network because she wants her school to benefit from the coursework offered, her staff may perceive the technologically delivered courses as an affront or a challenge to their professional status.
Structure of the classroom
The typical setup of the classroom, at virtually level almost every when: in the western world, has the fundamental weakness of being organized around a single adult who attempts to orchestrate diverse activities for a generally large group of learners (figure 13.6). This one person typically is expected to be responsible for selecting and organizing the content of lessons, designing materials, producing materials, diagnosing individual needs, developing tests, delivering instruction orally to the group or through other media individually or in different groupings; administering, scoring, and interpreting tests, prescribing remedial activities, coordinating the numberless logistical details that hold the whole enterprise together. Others sectors of society have long since recognized that improvements in effectiveness and productivity require division of labor, but this concept has not yet been accepted in formal education.
Changing role of the teacher
The teacher’s role in learning is changing as new technologies appear in the classroom. Teachers are not being replaced by technology, but their role has changed from information presenter to learning resources coordinator. In addition, they serve as facilitator, manager, counselor, and motivator. Their new role frees them to work more independently with individuals and small groups while leaving the formal presentations to another medium. Teacher’s help students find and process information from many sources. In the future, teachers will become more and more ‘’the guide on the side “rather than “the sage on the stage”
Intelligent agents to assist learning
In the classrooms of the future, tools such as intelligent agents will facilitate the learning process. An intelligent agent is a computer program that appears to have the characteristics of an animated being (Baylor, 1999). An example of a simple intelligent agent is the “Clippit” assistant in Microsoft office that monitors the user’s actions and makes suggestions.
Impact of new technologies on school media centers
Materials for lifelong learning will continue to be available through libraries and information centers. Students, however, will access and explore these materials using new technologies. In many cases, cable television connections will allow learners of all ages to study these materials from their homes.
As a result, school media specialist will need to think not only in terms of shelving and circulation but also in terms of downloading and uploading-electronically receiving, storing, indexing, and distributing information to teachers, students, classrooms, and homes. Interactive technologies will create a new generation of teachers and learners who will become not only viewers of such materials, but their users and creators.
Increasing communication between schools and homes
Telecommunications technology will provide an opportunity for a closer relationship between the school and the home. Through telephone technology (answering machines and call in recordings) parents and teachers are able to communicate in virtual time. Parents can call the teacher’s answering machine at any time and leave a massage for their Child’s teacher. Parents can also call for a recording of the daily assignments for their children’s classes; teachers can also call parents and leave information on home answering machines with specific information about their child. This technology will allow students to check their assignments and to communicate with peers and teachers, too.
The homes as center for technology-based learning
The-ever increasing number of computers in homes, especially computers with internet connections, has provided a major means for schooling to shift to the home. Children with access to computers at home spend hours each day on learning activities ranging from e-mailing study partners to conducting web-based research. The larger part of this is assigned homework from school, but a growing part is “information exploring” performed on students’ own initiative. Indeed, technology -based at home study offers an affordable and feasible alternative to public schools.
Closing the technology gap
Traditionally, schools have been the avenue to opportunity. They have tried to even out the disparities in educational opportunities between lower and upper-income families. Today, this means making sure that all students have equal access to information-handling experiences and technology. We know that many children from upper-income families have access to computers at home.
The school must make sure- that child from low-income families also has access to computer facilities. If they don’t, the gap between the technologically literate and the technologically illiterate will continue to widen.
Workplace of the future
Increasing importance of technology
Currently, more than half of all new jobs being created require some form of information and technological literacy, and that percentage is increasing. Technology’s new tools will be empowering, productive, and motivational. Workers will need to have an expanded set of technical skills in communication, problem solving, and production. Both future productivity and economic growth are linked to workers’ effective uses of new technologies. Tomorrow’s workers’ who want to stay employed or be re-employed will need the ability and opportunity to learn new skills.
Changing workforce
The nature of the North American workforce is changing dramatically. For one thing, it is getting older. As a consequence, the educational system must be able to provide lifelong learning. In addition. The make-up of the workforce is becoming increasingly diverse, requiring education and training in a variety of languages and at various ability levels. Also, because society is becoming more mobile, job retraining will be even more necessary. Inequalities of class, gender, ethnicity, and economic status correlate highly with denied or restricted access to the tools of technology.
Changing nature of work
About three fourths of U S. workers today hold jobs that primarily entail handling information. Knowledge work involves not only crunching and shuffling data, but also learning elaborate system that combine human teams and intelligent machines. With the number of hands-on production jobs decreasing, schools must increasingly teach people to use their minds as tools.
Changing nature of training
Just as technology has revolutionized learning in the schools, it has also affected training in the business environment. Training that seeks to improve human performance and increase productivity is increasingly being provided when the worker needs it-often at the workstation. Not in a classroom. This type of training is called just-in-time training, as opposed to cold storage training. The former is provided when you need it and can use it; the letter teaches skills and information you may use in the future.
Assessment of training
Driven by competitive pressures, some businesses have adopted Total Quality Management (TQM) and other re-engineering programs that require more accurate measurement of the business impact of all expenditures. This has pushed more corporate training programs to consider assessing outcomes beyond mere learner satisfaction. Kirkpatrick (1994) proposed four levels of evaluation:
Learner satisfaction.
Skill demonstration.
Transfer to the job.
Impact on business goals.
Surveys of corporate trainers over the past few years show a marked increase in companies claiming to be evaluating at levels 3 and 4. In 1996, 65 percent claimed to be applying level 3 evaluation to at least some of their courses, and nearly half claimed to be doing level 4 evaluations (industry report, 1997).
Welcome to the 21st century
The twenty-first century is an exciting and interesting time to be working in the fields of education and training. Current trends may or may not be sustained, and we, as educators and citizens of the world, have many challenges to address. We not here some ongoing challenges related to media and technology for educators and trainers.
Teaching and learning with traditional media and new technology
Many teachers want to forget or ignore traditional media and just focus on the “new media and technologies for learning.” However, in the future there must be balance. Traditional media will be with use well into the twenty-first century, and accomplish some tasks as well as or better than the new media. Like a carpenter, we need to know how to use all tools, both old and new, and more importantly, we must be able to select the most tools for our particular task. Teacher and students need to learn how to select from all available media those materials that will best promote learning. For example, most classrooms will continue to have chalkboards, so teachers must learn to use them to their maximum effectiveness. The overhead projector continues to be an effective tool for gaining and maintaining student attention. Don’t brush off or bypass traditional media in favor of computers and digital technology.
Continuing development of hardware and software
E-books and e-paper
Two new developments, e-books and e-paper, are largely responsible for this impending paradigm shift. E-books, a conceptual blend of the traditional book and the compute, are handheld devices roughly the size of a hardbound book, they typically contain enough memory for 75 to 80 novel-length works. The backlit screen approximates a standard book page. Readers navigate by using buttons to “turn pages.”
Software developments
Software is developing just as rapidly. The digitization of information represents a new paradigm for software development. New software will make selecting and assembling information from a variety of sources infinitely easier and faster for teachers and students. The greater boon may be for students, who will be able to access and process information much more meaningfully because the systems will lend themselves to individualized learning strategies.
Senin, 25 Juni 2018
Descriptive text
Mengenang sekaligus mengingat kembali pelajaran yang tidak akan pernah sirna dari Bahasa Inggris, yaitu DESCRIPTIVE TEXT, (menurut saya ini pelajaran paling menarik untuk dipelajari lebih jauh).
Descriptive text atau dalam istilah writing hanya dikenal dengan "description" adalah salah satu pelajaran bahasa Inggris yang harus dikuasai tidak hanya oleh anak SMP, tapi juga oleh anak SMA, Mahasiswa dan siapapun yang mencintai bahasa Inggris. Karena bagaimanapun, materi descriptive writing sangat perlu untuk perkembangan kemampuan bahasa Inggris kita.
Dalam artian luas, Description, seperti dijelaskan oleh Kane (2000: 352), diartikan seperti pada kalimat di bawah ini :
Jadi, jika disimpulkan dari penjelasan Kane di atas, tulisan deskriptif bermakna teks yang menjelaskan tentang pengalaman yang berhubungan dengan pancaindera, seperti apa bentuknya, suaranya, rasanya. Kebanyakan teks deskriptif memang tentang pengalaman visual, tapi nyatanya pengalaman selain dari indera penglihatanpun bisa digunakan dalam descriptive text.
Namun secara khusus, descriptive text adalah, "...... is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing." [teks yang menjelaskan gambaran seseorang atau benda. Tujuannya adalah mengambarkan atau mengungkapkan orang, tempat atau benda tertentu]
Jadi, bisa dikatakan bahwa descriptive text ini adalah teks yang menjelaskan tentang seperti apakah orang atau suatu benda dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan lain-lain. Tujuan (purpose) dari descriptive text pun jelas, yaitu untuk menjelaskan, MENGGAMBARKAN atau mengungkapkan seseorang atau suatu benda, baik abstrak maupun konkret.
Ketika menulis descriptive text, ada beberapa susunan umum / generic structure (sebenarnya tidak wajib) agar tulisan kita dianggap benar. Susunan tersebut adalah :
My mother is 47 years old. Her name's Anisa. She's thin-faced and she's got long, blond hair and beautiful green eyes. She is still slim because she always tries to stay in shape. She is very good-looking, always well-dressed and elegant.
My father, Lukman, is 5 years older than my mother. He is 52. In spite of his age he's still black-haired, with several grey hairs. He has bright blue eyes. He is quite tall, but a bit shorter than me. He's very hard-working. Besides that he is working in a travel company. He can even make a dinner when my mother is outside. His cooking and his meals are always very tasty as well as my mothers'.
Finally, my sister Nadina. She is 22. She is also red-haired and green-eyed. She has long wavy hair and freckles. She is definitely shorter than me. She is rather introverted. But she is very sensible, smart and co-operative. Right now she is studying English and also knows Arabic and Mandarin. I want to be so smart as she is.
They all, except me, speak Sundanese very well, because we were living in Bandung for 5 years. My sister have been going to primary school there. Unfortunately I was only 3 when we were leaving to Jakarta, so I can't speak Sundanese. Now we are happily living in Jakarta.
Descriptive text atau dalam istilah writing hanya dikenal dengan "description" adalah salah satu pelajaran bahasa Inggris yang harus dikuasai tidak hanya oleh anak SMP, tapi juga oleh anak SMA, Mahasiswa dan siapapun yang mencintai bahasa Inggris. Karena bagaimanapun, materi descriptive writing sangat perlu untuk perkembangan kemampuan bahasa Inggris kita.
Pengertian Descriptive Text
Dalam artian luas, Description, seperti dijelaskan oleh Kane (2000: 352), diartikan seperti pada kalimat di bawah ini :
Description is about sensory experience—how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other kinds of perception.
Jadi, jika disimpulkan dari penjelasan Kane di atas, tulisan deskriptif bermakna teks yang menjelaskan tentang pengalaman yang berhubungan dengan pancaindera, seperti apa bentuknya, suaranya, rasanya. Kebanyakan teks deskriptif memang tentang pengalaman visual, tapi nyatanya pengalaman selain dari indera penglihatanpun bisa digunakan dalam descriptive text.
Namun secara khusus, descriptive text adalah, "...... is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing." [teks yang menjelaskan gambaran seseorang atau benda. Tujuannya adalah mengambarkan atau mengungkapkan orang, tempat atau benda tertentu]
Jadi, bisa dikatakan bahwa descriptive text ini adalah teks yang menjelaskan tentang seperti apakah orang atau suatu benda dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan lain-lain. Tujuan (purpose) dari descriptive text pun jelas, yaitu untuk menjelaskan, MENGGAMBARKAN atau mengungkapkan seseorang atau suatu benda, baik abstrak maupun konkret.
Generic Structure Descriptive Text
Ketika menulis descriptive text, ada beberapa susunan umum / generic structure (sebenarnya tidak wajib) agar tulisan kita dianggap benar. Susunan tersebut adalah :
- Identification : berisi tentang identifikasi sesuatu, baik makhluk hidup ataupun benda mati yang akan dideskripsikan.
- Description : berisi tentang penjelasan / penggambaran tentang sesuatu, baik makhluk hidup ataupun benda mati, dengan menyebutkan beberapa gambaran, sifat, karakter, atau apapun yang berhubungan dengan deskripsi sesuatu yang dimaksud.
Contoh Descriptive Text Pendek - My Family
My family has four members: those are I, my sister, and parents of course.My mother is 47 years old. Her name's Anisa. She's thin-faced and she's got long, blond hair and beautiful green eyes. She is still slim because she always tries to stay in shape. She is very good-looking, always well-dressed and elegant.
My father, Lukman, is 5 years older than my mother. He is 52. In spite of his age he's still black-haired, with several grey hairs. He has bright blue eyes. He is quite tall, but a bit shorter than me. He's very hard-working. Besides that he is working in a travel company. He can even make a dinner when my mother is outside. His cooking and his meals are always very tasty as well as my mothers'.
Finally, my sister Nadina. She is 22. She is also red-haired and green-eyed. She has long wavy hair and freckles. She is definitely shorter than me. She is rather introverted. But she is very sensible, smart and co-operative. Right now she is studying English and also knows Arabic and Mandarin. I want to be so smart as she is.
They all, except me, speak Sundanese very well, because we were living in Bandung for 5 years. My sister have been going to primary school there. Unfortunately I was only 3 when we were leaving to Jakarta, so I can't speak Sundanese. Now we are happily living in Jakarta.
Selasa, 19 Juni 2018
Learn passive voice
Use of Passive
Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
Sometimes a statement in passive is more polite than active voice, as the following example shows:
Example: A mistake was made.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
Form of Passive
Subject + finite form of to be + Past Participle (3rd column of irregular verbs)
Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
- the object of the active sentence becomes the subject of the passive sentence
- the finite form of the verb is changed (to be + past participle)
- the subject of the active sentence becomes the object of the passive sentence (or is dropped)
Examples of Passive 
| Tense | Subject | Verb | Object | |
|---|---|---|---|---|
| Simple Present | Active: | Rita | writes | a letter. |
| Passive: | A letter | is written | by Rita. | |
| Simple Past | Active: | Rita | wrote | a letter. |
| Passive: | A letter | was written | by Rita. | |
| Present Perfect | Active: | Rita | has written | a letter. |
| Passive: | A letter | has been written | by Rita. | |
| Future I | Active: | Rita | will write | a letter. |
| Passive: | A letter | will be written | by Rita. | |
| Hilfsverben | Active: | Rita | can write | a letter. |
| Passive: | A letter | can be written | by Rita. | |
Examples of Passive 
| Tense | Subject | Verb | Object | |
|---|---|---|---|---|
| Present Progressive | Active: | Rita | is writing | a letter. |
| Passive: | A letter | is being written | by Rita. | |
| Past Progressive | Active: | Rita | was writing | a letter. |
| Passive: | A letter | was being written | by Rita. | |
| Past Perfect | Active: | Rita | had written | a letter. |
| Passive: | A letter | had been written | by Rita. | |
| Future II | Active: | Rita | will have written | a letter. |
| Passive: | A letter | will have been written | by Rita. | |
| Conditional I | Active: | Rita | would write | a letter. |
| Passive: | A letter | would be written | by Rita. | |
| Conditional II | Active: | Rita | would have written | a letter. |
| Passive: | A letter | would have been written | by Rita. | |
Passive Sentences with Two Objects 
Rewriting an active sentence with two objects in passive voice means that one of the two objects becomes the subject, the other one remains an object. Which object to transform into a subject depends on what you want to put the focus on.
| Subject | Verb | Object 1 | Object 2 | |
|---|---|---|---|---|
| Active: | Rita | wrote | a letter | to me. |
| Passive: | A letter | was written | to me | by Rita. |
| Passive: | I | was written | a letter | by Rita. |
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As you can see in the examples, adding by Rita does not sound very elegant. That’s why it is usually dropped.
Personal and Impersonal Passive
Personal Passive simply means that the object of the active sentence becomes the subject of the passive sentence. So every verb that needs an object (transitive verb) can form a personal passive.
Example: They build houses. – Houses are built.
Verbs without an object (intransitive verb) normally cannot form a personal passive sentence (as there is no object that can become the subject of the passive sentence). If you want to use an intransitive verb in passive voice, you need an impersonal construction – therefore this passive is called Impersonal Passive.
Example: he says – it is said
Impersonal Passive is not as common in English as in some other languages (e.g. German, Latin). In English, Impersonal Passiveis only possible with verbs of perception (e. g. say, think, know).
Example: They say that women live longer than men. – It is said that women live longer than men.
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