Unit

KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI

REPUBLIK INDONESIA, 2022

2
Bahasa Inggris: English for Change untuk SMA/MA Kelas XI
Penulis: Puji Astuti, dkk.
ISBN: 978-602-427-944-8 (jil.2)

Love Your Environment

What can you do with

your environment?
 Mind Mapping the Unit

C
AB
Vocabulary Listening
words related to and Speaking
types of waste,
types of expression
five senses, and
and phrases about
adjective phrases
domestic waste

Unit 2
S+V
Grammar Love Your
present tense, and Environment Reading
the pattern 'of noun
and Viewing
of place + that...' and
identifying the main
'noun of place +
idea, and the author’s
where ...'
purposes

b
Aa B
Text type Writing and Presenting
descriptive writing and presenting
descriptive text about a
place, and using correct
punctuation

Keywords
• waste management • describing places
• domestic waste • five senses
• organized waste • adjective phrases
• unorganized waste • punctuation

46 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Listening

Learning Objective:

By the end of this lesson, you are able to correctly identify types of
expressions that relate to issues of domestic waste.

Building Knowledge of the Field

Activity 1

Form a group of four or five. Check the National Geographic

YouTube Channel about Waste. Take a note on the scene that interests
you most. Discuss it with the group member using the Talking Chip.

Activity 2

Work in pairs. Do Give-One, Get-One. Compare these two pictures.

Which one is organized and which one is unorganized? What is the
impact to you and your surroundings if your waste is unorganized?

Picture 2.1 Organized and unorganized waste

Unit 2 Love Your Environment 47

Write the answers on the following space:

Activity 3

Work in pairs. Do Think-Pair-Share activity. Listen carefully to

the description given in the audio. You can find it through the link or
QR code on page 266. Take a note and focus on the following questions:
1. What is the speaker describing?

2. Where do you think the place he ends up is?

3. How do you know it?

Modeling of Text

Activity 4

Work individually. Read the following explanation of using five

senses (sight, taste, touch, smell, sound) to describe a place.

48 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 How to write with sight

Writing Prompt. Stand in front of your house and create a list of

20 things you notice about it. Write down colors, shapes, details.
Be as specific as you can. When you’re done, pick the three or four
of the most interesting things you noticed, and use those to write
a description of the building. Remember, if you’re trying to create
a strong visual sense of scene, try highlighting unusual or specific
details.
Writing Tip. One good technique to keep in mind is describing things
indirectly: To convey the brightness of the sun, you could say directly
that the sun is bright, but you could also describe the way the light
from the sun causes the glass windows to shine solid.
Example: The sunlight is making the window glass shine.

How to write with taste

Writing Prompt. Try describing the food or the drink when you are
eating or drinking them. What does coffee taste like? Is it different
from the usual coffee? Try describing the sensation of tasting your
favorite childhood snacks—what does it feel like to experience that
taste again?
Writing Tip. One common technique that writers often use is the
deliberate mixing of sensory words for effect. For instance, you might
describe the zesty taste of a lemon as bright (a visual description) or
the last light dissolving over the horizon as a whimper (an auditory
description).
Example: The cold lemon squash is freezing in my tongue.

How to write with touch

Writing Prompt. Write about what it feels like to sit in a soft chair.
How does your body feel when you sit there? Are the places where
you feel sore or stiff?

Unit 2 Love Your Environment 49

 Writing Tip. The sense of touch is about more than the way things
feel in your hands, although texture is an important part of it. Touch
also captures sensations that typically occur internally, like your
experience of temperature, pain, and pleasure.
Example: When I touch the book, I feel the dust on my fingers.

How to write with smell

Writing Prompt. Go to a place you know well, for example the kitchen
in your house. Make a list of the smells that define that place for you.
The piney scent of the trees, the antiseptic smell of cleaning fluids,
and the buttery smell of the ingredients your mother uses when she
is cooking, so on.
Writing Tip. As with perfume and cologne, a little bit goes a long
way. A few well-placed details can create a powerful impression.
Example: When I enter the kitchen, I smell the dish my mother has
cooked.

How to write with sound

Writing Prompt. Pay attention to the sounds you notice and write
them down as you go. Does your teapot whistle, or would you say it
hisses? Do the sirens of emergency vehicles wail, or perhaps blare?
Does your door squeak? The more you can become attentive to these
things, the more you’ll be able to incorporate them into your writing.
Writing Tip. Use onomatopoeia to help capture the sound of a scene:
The plop of a frog dropping into a pond, the clink of two champagne
glasses, the crackle of a dry log on a hot fire, the whoosh of a car
racing by.
Example: When I hear the sound ‘knock knock knock’ on the door,
I am sure that someone is knocking on the door.

Source: Masterclass, n.d.

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 Activity 5

After reading the explanation about using five senses (sight, taste, touch,
smell, and sound) go back to Activity 2 and try to write a sentence to
describe the pictures by using five senses.
Example: The liquid waste from the kitchen smells so bad.

1. Sight

2. Taste

3. Touch

4. Smell

5. Sound

Unit 2 Love Your Environment 51

 Grammar Focus

One thing that is often used to describe a place is the use of adjective
clauses. The following is the explanation of an adjective clause that
relates to describe a place.

There are two adjective clauses used to describe a place.

Noun of place + that …
Example:
The place that you are talking about.
The restaurant that sells halal food.
Noun of place + where …
Example:
The city where I was born.
The school where she met her old friend.

Activity 6

Based on the information, make your own sentence by using the

patterns about the waste in your surroundings (look at the examples in
the Grammar Focus section).
Noun of place + that …
1.

2.

Noun of place + where …

1.

2.

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What Have You Learned So Far?
Complete the table below. Use your own words to do so.
Table 2.1 The power of five senses

How do the five senses make Which of the two types of

the description of a place more adjective clause is used more
engaging to the listeners or often?
readers?

A Mid-Lesson Reflection
People are littering or throwing trash in public places because of
some reasons (perhaps you also did it once or twice). Share your
thoughts with a partner by reflecting to the following:
1. Why did you trash?
2. How did you feel when you did that?
3. How do you feel when you see people trashing?
Write down the result of the discussion on the provided space.

Unit 2 Love Your Environment 53

 Joint Construction of Text

Activity 7

Work in pairs. Watch the video about garbage in the ocean

(Troitskiy Video). While watching and listening, take a note by focusing
on the following questions:
1. What do you see?

2. What can you smell?

3. What can you touch in that place?

Your teacher will help you and give you further explanation on the task.

Independent Construction of Text

Activity 8

Work individually. Imagine you are in a landfill. Use the same

expression to answer the following questions.
1. What can you see?

2. What can you smell?

54 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

3. What can you hear?

4. What can you feel?

Linking Related Texts

Activity 9

Observe the common posters around you that suggest people not to
trash. Design your own poster with more driving statements for people
to not trash. Don’t forget to use five senses and adjective clauses.

Unit 2 Love Your Environment 55

 Speaking

Learning Objective:

By the end of this lesson, you are able to correctly use adjective
phrases in a monologue or dialogue about domestic waste.

Building Knowledge of the Field

Activity 1

In pairs, listen to the dialogues. Decide which picture best describes

the dialogue.

Picture 2.2 Piles of waste in Picture 2.3 Piles of waste in Picture 2.4 Piles of waste in
urban area mountain area beach area

Dialogue: ___________ Dialogue: ___________ Dialogue: ___________

FA C T FAC
O RY TOR
Y

Picture 2.5 Piles of waste in Picture 2.6 Piles of waste in

the house industrial area

Dialogue: ___________ Dialogue: ___________

56 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Modeling of Text

Activity 2

Listen and repeat.

Table 2.2 Adjective phrases

Adjective Phrases

a clean blue ocean

an awful dirty scenery

a big trash bin

a lovely little village

a small plastic vase

Activity 3

Find the meaning of the following words and phrases.

Table 2.3 Meaning of adjective phrases

Words clean blue ocean

Meaning

Phrase a clean blue ocean

Meaning

Words awful dirty scenery

Meaning

Phrase an awful dirty scenery

Meaning

Unit 2 Love Your Environment 57

 Words big trash bin

Meaning

Phrase a big trash bin

Meaning

Words lovely little village

Meaning

Phrase a lovely little village

Meaning

Words small plastic vase

Meaning

Phrase A small plastic vase

Meaning

Activity 4

Complete the following dialogue with the phrases in activity 3.

Dialogue 1
A : What makes Labuan Bajo so famous?
B : It must be because of its __________________________
Dialogue 2
A : What a ________________________________________
B : Yeah. I bought it from the market last week. It looks nice with my
flowers in it.
Dialogue 3
A : What do you think of Bantar Gebang?
B : Uufh. It’s _______________________________________

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Dialogue 4
A : How did you find Kampung Naga?
B : It is ___________________________________________
Dialogue 5
A : What do you think we should put in the corner?
B : ___________________________________would be nice.

Activity 5

Watch a video about zero waste in a village in Japan. After that, read the
dialogue below.
A : Wow. It is so interesting. That small town is very clean.
B : Yes. The people have been doing the program since 2003. It is a
very long process.
A : But, look at the result. The town is now very clean with beautiful
idyllic mountains.
B : What I admire is the effort from the people. They are such hard
working people.
A : Of course. They separate the garbage based on a difficult long list
of classification.
B : Yes. It is their determination that has brought them to their current
success.

Table 2.4 Word order in adjective phrases

Grammar Focus

Adjectives: word order (a nice new house)

1. Sometimes, we use two or more adjectives together, for examples:
a. My brother lives in a nice new house.
b. In the kitchen, there was a beautiful large wooden table.

Unit 2 Love Your Environment 59

 2. There are two kinds of adjectives:
a. Fact adjectives such as round and wooden. They give us
factual information about age, size, color, etc.
b. Opinion objectives such as nice and beautiful. They tell us
what somebody thinks of something or somebody.
3. Opinion adjectives usually go before fact adjectives.

Opinion Fact

a nice long Summer holiday

an interesting young man

a delicious hot Vegetable soup

4. Sometimes, we use two or more fact objectives. Very often (but

not always) we put fact adjectives in this order:

1 2 3 4 5 NOUN

How How old What Where What is it

big? is it? color? from? made of?
Examples: a tall young man (1,2)
a small black plastic bag (1, 3, 5)
Source: Murphy 1998, 214-215

Activity 6

Work in pairs, and put the adjectives in brackets in the correct

position.
1. A beautiful table (wooden/ round).
2. Big clouds (black).
3. A sunny day (lovely).
4. A wide avenue (long).
5. A metal box (black/small).

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What Have You Learned So Far?
Write five new interesting things that you have learned so far.
Write them below.

A Mid-Lesson Reflection
Think of what you can do as a person to keep your environment
clean. Write your ideas.

Joint Construction of Text

Activity 7

In a group of four, write a short dialogue in your book about

environmental awareness. Choose one of the topics:
1. Managing waste at home
2. Managing waste at school
3. Managing waste in the community

Your teacher will help you to choose the most appropriate topic and
give you further explanation on how to do the task.

Unit 2 Love Your Environment 61

 Independent Construction of Text

Activity 8

Work in pairs. Create a dialogue in your book based on the pictures

provided. Do not forget to include some adjective phrases you have
learned so far.

Picture 2.7 Unorganized rubbish bin at school

Picture 2.8 People are queuing at a waste Picture 2.9 A woman is planting flowers in
bank the garden

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 Linking Related Texts

Activity 9

Find information about waste management in other countries. You may

find it from social media or other reading sources.
Write your findings below.
Source of information.
Title of the video/news/post.
Country of origin.
Waste management system.

Reading

Learning Objective:

By the end of this lesson, you are able to correctly identify the main
ideas and the writer’s purpose in a descriptive text.

Building Knowledge of the Field

Activity 1

Work in pairs. Look at the picture and discuss what is meant by

waste management with a friend who sits next to you. Write down the
result of your discussion in the space provided.

Unit 2 Love Your Environment 63

 PAPER GLASS ORGANIC PLASTIC

Picture 2.10 Solid waste management

Activity 2

Work individually. Read the text about types of waste.

Text 1:

Did you know that waste can actually be classified into five different
types? Moreover, some types of waste are recyclable whereas others
are not.
1. Liquid waste is commonly found both in households as well as in
industries. This waste includes dirty water, organic liquids, wash
water, waste detergents and even rainwater.

64 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

2. Solid rubbish is commonly broken down into the following types:
● Plastic waste – This consists of bags, containers, jars, bottles
and many other products that can be found in your household.
Plastic is not biodegradable, but many types of plastic can be
recycled. Plastic should not be mixed in with your regular
waste, it should be sorted and placed in your recycling bin.
● Paper/card waste – This includes packaging materials,
newspapers, cardboard and other products. Paper can easily
be recycled and reused.
● Tins and metals – This can be found in various forms
throughout your home. Most metals can be recycled.
● Ceramics and glass – These items can easily be recycled. Look
for special glass recycling bins and bottle banks to dispose of
them correctly.
3. Organic waste is another common household. All food waste,
garden waste, manure and rotten meat are classified as organic
waste. Over time, organic waste is turned into manure by
microorganisms. However, this does not mean that you can
dispose of them anywhere.
4. Recyclable rubbish includes all waste items that can be converted
into products that can be used again. Solid items such as paper,
metals, furniture and organic waste can all be recycled.
5. Hazardous waste includes all types of rubbish that are flammable,
toxic, corrosive and reactive.

B3
ORGANIC ANORGANIC WASTE PAPER GLASSESS

Picture 2.11 Different types of waste

Source: 4waste, n.d.

Unit 2 Love Your Environment 65

 Activity 3

Work in pairs. Answer the following questions by referring to text 1.

1. Which waste is recyclable and which one is not?
2. What is the difference between waste, garbage and rubbish?

Activity 4

Work in pairs. Some words from the text are nouns and the others
are adjectives. Look at the table and complete it with appropriate words.
Number one has been written for you.
Table 2.5 Parts of speech

No. Noun Adjective

1 difference different
2
3
4
5

Modeling of Text

Activity 5

Work individually. Read the following text about descriptive text,

and comprehend it.

A descriptive text usually focuses on describing a single location,

object, event, person, or place. It endeavors to engage all five of the
reader’s senses to evoke the sights, sounds, smells, tastes, and feel of
the text’s subject. Generally, descriptive texts are narrow in focus and

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the topic is something that can sustain their interest, as well as the
reader’s interest.
Descriptive texts require the writer to go into great depth to evoke
the person, place, or thing. If the writer doesn’t care about the topic,
then for sure the reader won’t either. As the purpose of a descriptive
text is to describe something so vividly, and to express emotion so
clearly, that the reader can feel it too, personal topics can provide the
perfect material for this type of text.
The purpose of a descriptive text is also to inform the reader on a
particular topic, event, or experience. An effective means of choosing
a topic is by writing a thesis statement. The thesis statement lays out
the specific purpose of the text and usually it is embedded in the
introductory paragraph.

Picture 2.12 Students are discussing about descriptive text

While it can be difficult at times for students to define their thesis

statement for a descriptive text, the following process should help
guide students:
1. Choose an interesting topic
2. Reflect on what you think about this topic
3. Consider the reasons for your point of view
4. Compose a statement that encapsulates this viewpoint.

Unit 2 Love Your Environment 67

 Writing descriptive texts gives students an opportunity to flex
their creative muscles. It challenges them to find new and innovative
ways to use language to paint pictures in the minds of readers.
Source: Literacyideas, n.d.

Now select three words that you believe are important to remind you
of descriptive text. Then compare the words you have selected and the
words selected by your friend.
1.
2.
3.

Activity 6

Work in pairs. Read the explanation about the main idea, topic
sentence, and thesis statement below.
Main idea tells what the core of the text is about.
Topic sentence tells what the paragraph is about.
Thesis statement tells what the whole text is about.

Find more explanations from the Internet and write down the answers
in your own words in the following space.

1. Main idea is
2. Topic sentence is
3. Thesis statement is
4. Where can you find the author’s purpose in writing a
descriptive text? Is it in the main idea, topic sentence, or thesis
statement?

68 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

What Have You Learned So Far?
1. Write down three things you remember most from this lesson.

2. Write down two new words that you got from this lesson.

3. Write down one question that relates to this lesson.

A Mid-Lesson Reflection
Plastics are the waste that is mostly found everywhere. People are
using plastic bags for some reason. Share your thoughts about why
you think they do that, and what you will do to educate people to
stop using it in the following note.

Joint Construction of Text

Activity 7

Work in a group of four. Read and comprehend the following text.

Do Jigsaw Reading. You will do the activity in a group (home group),
but each of you will focus on one paragraph and become the expert
of the paragraph (expert group). Your teacher will give you further
explanation on how to do Jigsaw Reading step by step.

Unit 2 Love Your Environment 69

Text 2

From the 1950s to 2015, the production of plastic products grew from
virtually zero to about 350 million tons per year. This continuous
increase has resulted in a cumulative total of 7.8 billion tons of plastic
produced during this period, corresponding to more than one ton of
plastic for each person alive as of the end of 2015.
Up until the 1980s, the idea of recycling plastic was unheard of.
From the 1950s to the 1980s, plastics were either simply discarded
into landfills or incinerated. From the onset of plastic recycling in
the 1980s to the present, the portion of plastic products that were
recycled increased by an average of 0.7% per year.
As of the end of 2015, a staggering 55% of all plastic products
end up in landfills. This corresponds to about 4600 million tons of
accumulated plastic waste over the years. About 700 million tons
of plastic waste has been incinerated and about 2500 million tons
remain in active use.
Of the entire volume of plastics that have been produced since
the 1950s, only 500 million tons (roughly 6%) have been recycled. Of
this portion, only 100 million tons remain in active use. The other 400
million tons have also ended up either getting discarded in landfills
or incinerated. Around 3% of plastic waste produced annually ends
up in oceans – or about 8 million tons by the end of 2015.

Picture 2.13 Plastic waste in the 50’s

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 By use, packaging of goods constitutes the greatest volume of usage
of plastic products at around 141 million tons. The next category has
a volume of less than half – the building and construction industry at
only 65 million tons. This emphasizes how heavy plastic production
can be reduced by using non-plastic alternatives for product
packaging. Looking at the plastic production rates per country, China
leads the pack by a huge margin at around 60 million tons. The US
comes in at second at 38 million tons.
Source: Flyint, 2020

Now state whether the statement is true or false, and show which
part of the text supports the statement.
1. 8 million tons of plastics end up in the ocean.
2. Each person uses tons of plastic in their lives.
3. Plastic is mostly used in China.

Independent Construction of Text

Activity 8

Work individually. Read and comprehend the following text.

Text 3

You’ve heard the saying that what one man considers to be trash can
be another man’s treasure. This is very true and it is for this reason
that consignment stores and pawnshops make such a roaring trade.
If you have something in your house that is of value you will want
to hold on to it. However, not every valuable thing remains useful
forever, at some point you will replace this with something else. Over
time you might find yourself with so much stuff that is valuable but
not useful for you. Instead of hoarding things you know longer need,
why not clear it out. Look for a pawn shop near you to sell your stuff
to.

Unit 2 Love Your Environment 71

 Pawn shops can help you get rid of stuff or get more stuff that you
actually need for a cheaper price. Brisbane pawnbrokers are more
than happy to look at the stuff that you have to sell, more particularly
the stuff that they know they can resell for a much higher price and
make a killing like gold jewelry.
People love pawnshops because they have a wide selection of
items. The stuff that people bring to pawn or sell ends up on the shop
floor. Because the people who use various valuable items to pawn,
pawn shops are very eclectic in what they can offer their customers.
The stores cater to a variety of tastes and a variety of budgets too.
Source: Louise, n.d.

Picture 2.14 Selling used things

After reading the text, answer the following questions..

1. What does “what one man considers to be trash can be another
man’s treasure” mean? ___________________________
2. What is a pawn shop? ___________________________
3. What is the purpose of the text? ___________________________

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 Linking Related Texts

Activity 9

Find information about how to reuse and recycle the domestic waste
into useful things, and write it in an infographic.

Viewing

Learning Objective:

By the end of this lesson, you are able to suitably synthesize and
evaluate the core and specific information in a descriptive text.

Building Knowledge of the Field

Activity 1

Do 3-2-1 strategy individually. Write your answers.

1. Write three things that you have learned in the reading section.

2. Write two questions that you have in mind about the reading
section.

3. Write an interesting thing in the reading section.

Source: Heick, n.d.

Unit 2 Love Your Environment 73

 Activity 2

Work in pair and do Pairs Compare based on the following pictures.

Write your answer:

Picture 2.15 Queuing at the waste bank

Write your friend’s answer:

Write your answer:

Picture 2.16 Weighting plastic waste

Write your friend’s answer:

74 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Write your answer:

Picture 2.17 Planning the future

Write your friend’s answer:

Write your answer:

Picture 2.18 Sorting out waste

Write your friend’s answer:

Unit 2 Love Your Environment 75

 Modeling of Text

Activity 3

Study the meaning of the following words.

Table 2.6 Meaning of Words

Words Meaning

toxic Containing or being poisonous

municipal Of or relating to the internal affairs of a major

political unit

landfills An area built up by landfill

vehemently Forcibly expressed

pattern Something design or used as a model

sole Being the only one

haul To move something by hauling

vast Very great in size

Source: Merriam Webster, n.d.

Activity 4

Work individually. Read the text carefully.

Waste Not, Want Not: “Waste Banks” in Indonesia

In Indonesia, your garbage gets mixed together with the garbage

of millions of households, creating mountains of toxic waste too
large to contain in municipal landfills. As experts in the field would
argue, solid waste management is not the sole responsibility of a
municipal government, but a collective one. As populations grow and
consumption patterns increase, more and more solid waste is

76 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 created– and landfills can only
take so much waste! So what
to do? The World Bank in
Indonesia is currently exploring
how to improve solid waste
management, and scaling up
‘waste banks’ is one option.
What is a ‘waste bank’?
Picture 2.19 Compiling sorted waste
Waste banks – or “bank sampah”
as they are called in Indonesian – can be found in neighborhoods
across Indonesia At waste banks, the waste created by the household
is divided into two categories – organic and non-organic. Organic
waste gets turned into compost, while non-organic waste is divided
further into three categories: plastic, paper, plus bottles and metal.
The vast majority of eco-friendly households in Indonesia keep
three bins or three large garbage bags in their homes; over time they
began separating their waste into three different sections. Once their
three bins and garbage bags are filled up, they bring their haul to a
neighborhood waste bank where they then “make a deposit”.
Like a regular commercial bank, you open up an account with
your local waste bank. Periodically, you make deposits with your
non-organic solid waste, which are weighed and given a monetary
value, based on rates set by waste collectors. This value is saved in
your account from which, like a regular bank, you can withdraw. The
basic principles of waste banks remain the same across provinces:
collect, save, earn, change behavior, and enjoy a clean neighborhood.
Source: Salim, n.d.

Activity 5

Answer the following questions

1. What is the text about?

Unit 2 Love Your Environment 77

2. What are the three sections in the garbage’s classification?

3. What does paragraph two talk about?

4. What kind of value is referred to in the phrase “This value” in

paragraph four?

5. Why is it important to set the value of the garbage by the collectors?

6. What activities can you find in a waste bank according to the text?

7. What would make the waste bank program a success?

8. What can you conclude after reading the text?

9. If you have an account in a waste bank. What will you do with your
deposit?

10. Will you create a waste bank in your neighborhood?

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 Reading Skills
In this section of the lesson, you will learn about how to synthesize
and evaluate information. Merriam Webster Dictionary states
that:
1. Synthesize means the composition or combination of parts of
an element so as to form a whole. This activity is usually done
by restating the text with your own words.
2. Evaluate means to determine or fix the value; to determine
the significance, worth or condition of something usually by
careful appraisal. This activity is done by making inferences
and conclusions.
In reading a text, students are often asked to answer these two
kinds of questions.
Source: (Merriam Webster, “Synthesis”), (Merriam Webster, “Evaluate”)

What Have You Learned So Far?

Now that you have learned how to synthesize and evaluate, write
the things that you have to keep in mind to be able to make good
synthesis and evaluation in the box provided.

Unit 2 Love Your Environment 79

 A Mid-Lesson Reflection

Now, write your reflection on what you have learned so far using
the K-W-L table.
Table 2.7 K-W-L table

K : What I have W : What I have L : What moral

known before found out after lesson I got from
reading reading “Waste reading “Waste
“Waste Banks? bank” Bank”

Source: Read Naturally, n.d.

80 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Joint Construction of Text

Activity 6

Read the following information about waste banks in Indonesia. Your

teacher will give you further explanation on what waste banks are.

Information 1
In Manado, North Sulawesi, a local high school adopted the lessons
of cleanliness and prudent waste management early on. Students of
senior secondary high school SMA 7 began going green in 2007, by
composting with organic waste from their cafeteria. Over time,
a waste bank system was introduced, and students felt “”save up” their
plastic water bottles and plastic snack wrappers, knowing that after a certain
length of time they’ll have enough money to help supplement their school
fees or other needs. Indonesia’s Ministry of Environmental Affairs has since
awarded them for their ‘green’ entrepreneurial spirit.

Information 2
East Kalimantan’s capital Balikpapan runs a more conventional waste
bank.“’Garbage is our friend. Garbage equals money.’ That’s what I keep
telling local residents,” says Sobirin, a former local legislator. After opening
in 2012, Sobirin’s waste bank in Gunung Samarinda collects over 2-3 tons
of non-organic solid waste each month. “Each household manages to save
about 50,000 rupiah (about $5) a month through this waste bank. Over time,
this is quite helpful for helping pay for household and education needs.”

Information 3
Elsewhere in Sukunan, a quiet village in Yogyakarta, Central Java, Iswanto, a
local solid waste management expert introduced “shodaqoh” waste banking.
“Shodaqoh” refers to the Islamic concept of giving back to the community.
Some 230 of 300 families in the village are involved in this community-
driven model, gathering 2 tons worth of non-organic solid waste a month.
The proceeds gained from selling community waste to waste-collectors are
then used for communal purposes, such as a playground, decided by the
community itself.
Source: Salim, n.d.

Unit 2 Love Your Environment 81

 Activity 7

Work in groups of four. Based on the information in activity 6, do

Jot Thoughts. Write the synthesis from each member in the table below.
Table 2.8 Member’s Ideas in Synthesizing

Member Thoughts

Member 1

Member 2

Member 3

Member 4

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 Independent Construction of Text

Activity 8

Read the following text carefully and answer the questions.

Picture 2.20 Polluted beach

Indonesia is the second-biggest marine polluter in the world. It alone

contributes to 10% of global marine pollution. Kuta Beach is Bali’s
most popular and most visited destination and that clearly is visible
since there are huge mounds of garbage on the beach that are collected
on a daily basis. Especially during the rainy season, there is garbage
awash on the shores. Authorities declared an emergency after they
realized the volume of plastic thrown on the beach was turning into
an endangering tourist trade. 100 tons of junk was being cleaned by
workers on a daily basis.
Source: Gurtoo, May 6, 2019

Based on your previous knowledge about the picture and the text,
answer the following questions.
1. What is the condition of the place?

Unit 2 Love Your Environment 83

2. What makes the situation occur?

3. What can we do to overcome the problem?

4. What would happen if the government put more attention to the

condition?

5. What are the moral values related to the condition?

Linking Related Texts

Activity 9

Reading is an important skill in English. Two of the skills in reading

comprehension are synthesizing and evaluating. Find more resources
about the two skills and write your findings in the provided space.

Synthesizing

Evaluating

84 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Writing

Learning Objective:

By the end of this lesson, you are able to produce a descriptive text
about a place using suitable vocabulary of five senses.

Building Knowledge of the Field

Activity 1

Work in pairs, and discuss the following questions:

1. When you write a short message on whatsapp, do you pay attention
to punctuation? Why? Why not?
2. When you write a status on your social media application, do you
care with capitalization? Why? Why not?
Write your answers in the following table:

No. Yes/No Reason

1.

2.

Unit 2 Love Your Environment 85

 Activity 2

Work individually. Based on the answers in Activity 1, do you think

punctuation and capitalization are important in writing? Why? Why
not? Answer the question in the provided space.

Modeling of Text

Activity 3

Work individually. Read the explanation about punctuation mark

names, their symbols, and their functions.
Table 2.9 Explanation of punctuation

No. Punctuation Symbol Function

1. period/full . to indicate that it is the end of a

stop sentence, usually communicating a
complete point or thought. It highlights
a new sentence that is about to begin.
2. comma , to add emphasis and tell the reader
when to pause
3. exclamation ! to add emotion - whether that’s
mark excitement, anger or nervousness!
4. question ? to indicate that the speaker is asking a
mark question
5. colon : to introduce a list of three or more things
6 semicolon ; to join two main (or independent
clauses) which have equal importance

86 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Activity 4

Work in a group of six. One person writes one sentence of each

punctuation mark. Number one has been done for you.
1. We need to separate organic from inorganic waste.
2.
3.
4.
5.
6.

Activity 5

Work individually. Look at the following English capitalization

rules and try to write a sentence for each rule. Number one has been
done for you.

English Capitalization Rules:

1. Capitalize the First Word of a Sentence.
2. Capitalize Names and Other Proper Nouns.
3. Don’t Capitalize After a Colon (Usually).
4. Capitalize the First Word of a Quote (Sometimes).
5. Capitalize Days, Months, and Holidays, But Not Seasons.
6. Capitalize Most Words in Titles.

1. Littering is not good.

2.

Unit 2 Love Your Environment 87

3.

4.

5.

6.

What Have You Learned So Far?

Let’s review what you have learned in the writing section.
1. Why is using correct punctuation important?

2. Why is using correct capitalization important?

A Mid-Lesson Reflection
People ignore using punctuation and capitalization because of some
reasons (perhaps you also did it once or twice). Share your reasons
in the following space.

88 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Joint Construction of Text

Activity 6

Work in a group of four and do a Three-Step-Interview. Look

at the statements in these posters. Which statement allows visitors to
enter the area, the statement in picture A or picture B? Share your
thoughts with the group members. Your teacher will give you further
explanation on how to do the Three-Step-Interview step by step.

Picture A Picture B

PRIVATE? PRIVATE?
NO! NO
VISITORS VISITORS
ALLOWED ALLOWED

Picture 2.21 Different punctuation, different meaning

Independent Construction of Text

Activity 7

Work individually. Look at these two sentences. Are they similar in

meaning, or different? Share your thoughts in the provided space.
1. Let’s eat grandma!
2. Let’s eat, grandma.

Unit 2 Love Your Environment 89

 Linking Related Texts

Activity 8

As a follow up activity, check the messages you get in your whatsapp.

Rewrite five short messages which ignore the use of punctuation
or do not use them properly. Then, rewrite them again using proper
punctuation marks.

1.

2.

3.

4.

5.

90 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Presenting

Learning Objective:

By the end of this lesson, you are able to suitably present a digital or
non-digital poster about an interesting place to visit.

Building Knowledge of the Field

Activity 1

Picture 2.22 Giving a presentation

Answer the questions:

1. How do you feel when you have to give a presentation?

2. What do you prepare for your presentation?

3. Do you know the tips on how to give a good presentation?

Unit 2 Love Your Environment 91

 Modeling of Text

Activity 2

Read the following text carefully.

Top Tips for Effective Presentations

This page draws on published advice from expert presenters around

the world, which will help to take your presentations from merely
‘good’ to ‘great’. There are several top tips to make good presentations.
1. Show your passion and connect with your audience. It’s hard to
be relaxed and be yourself when you’re nervous. Be enthusiastic
and honest, and the audience will respond.
2. Focus on your audience’s needs. Your presentation needs to
be built around what your audience is going to get out of the
presentation. You need to make it easy for your audience to
understand and respond.
3. Keep it Simple: Concentrate on your core message.
4. Smile and make eye contact with your audience
5. Start strongly. The beginning of your presentation is crucial. You
need to grab your audience’s attention and hold it.
6. Remember the 10-20-30 Rule for slideshows
7. Tell Stories
8. Use your voice effectively
9. Use your body too
10. Relax, breathe and enjoy
Source: Skillsyouneed. n.d

Answer the following questions.

1. What are the tips that became your strength?

2. What are the tips that need to be improved?

92 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 What Have You Learned So Far?
After reading the tips, write down your next plan to improve your
presentation skill.

A Mid-Lesson Reflection
After learning about the destruction of the environment around the
world, what can you do as a member of society? Write your actions
below.

Joint Construction of Text

Activity 3

In a group of four, you will discuss a place that you think is heavily
destroyed by irresponsible people. Use the following hints to help you
write the text. Your teacher will help you to find the place by giving
some examples and descriptions.

1. What is the name of the place?

2. Where is it located?

3. What is the cause of the destruction?

Unit 2 Love Your Environment 93

4. What can you see in that place?

5. What are the effects of the condition on the people surrounding the
place?

6. What can the people do to minimize the destruction?

Activity 4

Based on the information you have discussed previously, create a digital

or non digital poster.

94 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI

 Activity 5

Now, explain your group’s poster to the class. Do Number Group

Presentation. Your teacher will explain the process.

Independent Construction of Text

Activity 6

Now, create your own description of a place that is pleasant to stay

or to visit because of its cleanliness in a form of digital or non digital
presentation.

Linking Related Texts

Activity 7

Are you curious on how people can do a good presentation? How can
they build up so much confidence? How to create such an interesting
poster? To answer these questions, you are to visit some videos using
the key words from the questions. You may write your findings down
here.

Unit 2 Love Your Environment 95

 An End-of-Unit Reflection

What I have learned from this unit:

The material(s) I understand the most:

Material(s) that I want to learn more:

My opinion about this unit:

96 Bahasa Inggris: English for Change untuk SMA/MA Kelas XI