ADE HEMALIA ANGGEREINI BERU KELIAT SMAN 1 AYAH KEBUMEN

PBI ANGK.4 KELAS.A PPGJ UST 2019

Part 2: Constructing Hortatory Exposition

Task2 KB4

Choose only one out of three topics below to write a hortatory exposition text. Be sure
to apply the things we have just discussed in this module. List of the topics to choose

 Roles of TV for Learning

 Embedding soft skills in teaching-learning process
 Healthy food and creative thinking

ROLES OF TV FOR LEARNING

According to how one judges the status of television education in the world today, one
can see one side or the whole. Major advancements have been made throughout the
world in inventive applications. Many program genres have been used to serve a variety
of audiences for various formal and non-formal learning purposes. Record of
achievement is very high, but TV is not used as a teaching tool in countries that have
the highest prevalence of urgent and unmet education needs. The large gap between
art and practice in the use of television for development has many causes, including
international attention gaps in developing national capacity and its application.

Among countries that receive large amounts of international assistance in the fields of
health, education, child rights, ecology and the environment, many now have 20 to 40
million or more people who regularly watch TV. This means that in some of the most
economically limited countries in the world, tens of millions of households with very little
means have invested in purchasing one TV set which for them is very expensive.
Although purchased mainly for entertainment, the results make it one of the most
powerful educational tools in the world available on a large scale for many people in the
world who have limited access to education through other means. Critical masses of
decent TV countries now exist for educational purposes, to justify carrying out an
unprecedented level of international coordination in other fields.

A large number of individuals who are not literate or slightly literate, whose formal
education has little practical application, will live their lives in a rare environment of print
with little or no reading material in their homes, but with regular access to television. TV
and radio, as far as we can see in the 21st century, will be the most important learning
resource for life and for the rest of their lives. from this point of view, the real costs of
human survival, quality of life, and productivity in countries that fail to develop television
education must be fully accounted for as important policy considerations.

The use of TV models for national development has emerged at a time and place that is
widely separated, but there has never been a human effort carried out in one place to
realize everything that approaches the full scope and impact of television in its capacity
to teach, illuminate and empower. Not at all in developing countries at the end of the
20th century were examples of planned and meticulous national policies designed to
make the most informed and most rational television use to deal with educational needs
with the highest priority, based on a realistic sense of what which country will actually
spend.

Many are known - if not widely known - about how to use TV effectively as a knowledge
disseminator, attitude maker, and recommended action motivator. Television has also
been used in documented ways to produce measurable gains in viewer thinking skills in
areas such as scientific and mathematical reasoning and distortion analysis in news and
TV advertising.

Literature on the use of TV-focused education, diverse, on certain TV program genre

applications; practice of research and evaluation; evaluation result; design an effective
educational and motivational program approach; training of special producers and
researchers; and international joint production patterns. The Japan Prize Contest, which
is now a tradition that is decades old, serves as a film screening center to identify and
respect the best educational programs from around the world, and as a place of
professional exchange. NHK generously provided its library of prize-winning programs
available for study in selected centers located throughout the world.

Program genres that have been widely used and work effectively for education in
countries around the world including communication campaigns based on public service
announcements that take place briefly, The range of subjects is large and varied, and
includes agricultural performances, doctor's advice shows, shows about preparation and
preservation food, shows on international and inter-ethnic ecology and conflict
resolution, specialties about child development and child care, and shows about
education and schools, car repairs and equipment, and self-improvement of homes and
communities.

Planning to increase channel capacity. When countries increase the capacity of their TV
channels, usually with an increase in imported satellite programs, special steps are
needed to ensure that local education programs receive adequate consideration,
funding and air space.

National training must be done for those who invest or manage educational TV offers.
Many in educational and supervisory TV funding positions lack the relevant technical
policies and backgrounds, and may welcome access to training and material resources
intended specifically for them. Training of TV writers and directors. Countless levels of
expenditure have been made throughout the world learning how to make TV to learn
more interesting, interactive, persuasive, and sensitive to the needs and interests of
students. But this accumulation of knowledge often sits on a shelf. Effective
independent teaching courses for script writers and directors are needed.

THANK YOU
Best Regard, Ade