REPORT TEXT

Kompetensi
Setelah mempelajari modul ini :
1.
2.
3.
simple

Siswa dapat mengidentifikasi makna gagasan dalam teks report

Siswa dapat mengidentifkasi langkah-langkah retorika teks report
Siswa dapat mengidentifikasi dan menggunakan dengan tepat to be, dan the
present
tense.

Pendahuluan
Dalam materi ini anda akan mempelajari salah satu jenis teks ( genre
) yakni teks report yang
mempunyai langkah retorika yaitu General Classification Description dan mempunya
i fungsi sosial ( social
function ) untuk menjelaskan sesuatu apa adanya, yang menyangkut kejadian alam,
karya manusia, dan
fenomena sosial di sekitar kita . Teks ini mempunyai kebahasaan khusus (lexico g
rammar ) di antaranya
penggunaan simple present dan to be . Berbagai jenis latihan reading comprehensi
on, grammar dan vocabulary
yang diberikan secara intensif dan bervariatif akan lebih mempermudah anda memah
ami teks.
Key words : Report text, General Classification, Description, Social F
unction, block-fault
mountain, volcano, fold mountain
Teks report adalah salah satu jenis teks ( genre ) dalam bahasa Inggri
s yang menjelaskan
sesuatu apa adanya. Teks ini mempunyai langkah-langkah retorika ( generic struct
ure) yang terdiri dari
: General Classification dan Description.
General Classification : Klasifikasi umum tentang apa yang dijelaskan (
tells what the
phenomenon under discussion is )
Description : menjelaskan fenomena-fenomena yang sedang dijelaskan dalam
bagianbagian, kualitas, kebiasaan dan tingkah laku ( tells what the phenomen
on under discussion is
like in terms of parts, qualities, habits or behavior ).
Fungsi sosial teks report ( social function of a report text ) adalah untuk menj
elaskan sesuatu apa
adanya

Definition of Report
Report is a text which presents information about something, as it is. It
is as a result of
systematic observation and analysis Purpose: to presents information abou
t something, as it is.
Generic Structure
1. General classification: Stating classification of general aspec
t of thing; animal, public
place, plant, etc which will be discussed in general
2. Description: Describing the thing which will be discussed in de
tail; part per part ,
customs or deed for living creature and usage for materials

Dominant Language Feature

1. Introducing group or general aspect

2. Using conditional logical connection

3. Using Simple Present Tense
Language Feature of Report
Introducing group or general aspect
Using conditional logical connection; when, so, etc
Using simple present tense
PL AT YPU S ; A R E POR T T EXT
Many people call platypus duckbill because this animal has a bi
ll like duckbill. Platypus is a
native Tasmania and southern and eastern Australia.
Platypus has a flat tail and webbed feet. Its body length is 30
to 45 cm and covered with a thick,
and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypu
s' eyes and head are small. It has no
ears but has ability to sense sound and light. Platypus lives in streams, rivers
, and lakes. Female platypus
usually dig burrows in the streams or river banks. The burrows are blocked with
soil to protect it from intruders
and flooding. In the other hand, male platypus does not need any burrow to stay
Analyzing on the Text Generic Structure analysis
General classification; stating general classification, the ani
mal of platypus.
Description; describing in detail characterization of platypus'
body and habitual life
Language Feature Analysis
Focusing in group; the animal of platypus conditional, logical
connective; but, in the other hand
Simple present tense pattern;
Platypus lives in streams, male platypus does not need any burr
ow, etc
THE DIFFERENCES BETWEEN REPORT AND DESCRIPTIVE TEXT
Some text types are quite difficult to differ. Such report and
descriptive text have the similarity in
the social function and generic structure. However if they are analyzed carefull
y, the slight difference between
the two text types will reveal.
The purpose of the two texts are to give the live-description o
f the object/participant. Both the
report and descriptive text try to show rather than tell the reader about the fa
ctual condition of the object.
Readers by themselves will catch the impressive point of the object through that
showing writing style.
What make different, between report and descriptive text, is th
e scope of the written object.
If we talk about, eg: bicycle, it belongs to report text. It wi
ll talk about bicycle in general; its parts,
physical strengh, function for certain people or other general characters of bik
e. In the other hand, descriptive
text will convey more focus, for example "my bicycle" with its specific characte
rs; colour, lengh, wheel style, etc.
In short, report text describes the way of certain things and f
requently refer to phenomenon of
nature, animal and scientific object. Mostly, report is written after getting ca
reful observation.
This scientific and technical sense make clearer difference fro
m descriptive text. The way of
descriptive text in showing thing is based on the objective fact of the thing. I
t describe the specific thing simply as
the thing is
This sample report is labelled to show you the structure and la

nguage features of a report text.

title

Harvesting machines
Headers harvest crops such as wheat, barley and oats. These mach

ines are also

general
known as combine harvesters. Headers combine the three operation
s needed to
statement
harvest a crop -- reaping, threshing and winnowing.
The comb on the front of the header cuts the heads off the stalks (
reaping). The auger
series of
pulls the heads into the machine. The stalks left standing in the p
addock are called
descriptions stubble.
Threshing involves separating the grains from the head. The drum ro
tates, beating the

heads. Straw and chaff (bits of stalk) are fed out the back of the
header. Straw is spread
over the ground. Stock can graze on this and the standing stubble l
eft after harvest.
There are a number of screens in the header. Grain passes over thes
e and fans blow
the husks away. This is called winnowing. The clean grain is stored
in the box. When
this is full the grain is augered out into a chaser bin or truck.
A sample experimental report
Experimental reports are very important in your course. You will use
this type of writing to
describe experiments and to explain what you have learned from them. It is a mix
of text types.
The aim describes what you were trying to find out. Sometimes a list
of materials and
equipment is included -- this part can be called the apparatus.
The method lists the steps you carried out during the experiment. A
diagram is often
included in the method as it can give a clear, concise description of how any ap
paratus was set up. In
the example given the method is written as a procedure text in the present tense
. At other times the
method is written in the third person and in the past tense.
The results section describes what happened. (This is a report text.
) The results are often
graphed if appropriate.
The conclusion explains what you found out. (This is an explanation
text.)
A discussion may be included in the conclusion or sometimes it is in
cluded in a separate
section. (This is often an exposition text.)
Refer to the sample experimental report and information on othe
r text types to answer these
questions.
1 The aim and method are in the form of a procedure text. What a
re the language
features and structure of procedure text?
2
The results section is in the form of a report text.
What are the language features and structure of report text?
3 The conclusion is in the form of a explanation text. What are
the language features and
structure of explanation text?
The results section and conclusion from a sample experimental report.
title
Soil type and plant growth
aim
Aim
(goal)
To observe the effects of soil type on the growth of tomatoes.
Materials and equipment
tomato seeds (small variety)
materials permanent marking pen
and
nine plastic pots at least 30 cm deep
equipme sandy soil
nt
clayey soil
loamy soil
fertiliser
Method
1 Fill three pots with sandy soil and label S1, S2 and S3.
steps

2 Fill another three pots with clayey soil. Label C1, C2, C3.
3 Fill the remaining three pots with loamy soil. Label L1, L2 and
L3.

4 Mix fertiliser and apply to soil.

5 Choose three seeds at random. Plant to a depth of 6 mm in
the pot labelled S1. Repeat,
planting three seeds in each pot.
6 Place all pots in the same conditions.
7 Apply the same amount of water to each pot at the same tim
e every day. Seedlings should
emerge in 1014 days.
8 Thin seedlings, leaving the healthiest plant in each pot.
9 Observe tomato plants after 4 - 6 weeks.
10 Record observations.
The results section and conclusion from a sample experimental report.
title
Results
general statement
These observations were made three weeks after the
seedlings were thinned.

description

Trial Height (cm) Vigour

S1
24
small leaves, pale in colour
S2
28
few leaves, slightly yellow
S3
17
small leaves; spindly stem
C1
26
very green leave
C2
29
large, healthy leaves and stem
C3
24
few leaves, weak stem
L1
30
healthy plant, green, strong stem
L2
35
very healthy plant
L3
32
large leaves, strong stem

title
Conclusion
phenomenon
Tomatoes grow better in loamy soil than sandy or clayey soil
.
identification
Loamy soil has good drainage. The soil retains enough water
to supply the plant's
explanation
needs. Sandy soil doesn't retain much water so the plants be
come water stressed on
sequence
hot windy days. Clayey soil retains too much water, so the p
lants roots become
waterlogged.
Another sample method.

Three pots were filled with sandy soil and labelled S1, S2, S3.
Three other pots were filled with clayey soil and labelled C1, C2, C3.
The remaining three pots were filled with loamy soil and labelled L1, L2,
L3.
Mixed fertiliser was applied to the soil.
Three seeds were chosen at random and planted to a depth of 6 mm in the po
t labelled S1.
This step was repeated for each pot, with three seeds in each pot.
steps
All pots were placed in the same conditions.
The same amount of water was applied to each pot at the same time every da
y. Seedlings
emerged between 10 adn 14 days.
The seedlings were then thinned and only the healthiest plant was left in
each pot.
The tomato plants were observed after 4 weeks.
The observations were recorded.

Lexico Grammar
Simple Present
The Simple Present Tense is used to express that something was true in the past,
is true in the present,
and will be true in the future.It is used for general statements of fact.

Example:
1.
2.
3.
4.
5.

Every continent has mountain chains.

The power of forming comes from the depth in the earth.
It snows in Alaska
Diana washes her hair everyday.
They have beautiful garden

Activity 1

Retell the following report about camel in your own words. Use the
pictures if necessary.

Activity 2

Read and understand the following text.

Activity3 Answer the questions based on the text in Activity 2. Do it in pairs.

1. Are kangaroos and wallabies indigenous animals of Australia?
2. What does the word "these" in paragraph 2 refer to?
3. What do people call the largest kangaroos?
4. Where do you find the pouch of the female kangaroo?
5. What does the word "it" in sentence ... it crawls at once .... refer
to?
6. Can you fi nd the sentence considered the definition of a kangaroo?
State it.
7. Which sentences tell you about the description of the kangaroo's ap
pearance?
Activity 3 Read the text and answer the questions.

1. What is meant by lightning?

2. When does lightning usually happen?
3. What does the word "this" in the last sentence of paragraph 1 ref
er to?
4. What does the word "it" in paragraph 2 refer to?
Grammar Review
Simple Present Tense
Study the following sentences.
1. Lightning occurs in hot, wet storms.
2. Whales are sea-living mammals.
3. Kangaroos eat grass and plants.
4. An iceberg is an enormous piece of ice floating in the sea.
5. A tiger is a wild animal. The tiger eats meat.
The tense that are used in a report text is the simple present tense. T
he simple present tense is used to
give general truths and habitual actions. The sentences above tell you about the
general truth: Everyone knows
that a tiger is a wild animal. And everyone also knows that whales are sea-livin
g mammals.

Besides, everyone also knows that kangaroos eat grass and plants. That t
he tiger eats meat, but the
tiger does not eat grass and plants.
Verbs that are used in the simple present tense are: to be (is, am, are)
and verb (eat, occurs, etc.) or the
verbs are usually named as infinitive verbs.
The form of simple present tense:
Subject + Verb + O Kangaroos eat grass and plants.
Subject + Verb + (s) + O The tiger eats meat.
The use of simple present tense in a report text is to define something
.
Activity 4 Rearrange the following text.