Chapter 9: Do You Know How

Potteries are Made?

Tujuh Pembelajaran:
Setelah mempelajari Bab 9, siswa diharapkan mampu:

1 Mensyukuri kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar komunikasi
International yang diwujudkan dalam semangat belajar.

2.1 Menunjukkan perilaku santun dan peduli dalam

melaksanakan komunikasi interpersonal dengan guru
dan teman.

2.2 Menunjukkan perilaku jujur, disiplin, percaya diri,

dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.

2.3 Menunjukkan perilaku tanggung jawab, peduli,

kerjasama, dan cinta damai, dalam melaksanakan
komunikasi fungsional.

3.6 Menganalisis fungsi sosial, struktur teks, dan unsur

kebahasaan pada teks ilmiah berbentuk factual report
tentang binatang.

4.9 Menangkap makna dalam teks ilmiah faktual (factual

report) lisan dan tulis tentang binatang.

4.10 Menyusun teks ilmiah faktual (factual report) lisan dan

tulis tentang binatang dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar
sesuai konteks.

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A. WARMER: Guessing Games

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.

1. Another name of Iran

2. The revival of art and literature in the 14th, 15th and
16th centuries
3. The action of making something new
4. Having or using images in black, white and shades
of grey; black and white
5. Allowing light to pass through but not transparent
6. Having or using images in many colors
7. Decorated with flowers
8. A swallow of the Arabian Sea between Iran and the
Arabian Peninsula
9. An activity to produce something, especially in a
big amount
10. Making something more beautiful by putting some
ornaments to it

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B. OBSERVING AND QUESTIONING

Reading
Task 1: Read the following text about Persian pottery.

PERSIAN POTTERY

Source: futureofflight.org
Picture 9.1 Persian Pottery

Pottery is one of the oldest and most widespread of the

decorative arts, consisting chiefly of functional objects (such
as vessels, plates, and bowls) made of clay and hardened with
heat. Earthenware is the oldest and simplest form; stoneware
is fired at a high temperature to cause it to vitrify and harden;
and porcelain is a fine, generally translucent form of pottery.
Persian pottery (sometimes called Iranian pottery) refers to the
pottery works made by the artists of Persia (Iran). The ceramic
art of Persia is one of the world's greatest and most influential
artistic traditions.
The history goes back to early Neolithic Age (7th
millennium 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,

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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 finish. By the 12th century, Persian ceramic styles
were well established and they set the standards for further
innovations and conventions.
Recent 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), and the area south of the Caspian Sea (Gilan
and 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.
Persian 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 are painted against floral or simple scroll backgrounds.
Others depict landscapes or just flowers. Apart from large
dishes, small bowls, dishes and jugs are also known in these
types. The beauty of Persian pottery during renaissance

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 period gained new impetus, and was partly under the
influence of Ottoman and European, and Chinese traditions.
Iranian pottery also has white (gombroon) wares.
The 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.
Through the centuries, Persian potters have adopted
and refined newly introduced forms and blended them into
their 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.

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

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 ………………………………………………………………………………………….
…………………………………………………………………………………............
………………………………………………………………………………………….
.…………………………………………………………………………………………
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.…………………………………………………………………………………………
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Vocabulary Builder
Task 2: Write down the synonyms of the following words.
faience (n) : ____________________
glaze (n) :____________________
scroll (n) : ____________________
lustre (n) : ____________________
depict : ____________________
vessel (n) : ____________________
impetus (n) : ____________________

Pronunciation Practice
Task 3: Listen to your teacher reading these words. Repeat
after him/her.

w a r e : /wɛr/ 
p o l y c h r o m e : /ˈ pɑˌ liˌ kroʊm/ 
p o r c e l a i n : /ˈ pɔrsələn/ 
g l a z e : /gleɪz/ 
s c r o l l : /skroʊl/ 
l a n d s c a p e s : /ˈ lændˌ skeɪps/ 
d e p i c t : /dɪˈ pɪkt/ 
t r a n s l u c e n t : /trænˈ slusənt/ 
v e s s e l : /ˈ vɛsəl/ 
i m p e t u s : /ˈ ɪmpətəs/ 
m o m e n t u m : /moʊˈ mɛntəm/ 

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C. COLLECTING INFORMATION

Read the following conversation about

pottery products in Malang and practice the
conversation with your friends.

Benny 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 Ana, I heard you visited ceramic village in Bethek

last week. Is it true?
Ana : Yes, you’re right.
Beny : Anything interesting?
Ana : It was the first time for me to visit the pottery-
manufacturing area. I was surprised that there were
more that 10 ceramic factories in Bethek. You know
Bethek is not a large area, but …
Beny : Do they have any association?
Ana : No, they are kind of traditional manufacturers. They
have a good potentials actually. Their products show
a high level of creativity.
Beny : I see.
Ana : I think the government needs to help them improve
their quality by setting up an association for the
producers and the artists.
Beny : You're right. The association can also help
them market their products to other places,

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 not only in Malang area.
Ana : You’re right. They might even sell their products to
overseas market.
Benny : Alright, let’s think of how we can help them
Ikhsan : Atim, do you know how to make
ceramic products?
Atim : Yes, first mix the materials.
Ikhsan : What are the materials?
Atim : Kaolin, felspard, kwarsa and ball clay. Mix them
with water.
Ikhsan : What’s next?
Atim : Filtering. The mixture must be filtered to get the
smooth material.
Ikhsan : I see. And then they form it?
Atim : Yes, correct. They do it by pouring the mixture in a
cast, let it stand until it dries.
Ikhsan : Then…
Atim : The next step is firing in 1.220 degrees celcius. It
takes 10 hours for firing and 24 hours for
cooling down.
Ikhsan : Wow, it’s a long process.
Atim : The last step is decorating. Here, the artists
draw different kinds of pictures depending on the
customer’s order or their own creation.

D. ASSOCIATING
Text Structure
  Now, let’s understand the text
structure. Then, fill in the blanks by referring
to the text about Persian Pottery.

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Observe the text structure.

The text about ‘Persian Pottery’ above is called a factual report

(information report). The first paragraph of the model text gives us
some general information about Persian pottery which includes a
classification of it. All the paragraphs that follow the first paragraph
contain some description about Persian pottery; they contain some
detailed features of the things being described.
Read 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

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Grammar Review

Now, let's focus on grammar. Pay

attention to the reading text above.
What can you learn from that?

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.

Simple Present Tense Simple Past Tense

Pottery is one of the oldest

The Arab empire was one of
and most widespread of the
the strongest.
decorative arts.

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 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.

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  Observe pottery workshops in your area.
If 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 ideas, then make an outline, and finally
write the factual report.

E. COMMUNICATING

Speaking : Group Discussion

Task 1:

(Text)

(Text)

Ceramic
Task 1:
Write down whatever comes up to your mind in the following
mind-map. You can add with more points and sub-points.
(Text)

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Task 2: Write down an outline of your essay. You can add
more supporting paragraphs as necessary.

Introductory paragraph:
…………………………………………………………………………………….
…………………….………….……………………………………....................
(write down your subheading).

Supporting paragraph 1:
…………………………………………………………………………………….
…………………….………….……………………………………....................
(write down your subheading).

Supporting paragraph 2:
…………………………………………………………………………………….
…………………….………….……………………………………....................
(write down your subheading).

Supporting paragraph 3:
…………………………………………………………………………………….
…………………….………….……………………………………....................
(write down your subheading).

Supporting paragraph 4:
…………………………………………………………………………………….
…………………….………….…………………………………........................
(write down your subheading).

Supporting paragraph 5:
…………………………………………………………………………………….
…………………….………….…………………………………........................
(write down your subheading).

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Concluding paragraph:
……………………………………………………………………………………
…………………….………….…………………………………………………..
(write down your subheading).

Task 3: Develop your outline into a good factual report. Use

more space if needed.

 
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Peer……………………………………………………………………………………………………………
feedback
……………………………..  
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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.

Rewriting

Based on the feedback given by your friends,

rewrite your essay.

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 R E F L E C T I O N

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.

Source: www.123trf.com

1. Do you use general information to introduce your topic

2. Do you give necessary description (specific features)
using subheadings (history, location, appearance, and
other information)?
3. Do you use present verbs and past verbs?
4. Do you pay attention to spelling, punctuation, capitalization,
and formatting?

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