mY TRIP lombok

EXERCISE DIRECT AND INDIRECT

Imperative

1. “Eat more fruit and vegetable”, said the doctor.
……………………………………………………………………………………………
2. “Read the instructor before you switch on the machine”, he said to me.
……………………………………………………………………………………………
3. “Shut the door but don’t lock it” she said to us.
……………………………………………………………………………………………
4. “Don’t come before 6 o’clock”, I said to him.
……………………………………………………………………………………………
5. “Don’t wait for me if I’m late”, she said.


B. Declarative

Billie says:
1. ‘I am thinking of going to live in Semarang’
……………………………………………………………………………………………
2. ‘My father is in hospital’
……………………………………………………………………………………………
3. ‘Joe and Jane are getting married next month’
……………………………………………………………………………………………
4. ‘I have not seen John for a while’
……………………………………………………………………………………………
5. ‘Margaret has had a baby’
……………………………………………………………………………………………
6. ‘I don’t know what is Fred doing’
……………………………………………………………………………………………
7. ‘I hardly ever go out these days’
……………………………………………………………………………………………
8. ‘I work 14 hours a day’
……………………………………………………………………………………………
9. ‘I’ll tell May that I saw you’
……………………………………………………………………………………………
10. ‘You can come and stay with me if you are ever to Semarang’
……………………………………………………………………………………………
11. ‘I have been playing tennis recently’
……………………………………………………………………………………………
12. ‘Tom had an accident last week but he wasn’t injured’
……………………………………………………………………………………………
13. ‘I saw Jack at the party a month ago and he seemed fine’
……………………………………………………………………………………………


C. Interrogative

1. ‘Do you love me?’ Ethan asked me.
……………………………………………………………………………………………
2. ‘Will you tell me than you need me?’ Putra asked Petri.
……………………………………………………………………………………………
3. ‘Are you all right?’ Ethan wondered.
……………………………………………………………………………………………
4. Susie asked me: ‘Why do you want me to tell it to him?’
……………………………………………………………………………………………
5. Mr. Joe asked the students: ‘How can you do it in a short time?’
……………………………………………………………………………………………
6. ‘What is your name?’ he asked me.
……………………………………………………………………………………………
7. ‘May I borrow your pen?’ Petri asked me.
……………………………………………………………………………………………
8. ‘What time will you pick me up?’ Ann asked me.
……………………………………………………………………………………………
9. ‘Is he a student?’ Putra inquired.
……………………………………………………………………………………………
10. ‘Have you told him what I said to you?’ I asked Petri.
……………………………………………………………………………………………


D. Imperative

1. ‘Lend me your umbrella’, Reni asked me.
............................................................................................................................................
2. ‘Spend your time wisely’, the old man told his children.
……………………………………………………………………………………………
3. ‘Don’t blame your mistake on other’, I told him.
……………………………………………………………………………………………
4. ‘Don’t be lazy’, the teacher ordered his students.
……………………………………………………………………………………………
5. ‘Put your hands up’, the robber commanded his victim.
……………………………………………………………………………………………
6. ‘Fasten your seat belt’, the stewardess told the passengers.
……………………………………………………………………………………………
7. ‘Don’t interrupt me’, the old man told the grandson.
……………………………………………………………………………………………
8. ‘Don’t break the school rules’, the teacher asked the students.
……………………………………………………………………………………………
9. ‘Do your assignments’, he asked his son.
……………………………………………………………………………………………
10. ‘Be quiet’, the librarian asked the students.
……………………………………………………………………………………………





E. Declarative

1. Betty: ‘I have been working for an hour’
……………………………………………………………………………………………
2. She says: ‘My father wants to see you’
……………………………………………………………………………………………
3. Yana says to her friends: ‘My mother has bought me a doll’
……………………………………………………………………………………………
4. Pamela: ‘You are my best friend, Anna’
……………………………………………………………………………………………
5. Toni said to me: ‘Reni was reading a book when I called her’
……………………………………………………………………………………………
6. Marisa: ‘ Albert borrow my bike’
……………………………………………………………………………………………
7. Toni: ‘Reni’s brother has come to see me’
……………………………………………………………………………………………
8. He says to the children: ‘I’ll give you a ball’
……………………………………………………………………………………………
9. Mr. Dido says to his wife: ‘We are living for Yogyakarta tomorrow’
……………………………………………………………………………………………
10. The students: ‘We have done our exercises’
……………………………………………………………………………………………


F. Interrogative

1. I ask my friend: ‘Can you help me with the work?’
……………………………………………………………………………………………
2. Tata wonders: ‘Is my brother in the kitchen?’
……………………………………………………………………………………………
3. Mr. Lumen asks his wife: ‘Is there any food in the cupboard?’
……………………………………………………………………………………………
4. They asked themselves” ‘May we enter the hall?’
……………………………………………………………………………………………
5. Lion asked her brother: ‘Did you send the letter by airmail?’
……………………………………………………………………………………………
6. Tono asked his daughter: ‘Has your brother arrived?’
……………………………………………………………………………………………
7. Rudi asked me: ‘Could Dewi hear what we were talking?’
……………………………………………………………………………………………
8. Mr. Joe wanted to know: ‘Have the children eaten their breakfast?’
……………………………………………………………………………………………
9. The teacher asked: ‘Are the boys here?’
……………………………………………………………………………………………
10. Tina asked Maman: ‘Do you know the girl’s name?’
……………………………………………………………………………………………
11. ‘Was the party success?’ Umar asked me
……………………………………………………………………………………………
12. ‘Has Diane given the message?’ my brother wanted to know
……………………………………………………………………………………………
13. ‘Would you like me to post the letter?’ Tanti asked Dewi
……………………………………………………………………………………………
14. ‘Can you finish the work?’ father asked me
……………………………………………………………………………………………
15. ‘Am I wrong?’ Dewi asked Danang
……………………………………………………………………………………………
16. ‘Does Mr. Black live on Sesame Street?’ the man wondered
……………………………………………………………………………………………
17. “Was the test difficult?’ the students would like to know
……………………………………………………………………………………………
18. ‘Has the man mended the roof?’ Mr. Joe asked his son
……………………………………………………………………………………………
19. ‘Is this dress Dewi’s?’ Andi asked
……………………………………………………………………………………………
20. ‘May I use your computer?’ Tono asked Dewi
……………………………………………………………………………………………

How to Fasten Our Reading

Speed Reading: Your Questions Answered

As adults we have great demands put upon our time. There is work, families and social activities that take out huge portions of our waking hours. It is no surprise that many adults, outside of an academic situation, find that they do not have any time to read. Many adults would list reading as a frivolous activity in which they have no inclination due to the amount of time it takes them to get through a single book.

Even students feel the pressure of time as they are faced with tons of homework and required reading. How can there be enough time to study, work and live? Some people have found the answer through speed reading. If you are lucky enough to be gifted with this amazing talent, then it is certain other people have commented on how quickly you are able to consume reading material. If you are unfamiliar with this technique, this article is for you. It will answer some of the common questions about speed reading and hopefully set you on the path to picking up a good book to read.

What is speed reading?

Speed reading is the act of quickly absorbing written information. The goal is to read quickly but still retain comprehension of the material. The rate at which people read material is not a constant and varies greatly depending on several factors. Some material, such as school work or manuals, may require more contemplation and fewer distractions in order to process and still understand what is being conveyed. Being able to read ten books in a single day is useless if the reader is unable to retain comprehension of the material

How do people speed read?

There are a few different methods that some speed readers use in order to increase their reading speed. It is important to note that most speed readers use a variety of methods. Some simply skim the words and the information is simple there. You can think of it in terms of a computer scanner. You lay the book or sheet of paper on the scanner. The image is then sent via a connection to your computer where you process the information.

What types of methods are used in speed reading?

Some of the different methods used in speed reading are chunking, skimming, and eliminating sub-vocalization. Readers will not "read" the words aloud in their minds. Their eyes skim through the material and comprehension is formed within the brain processes. Most speed readers use a variety of methods to increase their speed and comprehension level.

A speed reader may not read every word on the page. They may skip some sections as it as little overall consequence to the meaning. Most people can read a selection much faster if they read silently. Reading each word aloud takes time for the information to make a complete circuit in your brain before being pronounced. Some researchers believe that as long as the first and last letter is in place, the arrangement of the other letters in the word can still be understood by the brain because it logically puts each piece into place.

Do they fully comprehend the material?

Speed reading does absolutely no good if the material is not remembered. That is one thing all software and instructional methods have in common. There must be at least 50% comprehension rate of the read material. Anything less is considered a failure. The goal is to read quickly yet still understand what the material and author is presenting. Even slow readers face this problem. Many learning disabilities involve reading without overall comprehension of the material.

How is speed reading measured?

Speed reading is measured by timing the reader as he or she reads through a selection of material. After the time is up the reader will be tested on his or her overall comprehension of the material. If they make less than 50% of the questions then that test is considered a failure. Speed reading is difficult to test because a large part of the comprehension depends on the reader's interest. A text book may be difficult to quickly read as there is strange terminology or a lack of interest on the participants' behalf.

What is the speed of an average reader?

The average reader may be able to read around two words per second. Now, to get that average and determine the true accuracy of the reading, the test must take into consideration the reading material. Other factors include the testing atmosphere, the comfort of the reader and the overall comprehension abilities of the reader. Opponents of speed reading programs believe that there is not a high enough comprehension rate if the reader does not thoroughly understand the material so test results can be skewed due to this factor.

Are there any records for speed reading?

The World Championship Speed Reading competition says that its top competitors average around 1000 to 2000 words a minute. The comprehension level must be at least fifty percent in order to qualify. Though a contestant may read through the material at a rate of 5000 words a minute, if they are not able to comprehend the material or recall pertinent facts, the test is considered a failure.

Is there a way to learn how to speed read?

Not everyone can speed read. There are no tried and true methods that work for everyone. The best way to learn how to speed read is to practice and study the different methods that speed readers employ. You may be able to learn how to skim through the material for key words and phrases. You can also try to learn how to read the material without silently pronouncing each word in your mind.

How do the software programs work?

Some software programs boast that their methodologies can double a person's rate of reading and comprehension. Most programs utilize different methods of reading such as chunking or skimming the text. It teaches the reader how to identify key words and to skip unimportant words such as "and" in order to increase their reading speed.

Are there any tips to help me learn how to speed read?

The best tip anyone can have is to practice. There is some reading material that is almost impossible to speed read. Text books and dry facts may not get your attention and as such your mind will wander. In order to appreciate speed reading a person must be engaged in the material and want to know more. If you find yourself constantly having to re-read the same paragraph, you may want to switch to reading material that grabs your attention.

I've tried learning how to speed read and I just cannot seem to do it or remember the material. Are some people just gifted with this talent?

There may be several factors working against your desire to learn how to speed read. The first may be that you do not have enough practice or there are too many distractions for you to concentrate. If you do not love to read, no amount of software can make the task easier for you. Some people have a natural affinity for reading and will do better with it than others. It should never be about how fast you can read. It should be about how much information you retain and whether or not you enjoy reading.

Top 10 Speed Reading Comprehension Tips

1. Clarify your purpose. A good understanding of what you already know and what you need out of the reading is the key to reading comprehension.

2. Look at the front book cover. What information is the author giving you about the story? What does the title suggest? Why did she use this particular graphic on the cover?

3. Read familiar material. When you first learn to Speed Read, use books and articles on subjects you have some familiarity with or subjects you have come across before but havent reviewed recently. Later on, you can challenge yourself with new material.

4. Make Predications. Can you make any predictions about the story with the information youve already gathered?

5. What have the experts said about the book or author? Look at the back cover. What are the comments being made by critics whove read the book? What other clues can you pick up?

6. Read the Table of Contents. Its an outline of the book.

7. Make sure you review the glossary. If there are any terms that are unfamiliar to you memorize them.

8. Read the Introduction or Preface. It gives you a good idea of where the author wants to take you.

9. Preview the book to make sure its what you are looking for. Scan the headings and subheadings.

10. Read the topic sentences. Remember that the first and last sentences of a paragraph give you the essence of that paragraph, especially when reading non-fiction.

Magda Santos is an author, researcher, and learning specialist with over 24 years of experience teaching reading. FMI Visit http://speed-read-now.com and subscribe to a Free 5 Day Speed Reading Course we also like

 

The Importance of ICT

Everyone is well aware of the importance of learning the English language in the 21st century business and social community that requires working globally and across all time zones. The easy access to computers and internet for everyone and the increasing number of web-based English courses has encouraged and helped a lot of people to study English. Though the internet use in language learning has brought certain advantages, simultaneously, it carries some disadvantages also. So the aim of this paper is to study the practical benefits and difficulties observed while using the internet by a language teacher in the classroom.

---

 

Introduction: In today’s technologically based fast moving world, one must be able to understand and be flexible while recognizing the needs to learn. The most essential and all-encompassing need of the hour is to be excellent in communication skills. For communicating at the global level English is the most accepted medium. Knowledge of the English language keeps one abreast of the world. This leads to limitless personal and business opportunities. Being able to speak in English also widens one’s horizon globally.   Today, there is a huge amount of language learning material besides the traditional grammar and course books and dictionaries. These materials include-course books, workbooks, programmed courses, cue carts, charts, newspapers, posters, picture cards, and cut outs, and so on. These are supplemented by other media, such as radio, television, slides, OHP, video tapes, games, toys, realia, as well as computers, multi media and the especially Internet. Learning English through internet is better than classroom training in the sense that: It is very practical to learn English online because it can be pursued at any place and one does not have to drive to school. One can save travel time and expenses. Moreover, most of the English courses offered are free of cost for everyone to take advantage of. There is also a variety of content available. Learning English online allows one to study English independently at one’s own pace. Regardless of how busy our schedule is, one can choose the most convenient time and place for English lessons. Also, learning English online allows one to take lessons at own speed depending on one’s aptitude and availability. Aside from all the above advantages, there is flexibility in choosing the best module and learning style that suits whether it is for business or personal purpose. The Internet offers a wide spectrum of content that is easily accessible at our fingertips. Since there are a lot of available online English courses to choose from, one is not limited to the knowledge of one teacher alone. One can learn from a number of online teachers and training modules from across the globe. Also, learning in this way exposes us to different English concepts that are applied in real business operations. In this respect one gains a variety of ideas and knowledge that can’t really be learnt from books. Moreover, it is very interesting. While using the Internet for research information and interaction with other learners, one can enhance navigating skills through the computer and web technologies. These skills are critical and essential requisites in the present century business and social life that require working with colleagues globally and across all time zones. Using internet can also enhance research skills and cross-cultural learning by providing a better understanding of foreign countries and cultural differences as well as enhance students’ cross-cultural communication skills (Greene & Zimmer, 2003; Lawson, White, & Dimitriadis, 1998). No doubt internet is one of the most powerful tools for teachers to help students, but as the wealth of available resources is infinite, students face problems in effectively handling such large amounts of information. Another problem is the unfamiliarity with the applications and handling of internet. In other words, little experience on the internet is an anxiety source for both language learners and teachers. Further, connecting to the internet might take a long time, it might break down in the middle of communication and it might be expensive.   It should be borne in mind that the internet does not mean the end of the blackboard, whiteboard, the course book, the tape-recorder or the OHP; but it does provide tremendous opportunities, stimuli and resources for not only teachers but also students. Since the internet offers all types of

topics, some of them are not unsuitable for school children. Though serious precautions are taken today, this is still an important problem for parents and children (Singhal, 1997). The teachers should assist their students so that they can discover and learn most according to their level of linguistic competence. Teachers should be responsible for the evaluation of all the web tools offered in a language class. Some more advantages of computer and internet assisted language learning according to Gündüz, Nazlı are: Multimodal practice with feedback Individualization in a large class Pair or small group work on projects The fun factor Exploratory learning with large amounts of language data Real-life skill-building in computer use (Warschauer and Healey, 1998). Internet also facilitates students of English learners to: Correspond in English by e-mail with other classes in other parts of the world Develop individual-pen-pals to write to at out of class time Communicate in real-time chat rooms Share opinions and ideas across cultures on sports, music, food, hobbies, etc. Conduct international surveys for class work Read and listen to up to date news. The focus on listening and speaking activities with gradual and increasing emphasis on reading and writing proves to be helpful. Grammar and vocabulary need to be taught in meaningful contexts, and students need to be given enough opportunities over time to use the language they have learnt. According to a study conducted by Jackson et al. (2006), it has been found that students, who used the internet more, got higher scores and grades. Further, oral activities for improving communication skills can be simulations, role-plays and discussion. Computer simulations provide a stimulus for such a work, by offering both, a focus for oral activity and a continually changing scenario for learners to talk about. For developing listening comprehension one can use a multiple-choice or fill-in program exercise with a cassette recorder or the latest multimedia containing a recorder. In addition to the normal feedback given after a wrong answer, the computer also lets the learner hear the relevant part of the tape again. Another simple technique is to use a tape with a test-reconstruction program which enables learners to reconstruct a summary of a recorded anecdote on screen with the help of the tape. Such audio files can be listened to a number of times unless and until one has fully comprehended the file. Some grammar activities that can be done on the computer might be: matching, multiple choice, fill in the gaps or complete the following (Blackie: 1999; Sperling: 1998). The internet is also a platform for experiencing and presenting creative works such as essays, poetry and stories and for providing supplemental language activities in specific areas of language learning (Singhal, 1997). According to the research activities, the internet changes the interaction between learners and teachers (Kern, 1995): There is less teacher and more learner talk in computer classes. Furthermore, it changes teacher and students' roles (Peterson, 1997) and makes learning more student-centered (Warschauer, Turbee, and Roberts, 1996). Conclusion: So from the above study it can be concluded that the internet being the most available, flexible, practical way and a treasure of vast knowledge, can be utilized for the purpose of developing good communication skills. A teacher and learner can better utilize it by the application and sharing of real-life experiences and situations within a healthy learning environment. So it is advisable to take internet and use of technology as an aid for educational and language learning activities as it allows for a great number of opportunities to communicate in the target language.

 

 

 

The Role of ICT in Learning: Implications for the ICP and its Members

Approved at Ottawa Council Meeting: February 2003

1. Rationale

This is the third ICP Position Paper and was generated by discussion of 34 Principal Organisations, representing 100, 000 Principals from around the world, at the ICP Council Meeting held in Auckland, New Zealand, from 14-16 April 2002.

The ideas and thoughts of the Council Meeting Workshop have been developed by an appointed sub-group of the ICP for discussion by the ICP Executive, subsequent refinement and endorsement by the ICP Council.

The first ICP Paper, entitled "The Role of the Principal", grew from workshops at ICP Council Meetings in Cape Town in 1999 and in Israel in 2000. The second ICP Paper, "Building the World's Future: Professional Development for Educational Leaders Across Boundaries", emerged from the Stockholm Council Meeting in 2001.

The purpose of all these papers is to express a position on the selected topic, which has the careful consideration, perspectives and cultural differences of school leaders from around the world and through workshopped interaction distils a consensus that carries the moral authority of a global educational view, which can be used locally for purposes of lobbying government, informing, and improving educational outcomes.

1.1 Context

Information and Communications Technology (ICT) is one for the issues that divides the world: the digital divide. In the richer countries, schools can afford, or are supplied with, infrastructure, hardware and software, that develop generations of e-literate students, highly advantaged in the new technology. In the poorer countries, school administrators may be without electricity, let alone sufficient bandwidth, or students with personally-owned laptops.

ICT has the potential, also, to close this divide.

The digital divide raises the imperative to set educational priorities for the use of ICT in schools and to understand its efficacy in teaching and learning. It is essential to establish best practice worldwide so that scarce resources are used effectively. While the ICT benefits include increased productivity, professional presentation of students' work, and an enriched learning environment, the implementation of ICT does not constitute a panacea for all educational woes, and, if poorly instituted, can add to a school's problems and introduce a spate of new woes.

Technology has immense power to transform learning in and beyond the classroom and educational decision-makers need to address, understand and define the relationship between technology and improved learning, so that the market within education is not exploited for commercial gain only.

Educator-training institutions need to incorporate appropriate computer skills and knowledge of effective exploitation of the technology within teacher-training courses, as well as continuing professional development.

The legitimacy of what comes across the internet needs to be observed with vigilance. Educational authorities need to be engaged, produce educational programmes, so that they strengthen choices, particularly on the ethical issues, which impact on morality and cultural traditions through the wider access to information.

The ownership of copyright material on the internet, as it relates to schools, is an issue that will require clarity.

Finally, the relationship between ICT proficiency and learning outcomes requires further research and proof.

1.2 General Discussion

1.2.1 Pedagogical Aspects

ICT has the potential to transform learning in and beyond the classroom. It can also in certain circumstances transcend previous limitations of space and time. Some of the perceived benefits to learners are:

• students can access enormous amounts of information quickly;
• students can work at their own pace;
• special needs, both remedial and extension, can be offered during the same lesson;
• course material can be offered simultaneously in different languages;
• students can access quality material irrespective of their geographical location;
• academic courses can be offered asynchronously;
• students can interact with peers and experts outside the classroom, town, and/or country;
• ICT can offer simulations where the student can experiment by changing the variables;
• ICT offers a host of different tools to demonstrate learning suitable for divergent and different intelligences; and,
• young students have readily accepted the technology.

There are also benefits for teaching, too. While largely dependent on the teaching methodology employed, these benefits include:

• ICT can, via multimedia, improve the richness of the learning experience;
• ICT can track a students progress and proficiency at certain skills;
• They allow the teacher to focus on process rather than product;
• Diagnostic tools allow the teacher to identify learning trends and problems; and
• Student work, created electronically, lends itself to Internet publishing and the creation of student portfolio work.

ICT, however, on their own, will not improve learning.

Possible pitfalls to the deployment of ICT include:

• the ability of educational systems, curriculum development to keep pace with ICT innovation is problematic;
• the individualized role of the teacher can be diminished where more and more material is offered via a centralized content vendor. There could be a loss of teaching individuality;
• other resources have to be sacrificed because of the enormous monetary expense that ICT necessitates;
• a myriad of technical issues which often seem overwhelming; and,
• teachers are often ignorant of what is available and also how to use the technology they already have. There seems to be too little attention in training teachers on how to best exploit ICT for teaching.

Computer acquisition and implementation in educational institutions must be paired with visionary pedagogical insight. Action plans should be devised as to just how ICTs can enhance teaching and learning. There has been much debate as to what we can realistically expect computer technology to contribute to the learning process.

1.2.2 Professional Development for our Staff

Some staff members are inflexible or unwilling learners, so systems to support and develop teachers are paramount. New teachers coming out of training institutions should be equipped to exploit the new technologies. The success of the implementation of ICT in a school is at risk unless teachers are trained so they can take responsibility to guide and support the learners and integrate the learning experience with ICT tools.

1.2.3 Globalisation

Increased information access via the Internet will present global challenges of language, commerce, context and integrity. Already, information transfer and the Internet have significant social, financial and political implications.

Threats to language, traditions and cultural and value systems as the students assimilate global ways and become global citizens through contact with other cultures using the communication features associated with ICT.

These same communication channels allow the pervasive reach of big business to infiltrate an even larger percentage of the market. The role played by big business, such as Microsoft, Cisco, HP, Sun Microsystems, Intel, etc., who wield budgets in excess of numerous countries, could have a huge impact in trying to shape education. They have a responsibility to declare their social and moral obligations to the societies they sell their products to; but educational leaders will need to be proactive in moderating their influence.

Computer technology will have an impact on how we teach in the future. The rate at which computer technology is being adopted is staggering. For example China will have an additional 250,000,000 internet users in 3 years. To ignore its impact, while the rest of the world comes onboard, would mean to fall behind.

1.2.4 The Digital Divide

There are enormous variations in access to quality ICT. The digital divide is widening and linked directly to poverty and geography.

Access to ICT for all is an issue that educational leaders need to consider. The digital divide, between the rich and poor nations, could be narrowed or widened as ICT technology has the capability to do either. The result will rely to some extent on how educational leaders respond.

If properly utilised, ICT has the potential to close the gaps between literacy and numeracy levels globally in a short space of time.

The largest limitation to ICT access for our learners is cost, hardware, software, licensing and broadband transmission. This is linked directly to social and developmental contexts of the culture in question.

1.2.5 Notions of ICT Literacy Will Gain Currency

ICT literacy will impact on educational traditions. The new habits of young people, shaped by ICT, will need to be incorporated into how we teach and they learn. For example, the new way people read, process stimuli, etc., will shape how we present information, write text books and facilitate a lesson.

Just as we have issues of literacy and numeracy facing our young people, the concept of information literacy will gain increasing currency. We need to ensure that concepts of understanding, judgements, discrimination, and communication are applied to what is available through ICT.

Advantages

- Easy information access

- Many applications for everyone

Disadvantages

- Unsecured, and some information false

- Easy for fraudsters.

Television- Television is a method of sending and receiving visual and aural data. People also use CCTV (closed circuit television) to capture the aforementioned. TV has been used and advanced since the late 1930s.

Advantages

- Many attachments for it.

- Advanced and is a worldwide used product

Disadvantages

- Can be very pricey

- Peoples lives revolve around it.

iPod

iPods are MP3 players made by the computing company, Apple. They are much higher in price than other MP3s, possibly because of the brand and compatibility of the products. Now there are so many of this specific brand, from the 'nano shoots video' campaign advertising the new iPod Nano, to 'the funnest iPod ever', the new iPod touch with it's massive selection of games and applications.

Advantages

- Music on the go

- Many interactive features

Disadvantages

- iPods are associated with many road accidents

- Very expensive

Computers

Computers are machines that execute instructions upon command. They are are used by the masses and see the internet very often. This is a service that encompasses the globe, with billions of users. It is a very efficient way of sharing data. Computers require hardware (the circuit boards and equipment inside it) and software (the programs and operating systems, these are intangible) to run. There are many brands of hardware; Apple, Dell, Acer, Time.

There are also many brands and types of softwares; Apple's Snow Leopard OS, Microsoft's Windows 7 OS, Microsoft Office, Linux. Computers can be priced from around £200 pounds to £15,000. The Mac Pro with the best specifications is priced at £15,000.

Advantages

- Smaller data storage (Compared to papers etc.)

- New operating systems easier to navigate

Disadvantages

- If data is not backed up it may note be secure

- There are many compatibility issues with computers

The summary of Grammar

PREFERENCE

1. Untuk menyatakan kelebihsukaan terhadap suatu benda atau kegiatan digunakan struktur sebagai berikut:

1. S + Like + Noun*/ Gerund* + Better Than + Noun**/Gerund**
   Jane likes apple better than grape.
2. S + Prefer + Noun*/ Gerund* + To + Noun** / Gerund**
   Jane prefers eating apple to eating grape
3. S + Prefer + To infinitive + (Rather) Than+Infinitive/Gerund/Noun
   Jane prefers to eat apple rather than eat grape
4. S+Would prefer+To infinitive+(Rather)Than+ Infinitive/Gerund/Noun
   Jane would prefer to eat apple than eating grape
5. S + Would Rather + Infinitive + THAN + Infinitive / Gerund / Noun
   Jane would rather eat apple than grape

B. Untuk meminta seseorang melakukan suatu kegiatan secara halus (implied causative) digunakan struktur sebagai berikut:

1. S + Prefer + Someone (Subject) + To infinitive
   I prefers he to go to bed
2. S + Would Rather + Someone (Subject) + Verb**
   I would rather he went to bed

Adverb Clause

Clause ini digunakan untak memberi keterangan tambahan kepada Main Clause. Dalam struktur Adverb Clause ditandai dengan kata penghubung yang sesuai dengan keterangan yang diberikan,antara lain:

1. Time : after, as, as long as, as soon as, before, since, until, when, whenever, while.
2. Place : where, wherever.
3. Reason : because, since.
4. Purpose : so that, in order that.
5. Manner : as if, as though.
6. Condition : if, in case, provided that, unless, otherwise.
7. Result : so.. that, such . . . that, therefore, thus, consequently.
8. Contrast : although, though, even though, however, but, in spite of, despite.

Contoh :
He is such a good teacher that I will never forget him.
You will not make a success unless you work hard.

 

 

 

 

Kecuali dengan bentuk GERUND (infinitive + ing) yang mengandung arti hal perbuatan/cara perbuatan itu dilakukan, misalnya : swimming is good for our health, collecting stamps is my hobby, reading French is difficult, parking here is forbidden dsb. - kata kerja yang dijadikan kata benda bisa dibuat dengan memberi berbagai akhiran selain "ing".

a. Infinitive + TION
to inform - information artinya: penerangan
to reform - reformation pembaharuan
to solve - solution larutan, pemecahan
to repeat - repetition ulangan
to produce - production hasil/produksi
to attend - attention perhatian
to pronounce - pronunciation pengucapan suara
to administer - administration pengelolaan
to educate - education pendidikan
to elect - election pemilihan
to invite - invitation undangan
to intend - intention niat
to invent - invention penemuan (baru)
to demonstrate - demonstration demonstrasi
to alter - alteration pengubahan (ganti)
to altercate - altercation pertengkaran
to fabricate - fabrication pembuatan
to act - action perbuatan
to appreciate - appreciation penghargaan
to assume - assumption sangkaan/dugaan
to corrupt - corruption (korupsi)
to classify - classification (jenis/klasifikasi)
to circulate - circulation (peredaran)
to combine - combination (gabungan/kombinasi)
to mwounicate - communication (perhubungan)
to confirm - confirmation (penetapan/pengesahan)
to decorate - decoration (dekorasi ruangan)
to declare - declaration (pernyataan)
to devote - devotion (ketaman/kepamhan)
to expose - exposition (pertunjuka/pameran)
to except - exception (bantahan/kekecualian
to frustrate - frustration (kekecewaan dan bingung;frustasi)
to hesitate - hesitation (kebimbangan)
to inject - injection (suntikan)
to interrupt - interruption (pemulusan/penentangan)
to interpret - interpretation (penafsiran)
to intervere - intervention (campur tangan)
to narrate - narration (penceramah)
to observe - observation (pengamatan)
to operate - operation (pembedahan ;kedokteran ;gerakan ;militer pengerjaan)
to present -presentation (presentasi)
to register - registration (pendaftaran)
to relate - relation (perhubungan)
to restore - restoration (perbaikan/pemugaran)
to satisfy - satisfaction (kepuasan)
to translate - translation (penerjemahan)

b. Berakhiran SION
to permit - permission (izin)
to omit - omission (penghilangan/penanggalan)
to secede - secession (pemisahan)
to succeed - succession (pewarisan)
to apprehend - apprehension (pemahamam, keprihatinan,pengertian, kecemasan)
to decide - decision (keputusan)
to discuss - discussion (perundingan)
to suspect - suspicion (kesangsian, kecurigaan)
to explode - explosion (ledakan, letusan)

c. Berakiran URE
to please - pleasure (kesenangan)
to press - pressure (tekanan)
to depart - departure (keberangkatan)
to sign - signature (tandatangan)
to seize - seizure (perampasan)

d. Berakhiran AL
to arrive - arrival (kedatangan)
to try - trial (percobaan)
to approve - approval (pernyataan setuju)
to remove - removal (perpindahan)
to rehearse - rehearsal (pengulangan)
to acquit - acquittal (pelunasan/kelepasan)
to dispose - disposal (pengaturan/kecondongan)
to edit - editorial (tajuk rencana)
to continue - continual (kesinambungan)

e. Berakhiran MENT
to govern - government (pemerintahan)
to equip - equipment (perlengkapan)
to agree - agreement (persetujuan)
to improve - improvement (perbaikan)
to enlarge - enlargement (perluasan)
to pay - payment (pembayaran)
to invest - investment (penanaman modal)
to punish - punishment (hukuman)
to arrange - arrangement (tatanan, susunan)
to settle - settlement (penyelesaian, perkampungan)
to entertain - entertainment (hiburan)
to manage - management (pengelolaan)
to develop - development (perkembangan)

f. Berakhiran CB/ANCE
to perform - performance (pertunjukan)
to resist - resistance (perlawanan)
to assist - assistance (bantuan)
to appear - appearance (kemunculan, penampilan)
to enter - entrance (jalanmasuk)
to guide - guidance (tuntunan, panduan)
to serve - service (pelayanan)
to accord - accordance (persesuaian/persetujuan)
to maintain - maintenance (pemeliharaan)
to defend - defense (pertahanan)

g. Berakhlran ESS
to succeed - success (keberhasilan)
to proceed - process (perkembangan/kemajuan)
to exceed - excess (kelebihan)

h. Berakhiran TH
to grow - growth (perturnbuhan)
to die - death (kematian)
to deepen (memperdalam) - depth (kedalaman)

t. Ada pula kata-kata yang diberi bentuk tersendiri dan berubah suara/bunyi
to see - sight (penglihatan)
to fly - flight (penerbangan)
to receive - receipt (tanda penerimaan)
to draw - drawing (gambar)
to drink - draught (tegukan/minum (obat))
to give - gift (pemberian)
to speak - speech (pidato)
to loose - loss (kehilangan/rugi)
to choose - choice (pilihan)
to live - life (kehidupan)
to conquer - conquest (penaklukan)
to pray - prayer (persembahan/doa)
to sing - song (nyanyian)
to know - knowledge (pengetahuan)

J. Ada pula kata-kata kerja yang tidak berubah sama sekali bentuknya
to walk - walk (perjalanan/jalannya)
to ride - ride (pengendaraan)
to dance - dance (tarian)
to play - play (permainan)
to visit - visit (kunjungan)
to escape - escape (kelepasan/kelolosan)
to laugh - laugh (tertawa)
smile - smile (senyuman)
to sleep - sleep (tidurnya)
to plant - plant (tanaman)
to change - change (perubahan)
to look - look (pandangan)
to show - show (pertunjukkan)
to drink - drink (minuman)
to love - love (cinta)
to aid - aid (bantuan)
to help - help (pertolongan)

a. Dengan pemberian akhiran Y anger - angry (marah) wealth - wealthy (makmur) health - healthy (sehat) fun - funny (lucu/menggelikan) hair - hairy (berambut) rain - rainy (berhujan) wind - windy (berangin) cloud - cloudy (berawan) fog - foggy (berkabut) noise - noisy (ribut/berisik) sorrow - sorry (menyesal/sedih/sayang) dust - dusty (kotor/berdebu) b. Akhiran OUS danger - dangerous (berbahaya) victory - victorious (gemilang) glory - glorious (megah) mystery - mysterious (penuh rahasia) delight - delicious (nyaman/nikmat/lezat) c. Akhiran FUL wonder - wonderful (ajaib) use - useful (berguna) delight - delightful (nyaman) care - careful (hati-hati) wish - wishful (berkeinginan) dread - dreadful (mengerikan) peace - peaceful (penuh kedamaian) power - powerful (penuh kekuatan) doubt - doubtful (ragu sekali) success - successful (sangat berhasil) respect - respectful (hormat) d. Akhiran AL history - historical (bersejarah) condition - conditional (bersyarat) science - scientifical (ilmiah) spirit - spiritual (rohaniah) education - educational (mengenai pendidikan) centrum - central (pusat) origin - original (asli) person - personal (bersifat pribadi)

a. Dengan pemberian akhiran CE
patient - patience (kesabaran)
important - importance (pentingnya)
present - presence (kehadiran)
absent - absence (ketidakhadiran)
different - difference (perbedaan)
distant - distance (jarak)

b. Akhiran NESS
sad - sadness (kesedihan)
glad - gladness (kegembiraan)
happy - happiness (kebahagiaan)
kind - kindness (keramahan/kebaikan)
dark - darkness (kegelapan)
bright - brightness (kecemerlangan)

c. Akhiran ITY
noble - nobility (keagungan budi)
able - ability (kemampuan)
capable - capability (kecakapan)
pure - purity (keaslian/kemurnian/kesucian)
popular - popularity (ketenaran)
original - originality (keaslian)

d. Ada yang mempunyai bentuk khusus
high - height (tinggi/tingginya)
wide - width (lebar/luas/lebarnya/luasnya)
long - length (panjang/panjangnya)
deep - depth (dalam/dalamnya)
strong - strength (kekuatan)
new - novelty (kebaharuan)
true - truth (kebenaran)
rich - riches (kekayaan)
proud - pride (kebanggaan)

. Dengan pemberian akhiran BLE
to bear - bearable (dapat ditahan)
to obtain - obtainable (bisa diperoleh)
to apply - applicable (dapat digunakan)
to break - breakable (mudah pecah)
to manage - manageable (dapat dikelola/dikendalikan)
to extend - extensible (dapat diperluas)
to find - findable (dapat diketemukan)
to separate - separable (dapat dipisahkan)
to penetrate - penetrable (dapat ditembus/dimasuki)
to agree - agreeable (dapat disetujui)
to accept - acceptable (dapat diterima)

b. Ada yang mempunyai bentuk sendiri
to hear - audible (dapat didengar)
to read - legible (dapat dibaca)
to eat - edible (dapat dimakan)
to see - visible (dapat dilihat)
to burn - inflammable (mudah terbakar)
to touch - palpable/tangible (dapatdiraba/disentuh)
to carry - portable (dapat diangkut/dicangking)
to bend - flexible (dapat dilengkungkan)
to feel - sensible (dapat dirasakan)

c. Perhatikan arti kata-kata di bawah ini
inalienable - tidak dapat dicabut haknya
irreplaceable - tidak dapat digantikan
indispensable - tidak dapat ditinggalkan
innumerable - tidak terhingga banyaknya
irresponsible - tidak dapat dipertanggungjawabkan
inviolable - tidak boleh diganggu gugat
irrevocable - tidak boleh tidak (harus)
irresistible - tidak dapat menahan godaan,karena sangat menarik
incredible - tidak dapat dipercaya/mustahil/tak masuk akal

PRONOUN

Pronoun dibagi menjadi tiga bagian, yaitu :
Personal, Relative, dan indefinite.Contoh:

Personal/ Subjek:
I, you, we, they, he, she, it.

Personal/Objek:
me,you,us,them,him,her,it.

Personal/Possessive Adjective:
my, your, our, their, his, her, its.

Personal/Possessive Pronoun:
mine, yours, ours, theirs, his, hers,untuk "it" tidak ada bentuknya.

Personal/Reflexive
myself, yourself/yourselves, ourselves, themselves, himself, herself,
itself.

untuk Relative, contoh:
who, whom, which, that, whose, where, when, why.

untuk Indefinite, contoh:
+/positive word yaitu:
some...., somebody, something, someone
untuk -/? negative/pertanyaan word yaitu:
any...., anybody, anything, anyone.
everybody, everything, everyone.


Catatan:
1.Relative pronoun digunakan dalam ADJECTIVE CLAUSE.
2.SOME dapat digunakan dalam kalimat tanya PENAWARAN.
3.ANY dalam kalimat positif, maknanya sama dengan EVERY.

 

TENSES
Tenses terbagi antara lain Simple, Continuous, Perfect, Perfect Continuous, dengan rumus berturut-turut yaitu: Verb = Simple Verb,
Verb = Be + V-ing, Verb = Have + V3, Verb = Have+Been+V-ing.

Contoh:

PRESENT (V1)

SIMPLE	CONTINUOUS
Verb = Simple Verb	Verb = Be + V-ing
S + V1 + O Bob always watches TV everyday	S + is/am/are + V-ing + O Ann is sleeping right now.
keterangan waktu: Now,today, everyday, dst.	keterangan waktu: Now, at this time, at the moment, in progress, dst.

 

PERFECT	PERFECT CONTINUOUS
Verb = have + V3	Verb = Have + Been + V-ing
S+Have/Has+V3+O I have already eaten	S+Have/Has+Been+V-ing+O Jim has been studying for two hours
Keterangan waktu: Dianggap tidak penting sehingga sering tidak dicantumkan.	Keterangan waktu: Umumnya tidak ada.

PAST ( V2 )

SIMPLE	CONTINUOUS
Verb = Simple Verb	Verb = Be + V-ing
S + V2 + O Bob watched TV last night.	S + was/were + V-ing + O Ann was sleeping when i came to her house
keterangan waktu: Yesterday, last night, two days ago,dst.	keterangan waktu: When + simple past While + past continuous

 

PERFECT	PERFECT CONTINUOUS
Verb = have + V3	Verb = Have + Been + V-ing
S+Had+V3+O I Had eaten when my friend arrived.	S+Had+Been+V-ing+O Jim had been studying for two hours when I finished my work.
keterangan waktu: when by the time + simple past Before + simple past	keterangan waktu: when by the time + simple past Before + simple past

FUTURE ( WILL+VERB )

SIMPLE	CONTINUOUS
Verb = Simple Verb	Verb = Be + V-ing
S + Will/{[is/am] + going to} + Infinitive + O Bob will watch TV tonight.	S + will + be + V-ing +O Ann will be sleeping by the time I come to her house.
keterangan waktu: Tomorrow,tonight, next year, dst.	keterangan waktu: when + Simple present By the time + Simple present

 

PERFECT	PERFECT CONTINUOUS
Verb = have + V3	Verb = Have + Been + V-ing
S+will+Have+V3 +O I will have eaten by the time my friend arrived.	S+will+have+Been+V-ing+O Jim will have been studying for two hours when I finish my work.
keterangan waktu: when by the time + simple present Before + simple present	keterangan waktu: when by the time + simple present Before + simple present

Catatan:

• keterangan waktu diatas hanya merupakan sebagian contoh.
• SIMPLE FUTURE TENSES dapat dinyatakan dengan PRESENT CONTINUOUS dan SIMPLE PRESENT.
• WILL digunakan untuk peristiwa yang spontan terjadi;
• BE GOING TO PRESENT CONTINUOUS untuk kegiatan yang direncanakan;
• SIMPLE PRESENT untuk kegiatan yang terjadwal akan dilakukan di masa depan.
• Ada kata-kata kerja (Verb) yang tidak pernah dinyatakan dalam bentuk-lng (V-ing) dengan makna Continuous (sedang dilakukan/sedang berlangsung).

Kata-kata kerja tersebut antara lain

1. MENTAL STATE
   know, believe, imagine, want, realize, feel, doubt, need,understand suppose, remember, prefer, recognize, think*, forget, mean
2. EMOTIONAL STATE
   love, hate, fear, mind, like, dislike, envy, care, appreciate
3. POSSESSION
   possess, have*, own belong
4. SENSE PERCEPTIONS
   taste*, hear, see*, smell*, feel*
5. OTHER EXISTING STATE
   seem, cost, be*, consist of ,look* ,over, exist, contain,
   appear*, weigh*, include

Kata kerja yang berasterik (*) juga bisa digunakan dalam continuous tense dengan makna yang berbeda. Contoh:

	NON PROGRESSIVE	PROGRESSIVE
think	I think he is kind a man	I am thinking about this grammar
have	he has a car	I am having trouble. She is having a good time.
taste	this food tastes good.	the chef is tasting the sauce.
smell	these flowers smell good.	Don is smelling the roses.
see	I see a butterfly. Do you see it?.	the doctor is seeing a patient.
feel	the cat's fur feels soft.	Sue is feeling the cat's fur.
look	she looks cold.I'll lend her my coat.	I am looking out the window.
appear	he appears to be asleep.	the actorr is appearing on the stage.
weigh	A piano is heavy. it weighs a lot.	the grocer is weighing the bananas.
be	I am hungry.	Tom is being foolish.

 

Tenses terbagi menjadi present, past, dan future.
berikut ini iktisar dari bagan - bagannya dengan bentuk Active dan Passive Voice

PRESENT
Present Simple

Active	Passive
S + V1 + O + Complement	S penderita + is/am/are + V3 + by O pelaku + Complement

Present Continuous

Active	Passive
S + is/am/are + V-ing + O + Complement	S penderita + is/am/are + being + V3 + by O pelaku + Complement

Present Perfect

Active	Passive
S + have/has + V3 + O + Complement	S penderita +have/has +been + V3 + by O pelaku + Complement

Present Perfect Continuous

Active	Passive
S + have/has + been+ V -ing + O + Complement	NO PASSIVE FORM

PAST
Past Simple

Active	Passive
S + V2 + O + Complement	S penderita +was/were +V3 + by O pelaku +Complement

Past Continuous

Active	Passive
S +was/were + V-ing + O + complement	S penderita +was/were + being + V3 + by O pelaku +Complement

Past Perfect

Active	Passive
S + had + V3 + O + Complement	S penderita + had + been + V3 + by O pelaku + Complement

Past Perfect continuous

Active	Passive
S + had + been + V-ing + O + Complement	NO PASSIVE FORM

FUTURE
Future Simple

Active	Passive
S + will/shall/be going to + inf. + O + Complement	S penderita +will/shall/be going to + be + V3 + by O pelaku + Complement

Future Continuous

Active	Passive
S + will/shall + be + V-ing + O + Complement	NO PASSIVE FORM

Future Perfect

Active	Passive
S + will/shall + have + V3 + O + Complement	S penderita + have/has + been + V3 + by O pelaku + Complement

Future Perfect Continuous

Active	Passive
S + will/shall + have + been + V-ing + O + Complement	NO PASSIVE FORM

Catatan :
Complement adalah keterangan pelengkap yang perlu dicantumkan, misal : keterangan tempat dan keterangan waktu.

 

AUXILIARY ¾¾¾¾¾¾¾¾® MODALS
BE, DO, HAVE

	PRESENT	PAST
Ability	Can I can speak German	Could I could speak German when I was a child
Permission	May, Can, Might May I go playing football ?	Could, Might Could I go playing football?
Possibility	May, Can, Might John hasn't come yet. He may work.	May, Have, Might Have John hadn't come yet when we got home.He might have worked overtime
Advise	Should, Ought to, Had better. You should study hard.	Should have, Ought to have. you should have studied hard.
Necessity	Must, Have to. We must eat our breakfast.	Had to We had to eat our breakfast this morning.
Probability	Must He is absent today. He must be sick.	Must have He was absent yesterday. He must have been sick.

 

Catatan :

1. Probability adalah strong possibility.
2. Larangan (Prohibition) dinyatakan dengan menggunakan MUST NOT. Contoh :
   You must not go out tonight (kamu dilarang pergi).
   You don't have to go out tonight (kamu tidak perlu pergi).
3. SHOULD HAVE dan COULD HAVE menyatakan penyesalan terhadap suatu aktivitas yang pada kenyataannya tidak dilakukan.
4. WOULD juga digunakan untuk menyatakan kebiasaan masa lalu (bermakna USED TO).
   contoh :
• My Grandfather would tell bedtime story when I was a child.
• My Grandfather used to tell bedtime story when I was a child.

 

Elliptical Construction

POSITIVE	NEGATIVE
SO + AUXILIARY + SUBJECT	NEITHER + AUXILIARY + SUBJECT
SUBJECT + AUXILIARY + TOO	SUBJECT + AUXILIARY(NOT) + EITHER
you are a student. I am a student. you are a student, and so am I. And I am too.	you are not a doctor. I am not a doctor. you are not a doctor, and nether am I. And I am not either.

 

PARALLEL STRUCTURE

BOTH .... AND ..... NOT ONLY ...... BUT ALSO EITHER ..... OR ..... NETHER ... NOR ....	catatan: jika penggabungan dilakukan dengan menggunakan NOT ONLY - BUT ALSO - EITHER - OR, NEITHER-NOR, maka yang menentukan bentuk kata kerjanya, tunggal atau jamak, adalah subjek yang terdekat dengan kata kerjanya. Jika NEITHER - NOR , NOT ONLY - masing masing diikuti oleh kalimat lengkap, maka kalimatnya harus dalam bentuk tanya(kalimat inversi).
you are a student I am astudent ® BOTH you AND I are student. NOT ONLY you BUT ALSO I am student. EITHER you OR I am a student.

 

QUESTION TAGS

STATEMENT	TAG
( + ) / ( - )	( - ) / ( + )
I am	Aren't I/ am I not
Kalimat perintah	will/would/can/can't/could you
Kalimat larangan	will you
Kalimat ajakan ( let's )	won't you ( shall we )
Mengandung kata: Nobody, Nothing, Scarcely, Rarely, Seldom, Hardly, Never, Few, Little	( + )

 

 

SUBJUNCTIVE
( Wish, If only, As if/As though )

FAKTA	SUBJUNCTIVE
Kalimat Negatif	Kalimat Positif
is/am/are	were
PRESENT Simple Continuous Perfect Perf.Cont. PAST Perfect Perf.Cont. Perfect Perf.Cont. contoh : I am not as clever as he is. John isn't the owner of the store.	PAST Simple Continuous Perfect Perf.Cont. PAST Simple Continuous Perfect Perf.Cont. contoh : I wish I were as clever as he is. John acts as if he were the owner

 

 

CONDITIONAL SENTENCES
(If Clause)

1. PRESENT REAL
IF CLAUSE	MAIN CLAUSE	FACT
if+Simple Present If I graduate in march	S+Modal1(will)+inf.+O I will take master degree in July.	it is possible to happen. I may graduate in March so I may take master degree in July.
2. PRESENT UNREAL
IF CLAUSE	MAIN CLAUSE	FACT
if+Simple Past If I graduated in March.	S+Modal2(wouldl)+inf.+O I would take master degree in July.	Simple Present I don't graduate in March so I can't take master degree in July.
3. PAST UNREAL
IF CLAUSE	MAIN CLAUSE	FACT
if+ Past Perfect If I had graduated in March.	S+Modal2(would)+have+V3+O I would have taken master degree in July.	Simple Past I couldn't take master degree in July because I didn't graduate in March.

Catatan:

1. Pernyataan dalam SUBJUNCTIVE dan CONDITIONAL SENTENCES selahu bertentangan dengan fakta.
2. Perubahan-perubahan TENSES yang terjadi dalam SUBJUNCTIVE juga berlaku dalam CONDITIONAL SENTENCES.
3. IF dalam IF CLAUSE dapat dihilangkan jika terdapat kata bantu SHOULD, WERE, dan HAD dalam IF CLAUSE.
   ex: If I had been rich - Had I been rich

 

GERUND
adalah kata benda yang dibentuk dari V-Ing, dan di dalam kalimat digunakan

Sebagai:

Subjek	WALKING is healthy
Objek	I hate SMOKING.
Objek dari sebuah preposisi	He is in charge OF ORGANIZING the meeting.

 

Dengan BY untuk menerangkan bagaimana sesuatu hal dilakukan.

I found out what QUENCH means BY LOOKING up the dictionary.

 

Sesudah kata kerja berikut ini

admit, delay, mention, suggest, look forward to. appreciate, deny, mind, tolerate, avoid, discuss, postpone, understand, can't stand, enjoy, practice, hate, can't help, finish, quit, be used to, complete, keep, regret, be accustomed to. consider, like, risk, object to.

 

 

PARTICIPLE
Participle terdiri atas PRESENT Participle (V_ Ing)
dan PAST Participle (V3)

Digunakan dalam :

Tenses Progressive

PRESENT PARTICIPLE	PAST PARTICIPLE
It was RAINING when I got home	-

Tenses Perfect

PRESENT PARTICIPLE	PAST PARTICIPLE
-	I have FORGOTTEN it.

Passive Voice

PRESENT PARTICIPLE	PAST PARTICIPLE
-	you'll BE TOLD as soon as possible.

Sebagai Adjective

PRESENT PARTICIPLE	PAST PARTICIPLE
it is an INTERESTING book.	it is a very COMPLICATED problem.

Sebagai Adjective Clause/Phrase

PRESENT PARTICIPLE	PAST PARTICIPLE
who is the fat man SITTING in the corner.	The book WRITTEN by Hemingway is interesting.

Sebagai Adverb Clause/Phrase

PRESENT PARTICIPLE	PAST PARTICIPLE
HAVING lost all my money, I went home.	Deepl SHOCKED, he decided never to speak to her again.

Catatan :

• Sesudah kata-kata see, hear, feel, smell, watch digunakan bentuk Present Participle ( V-ing ) atau Infinitive without to.
• Need diikuti V-ing atau to be + V2.
• Ketika digunakan sebagai Adjective, Present Participle mempunyai makna AKTIF, sedangkan Past Participle mempunyai makna PASIF.

 

1. Direct Speech
menyatakan isi pembicaraan seseorang dengan mengutip kata-katanya sebagaimana yang diucapkan

Jika:

Statement
John said, "I will go to Bali Tonight.

Yes / No Question
She asked, "Do you know the speaker's name?"

WH - Question
The teacher asked Jane, "Why did you make many mistakes?"

Imperative
She said to the boys, "Sit down!"

(negative)
She told me. "Don't speak!"

Present
Past Simple
Past Perfect

2. Indirect Speech
menyatakan isi pembicaraan seseorang tanpa mengutip kata-katanya sbagaiman adanya.

Maka :

THAT + statement
John said (that) he would go to Bali that night.

WHETHER/ IF + Statement
She asked me whether/if I knew the speaker's name.

WH -Statement
The teacher asked Jane why she had made many mistakes.

TO INFINITIVE
She told the boys To Sit down.

NOT to infinitive
She told me Not To Speak .

Past
Past Perfect
Past Perfect

CATATAN

• Would, should, had better, might, used to dan could di dalam Indirect Speech tidak mengalami perubahan.
• Kata penghubung That boleh dihilangkan dalam Indirect Speech.

 

Contoh Causative:

ACTIVE CAUSATIVE

1. S + Let/make/have + O pelaku + Infinitive + O penderita
   ex: john had the mechanic repair his car.
2. S + Get + O pelaku + To Infinitive + O penderita
   ex: john got the mechanic to repair his car.

PASSIVE CAUSATIVE

• S + Make/have/get + O penderita + Verb3
  ex: john made his car repaired.