Report (Factual)
Modelling of the Text (MoT)
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1. Building Knowledge of Field
1. Building Knowledge of Field
"Have you noticed that the weather in cities like Karawang or Jakarta is getting hotter? Why do you think that is happening?"
2. Text Structure Analysis
2. Text Structure Analysis
During the MoT phase, students identify how a Factual Report is organized. Based on the text provided:Â
3. Language Features
3. Language Features
The teacher highlights the linguistic elements that characterize a Factual Report:
Generalized Participants: Focuses on general groups, not individuals (e.g., greenhouse gases, coastal cities, polar ice caps).
Relating Verbs: Used to define or describe states (e.g., "Climate change refers to...", "Earth is surrounded...").
Simple Present Tense: Used because the text describes scientific facts and timeless truths (e.g., "unpredictable rainfall makes it difficult...").
Technical Vocabulary: Industry-specific terms (e.g., photovoltaic cells, carbon footprint, methane).
4. Interactive Listening Activities
4. Interactive Listening Activities
to make the listening process "interactive" rather than passive:
Listen and Label: Provide a diagram of the Earth's atmosphere. As students listen to "The Mechanism" section, they label the movement of sunlight and the "blanket" of gases.
Location Mapping: Students listen for specific locations mentioned (Jakarta, New York, Karawang) and must jot down the specific threat mentioned for each place.
Pause and Predict: Stop the audio after the "Impact" section. Ask students: "Based on the problems mentioned (pollution and warming), what kind of energy sources do you think the speaker will suggest next?"
5. Critical Reflection
5. Critical Reflection
At the end of the MoT phase, the teacher bridges the text to the students' real lives:
Discussion Point: "The text mentions that farmers in Karawang struggle to grow rice due to rainfall changes. How does a global issue like the 'Greenhouse Effect' eventually land on our dinner tables?"
1. Building Knowledge of Field (BKoF)
1. Building Knowledge of Field (BKoF)
Discussion: Since these areas are near the hills, what kind of weather risks do they face during the rainy season?
2. Text Structure Analysis (Generic Structure)
2. Text Structure Analysis (Generic Structure)
In the MoT phase, students dissect how a News Report (Factual) is constructed:
3. Language Features (Lexicogrammar)
3. Language Features (Lexicogrammar)
The teacher highlights the specific language used in broadcast news listening:
Action Verbs (Past Tense): Since it reports a completed event (e.g., struck, appeared, uprooted, subsided).
= .....................................
Adverbs of Time & Place: Crucial for news accuracy (e.g., recently, yesterday afternoon, Kampung Bakan Dalem).
= .....................................
Saying/Reporting Verbs: Used to relay information from authorities or witnesses (e.g., described, reported, warned, advised).
= .....................................
Vivid Imagery: Words that help the listener "visualize" the scene (e.g., "sky turned dark", "roaring freight train").
= .....................................
4. Interactive Listening Activities
4. Interactive Listening Activities
These activities transform the student from a passive listener to an active investigator:
The 5W+1H Grid: Students are given a grid and must fill it out as they listen:
What happened? = .....................................
Where exactly? = .....................................
When? = .....................................
5. Critical Reflection & Safety
5. Critical Reflection & Safety
To conclude the MoT phase, focus on the Advice section:
Reflective Question: "The authorities warned people in Pangkalan and Tegalwaru to stay indoors. If you were at school in Pangkalan and saw the sky turning dark like in the report, what is the first thing you should do according to the text?"
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