Halaman
132
Kelas XII SMA/MA/SMK/MAK
Chapter 9
:
Do You Know How
Po
tteries are Made?
Mensyukuri kesempatan dapat mempelajari bahasa
Inggris sebagai bahasa pengantar komunikasi
International yang diwujudkan dalam semangat belajar.
Menunjukkan perilaku santun dan peduli dalam
melaksanakan komunikasi interpersonal dengan guru
dan teman.
Menunjukkan perilaku jujur, disiplin, percaya diri,
dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.
Menunjukkan perilaku tanggung jawab, peduli,
kerjasama, dan cinta damai, dalam melaksanakan
komunikasi fungsional.
Me
nganalisis fungsi sosial, struktur teks, dan unsur
ke
bahasaan pada teks ilmiah berbentuk
factual report
te
ntang binatang.
Me
nangkap makna dalam teks ilmiah faktual
(factual
r
eport)
lisan dan tulis tentang binatang.
Me
nyusun teks ilmiah faktual
(factual report)
lisan dan
tu
lis tentang binatang dengan memperhatikan fungsi
so
sial, struktur teks, dan unsur kebahasaan yang benar
se
suai konteks.
1
2 .1
2.2
2.3
3.6
4.9
4.10
Tujuh Pembelajaran:
Set
elah mempelajari Bab 9, siswa diharapkan mampu:
133
Bahasa Inggris
A. WARMER: Guessing Games
1.
Another name of Iran
2
.
Th
e revival of art and literature in the 14th, 15th and
16
th centuries
3.
Th
e action of making something new
4.
Ha
ving or using images in black, white and shades
of g
rey; black and white
5.
Al
lowing light to pass through but not transparent
6.
Ha
ving or using images in many colors
7. Decorated
w
ith
fl
owers
8.
A sw
allow of the Arabian Sea between Iran and the
Arabian Peninsula
9.
An a
ctivity to produce something, especially in a
big a
mount
10.
Ma
king something more beautiful by putting some
ornaments to it
Let’s play a game. Your teacher will read a
description of something. Please guess, what is
being described? Let’s try. Pots, dishes, and other
articles made of earthenware or baked clay. What
are they? Pottery. Now, please guess in groups.
The group that can guess the most is the winner.
134
Kelas XII SMA/MA/SMK/MAK
B. OBSERVING AND QUESTIONING
Reading
Task 1:
Read the following text about Persian pottery.
PERSIAN POTTERY
Source:
futureofflight.org
Pic
ture 9.1 Persian Pottery
Pottery is one of the oldest and most widespread of the
de
corative
a
rts,
c
onsisting
c
hiefly
o
f
f
unctional
o
bjects
(
such
as v
essels, plates, and bowls) made of clay and hardened with
heat. Earthenware is the oldest and simplest form; stoneware
is
fi
red
a
t
a
h
igh
t
emperature
t
o
c
ause
i
t
t
o
v
itrify
a
nd
h
arden;
an
d
p
orcelain
i
s
a
fi
ne,
ge
nerally
t
ranslucent
f
orm
o
f
p
ottery.
Pe
rsian
p
ottery
(
sometimes
c
alled
I
ranian pottery
) refers to the
pottery
w
orks
m
ade
b
y
t
he
a
rtists
o
f
P
ersia
(
Iran).
T
he
c
eramic
ar
t
o
f
P
ersia
i
s
o
ne
o
f
t
he
w
orld's
g
reatest
a
nd
m
ost
i
nfluential
ar
tistic traditions.
The
h
istory
g
oes
b
ack
t
o
e
arly
N
eolithic
A
ge
(
7th
mi
llennium BCE) with the production of coarse, unglazed
wares. In 717 CE, when the Arab empire was one of the
strongest, Persian pottery was developed based on Roman,
135
Bahasa Inggris
Greek, Egyptian, and Central Asiatic ideas. During the 9th
century under the Abbasid government, cobalt blue and
other metallic oxides to produce blues and greens were
used. Colors such as manganese purple, tomato red, olive
green, yellow and brown were applied to the surface and
then covered with a transparent glaze, creating a glossy and
smooth
fi
nish.
B
y
t
he
1
2th
c
entury,
P
ersian
c
eramic
s
tyles
we
re well established and they set the standards for further
innovations and conventions.
Re
cent excavations and archaeological research
revealed that there were four major pottery-manufacturing
areas in the Iranian plateau. These included the western part
of the country, namely the area west of the Zagros mountains
(Lurestan),
a
nd
t
he
a
rea
s
outh
o
f
t
he
C
aspian
S
ea
(
Gilan
an
d Mazandaran). These two areas are chronologically as
far as is known today, the earliest. The third region is located
in the northwestern part of the country, in Azarbaijan. The
fourth area is in the southeast, i.e. the Kerman region and
Baluchestan. To these four regions one may also add the
Kavir area, where the history of pottery making can be dated
back to the 8th millennium BCE.
Pe
rsian pottery gained its renaissance, after its
downfall due to Mongol conquest, during the Safavid period.
The most important product in Kubachi ware of the Safavid
periodis the polychromepainted. The designs appear in blue,
brownish-red, yellow and green under clear glaze. Portraits of
people
a
re
p
ainted
a
gainst
fl
oral
o
r
s
imple
sc
roll
b
ackgrounds.
Ot
hers
de
pict
l
andscapes
o
r
j
ust
fl
owers.
A
part
f
rom
l
arge
di
shes, small bowls, dishes and jugs are also known in these
types. The beauty of Persian pottery during renaissance
136
Kelas XII SMA/MA/SMK/MAK
period gained new impetus, and was partly under the
influence
o
f
O
ttoman
a
nd
E
uropean,
a
nd
C
hinese
t
raditions.
Iranian
p
ottery
a
lso
h
as
w
hite
(
gombroon)
w
ares.
Th
e term "Gombroon" derives from the old name of modern
Bander Abbas, which in Safavid times was an important
port on the Persian Gulf. The "Gombroon" ware has a hard
faience body, which is considerably thinner than that of
contemporary lustre ware. As often described, lustre ware
has a very hard and compact white body and was decorated
in golden, brownish or reddish colour. Gombroon ware is
occasionally even translucent.
Th
rough the centuries, Persian potters have adopted
and
r
efined
n
ewly
i
ntroduced
f
orms
a
nd
b
lended
t
hem
i
nto
th
eir own culture.
(This article is adapted from three Internet sources:
http://www.merriam-webster.com/dictionary/pottery, http://en.wikipedia.
org/wiki/Persian_pottery,and http://www.cais-soas.com/CAIS/Art/iranian
_pottery.htm)
......................................................................................................
......................................................................................................
......................................................................................................
......................................................................................................
When reading the text, what questions come up
in your mind? Write the questions in the space
below, then work in pairs and ask your friends using
the questions you have written.
137
Bahasa Inggris
.......................................................................................................
.........................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
.......................................................................................................
...........................................................................................................
Vocabulary Builder
Task 2:
Write down the synonyms of the following words.
faience
(n) :
____________________
gl
aze
(n
) :____________________
scroll
(n
) :
____________________
lu
stre
(n
) :
____________________
de
pict :
____________________
ve
ssel
(n
) :
____________________
im
petus
(n
) :
____________________
Pronunciation Practice
Task 3:
Listen to your teacher reading these words. Repeat
after him/her.
ware:
/wɛr/
polychrome:
/ˈ pɑˌ liˌ kroʊm/
porcelain:
/ˈ pɔrsələn/
glaze:
/gleɪz/
scroll:
/skroʊl/
landscapes:
/
ˈ lændˌ skeɪps
/
depict:
/dɪˈ pɪkt/
translucent:
/trænˈ slusənt/
vessel:
/ˈ vɛsəl/
impetus:
/ˈ ɪmpətəs/
momentum:
/moʊˈ mɛntəm/
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Kelas XII SMA/MA/SMK/MAK
C. COLLECTING INFORMATION
Read the following conversation about
pottery products in Malang and practice the
conversation with your friends.
Be
nny and Ana are two senior high school students in
Malang, East Java. They are talking about pottery products in
Bethek, a pottery-manufacturing area in Malang.
Beny
: Hi A
na, I heard you visited ceramic village in Bethek
l
ast week. Is it true?
Ana
: Ye
s, you’re right.
Beny
: A
nything interesting?
Ana :
I
t
w
as
t
he
fi
rst
t
ime
f
or
m
e
t
o
v
isit
t
he
p
ottery-
ma
nufacturing area. I was surprised that there were
mo
re that 10 ceramic factories in Bethek. You know
Be
thek is not a large area, but ...
Beny
: Do t
hey have any association?
Ana
: No
, they are kind of traditional manufacturers. They
ha
ve a good potentials actually. Their products show
a hi
gh level of creativity.
Beny
: I se
e.
Ana
: I th
ink the government needs to help them improve
th
eir quality by setting up an association for the
pr
oducers and the artists.
Beny
: Yo
u're right. The association can also help
th
em market their products to other places,
139
Bahasa Inggris
D. ASSOCIATING
Text Structure
Now, let’s understand the text
structure.
T
hen,
fi
ll
i
n
t
he
b
lanks
b
y
r
eferring
to t
he text about Persian Pottery.
not only in Malang area.
A
na
: Yo
u’re right. They might even sell their products to
ov
erseas market.
Benny : Alright, let’s think of how we can help them
Ikhsan : Atim, do you know how to make
ce
ramic products?
Atim
:
Y
es,
fi
rst
m
ix
t
he
m
aterials.
Ik
hsan : What are the materials?
Atim
: Ka
olin, felspard, kwarsa and ball clay. Mix them
with
water.
Ikhsan
: Wh
at’s next?
Atim :
F
iltering.
T
he
m
ixture
m
ust
b
e
fi
ltered
t
o
ge
t
t
he
s
mooth material.
Ikhsan
: I se
e. And then they form it?
Atim
: Ye
s, correct. They do it by pouring the mixture in a
ca
st, let it stand until it dries.
Ikhsan : Then...
Atim :
T
he
n
ext
s
tep
i
s
fi
ring
i
n
1
.220
de
grees
c
elcius.
I
t
t
akes
1
0
h
ours
f
or
fi
ring
a
nd
2
4
h
ours
f
or
co
oling down.
Ikhsan : Wow, it’s a long process.
Atim
: Th
e last step is decorating. Here, the artists
dr
aw different kinds of pictures depending on the
cus
tomer’s order or their own creation.
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Kelas XII SMA/MA/SMK/MAK
Observe the text structure.
The text about ‘Persian Pottery’ above is called a
factual report
(
information report)
.
Th
e
fir
st
pa
ragraph
of
th
e
mode
l
te
xt
gi
ves
us
so
me general information about Persian pottery which includes a
classification
o
f
i
t.
A
ll
t
he
p
aragraphs
t
hat
f
ollow
t
he
fi
rst
p
aragraph
co
ntain
some descriptio
n about Persian pottery; they contain some
detailed features of the things being described.
Re
ad the text again, and then write in the table below the
appropriate information about Persian pottery that the paragraphs
deal with.
Introductory
Paragraph
Supporting
Paragraph 1
Supporting
Paragraph 2
Supporting
Paragraph 3
Supporting
Paragraph 4
Concluding
Paragraph
141
Bahasa Inggris
Grammar Review
Verbs often used to describe the pottery are: be, have,
look, appear, and so on. Some of the descriptions are
written in Simple Present Tense and some are in Simple
Past Tense. Write down the sentences which contain verbs
in the simple past tense and present tense in the table
below.
Now, let's focus on grammar. Pay
attention to the reading text above.
What can you learn from that?
Simple Present Tense
Simple Past Tense
Pottery
is one of the oldest
and most widespread of the
decorative arts.
The Arab empire was
one of
the strongest.
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Kelas XII SMA/MA/SMK/MAK
Discuss this phenomenon in a
group of 5; each of you will be
a mayor, a worker, the owner, a
student, and a customer. Think
of
pros
and
cons.
143
Bahasa Inggris
E. COMMUNICATING
Speaking : Group Discussion
Task 1:
Task 1:
Write down whatever comes up to your mind in the following
mind-map. You can add with more points and sub-points.
Ceramic
(Text)
(Text)
(Text)
Observe pottery workshops in your area.
I
f there’s no such manufacturer, you can observe
other product manufacturers. Prepare to report the
results of your observation to your friends. Start by
generating
id
eas,
th
en
m
ake
a
n
o
utline,
a
nd
fi
nally
wr
ite the factual report.
144
Kelas XII SMA/MA/SMK/MAK
Task 2:
Write down an outline of your essay. You can add
more supporting paragraphs as necessary.
Introductory paragraph:
.................................................................................................
....................................................................................................
(write
d
own
y
our
s
ubheading).
Supporting paragraph 1:
.................................................................................................
....................................................................................................
(write
d
own
y
our
s
ubheading).
Supporting paragraph 2:
.................................................................................................
....................................................................................................
(write
d
own
y
our
s
ubheading).
Supporting paragraph 3:
.................................................................................................
....................................................................................................
(write
d
own
y
our
s
ubheading).
Supporting paragraph 4:
.................................................................................................
.....................................................................................................
(write
d
own
y
our
s
ubheading).
Supporting paragraph 5:
.................................................................................................
.....................................................................................................
(write
d
own
y
our
s
ubheading).
145
Bahasa Inggris
Concluding paragraph:
................................................................................................
.................................................................................................
(write
d
own
y
our
s
ubheading).
Task 3:
Develop your outline into a good factual report. Use
more space if needed.
Peer feedback
Rewriting
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.........
...........................................................................................................................
.........
...........................................................................................................................
.........
...........................................................................................................................
.........
...........................................................................................................................
.........
...........................................................................................................................
.........
...........................................................................................................................
.........
...........................................................................................................................
...................................
...........................................................................................................................
...................................
...........................................................................................................................
...................................
Exchange your writing with your friends. Ask your friends
to give feedback to your writing and give feedback to
your friend’s writing. Your teacher will guide you how to
give feedback.
Based on the feedback given by your friends,
rewrite your essay.
146
Kelas XII SMA/MA/SMK/MAK
1. Do you use general information to introduce your topic
2.
D
o
y
ou
g
ive
n
ecessary
de
scription
(
specific
f
eatures)
u
sing
s
ubheadings
(
history,
l
ocation,
a
ppearance,
a
nd
ot
her information)?
3. Do you use present verbs and past verbs?
4. Do you pay attention to spelling, punctuation, capitalization,
and formatting?
Source: www.123trf.com
Do you know how to create a
factual report? Respond to these
questions to check whether you
understand how to create a factual
report about natural phenomena.
REFLECTION