Ste Magazine

Author: Ste Magazine

  • Adverb of Frequency

    Adverb of Frequency

    Adverbs of Frequency state how frequently or how often something happens. Adverbs of Frequency are divided into two groups; they are adverbs of definite frequency and adverbs of indefinite frequency.

    A. Adverb of Definite Frequency

    Adverbs of definite frequency tell us about the definite or certain time frequency; we know exactly how often something takes place. Adverbs of definite frequency among others are: hourly, daily, weekly, monthly, yearly/ annually, every second, every day/ every other day, every morning, every Sunday, every week, every month, every year, once a minute, twice a day, three times a week, etc.

    Adverbs of definite frequency are commonly placed at the beginning or the end of a sentence, not in the middle.

    Examples:

    • She does her duty daily.
    • The meeting is conducted annually.
    • We go to our favorite beach every Sunday.
    • Every month they come here.
    • Twice a day I take a bath.

    Note:

    The placement of adverb of definite frequency at the beginning of a sentence is meant to give an emphasis to the frequency of an action.

    B. Adverb of indefinite frequency

    Adverbs of indefinite frequency tell us about uncertain frequency; they don’t state the exact frequency of an action. The words among others are:

    1. Always;
    2. constantly, habitually, chiefly, predominantly, typically, continuously;
    3. usually, normally, mostly, generally, commonly, largely, regularly, routinely;
    4. often, frequently, repeatedly;
    5. sometimes, occasionally, sporadically, spasmodically;
    6. rarely, infrequently, seldom, hardly ever;
    7. never.

    The words above have been grouped into their level of frequency. Seldom, rarely, never and hardly ever are considered to have negative meanings.

    Position

    Adverbs of indefinite frequency can be placed at various places, but mostly in the middle of a sentence. See the detail below!

    1. Before the main verbs

    Examples:

    • She always wakes up early in the morning.
    • I will always love you.
    • We have never met him before.
    • He can usually accompany me shopping on Sunday.
    • I don’t often visit her.
    • Do you regularly take exercise?
    • They sometimes go to work by bus.

    2. After present and past be

    Examples:

    • She is typically calm.
    • They are hardly ever late.
    • It is never snowy here.
    • He was always on time when he was young.

    3. Occasionally, sometimes, often, frequently and usually can also be put at the beginning or end of a sentence. When they are placed at the front position, the writer or speaker wants to make them stronger.

    Examples:

    • Sometimes I write a poem.
    • Usually she cooks for dinner.
    • Frequently she gives me some hard questions to answer.
    • This road is not used very often.
    • They go to the cinema occasinally.

    4. Rarely and seldom can be placed at the end of a sentence, they usually require very or quite.

    Examples:

    • I call him quite rarely.
    • She cleans her house very seldom.

    Imperative Sentences

    To make an imperative sentence, you can put always or never at the beginning of the sentence and is followed with a verb base.

    Examples:

    • Always come on time!
    • Never be late!

    To see the complete discussion on Adverb (Kind of Adverbs) just click here!

  • Adverb of certainty

    Adverbs of certainty

    Adverbs of certainty state how certain or sure we think about something. Common Adverbs of certainty among others are: certainly, definitely, probably, undoubtedly, surely, clearly, obviously, perhaps, maybe, etc.

    Position in a Sentence

    Adverbs of certainty are generally placed in the mid-position. See the detail below:

    1. If the sentence/clause has a single verb, put the adverb of certainty before the verb.

    Examples:

    a. He probably needs a help now.
    b. I certainly join the competition.
    c. She definitely wants that book.

    2. If the verb of the sentence is be, put the adverb of certainty after be.
    Examples:
    a. My boy is probably there.
    b. They are obviously dishonest.
    3. If the sentence/clause has more than one verbs (consisting of an auxiliary and a full verb), put the adverb of certainty after the auxiliary verb.
    Examples:
    a. The sun will surely shine brightly today.
    b. He has clearly refused us.
    4. If the sentence/clause has more than one auxiliary verbs, then the adverb of certainty comes after the first auxiliary verb.
    Examples:
    a. I have undoubtedly been writing this article for three hours.
    b. We will certainly be sleeping at 11.p.m tonight.

    Exception

    Perhaps and maybe are exceptions to this rule. They are commonly put at the beginning of a sentence or clause.

    Examples:

    a. Perhaps the train will come late tonight.
    b. Maybe she got bored that she left the concert soon.

    To see the complete discussion on Adverb (Kinds of Adverbs) just click here!

  • The Type/Genre of Texts

    The Type/Genre of Texts

    NoTypes of TextAboutPurposeGeneric Structure
    1Narrativestory: fairy tale, legend, fable, myth, mystery, romance, horror, science fiction, etc.to amuse, entertain the readersorientation-evaluation-complication-resolution-reorientation
    2Recountpersonal experience, diary, history, biography, autobiographyto tell the past eventorientation-event-reorientation
    3Spooffunny storyto tell humorous story with twistorientation-event-twist
    4Anecdotefunny or interesting story about a real incident or personto share something funny or interesting about an event or personabstract-orientation-crisis-reaction-coda
    5News Itemnewsto inform listeners or readers about events of the day considered importantnewsworthy events-background-sources
    6Descriptionspecific descriptionto describe a particular person, place, or thingidentification-description
    7Reportgeneral descriptionto describe the way things are, with reference to a range of natural, man-made, and social phenomenageneral classification-description
    8Explanationthe processto explain the process involved in the formation or working of natural or socio-cultural phenomenageneral statement-explanation
    9Procedurethe ways or stepsto describe how something is accomplished through a sequence of actions or stepsgoal-material-steps
    10Analytical Expositionopinion with reiterationto persuade the readers that something is the casethesis-argument-reiteration
    11Hortatory Expositionopinion with recommendation (should/not or must/not)to persuade the readers that something should or should not be the casethesis-argument-recommendation
    12Discussionissues with different viewpointsto present information and opinions about more than one side of an issueissue-arguments for and against-conclusion
    13Reviewcritique of an art work, event, or productto evaluate and critique the work, event, or productorientation-evaluation-interpretation-summary

  • Narrative Text

    Narrative Text

    A narrative text is a kind of text that tells a story. The story can be real or made up. It usually has a clear beginning, middle, and ending. You can find narrative texts in fairy tales, legends, fables, myths, mysteries, romances, horror stories, and science fiction.

    The Social Function

    The function of a narrative text is to entertain, to inform or  give the readers a lesson through a story.

    1. To Entertain:

    Imagine you read a funny story about a naughty cat who tries to take cookies from a jar but gets his head stuck inside. You will probably laugh and enjoy the funny moment. That is the entertainment function! The main purpose of this kind of story is to make you feel happy and have fun.

    2. To Inform:

    Imagine you read an interesting story that happens in ancient Rome. The people and events might be made up by the writer. But while you read, the writer may tell what clothes people wore, what jobs they did, or how they celebrated holidays. So, while you enjoy the story, you also learn something about Roman history and culture without noticing it. It’s like learning history in a fun way! The information is not written like in a textbook — it is part of the story.

    3. To Teach:

    Think about the story of “The Tortoise and the Hare.” It’s a fun story about a slow but steady tortoise who wins a race against a fast but proud hare. Even though the story is simple, it teaches us an important lesson: we should keep trying and never look down on others. Many fables like this use stories to teach a moral or good lesson.

    So, in a nutshell:

    Entertain: Makes you feel happy, excited, or amused.
    Inform: Gives you knowledge about something in a story format.
    Teach: Conveys a lesson or moral through the events and characters.

    The Generic Structure

    A well-written narrative text typically follows this structure:

    1. Orientation: This part introduces the setting (time and place), characters, and background of the story. It answers questions like who, where, and when.
    Setting: It refers to the time and place where the story takes place.
    Background: It provides important context for understanding the story, such as past events, character relationships, or cultural and historical details.

    Example: “Once upon a time in a small village, there lived a kind young girl named Lily. She loved helping others.”

    This example introduces:

    • Time: “Once upon a time” – This is a classic way to start a fairy tale, indicating a time in the distant past.
    • Place: “in a small village” – This sets the location of the story.
    • Character: “a kind young girl named Lily” – This introduces the main character and gives a brief positive trait.
    • Background (briefly implied): “She loved helping others” – This gives us a little initial insight into Lily’s character and hints at potential future actions or relationships within the story.

    Orientation focuses on the basic who, where, and when to get the story started.

    2. Complication: This section presents the main problem or conflict in the story. It builds suspense and interest.
    Example: “One day, a terrible storm destroyed Lily’s village, leaving many people without homes. She didn’t know what to do.”
    3. Resolution: The conflict is resolved, either happily or sadly.
    Example: “Lily decided to gather everyone and rebuild the village. With teamwork, they restored their homes and lived happily again.”
    4. Reorientation (optional): This part provides a moral lesson or a reflection.
    Example: “From that day on, Lily learned that kindness and cooperation can overcome any challenge.”

    The Language Features

    1. Using Past Tense

    It is logical since the stories typically happen in the past. They can use simple past, past continuous or past perfect tense.

    1. Using action verbs

    Action verbs are verbs that show the performance of action. They specifically describe what the subject (person, animal, force of nature, or thing) of the sentence is doing, e.g.: run, walk, cry, scream, explode, kick, etc.

    1. Using temporal conjunction

    Temporal conjunctions express relationships with time, in the flow or sequence of events, e.g.: before, after, during/while (a period or an activity), since, until, when.

    The Example

    The Clever Rabbit and the Hungry Lion

    Once upon a time, in a dense forest, there was a mighty and cruel lion. Every day, he hunted the animals, making them live in fear. The terrified animals gathered one day and decided to send one animal each day as a sacrifice to the lion, hoping to stop his ruthless hunting.

    When it was the clever rabbit’s turn, he thought of a plan to save himself and the other animals. He walked slowly toward the lion’s cave, making sure to arrive late. The lion, growing impatient, roared in anger when he saw the rabbit.

    “Why are you late?” the lion demanded, baring his sharp teeth.

    The rabbit bowed respectfully and replied, “Oh mighty king, I was on my way here when another lion stopped me. He claimed to be the true king of this forest and refused to let me pass. He said he is stronger than you.”

    The lion’s eyes widened with fury. “What? Another lion? Show me where he is!” he roared.

    The rabbit led the lion to a deep well filled with crystal-clear water. Peering into the well, the lion saw his own reflection and mistook it for another lion.

    Enraged, he let out a deafening roar, but the “other lion” roared back just as loudly. Furious, the lion jumped into the well to attack his rival, only to realize too late that he had been tricked. He struggled in the water but eventually drowned.

    The rabbit returned to the other animals and told them what had happened. They cheered and celebrated, relieved that they no longer had to live in fear.

    From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.

    Text Analysis

    Let us examine the various elements of the narrative text presented above.

    The Social Function

    To Entertain: It’s a cool story about a small, smart rabbit outsmarting a big, scary lion. You probably enjoyed reading about how the rabbit came up with his plan and how the lion got tricked! That’s the story entertaining you.

    To Teach: The story also shows us that being smart can be more powerful than just being strong. The rabbit wasn’t strong enough to fight the lion, but he was clever enough to trick him. So, the story teaches us that using your brain can help you solve problems, even big ones.

    The Generic Structure

    1. Orientation:

    • Setting: “Once upon a time, in a dense forest” – This tells us the time (a long time ago, typical of fables) and the place (a thick forest).
    • Characters: “a mighty and cruel lion” and “the clever rabbit” and “the terrified animals.” These are the main players in the story.
    • Background: “Every day, he hunted the animals, making them live in fear.” This gives us the initial situation and the problem that sets the story in motion – the lion’s cruel behavior and the animals’ fear. It also explains why the animals decide to make a sacrifice.

    2. Complication:

    • The main problem or conflict starts when it is “the clever rabbit’s turn” to be sacrificed. This creates suspense as we wonder what the rabbit will do. The lion’s impatience and anger when the rabbit arrives late further build this tension. The rabbit’s lie about another, stronger lion is the turning point that escalates the conflict.

    3. Resolution:

    • The conflict is resolved when the lion, tricked by his own reflection, jumps into the well and “eventually drowned.” The problem of the hungry and cruel lion is eliminated.
    • The animals’ reaction – “They cheered and celebrated, relieved that they no longer had to live in fear” – confirms the resolution of the initial problem.
    • The forest becoming “peaceful” is the positive outcome of the resolution.

    4. Reorientation:

    • “From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.” This acts as a reorientation. It provides a concluding statement about the new state of the forest and the rabbit’s status, offering a sense of finality and a subtle message about the value of cleverness.

    So, the story clearly follows the typical narrative structure, moving from setting the scene and introducing the problem to the climax of the trick and finally the resolution and its lasting impact.

    The Language Features

    • Past Tense: The story is consistently told using the past tense (“there was,” “he hunted,” “they gathered,” “he thought,” “he walked,” “the lion demanded,” “the rabbit bowed,” “another lion stopped,” “he claimed,” “show me,” “he roared,” “the rabbit led,” “the lion saw,” “he mistook,” “he let out,” “roared back,” “he jumped,” “he had been tricked,” “he struggled,” “drowned,” “returned,” “told,” “cheered,” “celebrated,” “was peaceful,” “was hailed”). This is typical for narrative texts as they recount events that have already happened.

    • Action Verbs: The story is full of action verbs that make the events vivid and engaging (“hunted,” “live,” “gathered,” “send,” “walked,” “arrive,” “roared,” “demanded,” “bowed,” “replied,” “stopped,” “claimed,” “refused,” “pass,” “widened,” “show,” “led,” “peering,” “saw,” “mistook,” “let out,” “roared back,” “jumped,” “attack,” “realize,” “struggled,” “drowned,” “returned,” “told,” “cheered,” “celebrated,” “was hailed”).

    The Exercise

    Test your understanding on the text above by answering the following questions.

    1. What is the main idea of the story?

    2. Why did the animals decide to send a sacrifice to the lion?

    3. What does the word "enraged" mean in the story?

    4. Why did the rabbit arrive late to the lion’s cave?

    5. What did the rabbit claim about the other lion?

    6. How did the rabbit defeat the lion?

    7. Why did the lion believe there was another lion in the well?

    8. What is the meaning of "crystal-clear" in the text?

    9. The word ‘he’ in ‘He struggled in the water but eventually drowned’ refers to ….

    10. What lesson can be learned from the story?

  • Recount Text

    Recount Text

    What is it?

    If you want to tell about your personal experience; presenting a diary or find a text which contains about history, biography or autobiography then the form of the text must be recount.

    The Social Function

    The purpose of a recount is to retell a past event.

    The Generic Structure

    The generic structure of a recount text is fairly simple. It consists of orientation-event-reorientation.
    Orientation
    It introduces the participants and informs the time and the place.
    Event
    It tells the event in a chronological order.
    Reorientation
    It is optional. It states the writer’s personal comment to the story

    The Language Features

    1. Use of Past Tense

    A recount text is mainly written in the simple past tense because it tells events that happened in the past.

    Examples:

    • I visited my grandmother.

    • We played football.

    • She went to the market.

    The past tense shows that the actions already happened.

    2. Point of View

    A recount text can be written from:

    a. First-person point of view
    The writer tells their own experience.
    Example: I came to the museum.

    b. Third-person point of view
    The writer tells someone else’s experience as an observer.
    Example: Tom visited the place.

    3. Time Expressions

    Recount texts use time expressions to show when the events happened.

    Examples:

    • yesterday

    • last week

    • one day

    • when I was a child

    • in the morning

    These expressions help readers understand the time of the events.

    4. Sequencing Connectives

    Sequencing Connectives are used to show the order of events.

    Examples:

    • first

    • next

    • then

    • after that

    • finally

    These words make the story clear and organized.

    5. Action Verbs

    Recount texts use action verbs to describe activities or events.

    Examples:

    • went

    • played

    • visited

    • saw

    • helped

    • walked

    These verbs show what the people did.

    6. Focus on Events

    A recount text focuses on what an individual or a group of people did in the past. The events are usually told in chronological order.

    The Example of Recount Text

    My Childhood

    When I was a child, I lived in a small village near a wide river and beautiful rice fields. My days were simple, but they were full of joy and unforgettable moments. At that time, my friends and I often spent our afternoons playing outside after finishing our homework. We usually gathered near a big mango tree beside the field, and we played traditional games together. Playing outside was our favorite activity because it made us feel free and happy.

    One day, when the weather was sunny and warm, I met my three best friends near the big mango tree beside the field. We decided to play hide and seek because it was our favorite game. At first, I became the seeker, and my friends ran in different directions to find good hiding places. Then, I counted loudly while covering my eyes. When I finished counting, I started looking for them one by one.

    First, I saw one of my friends hiding behind a pile of dry leaves. I walked slowly and suddenly shouted his name. We all laughed loudly. After that, I found another friend hiding behind a wooden fence. However, I could not find my last friend anywhere. Because I was curious, I walked toward the river. Finally, I saw him sitting quietly behind a large rock near the water. We laughed again and continued playing.

    After playing for a long time, we felt tired and hungry. Then, we sat together under the mango tree and shared the snacks that we brought from home. We talked about school, our dreams, and funny stories. Before sunset, we said goodbye and went home.

    Looking back, that simple day taught me that happiness does not always come from expensive toys or modern games. It comes from togetherness, friendship, and simple moments. My childhood was not perfect, but it was meaningful and full of warm memories that I will always treasure.

    The Analysis of the Text “My Childhood”

    A. Generic Structure

    1. Orientation

    The orientation introduces the background information, including the time, place, and participants in the story.

    Excerpt:

    When I was a child, I lived in a small village near a wide river and beautiful rice fields. My days were simple, but they were full of joy and unforgettable moments. At that time, my friends and I often spent our afternoons playing outside after finishing our homework. We usually gathered near a big mango tree beside the field, and we played traditional games together.

    Function:
    This part provides general information about the writer’s childhood, where they lived, and what they usually did. It helps the reader understand the setting before the main event begins.

    2. Series of Events

    This section tells the events in chronological order.

    Excerpt:

    One day, when the weather was sunny and warm, I met my three best friends near the big mango tree beside the field…
    First, I saw one of my friends hiding behind a pile of dry leaves…
    After playing for a long time, we felt tired and hungry…

    Function:
    This part describes the specific experience of playing hide and seek. The events are presented step by step, from meeting friends, playing the game, finding them one by one, until resting and going home.

    3. Reorientation

    The reorientation contains the writer’s personal comment or reflection about the experience.

    Excerpt:

    Looking back, that simple day taught me that happiness does not always come from expensive toys or modern games…

    Function:
    This section gives a personal reflection and lesson learned from the experience. It closes the story in a meaningful way.

    B. Language Features

    1. Simple Past Tense

    The text mainly uses the simple past tense because it tells about events that happened in the past.

    Some examples of simple past verbs in the text are:

    lived, was, were, spent, gathered, played, met, decided, became, ran, counted, finished, started, saw, walked, shouted, laughed, found, continued, felt, sat, shared, brought, talked, said, went, taught

    These verbs show actions and situations that were completed in the past. Most of them describe what the writer and the other characters did during the childhood.

    Although the text mostly uses the simple past tense, there are a few present tense forms in the reflection part, such as “It comes from togetherness” and “I will always treasure.” These are used to express general truth and future intention.

    2. Time Expressions

    The text uses several time expressions to indicate when the events happened. These expressions establish the time setting and clarify the chronological background of the story.

    The time expressions found in the text are:

    When I was a child, At that time, One day, when the weather was sunny and warm, When I finished counting, After playing for a long time, Before sunset

    These expressions answer the question “when did it happen?”.

    3. Action Verbs

    The recount text “My Childhood” uses various action verbs to describe activities and events that happened in the past. The verbs are written in the simple past tense because the text retells past experiences.

    The action verbs found in the text are:

    lived, spent, gathered, played, met, decided, ran, counted, finished, started, looked, saw, walked, shouted, laughed, found, continued, sat, shared, brought, talked, said, went, taught, treasure

    These action verbs help make the events clear and show what the writer and the other characters did throughout the story.

    4. Point of View

    The recount text “My Childhood” is written from the first-person point of view. The writer tells his/her own personal experience and directly participates in the events of the story.

    This can be seen from the use of first-person pronouns such as “I,” “my,” and “we.” For example:

    “When I was a child, I lived in a small village…”

    “I met my three best friends…”

    “I became the seeker…”

    “We decided to play hide and seek…”

    These pronouns show that the narrator is the main character who experienced the events personally. The writer does not act as an outside observer but as someone directly involved in the story.

    Therefore, the text clearly uses the first-person point of view, which is commonly used in recount texts to retell personal experiences.

    5. Sequencing Connectives

    The text uses several sequencing connectives to show the chronological order of events. Expressions such as When I was a child, One day, At first, First, Then, After that, Finally, After playing for a long time, and Before sunset help organize the story from beginning to end.

    These connectives guide the reader through the progression of time, clearly signaling when events start, continue, and end. As a result, the text flows smoothly and logically.

  • Spoof Text

    Spoof Text

    What is It?

    Spoof is a text that tells a factual story which happened in the past with unpredictable and funny ending.

    Social Function

    The social function of spoof is to tell the humorous story which meant to entertain the readers.
    Generic Structure
    Orientation
    It tells the participants of the story and informs the time and place of the happening.
    Events
    It tells the happening in a chronological order.
    Twist
    It provides the funniest part of the story with an unpredictable ending.

    Language features

    1. Focusing on people, animals or certain things 2. Using connectives: first, then, finally
    3. Using action verb: ate, ran, walked, laughed etc
    4. Using adverb of time and place: in the park, last week, etc
    5. Using simple past tense

  • News Item Text

    News Item Text

    What is it?

    A text which contains about news is categorized as news item text. This text supplies you the up to date information or the hottest issue of the day since media like news papers are published daily.

    Social Function

    News Item text purposes to inform readers or listeners about events of the day which are considered newsworthy or important.

    Generic Structure

    Newsworthy event
    It tells the main event which is considered newsworthy in a summary form.
    Background event
    It elaborates what happened or tell the detail information or what causes the incident. It can include the background, participant, time, and place relating to the news.
    Source
    It contains comments which can be from the participants, witness, the official authorities or experts in the events.

    Language Feature

    1. Using of action verbs (hit, attack)
    2. Using of saying verbs (said, added, claimed)
    3. Using of passive sentences (Aceh was hit by Tsunami in 2004)
    4. Using of adverbs in passive sentences (The victims were badly injured)
    5. Using past tense. It is logical as the consequence of telling thing which happens in the past.
  • Descriptive Text

    Descriptive Text

    Descriptive Text

    A descriptive text is a type of text that describes a person, place, object, or event in detail. It provides vivid imagery to help the reader visualize and understand the subject being described.

    Social Function

    The social function of a descriptive text is to provide detailed information about a subject to create a clear picture in the reader’s mind. It helps engage the senses and emotions of the audience.

    Generic Structure

    A well-written descriptive text typically follows this structure:

    1. Identification: This part introduces the subject that will be described.

    Example: “Bali is a beautiful island in Indonesia, known for its stunning beaches and rich culture.”

    2. Description: This section provides detailed characteristics of the subject, including appearance, qualities, and other specific features.

    Example: “The island has golden sandy beaches, lush green forests, and a vibrant nightlife. Tourists can explore ancient temples, enjoy traditional Balinese dances, and taste delicious local cuisine.”

    Types

    There are several types of descriptive texts, including:

    1. Describing People – Example: A character description.
    2. Describing Places – Example: A tourist destination, a hometown, or a favorite spot.
    3. Describing Objects – Example: A favorite book, a historical artifact, or a gadget.
    4. Describing Events – Example: A festival, a wedding ceremony, or a school event.

    Language Features

    Descriptive texts use specific language features, such as:

    1. Adjectives: beautiful, enormous, ancient

    Examples:

    -The beautiful sunset painted the sky with golden hues.
    -The enormous elephant walked gracefully through the jungle.

    -The ancient temple stood proudly amid the lush greenery.

    2. Adverbs: gracefully, softly, vividly

    Examples:

    -She danced gracefully across the stage.

    -The wind blew softly through the trees.

    -The artist painted vividly, bringing the scene to life.

    3. Present tense

    Examples:

    -The house is big and beautiful.

    -The sun rises in the east and sets in the west.

    -Many tourists visit Raja Ampat every year to enjoy its beauty.

    -The ocean contains thousands of marine species.

    -Visitors explore the islands to witness their natural beauty.

    4. Figurative language (e.g., similes and metaphors)

    Simile, a figure of speech that compares two different things using the words “like” or “as”

    Examples:

    -The lake is as clear as crystal.

    -The waves crashed like roaring thunder against the rocky shore.

    Metaphor, a direct comparison between two unrelated things, saying that one thing is another without using “like” or “as”.

    Examples:

    -The coral reef is a vibrant underwater city, bustling with life.

    -The underwater world of Raja Ampat is a paradise for divers and snorkelers.

    5. Sensory details (e.g., describing how something looks, smells, feels, sounds, or tastes)

    Examples:

    Looks: The turquoise water sparkles under the bright sunlight.

    Smells: The salty sea breeze fills the air with a refreshing scent.

    Feels: The soft, warm sand gently tickles my feet as I walk along the shore.

    Sounds: The waves crash against the rocks with a soothing rhythm.

    Tastes: The fresh coconut water is sweet and cool, perfect for a hot day.

    Example

    Raja Ampat

    Raja Ampat is one of Indonesia’s most beautiful and famous tourist destinations. Located in West Papua, this archipelago is known for its breathtaking marine biodiversity, crystal-clear waters, and stunning limestone islands.

    The region consists of over 1,500 small islands, cays, and shoals. The underwater world of Raja Ampat is a paradise for divers and snorkelers, offering colorful coral reefs, diverse marine life, and rare species such as the walking shark. Above the surface, visitors can enjoy the scenic view of towering limestone cliffs, hidden lagoons, and lush tropical forests. The region is also home to various exotic bird species, such as the famous Cendrawasih, or bird of paradise, which can be found in the forests of Waigeo Island.

    Apart from its natural beauty, Raja Ampat is rich in cultural heritage. The indigenous Papuan tribes have preserved their traditions for centuries, performing unique dances, crafting handmade wooden sculptures, and passing down oral stories about their ancestors. Visitors who come to Raja Ampat can engage in cultural experiences, such as watching traditional performances or tasting local cuisine made from freshly caught seafood.

    Tourism in Raja Ampat is largely focused on eco-tourism, with conservation efforts playing a vital role in maintaining the region’s pristine environment. Many organizations work together to protect the coral reefs and marine life, ensuring that future generations can also enjoy the natural wonders of Raja Ampat. Tourists are encouraged to follow sustainable travel practices, such as avoiding plastic waste and respecting the local customs.

    The best time to visit Raja Ampat is during the dry season, from October to April, when the sea is calm and visibility is excellent for underwater exploration. Many travelers describe Raja Ampat as a hidden gem, offering a perfect blend of adventure, natural beauty, and cultural richness.

    Exercise

    Test your understanding of the text above by answering the following questions.

    1. What is the main idea of the text?

    2. What makes Raja Ampat famous?

    3. What kind of marine life can be found in Raja Ampat?

    4. How do local people preserve their culture in Raja Ampat?

    5. What does the word "breathtaking" mean in the text?

    6. The phrase "this archipelago" in the sentence "Located in West Papua, this archipelago is known for its breathtaking marine biodiversity…" (paragraph 1) refers to ….

    7. Based on the text, what can be inferred about the people of Raja Ampat?

    8. In the third paragraph, the word "engage" most nearly means ….

    9. What is mainly discussed in paragraph 4?

    10. Based on the last paragraph, it can be inferred that ….

  • Report Text

    Report Text

    What is it?

    If you want to share the result of systematic observation or analysis then report text is the suitable choice for you. The topic may range from natural, man-made to social phenomena.

    Social Function

    The social function of report text is to presents information about something, as it is.

    Generic Structure

    General classification
    It states classification of general aspect of thing; animal, public place, plant, etc which will be discussed in general.
    Description
    It describes the thing being discussed in detail; part per part, customs or deed for living creature and usage for materials.

    Language Features

    Introducing group or general aspect
    Using conditional logical connection e.g. when, so, etc
    Using simple present tense
    Using technical term e.g. water contains oxygen and hydrogen.

  • Explanation Text

    Explanation Text

    What is it?

    Explanation is a kind of text that informs the process relating to forming of natural, social, scientific and cultural phenomena. It explains ‘why’ or ‘how’ the phenomena happen or why things are similar or different. This text is frequently found in science, geography and history text books. You may often get confused between explanation text and procedure text. Explanation text says about how or why something occurs; while procedure text comes with the instruction on how something is accomplished.

    Social Function

    Shortly it can be said that an explanation text is used to tell how or why something happens or explains the process involved in the formation or working of natural or socio-cultural phenomena.

    Generic Structure

    General statement
    It states the phenomenon issue which will be explained.
    Sequenced explanation
    It is the main part of the text which explains a series of steps or events which interrelate to form the thing or a sequenced explanation of why or how the phenomenon issue occurs.

    Language Features

    Using chronological connection e.g.: first, next, then etc.
    Using simple present tense e.g. Seasons come to us regularly
    Using technical terms e.g.: evaporation, degradation
    Using action verbs e.g.: runs, develops, becomes
    Using Passive voice e.g. The greenhouse effect can be used to designate two different things Using conjunction which shows cause and effect e.g.: because of, due to, therefore, as a result, etc.
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