Reading Comprehension BEBERAPA pertanyaan yang diajukan dalam teks pada umumnya siswa dituntut untuk dapat memberikan penjelasan seperti hal sebagai berikut: Apakah yang dimaksud dengan;  TEXT adalah segala bentuk tulisan yang ada pada sebuah buku, artikel dll yang mempunyai makna. Non-continuous text misalnya brosur, label, grafik, tabel, map, diagram dsb. Continuous text misalnya narrative, descriptive, exposition, spoof dsb.  PARAGRAPH adalah bagian dari sebuah tulisan/teks dan mungkin saja terdiri dari sebuah kalimat atau sekumpulan kalimat yang merupakan pengembangan dari pokok pikiran/main topic/main idea.  Kalimat yang menggambarkan main idea/pokok pikiran dari sebuah paragraph disebut TOPIC SENTENCE.  Topic sentence biasanya ada pada awal/akhir/kadang di tengah sebuah paragrap.  Gambaran umum tentang isi bacaan bisa merupakan MAIN TOPIC atau MAIN IDEA.  TOPIC dari sebuah paragrap/teks adalah subjek dari tulisan, sedangkan MAIN IDEA adalah keterangan, penjelasan, uraian topic atau merupakan pendapat penulis tentang topic tulisannya.  Oleh karena itu pertanyaan tentang topic dari sebuah paragraph/text bisa tentang inti isi tulisan yang juga bisa merupakan judul.  Jika pertanyaan menanyakan ‘TOPIC’ maka jawaban ditulis dalam satu kata atau bentuk frasa, tetapi jika pertanyaan menanyakan tentang ‘MAIN IDEA’ maka jawaban ditulis dalam kalimat lengkap.  Yang dimaksud dengan ‘informasi tertentu/specific information’ adalah informasi yang tertera jelas dalam text, biasanya tentang nama, tempat, tanggal, tahun, dsb.  Yang dimaksud dengan ‘informasi tersirat’ adalah informasi yang tidak tertera jelas dalam text. Untuk dapat menjawab pertanyaan spt ini dibutuhkan keterampilan ‘reading between the lines’.  Frasa adalah rangkaian kata yang mempunyai makna. Dibawah ini adalah macam-macam bentuk pertanyaan yang biasa ada dalam soal Reading : 1. Menemukan gambaran umum/topic isi bacaan/teks. Contoh pertanyaan :  Which of the following is the most suitable title…?  What is the suitable topic of the passage?  The text mainly tells us about____. 2. Menemukan informasi tertentu/khusus dari bacaan. Contoh pertanyaan :  When did she make her first solo flight? In… 3. Menemukan informasi rinci yang tersurat dari bacaan teks/dialog. Contoh :  Which of the following requirements is not mentioned in the passage?  “They may be classified in several different ways…”  The underlined word refers to …. 4. Menemukan informasi rinci yang tersirat dari bacaan teks/dialog. Contoh :  Which statement is NOT TRUE according to the text?  The following are TRUE about Maria EXCEPT… 5. Menentukan main idea yang tersurat/tersirat dari suatu paragrap. Contoh :  What is the main idea of the passage?  The fourth paragraph tells us ____. 6. Menentukan makna kata, frasa dan kalimat berdasarkan konteks. Contoh : “Brownie is Chinese breed, it is small, fluffy. And cute.”  The underlined word mean ____ 7. Menentukan type text yang digunakan penulis. Contoh :  What type text is used by the writer?  The text above is in the form of _____. 8. Menentukan communicative purpose/tujuan komunikatif sebuah teks Contoh :  The communicative purpose of the text above is ___.  The purpose of the text is _____. 9. Menyusun kalimat dengan baik. Contoh :  The best order of the sentences above is …  The best arrangement of the sentences to make a good paragraph is … Genre (English Text Types) 1. RECOUNT A recount is a piece of writing that tells events in a chronological sequence. A recount text is like a narrative text in that you have to write a story is real. The story maybe an event or a situation that took place on a particular day, and you are the narrator of the whole event. The order of the events is very important. (Teks yang melaporkan peristiwa, kejadian, atau kegiatan di waktu lampau sesuai dengan urutan waktu/ kronologis atau teks yang menceritakan ulang tentang sebuah kejadian yang pernah dialami oleh seseorang sehingga disebut juga cerita tentang pengalaman pribadi. Perbedaan jenis genre ini dengan narrative yaitu bahwa narrative lebih menekankan pada konflik dan penyelesaiannya, sedangkan genre berbentuk recount lebih menekankan pada cerita ulang sebuah kejadian yang pernah kita alami tanpa mementingkan konflik cerita dan penyelesaiannya. Misalnya cerita tentang kegiatan yang kita lakukan di masa liburan (pergi liburan ke rumah nenek) lalu kita ceritakan ulang kejadian tersebut di depan kelas, maka jenis cerita tersebut lebih cenderung ke recount) Communicative purpose To record or provide factual information or to give someone an account of an event happened in the past. (Melaporkan peristiwa, kejadian atau kegiatan) Examples of recount texts Article, police report, newspaper reports, historical accounts (laporan bersejarah), letters, journals, incident reports, biography, autobiography. The organization of recount text A recount text consists of 3 main parts: orientation, events and re-orientation.  Orientation (Pendahuluan, yaitu memberikan informasi tentang pengenalan tokoh, waktu, dan tempat) This part presents the background information on the who, when, and where of the event  Events/sequence of events (Rentetan/rangkaian peristiwa yang terjadi yang disampaikan secara berurutan) The events are presented in chronological order.  Re-orientation/conclusion (Penutup, ungkapan-ungkapan yang menunjukkan peristiwa atau kegiatan sudah selesai) The event stars to end, and the writer may provide an opinion of what has happened.  Komentar pribadi akan peristiwa yang diutarakan/ ungkapan penilaian (jika ada). Grammatical features related to recount texts  Action verbs (go, sleep, run)  Adjectives (beautiful, funny)  Connectors to do with time and sequence (and, but, then, after that)  Pronouns and nouns (David, we, his, monkey)  Punctuation (comma, colon, fullstop, apostrophe, etc)  Past tense (went, spent, played)  Adverbs (slowly, quickly)  Compound and complex sentences Examples of Recount Text Reading 1 Read this text and complete it! An Excursion to Bogor Botanic Garden All right, everybody, I’ll tell you about this great place. On Friday 16 March we (1) . . . . . to Bogor Botanic Garden. We went there by bus and we arrived at that (2) . . . . . garden at 10 o’clock. Arriving at the garden, we were (3) . . . . . into two groups. Group A followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A. Well, first we went to the odd (4) . . . . . plants and Mrs. Nina read us some of the information. Then, we looked at all the (5) . . . . . plants. After that, we went to a little spot near the Raffles cemetery and (6) . . . . . morning tea. Next, we did some sketching and then we (7) . . . . . group B at the information center to have our lunch. Soon, it was time for us to go to the (8) . . . . . . section while Group B did some research on flowers. Uhm…A lady led us to the orchid section. Then, she explained about many kinds of orchid. Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of Indonesian orchids. They were all beautiful. Later, we (9) . . . . . . a look at the American, European and Asian orchid’s section. It was interesting. Soon after we had finished our observations, we went back outside and met group B. Then, we got on the bus and (10) . . . . . to school. We really enjoyed the trip to Bogor Botanic Garden. Find Out! 1. What is the kind of the text? 2. What is an excursion? 3. When and how did they go to Bogor Botanic Garden? 4. What time did they arrive at Bogor Botanic Garden? 5. What did the writer follow and who was the leader? 6. Do you find the pronouns in the text? What are they? 7. Do you find the conjunctions in the text? What are they? 8. What is mostly tense used in the text? What are they? 9. Write down the adjectives which are in the text! 10. Write down the nouns which are in the text! Reading 2 Read the following text carefully! Earthquake Has everybody here heard of an earthquake? Do you know what it is like when it happens? Well, I once experience it. Okay, I’ll tell you about my experience. Listen. Orientation > I was driving along the coast road when the car suddenly lurched to one side. Events > You know what happened? At first I thought a tire had gone flat but then I saw telegraph poles collapsing like matchsticks. It’s terrible, isn’t it? Next, guess what! The rocks came tumbling across the road and I had to get out of the car. When I got back to town. Well as I said, there wasn’t much left. Reorientation > My God, that was a nightmare. Find out! 1. Who was involved in that story? 2. Where did the story happen? 3. What is the first event of the story? 4. What is the second event of the story? 5. The last event of the story is . . . 6. What is the purpose of the writer telling this story? 7. What is mostly tense used in the story? 8. The text organization of the text is . . . 9. Do find the punctuation in the story? What are they? 10. How did the writer feel about this story? Reading 3 Read the following text carefully and label the generic structure of it! Shopping to Supermarket ..................... Last night, Lutfindra had a motorcycle ride to the supermarket in her town, Karanganyar. .................... First, she got into the garage to get her motorcycle ready for the ride. Then, she got her motorcycle cleaned up and heated up. After that she got on the saddle and started to run the engine and rode along the way to the supermarket carefully. When she arrived at the supermarket she bough some vegetables such as cauliflowers, lettuce, cucumber. She also not forgot to buy her favourite fruits, durian. Finally she rode back home. ..................... She felt that it was happy to go shopping in the supermarket due to the less price of the goods. Task 1 Joint Construction of Text Write down your own Recount based on the generic structure below! Orientation ____________________________________________________________ ____________________________________________________________ ___________________________________________________________ Series of Events _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Reorientation _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Task 2 Independent Construction of Text Now, it is time for you to write and speak out about your own personal recount. Tell to the class your recount. Example: Good morning my teacher, Good morning my dear friends. At this occasion, I would like to tell you about my experience going to Mount Merapi. Do you know Mount Merapi? …Good. Where does it locate? All right.It is in Yokyakarta province. Last week, I and my friends from X-A made a trip to Mount Merapi. We leaved early in the morning by riding a bus from Tirtonadi bus stasion, Solo to Selo, Boyolali regency. At first, …………………………………………………………………………………………………… Next, …………………………………………………………………………………………………….. After that, ……………………………………………………………………………………………………. then, ………………………………………………………………………………………………......... finall , ……………………………………………………………………………………………………. I think, ……………………………………………………………………………………………….......... Task 3 Independent Construction of Text. Tugas menulis sebagai portofolio Write your trip or holiday experience. Follow the structure of the text. Mind your tenses, word choices, and punctuation. You may follow these steps. Step 1 Make an outline Step 2 Make a draft Step 3 Revise your draft based on your teacher’s suggestion Step 4 Write your final draft, then submit it to your teacher. Name : ___________________ Date : ___________________ Student’s number : ___________________ Task 4 Rearrange these sentences into a good text! 1. We reached the camping ground after we walked for about one and a half hour from the parking lot. 2. It was getting darker and colder, so we built a fire camp. 3. The next day, we spent our time observing plantation and insects while the girls were preparing meals. 4. On Monday, we packed our bags and got ready to go home. 5. Last weekend, my friends and I went camping. 6. We built the camp next to a small river. 7. In the afternoon we went to the river and caught some fish for supper. 8. We sang, danced, read poetry, played magic tricks, and even some of us performed a standing comedy. 9. At night, we held a fire camp night. Reading 4 This text is for questions 1 – 6! Read the following text carefully! Picasso was one of the most outstanding and important artist of the 1900’s. He is best known for his paintings. Almost every style in modern art is represented in Picasso’s works. Picasso was born in 1881 in Malaga, Spain as the son of an art teacher. He studied painting with his father and also in Madrid. From about 1895 to 1901 he painted realistic works in a traditional style. Then he entered what was called the blue period. During this time he only used shades of blue in his paintings to show poverty he saw in Barcelona. After 1907, he entered into the style of cubism. Among his well-known cubist paintings are “The Three Musicians” and “The man with a guitar” which depict the destruction of a Spanish town. Picasso died in France in 1973. 1. Who was Picasso? A. He was the most outstanding and important artist B. He was a well-known guitarist C. He was an art teacher D. He was one of most outstanding painter E. He was the musicians 2. The following sentences are true according to the text, EXCEPT…… A. He was the son of an art teacher B. He is famous for his paintings C. He entered the Blue Period D. Picasso died in France in 1973 E. Picasso was born in 1881 in Barcelona 3. What is the kind of the text ? A. Narrative B. Procedure C. Recount D. Analytical exposition E. Spoof 4. The text above aims to . . . . . A. To tell the readers about events happened in the past B. To give the readers some information C. To entertain the readers with events happened in the past D. To describe on how the events happened in the past E. To provide the readers about the events happening at present. 5. Picasso was one of the most outstanding and important artist . . . . The underlined word has the closest meaning in . . . . . A. Well-known B. Important C. Essential D. Familiar E. Easy to know. 6. ……..he is best known for his …….(paragraph 1, line 1) He refers to…… A. Painter B. Man C. Picasso D. Artist E. Musician SOAL UN SMA 2012 Reading 5 This text is for questions 7 – 10! Read the following text carefully! I, Milton Friedman was born on July 31, 1921, in Brooklyn, N.Y., the fourth and last child and first son of Sarah Ethel (Landau) and Jeno Saul Friedman. My parents were born in Carpatho-Ruthenia of the Soviet Union. They emigrated to the U.S. in their teens, meeting in New York. When I was a year old, my parents moved to Rahway, N.J., a small town about 20 miles from New York City. I was awarded a competitive scholarship to Rutgers University. I graduated from Rutgers in 1932. I financed the rest of my college expenses by the usual mixture of waiting at tables, clerking in a retail store, occasional entrepreneurial ventures, and summer earnings. Shortly, however, I became interested in economics. In economics, I had the good fortune to be exposed to two remarkable men: Arthur F. Burns and Homer Jones. Arthur Burns shaped my understanding of economic research, introduced me to the highest scientific standards, and became a guiding influence on my subsequent career. Homer Jones introduced me to rigorous economic theory, made economics exciting and relevant, and encouraged me to go on to graduate work. On his recommendation, the Chicago Economics Department offered me a tuition scholarship. As it happened, I was also offered a scholarship by Brown University in Applied Mathematics, but, by that time, I had definitely transferred my primary allegiance to economics. In 1976 I won the Nobel Memorial Prize in Economics for my achievements in the fields of consumption analysis, monetary history and theory and for his demonstration of the complexity of stabilization policy. In 1977, at age 65,1 retired from the University of Chicago after teaching there for 30 years. 7. Who influenced Milton Friedman on economic research? A. Sarah Ethel. B. Jeno Friedman. C. Arthur F. Burns. D. Homer Jones. E. Alfred Nobel. 8. What is the main idea of paragraph 3? A. Milton Friedman was very committed in his interest and talent in economics. B. Homer Jones shaped Milton Friedman understanding of economic research. C. Arthur Burns introduced Milton Friedman to rigorous economic theory. D. Brown University offered Milton Friedman a tuition scholarship. E. Milton Friedman was offered a scholarship by the Chicago Economics Department in Mathematics. 9. What did Milton Friedman do in financing his college expenses? A. He was a teacher during summer. B. He had a job in entrepreneur company. C. He worked as a clerk in a retail store. D. He sold tables to people. E. He taught economics in the university. 10. The generic structure of the text above is . . . A. Orientation-complication-resolution B. General classification-description C. Orientation-events-reorientation D. Goal-materials-steps E. Orientation-interpretative-evaluation-summation Reading 6 This text is for questions 11 – 13! Read the following text carefully! My wonderful experience at the 2006 Asian Games in Doha In December 2006, I went to Doha to participate in the 2006 Asian Games taking part in the Bach Volley Ball Championship. We prepared for a long time, training hard and fighting for approval of our participation. Nothing was easy. My partner, clear, my coach, King, and I were aiming to get into the top 8 at the Asian Games. Unfortunately, I sprained my ankle one week before departure, which frustrated me beyond belief. I had physiotherapy every day following the injury, and tried to recover as quickly as possible. Of course, the ankle could not heal completely in a few days, so I had no choice but to just try my best and have my ankle taped when I played in matches. We played against a team from Thailand, Mongolia, and Malaysia. The most difficult and important match was that against the Malaysian Team. We played well for the match and tried our very best. But finally we lost to them and ranked 9. It was so close. We nearly reached our goal - to be among the first 8 teams. 11. The writer's team was bitten by the team from … A. Qatar B. Thailand C. Mongolia D. Malaysia E. Indonesia 12. What is the main idea of paragraph 2? A. The ankle could not heal. B. The writer sprained her ankle. C. The writer tried hard to recover. D. The ankle made the writer frustrated. E. It needs a long time to heal her ankle. 13. According to the writer. ... team was difficult to beat. A. Thai B. Qatari C. Indonesian D. Malaysian E. Mongolian Reading 7 This text is for questions 14 – 16! Read the following text carefully! DR. ABDULRAHMAN SALEH (1909-1947) Born into a family of doctors in Kampung Ketapang, Kwitang Barat, Jakarta, Abdulrachman Saleh also became a doctor. After finishing MULO, he studied at STOVIA. While still a student, he was appointed assistant at the laboratory of physiology. Graduating from STOVIA, Abdulrachman Saleh continued his work at the lab while having his own medical practice. Abdulrachman Saleh’s role in medicine was significant. He became a lecturer in Jakarta, Surabaya, Malang, and Klaten. For his meritorious service in medicine, specifically in physiology, in 1958, the University of Indonesia bestowed him the title of Bapak Ilmu Faal (Father of Physiology). Abdulrachman Saleh was a man of many interests. He was involved in youth organizations like Boy Scouts and Indonesia Muda. He was also a member of Aeroclub, and co-founded theVerenigde Oosterse Radio Omroep (VORO), an organization of broadcasters. It was he who established the Voice of Free Indonesia, the radio station which spread the proclamation of Indonesia’s independence to the world. 14. Abdulrachman Saleh was bestowed the title Father of Physiology because .... A. He was a lecturer in the Medical faculty of the University of Indonesia B. He was a lecturer as well as a doctor C. He had significant contribution in physiology D. He was a lecturer in many parts of Indonesia E. He was a professor in physiology 15. The main idea of the first paragraph is that Abdulrachman Saleh ... A. Had his own medical practice B. Studied at the medical school in STOVIA. C. Became a doctor because of his family. D. Was appointed assistant at the laboratory of physiology. E. Started his career as a doctor in STOVIA. 16. Besides medicine, Abdulrachman also had a special interest in .... A. Laboratorium assistance B. Student organizations C. Aeroplane designing D. Broadcasting E. Politics Reading 8 This text is for questions 17 – 20! Read the following text carefully! One day in July 2005, I went fishing on Sodus bay. I casted under our own dock with a rubber worm and BOOM! A big bass took off to the other side of the dock and I was sure the line was going to break because his pulling was rubbing the line against sharp rocks. Three times I pulled him back to my side and he was tired. I knew that this was the biggest bass I had ever seen. I worked him towards me and got down on my belly, reached down and gripped him. However, I didn’t have a good grip at first and I let him down to the water for a few seconds to get a better grip. The next thing I knew he was swimming away. No! I screamed louder than I ever had. It was the first time I cried over a fish. What a huge fish. This a true story and a sad one for me. 17. Where did the writer cast his line? A. Under his own dock B. On his own dock C. At his cottage D. On a bay E. At home 18. The main idea of paragraph 2 is . . . . A. The writer got a big bass B. The writer pulled the bass C. A big bass took off to the sea D. The bass made the writer tired E. A big bass broke the writer’s line 19. What happened after the writer could grip the big bass? A. He picked the big bass up B. He cleaned the big bass up C. He laid down the big bass D. He stored the big bass in his dock E. He lost the big bass 20. I worked him towards me and got down on my belly, reached down and gripped him. (Paragraph 3) The object pronoun him refers to . . . . A. The writer B. I C. Big bass D. Rubber E. Fisherman 2. Narrative Narrative is text that tell about the story (actual or imaginary) in different ways and follow the sequence of time. Short stories, myths, fables and legend belong to narrative. (Cerita atau teks yang berisi berbagai permasalahan (crisis) dan berujung pada penyelesaian masalah tersebut (resolution). Cerita berbentuk narrative bisa berupa fiksi dan nonfiksi. Cerita fiksi misalnya; legenda, fable, cerita rakyat, dsb. Sedangkan cerita nonfiksi bisa berupa cerita kejadian nyata dimasa lampau yang penuh degan konflik/crisis sekaligus terdapat alur penyelesaiannya, misalnya cerita tentang orang-orang yang selamat dari terjangan tsunami yang melanda aceh berikut perjuangannya menyelamatkan diri). Purpose To amuse or entertain (menghibur) the readers or listeners with actual or imaginary stories in difference way that deals with complication or problematic events which lead to a climax and in turn finds a resolution. Text Organization of Narrative Text  Orientation (Pembuka berupa pengenalan tokoh, waktu dan tempat) Sets the scene: where and when the story happened , introduces the participants of the story , who and what is involved in the story.  Complication (Pengembangan konflik atau pemunculan masalah) Tells the beginning of the problem which leads the climax of the main participants.  Resolution (Penyelesaian konflik, atau langkah yang diambil untuk merespon masalah) The problem is resolved, either in a happy ending or in sad ending.  Re-orientation/Coda (Perubahan yang terjadi pada tokoh dan pelajaran yang dapat dipetik dari cerita) This is a closing remark to the story and it is optional. It consists of a moral lesson, advice or teaching from the writer. Language Features of Narrative Text  The use of noun phrases (in a beautiful castle, one rainy dark night,an old man )  The use of connectives (after, finally, then)  The use of conjunctions (and, but)  The use of adverbial phrases (in the castle)  The use of simple past tense (she was old and ugly, she turned into a . . . .)  The use of action verbs (sent, arrived,came)  The use of saying verbs (asked, declared)  The use of thinking verbs (decided, doubt)  The use of feeling verbs (felt, didn’t like)  The use of verbs of senses (saw) Examples of Narrative Text Reading 1 Read the following text carefully and complete it! The Legend of Minos, King of Crete Once upon a time there lived a very (1) . . . . king, named the King of Crete. He had a (2) . . . . which was half bull and half man. He (3) . . . . . Daedalus, a (4) . . . . . from Athens, to build a (5) . . . . . . in order to house the monster. When Daedalus finished his work, he wanted to leave Crete. But the king would not let him go. Daedalus finally (6) . . . . . . through the air by using wings (7) . . . . . . to his body with wax. He also made wings for his son, Icarus and made him fly (8) . . . . . himself. But the son was so glad and (9) . . . . . . that he soon went too high. As he (10) . . . . . nearer to the sun, it got warmer and warmer until at last the wax melted and his body fell down into the sea near Troy. The sea is now called the Icarian Sea. Find out! 1. Who was Daedalus? 2. What happened to him? 3. How did Daedalus escape from the King? 4. Who was Icarus? What happened to him? 5. What is tense mostly used in the text? Reading 2 Read the following text carefully! THE FLY AND THE BULL Orientation > There was once a little fly who thought he was very important. He felt proud of himself. One sunny morning,he flew around looking for someone to talk to. He saw a bull grazing in a field. He decided to fly down to talk to him. Complication > The little fly flew down and buzzed around the bull’s head. The bull did not bother him. He went on chewing grass. The fly then buzzed right inside the bull’s ear. The bull continued chewing grass. The fly thought, ”what a stupid animal!”. Now the fly decided to land on one of the bull’s horns to make the bull notice him. He waited for the bull to say something, but the bull kept quiet. The fly then shouted angrily,” oh, Bull, if you find that I am too heavy for you, let me know and I’ll fly away!” Resolution > The bull laughed and said,” little fly, I don’t care if you stay or leave. You are so tiny that your weight does not make any difference to me, so please be quiet and leave me alone. Find out! 1. Where and when did the story happen? 2. Who were involved in the story? 3. What problem did the fly have? 4. How did he overcome his problem? 5. Then what happened to the bull? Reading 3 Read the following text carefully and label the generic structure of it! ___________ ___________ ___________ ___________ ___________ Task 1 Joint Construction of Text Write down your own Narrative based on the generic structure below! Title: ....................................................................................... Orentation ………………………………………………………………………… Complication …………………………………………………………………………… ………………………………………………………………………….. Resolution …………………………………………………………………………… …………………………………………………………………………… Task 2 Independent Construction of Text Now, it is time for you to write and speak out about your own story. Tell to the class your story. Example: Good morning my teacher, Good morning my dear friends. At this occasion, I would like to tell you about my interesting story. Long time ago ____________________________________________________________ Task 3 Independent Construction of Text. Tugas menulis sebagai portofolio Write your own story. Follow the structure of the text. Mind your tenses, word choices, and punctuation. You may follow these steps. Step 1 Make an outline Step 2 Make a draft Step 3 Revise your draft based on your teacher’s suggestion Step 4 Write your final draft, then submit it to your teacher. Name : ___________________ Date : ___________________ Student’s number : ___________________ Task 4 The story of Antony and Cleopatra. Then, rearrange these sentences according to their sequence in the story and answer the questions! ..... In Egypt, Antony spent lazy days with Cleopatra. ..... Rome’s army was so powerful that Antony and Cleopatra lost their armies in the battle of Actium. ..... Antony went back to Egypt and joined Cleopatra’s army to fight against Rome. ..... Octavia and Antony got married. ..... Cleopatra, Queen of Egypt, was beautiful, intelligent, and fascinating ..... Being ashamed of the lost, Antony took his own life with his sword and Cleopatra killed herself with two poisonous snakes. ..... Antony went to Egypt to check if Cleopatra had uncovered a plot against Rome. ..... Octavious got angry and arranged a political marriage between Octavia, his sister and Antony. ..... Antony could not forget Cleopatra and went back to Egypt. Find out! 1. Why was cleopatra so famous throughout the ancient world? 2. Who was Antony? 3. Why did Antony go to Egypt? 4. Why did Antony marry Octavia? 5. How did Antony die? Task 5 Match the words in column A with their meaning in column B! No. A B 1. { } Dwarf A woman supposed to have supernatural powers related to evils spirits 2. { } Knight The ruler of a kingdom 3. { } Prince Any human being that is smaller than common man 4. { } Princess A military servant of the king or other feudal superior 5. { } Fairy The daughter of a royal family 6. { } Witch The king’s wife 7. { } King Imaginary beings usually in human form with supernatural powers 8. { } queen The son of a royal family Reading 4 This text is for questions 1 – 5! Read the following text carefully! One upon a time there was an office worker whose name was Charles. He worked in the same insurance office for many years. But during that time, he became more and more unhappy. While he worked, he dreamed constantly, and in his dream he was always a hermit, he stayed in his room. He didn't like people. He especially didn't like people when they talked. He wanted peace and quiet. Life went on for Charles in this way until he became desperate. His big opportunity came when he learned about a sea voyage the two of his friends were planning. They expected to make the trip during their summer vocation. Charles asked to join them. While they were sailing, our hero talked to his friends about the joys of hermits' life. He talked until he finally convinced them and they decided to stop at the First Island that they found. A few days after this decision, they saw the island in the distance where they decided to live. Before they went ashore, Charles asked the other two make a promise not to say a word after they reached the island. They were to remain perfectly quit during their stay. During the first few days after they landed, they built a little house where they planted a garden. The island was paradise for Charles because this was the peace and quiet that he wanted. 1. What kind of text is the text above? A. An anecdote text B. An description text C. A narrative text D. An analytical exposition E. A recount text 2. The purpose of the text is ... A. To persuade the readers to be a hermit B. To tell the past experience of Charles C. To entertain the readers D. To describe Charles' experience E. To evaluate the past experience 3. They expected to make the trip....(paragraph 2) The underlined word means .... A. Asked B. Wanted C. Aimed D. Had E. Hoped 4. Which of the following statements is true according to the text? A. Charles disliked the noisy condition B. Charles wanted to be a sea voyage C. Charles liked people when they talked D. Charles disliked peace and quiet E. Charles dreamed to live in the city 5. Which paragraph is the orientation? A. Paragraph 1 B. Paragraph 2 C. Paragraph 3 D. Paragraph 4 E. Paragraph 5 Reading 5 This text is for questions 6 – 10! Read the following text carefully! Once upon a time there was a poor widow who had an only son named Jack. They were so poor that they didn't have anything except a cow. When the cow had grown too old, his mother sent Jack to the market to sell it. On the way to the market, Jack met a butcher who had some beautiful beans in his hand. The butcher told the boy that the beans were of great value and persuaded the silly lad to sell the cow. Jack brought them happily. When he told his mother about this, his mother became so angry that she threw the beans out of the window. When Jack woke up in the morning, he felt the sun shining into a part of his room, but all the rest was quite dark and shady. So, he jumped to the window. What did he see? The beanstalk grew up quite close past Jack’s window. He opened the window and jumped to the beanstalk which ran up just like a big ladder. He climbed ….. and climbed till at last he reached the sky. While looking around, he saw a very huge castle. He was very amazed. Then Jacked walked along the path leading to the castle. There was a big tall woman on the doorstep. Jack greeted her and asked for the giantess’ mercy to give him breakfast, because he felt very hungry. Although the giantess grumbled at first, finally she gave Jack a hunk of bread and cheese and a jug of milk. Jack hadn't finished when the whole house began to tremble with the noise from someone’s coming. “Oh! It’s my husband!’ cried the giantess. “What on earth shall I do?” Hesitantly the giantess opened a very big cupboard and hid Jack there. 6. Where did Jack sell his cow? A. At a castle B. At the market C. At the giant’s castle D. At the butcher’s house E. On the way to the market 7. What is the story about? A. Jack and a butcher B. Jack and the giantess C. Jack and the beanstalk D. A poor widow and his son E. The giantess and her husband 8. “Oh! It’s my husband!” cried the giantess” (paragraph 7) “What on earth shall I do?” From the sentence we know that the giantess is ….. her husband. A. Afraid of B. Angry with C. Fed up with D. Annoyed with E. Displeased with 9. Jack’s mother looked very furious when Jack told that ……… A. The beans were precious B. The butcher bought his cow C. He had sold his cow to a butcher D. He traded his cow for the beans E. He met a butcher on the way to the market 10. What do we learn from the text? A. Sincerity makes Jack get something precious B. Jack’s mother was a furious mother C. Poverty makes people hopeless D. The giantess took pity on Jack E. Jack was an innocent boy Reading 6 This text is for questions 11 – 15! Read the following text carefully! Anne Boleyn During the reign of King Henry VII of England in 1522, Anne Boleyn, the daughter of Sir Thomas Boleyn and a niece of the Duke of Norfolk, returned to England from France where she spent her childhood. She became the Lady-in waiting into the service of Catherine of Aragon, King Henry VIII’s first wife. She soon caught the eyes of the King. The King tried to make Anne his mistress but Anne refused it. Her sister, Mary Boleyn had been the king’s mistress and gained little from it but a scandal. She demanded that the King marry her. She waited nearly seven years for Henry to obtain an annulment of his marriage with Catherine of Aragon. In 1532 Henry VIII and Catherine divorced. It finally took an unavoidable breaking with the Pope in Rome before they wed in the mid of September in 1533. A year later Anne was pregnant, but she was unable to give the King the son he desperately needed for an heir. The King was so disappointed. Their marriage ended tragically for Anne. She was accused of witchcraft, incest and adultery. On May 19th , 1536 she was beheaded at the Tower of London. Ten days after her death, King Henry married to Lady Jane Seymour who was able to give the king a son, Prince Edward. But this didn’t last long. The young prince died young. Elisabeth, the daughter of Anne and Henry VIII became England’s greatest queen. 11. Who was Anne’s father? A. King Henry B. Anne Boleyn C. Sir Thomas Boleyn D. Norfolk E. Aragon 12. She waited nearly seven years for Henry to obtain an annulment of his marriage with Catherine of Aragon. The underlined verb means …. A. Find B. Get C. Reach D. Receive E. Take 13. In 1532 Henry VIII and Catherine divorced. It finally took an unavoidable breaking with the Pope in Rome before they wed in the mid of September in 1533. The underlined verb the opposite meaning with … A. Collected B. Gathered C. United D. Joined E. Combined 14. She was accused of witchcraft, incest and adultery. On May 19th , 1536 she was beheaded at the Tower of London The underlined pronoun refers to….. A. Catherine B. Anne C. Mary Boleyn D. Elisabeth E. Jane Seymour 15. Which of the following is TRUE according to the text above? A. Mary Boleyn was accused of witchcraft B. Anne was able to give the King son C. The King was disappointed of not having son D. Elisabeth became England’s greatest queen E. Anne Boleyn is the daughter of the Duke Of Norfolk Reading 7 This text is for questions 16 – 20! Read the following text carefully! Once, a cap seller was passing through a jungle. He was dead tired and needed to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of caps bear him and lay down with his cap on his head. The cap seller had a sound sleep for one hour. When he got up, the first thing he did was to look into his bag. He was startled when he found all his caps were not there. He was wondering where they could have gone. Indeed, he was greatly puzzled. When he looked up the sky, he was very surprised to see monkeys sitting on the branches of a tree, each wearing a cap on his head. They had evidently done it to imitate him. He decided to get his caps back by making a humble request to the monkeys. In return, the monkeys only made faces of him. When he began to make gestures, even when he raised his fist towards them to threaten them, they also imitated him. At last he hit upon a clever idea. “Monkeys are a great imitator,” he thought. So he took off his own cap and threw it down on the ground. As he had expected, all the monkeys took off the caps and threw it down on the ground. Quickly he stood up and collected the caps, put them back into his bag and went away. 16. What did the seller finally do to get his caps back? A. He took off his own cap and threw it down on the ground. B. He threw the monkeys with stones. C. He pretended to sleep again. D. He threw the monkeys with his own cap. E. He threw his bag down on the ground. 17.Which of the following statements is NOT TRUE? A. A cap seller had slept for one hour under a tree. B. A cap seller found that all his caps were stolen by monkeys. C. A cap seller got all his caps back. D. Cap seller was dead. E. The monkeys imitated what the cap seller did. 18.“He was startled when he found all his caps missing, though the bag was intact,” A. Lost B. Broken C. Dirty D. Empty E. Complete 19.The communicative purpose of the text? A. To describe about cap and monkey B. To persuade the readers to avoid monkey C. To tell the readers about the struggle of a cap seller to get his caps back. D. To criticize a work of art E. To inform the readers how to deal with monkey. 20.Why was each monkey wearing a cap on their head? A. They liked them B. They liked wearing caps C. They were imitating the cap seller D. They were teasing the cap seller E. They had stolen the caps 3. Procedure A procedure is a piece of writing which consists of instruction in the form of steps to enable the readers to follow. (Sebuah bentuk wacana yang berisi tentang bagaimana cara membuat sesuatu (misalnya bagaimana cara membuat nasi goreng, membuat telur mata sapi, membuat juice alpukat, dll) atau bagaimana cara melakukan sesuatu (misalnya bagaimana cara mengoperasikan komputer, menambal ban bocor, menginstal program software ke dalam komputer, dsb.) dengan menggunakan prosedur/tata cara urutan tertentu dalam bahasa teknis/praktis) Communicative purpose To tell/record in sequential order the steps taken in doing or making something. Examples of procedure texts Recipe (resep makanan), instruction manual, science experiment (eksperimen sains). The organization of procedure text  Goal (Tujuan kegiatan) An opening statement with an objective.  Materials (Bahan-bahan yang dibutuhkan untuk membuat suatu barang, melakukan suatu aktivitas) List of materials or items needed.  Steps (Serangkaian langkah) A series of steps listed in a logical order which will be carried out to achieve the goal. Grammatical features related to procedure texts  Adjectives  Connectors to do with sequence (urutan) : (as a result, thus, so, eventually, consequently, etc)  Present tense (Rumus: S + V1 + O, S + Be + Adj./N/Adv.)  Imperative Verbs (don’t mix it, etc)  Nouns (Kata benda)  Numbering (Angka-angka yang menunjukkan urutan kegiatan, mis; first, second, etc) Examples of Procedure Text Reading 1 Read the following text carefully! Goal > The Hole Game Materials > Two players, one marble per person, a hole in ground, a line (distance) to start from. Steps 1. You must dub (click marbles together). 2. You must check that the marbles are in good condition and are nearly worth 3. Dig a hole in the ground and draw a line, a fair distance away from the hole. 4. The first player carefully throws his or her marble towards the hole. 5. Then the second player tries to throw his or her marble closer to the hole than his or her opponent. 6. The player whose marble is closest to the hole tries to flick his/her marble into the hole. If successful, this player tries to flick his or her opponent’s marble into the hole. The person flicking the last marble into the hole wins and gets to keep both marbles. Find out! 1. What does the text tell us about? 2. How many players are involved in the game? 3. What important thing is used in the game? 4. How many steps are there in the instruction? 5. How can a player win the game? Task 1 Find out the Indonesian meanings of the following verbs and pronounce them! No Verbs Pronunciation Meaning No Verbs Pronunciation Meaning 1. Roast / roust / memanggang 11. Drain 2. Fry 12. Broil 3. Boil 13. Steam 4. Grind 14. Heat 5. Pour 15. Chop 6. Stir over 16. Serve 7. Shred 17. Cook 8. Slice 18. Cut 9. Braise 19. Mince 10. Sieve 20. Mix Task 2 Rearrange these jumbled letters into correct words and tell their uses in front of the class. See an example:  G-h-a-n-s-i-w-e-m-i-h-c-a-n : W_____________ : Washing machine A : What is it used for? B : It is used for washing your clothes 1. V-o-n-e-r-a-i-v-m-c-e-o-w : M_______________ 2. R-m-v-l-a-n-c-a-u-c-e-u-e : V_______________ 3. G-f-e-r-t-e-i-r-a-o-r-r : R_______________ 4. D-q-i-l-s-i-e-r-i-u : L_______________ 5. A-s-w-h-i-s-r-h-d-e : D_______________ Task 3 Independent Construction of Text. Tugas menulis sebagai portofolio Write a recipe of your own how to cook/make . . . Goal : Ingredients: 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ 4. ___________________________________________ Steps 1. ____________________________________________ 2. ____________________________________________ 3. ____________________________________________ 4. ____________________________________________ Tell to your friend how you cook/make . . . . . Example: Good morning my teacher and dear friends. This morning I will talk about cooking/making . . . . . Do you know how to cook/make . . . .? …Oh yes, Everybody knows it. OK, What is the main materials? First ……………………………………………………………………………………………….. then………………………………………………………………………………………………… after that…………………………………………………………………………………………… finally……………………………………………………………………………………………… Reading 2 This text is for questions 1 – 5! Read the following text carefully! You can make nice bookmarks from simply a few pieces of paper. Follow the steps on how to make one. Materials needed :  A sheet of lightweight card  Paper in 2 different colours  A glass tumbler or cup ( one end with bigger circle and the other end with smaller circle)  A pencil  A ruler  Scissors  Glue  Crayon or felt - tip pens Instructions : 1. Cut a rectangle about 5 cm x 15 cm out of the card. 2. Draw a circle on the remaining card using one end of the glass tumbler or the cup. Glue this to the end of the card rectangle. 3. Draw a smaller circle on a coloured paper and cut it out. 4. Glue the smaller circle onto the centre of the larger card circle. 5. Using the other sheet of coloured paper, cut out a small semi circle for the head and glue it to the large circle. 6. Now you can decorate your bug. Glossaries 1. Bookmark / bookbug : N. Tanda batas, penunjuk halaman buku 2. Lightweight : Adj. Ringan, tipis 3. Tumbler : N. Gelas besar 4. Circle : N. Lingkaran 5. Glue : V. Lem, merekatkan 6. Rectangle : N. Segiempat 7. Crayon : N. Pinsil berwarna 1. How many pieces of coloured paper are needed to make a book bug ….. A. One B. Two C. Three D. Four E. Five 2. What is used to decorate your book bug ….. A. Coloured paper B. Small semicircle C. Glass tumbler or cup D. Crayon or felt – tip pent E. A sheet of light weight card 3. How many circles do you need to draw in all ….. A. One circle B. Two circles C. Three circles D. Four circles E. Five circles 4. What is the glass tumbler used for? He is used for... A. Draw B. Drew C. Draws D. Drawing E. To draw 5. What is used for the bug’s head?a….. A. Circle B. Smaller circle C. Cart rectangle D. Large circle E. Small semicircle Reading 3 This text is for questions 6 – 9! Read the following text carefully! How to mend an inner tube of bicycle Material : a bucket of water, rubber patch, a pump, special stick, and glue (rubber solution) First, take out the inner tube, then blow up with a bicycle pump. Second, put the tube into a bucket of water, bit by bit and move the tube round till you see a stream of air bubbles coming up through the water. Third, mark the place where the air is coming out with a special stick. And finally, when the inner tube is dry, put the rubber solution on the rubber patch then stick it on the puncture then pump it again and put it back into the wheel. The bicycle is ready to ride. 6. What is the generic structure of this text? A. News worthy event, background event, sources B. Issue, arguments for, arguments against, conclusion C. Identification, description D. Goal, materials, steps E. General statement, explanation 7. How to mend an inner tube of bicycle. The underlined word means …. A. Repair B. Rebuild C. Restore D. Recruit E. Replace 8. Why do we put the inner tube into the water? A. To put rubber solution on the patch B. To find a puncture C. To pump the tube D. To move the tube round E. To make the inner tube wet 9. We stick a rubber patch on the puncture …. A. After the inner tube is dry B. Before we put rubber solution on a rubber patch C. When the inner tube is in the water D. As soon as we put the inner tube back into the wheel E. By the time we put glue on the patch Reading 4 This text is for questions 10! Read the following text carefully! SOAL UN SMA 2012 1. You can make instant noodles with the help of a microwave. 2. Finally, add any items that you want and serve the noodles. 3. First, fill the bowl with two cups of water and the noodle. 4. Microwave it for about three to five minutes. 5. Then, take the noodles out of the microwave and pour the seasonings. 6. After the microwave beeps, wait for three minutes in the closed microwave. 7. Next, stir the noodles until the seasonings dissolve. 10. The best arrangement of the sentences above is: A. 1-7-5-6-2-4-3 B. 1-3-4-6-5-7-2 C. 1-2-7-3-6-5-4 D. 1-4-7-5-2-6-3 E. 1-4-6-5-2-3-7 Reading 5 This text is for questions 11-12! Read the following text carefully! A Simple Kite Material : - Two sticks of bamboo (1 m long) - Paint - Light but strong string. - A sharp knife - A large piece of rice paper. - A brush - A pencil - Glue Steps:  Smooth down the two sticks with a knife.  Mark the centre of stick A. Place it with its centre on stick B.  Tie the two sticks tightly with a piece of string.  Cut a long piece of string. Tie it to each end of the two sticks to make the frame of the kite.  Tie a piece of string around one end of stick A. Stretch the string to the other end of the stick and tie it tightly there too. The frame is now finished.  Place the frame on a piece of paper and copy its shape with a pencil. Cut the paper along the shape. Leave about 2 cm all around.  Put some glue on the edges of the paper. Fold the edges over the string of the frame and press down to glue the paper to the frame.  Paint and decorate your kite. When the paint is dry, make the bridle of the kite.  Cut a piece of string about 150 cm long. Tie one end to the point where the two sticks cross. Then, tie the other end to the bottom of the kite,.  Make a tail for the kite from strips of paper and glue it to the bottom of the kite. Finally, tie a piece of string about 100 m long to the bridle. This is the string you use to fly the kite. 11. We do not need ... to make the frame of the kite. A. A piece of paper and strong string B. Sticks of bamboo and a pencil C. A sharp knife and paint D. Glue and paint E. A piece of string 12. Why do we use paint to decorate the kite? A. To make it stronger. B. To make it fly easily. C. To make it more interesting. D. To control it. E. To play it. Reading 6 This text is for questions 13-16! Read the following text carefully! How to make a Ballon Powered Rocket Material You will need a ballon, sticky tape, sensors, string, a plastic drinking straw. Steps  Thread the string carefully through the drinking straw.  The one end of the string to an object (tree, door handle, post, and so on)  The other end of the string to something ten meters away making sure that the string is tight.  Cut two pieces of sticky tape.  Gently blow a little air into the ballon.  Hold the end of the ballon tightly so the air does not escape.  Tape the ballon firmly to the straw.  Blow more air into the ballon and again hold the end tighly.  Quickly release the end of the ballon and watch it travel along the string. 13. What is the genre of the text? A. Procedure B. Exposition C. Spoof D. Report E. Narrative 14. What is the goal of the text? A. Telling about the ballon powered rocket B. Making a ballon powered rocket C. Making a rocket power ballon D. Powered rocket with ballon E. Powered rocket is a ballon 15. “You will need a ballon, sticky tape, sensors, string, a plastick drinking, straw.” What do we call this part of the text? A. Goal B. Event C. Materials D. Stept E. Coda 16. How many materials are needed to make a ballon powered rocket …. A. 3 B. 2 C. 4 D. 5 E. 6 Reading 7 This text is for questions 17-20! Read the following text carefully! Recipe for French Toast You are going to need: 4 pieces of bread, 1 spoon of sugar, 2 eggs, A quarter of a cup of milk, Butter, Pan, Fork, Bowl. Steps Before you start to cook, you have to read the recipe. Now you can get ready. After you read the recipe, put everything on the counter. When everything is ready, break the eggs, pour a quarter of the milk in the bowl, then add a small spoon of sugar. Mix the eggs, milk, and sugar. Next, put a piece of bread in the bowl with the eggs, milk and sugar. Turn over the bread. Now, put some butter in the pan. Turn on the stove. When the pan is hot, take the bread out of the bowl and put it into the pan. After you cook one side of the bread, cook the other side. After you finish the first place of the bread, cook the other pieces. Now you have French toast. 17. The purpose of the text is . . . . A. To describe French Toast B. To explain about French toast C. To tell the readers how to make French toast D. To entertain the readers with French toast E. To persuade the readers to make French toast 18. Who is the text better addressed to? A. An expert chef B. A student learning at home C. A husband left by his wife D. A mother at home E. A boy / girl left by his / her mother 19. “Before you start to cook, you have to read the recipe.” The underlined word means . . . . A. A set of learning instruction B. A written statement that one has received money C. A written statement that one has received something D. A docter’s written order for a particular medicine E. A set of cooking instruction 20. “You are going to need.” The expression and what it follows belong to . . . . . A. Event B. Steps C. Materials D. Purpose E. Orientation 4. DESCRIPTIVE A description is a piece of writing that lists the characteristics of a person, place or thing. It describes living and non-living things such as animals, towns, buildings, volcanoes, motor cars, etc. (Sebuah teks yang mendeskripsikan ciri-ciri seseorang, suatu benda, atau tempat tertentu atau teks yang menggambarkan atau mendeskripsikan sesuatu yang spesifik/khusus, bisa berupa orang, benda, ataupun tempat, dengan menyebutkan karakteristik/ciri-ciri yang melekat pada benda tersebut, bagaimana bentuknya, berapa ukuranya, terletak dimana, dsb. Tujuan teks berbentuk deskripsi yaitu menggambarkan objek sejelas mungkin sehingga pembaca seolah-olah bisa melihat sendiri atau menggambarkan subjek tersebut secara langsung. Perbedaan teks jenis ini dengan teks berbentuk report terletak pada specific tidaknya si subjek. Kalau subjek atau benda tersebut berlaku untuk spesifik (diungkapkan ciri-cirinya), biasanya tergolong deskriptif, sedangkan kalau objeknya berlaku general/umum ( diungkapkan kegunaanya, kebiasaanya, dsb) biasanya tergolong report) Communicative purpose To describe a particular person, place or thing. (untuk mendeskripsikan atau menggambarkan ciri-ciri orang, mahluk hidup, benda atau tempat tertentu secara spesifik) Example of descriptive text Autobiographies, magazines (car magazines, fashion magazines, travel magazines, etc.) The organization of a descriptive text It mainly consists of two parts: identification and description. Identification This part introduces where or who the subject being described is. (Idnetification adalah bagian dari teks descriptive yang berisi tentang topik atau "apa" yang akan digambarkan atau dideskripsikan) Description It is supporting part of the paragraph which describes in detail or assists the readers to “see” or “feel” the subject. For example, the qualities, appearances, uses, habits, etc. (Description adalah bagian terakhir dari teks descriptive yang berisi tentang pembahasan atau penggambaran tentang topik atau "apa" yang ada di identification mengenai kenampakan fisik, kualitas, perilaku maupun sifat-sifatnya) Grammatical features related to descriptive texts  Adjectives (Teks discriptive menggunakan berbagai macam adjectives yang bersifat describing. numbering, classifying misalnya tow strong legs, sharp white fangs, dsb)  Pronouns (Examples : I, he, she, it, we, her, hers, him, etc)  Verbs and Verb Phrases (He is drawing a picture, she has studied hard, get on well with, etc)  Using Simple Present Tense (Debby is a model from Surabaya, She has a beautiful voice, etc)  Preposition (A word that indicates the relation of a substantive (rangkaian kata yang berfungsi sebagai nomina) to an adverb, an adjective. Examples: about, against, along, at, in, on, behind, below, between, beneath, etc)  Nouns, Noun Phrases (Examples: nose, a pointed nose, model, a famous model, etc)  Adverbs (Teks discriptive juga menggunakan adverbs untuk memberikan informasi tambahan mengenai perilaku atau sifat (adjective) yang dijelaskan, misalnya it is extremely high)  Clause (Dependent-Independent clause)  Compound Adjectives merupakan kata sifat yang kata pembentuknya lebih dari satu kata. (Examples: brown skinned, short-tempered, etc)  Etc. Examples of Descriptive Text Reading 1 Read the following text carefully and complete it! Let me tell you a (1) ___ of mine that I really want him to be my boy friend. His name is Robert Kedindang. I think he is the most (2) ____ boy I have ever known. He has tall, straight and muscular body. His (3) _____ is fair. He is (4) ____ than his age. He is now 17 (5) _____ like 14 year-old boy. Robert is so (6) ______ and cute. Don’t you want to know his traits? He is very independent and can be (7) _____ well. Then, ehmm...he is so tidy, friendly and so creative. He is so exclusive. If only he were a film star, I (8) ____ he suits to be a hero in every movie. One thing I don’t like about him is that when he is angry, he just says no words. Yap! The other thing I always (9) ______ is that he is so scared of roach. He always (10) _____ away when he sees a roach. He thinks roach is very disgusting. Reading 2 Read the following text carefully! Identification > Debby Putri is a model from Surabaya. Now she is a student of State Senior High School 71 Surabaya. Debby is the first daughter of Mr. Fajar Putri and Mrs. Ana Karaeng. Debby became a famous model when she won the competition of Teenage Model 2005 and YTV Jrang-Jreng 2004. Description > Debby is brown-skinned. She is tall and slender. She is 17 years old. Debby has wavy, short, black hair, a pointed nose and rather big ears. Her face is oval and her cheeks are dimpled when she smiles. Debby is an attractive girl in her blue jeans. She always wants to feel relaxed. She is neat and well-dressed. Debby is a cheerful and friendly girl. Everybody likes her because she is a humorous and creative girl. She gets on well with other people and she never forces her opinions on others. But sometimes Debby is short-tempered when she loses her personal things. Her hobbies are cooking Japanese food and singing. Debby has a beautiful voice and her favorite singer is Krisdayanti. Glossaries 1. Daughter : N. Putri 2. Became famous : menjadi terkenal 3. Win, won : V. Memenangkan 4. Teenage : N. Masa remaja, umur belasan tahun 5. Slender : Adj. Ramping 6. A ponted nose : berhidung mancung 7. Neat and well-dressed : Adj. berpakaian baik dan rapi 8. Get on well with : V. Bergaul dengan baik, menyesuaikan diri dengan baik 9. Short-tempered : Adj. Lekas marah, cepat marah, mudah marah 10. Force : V. Memaksa Find out! 1. What does the text talk about? 2. What is Debby’s profession? 3. How did she become famous? 4. What is her complexion? 5. Mention her positive and negative traits! Reading 3 Read the following text carefully and label the generic structure of it! ........ Yogyakarta ........ Yogyakarta is one of the nicest places I have ever visited. It is a city in south of Java Island. It is a popular holiday resort for people who like cultural and historical sites. Yogyakarta is a small city but there are lots of different things to see. There are many temples in the province, such as Prambanan, Kalasan and Sambi Sari. There are also two palaces that we must not miss, Hamengkubuwono and Paku Alam palace. .......... Yogyakarta is a small city but there are lots of different things to see. There are many temples in the province, such as Prambanan, Kalasan and Sambi Sari. There are also two palaces that we must not miss, Hamengkubuwono and Paku Alam palace. Yogyakarta is a tropical city. There are lots of palm trees and other tropical fruit trees. There are also beautiful beaches, such as Parangtritis, Krakal, Kukup, Glagah. It is not difficult to get around the city at the day because taxis and buses are easily found. Unfortunately, there is no bus in the evening. The only way to see the nightlife of the city is by taxi, but it is rare at night. I like Yogyakarta because it's a beautiful and peaceful city. I would like to visit it again one day. Discuss these questions 1. What does the writer to describe? 2. What does the first paragraph tell the reader about? 3. What does it’ (pr. 1 the 2nd sentences) refer to? 4. How are the beaches in Yogyakarta? 5. What does the writer think of Yogyakarta. Task 1 Work in groups. Write your descriptive based on the generic structure provided! Title Identification ……………………………………………………………………….. ……………………………………………………………………….. Description ……………………………………………………………………….. ……………………………………………………………………….. ……………………………………………………………………….. Task 2 Works in pairs. Write descriptive based on the pictures below. Use the following words to identify the picture!  Middle – aged  Teacher  Man  Glasses  White – haired  Flowery shirt  Friendly  English Mr Gunawan is …………………………………………………………….......................................... ………………………………………………………………………………………………………….  Beautiful  Waterfall  Tawangmangu Karanganyar  Central java  Mountains  Scenery  Fresh Grojogan Sewu is ……………………………………………………………………………………….. …………………………………………………………………………………………………………...  Long - hair  Beautiful  Attractive  Blue eyed  Slim  Thin - lipped  Young  Venezuelan  Model Mary is a model ……………………………………………………………………………………....... ………………………………………………………………………………………………………...... Task 3 Vocabulary Building Match the words with the body parts by drawing a straight line. Look at the example given! Waist Buttock Back Shoulder Legs Head Hand Eyes Cheeks Arms Hair Breast Forehead Stomach Wrist Lips Nose Mouth Eye brow Ear Task 4 Read the following words aloud and find their meanings in your dictionary! A. Looks Meanings 1. ugly : _____________________ 2. sexy : _____________________ 3. plain : _____________________ 4. charming : _____________________ 5. cute : _____________________ 6. pretty : _____________________ 7. handsome : _____________________ 8. cool : _____________________ 9. beautiful : _____________________ 10. attractive : _____________________ B. Age Meanings 1. old : _____________________ 2. eldery : _____________________ 3. young : _____________________ 4. middle-aged : _____________________ 5. young : _____________________ C. Complexion 1. dark : _____________________ 2. fair : _____________________ 3. black : _____________________ D. Figure Meanings 1. stocky : _____________________ 2. fat : _____________________ 3. big : _____________________ 4. slender : _____________________ 5. plump : _____________________ 6. slim : _____________________ 7. small : _____________________ 8. skinny : _____________________ 9. muscular : _____________________ 10. obese : _____________________ D. Height Meanings 1. tall : _____________________ 2. short : _____________________ 3. average height : _____________________ Task 5 Look at the pictures then describe their physical features! 01. 02. 03. Task 6 Look at the picture then answer the questions! 1. How is his hair? __________________________________________________ 2. how is his face? __________________________________________________ 3. how is his eyes? __________________________________________________ 4. How is his nose? __________________________________________________ 5. how is his cheeks __________________________________________________ 6. How is his ears? __________________________________________________ Task 7 Pronounce and find the meaning of the words! No. Body parts Characteristics No. Body parts Characteristics 1 face 1. long 2. oval 3. pale 4. oblong 4. Eyes 1. small 2. bright 3. wide 4. slanted 5. blue 2. Nose 1. pointed 2. small 3. flat 4. aquiline 5. Cheek 1. chubby 2. haggard 3. Hair 1. black 2. blond 3. curly 4. bald 5. straight 6. ponytail 6. ears 1. small 2. big Task 8 Match the description with the picture! ______ ________ ________ _______ ________ A. Mr. Michel is a well-known English Snookerman. He has bald hair B. Linda is a young sexy girl. Her legs are so slender. C. Budiman loves sport very much. Look at his muscular arm. D. Dr. Arif is a lecturer at University of Indonesia. His curly hair makes him easy to recognized . E. Mrs . Elma is 45 years old. But her long straight hair makes her look younger. Reading 4 This text is for questions 1 – 5! Read the following text carefully! An elephant is the largest and strongest of all animals. It is a strange looking animal with its thick legs, huge body, large hanging ears, a small tail, little eyes, long white tusks and above all it has a long nose. The trunk is the elephant’s peculiar feature, and it has various uses. The elephant draws up water by its trunk and can squirt it all over its body like a shower bath. It can also lift leaves and puts them into its mouth. In fact the trunk serves the elephant as a long arm and hand. An elephant looks very clumsy and heavy and yet it can move very quickly. The elephant is a very intelligent animal. It’s intelligence combine with its great strength makes it a very useful servant to man and it can be trained to serve in various ways such as to carry heavy loads, hunt for tigers and even fight. 1. The text tells us about…. A. The Elephant’s peculiar feature B. Useful servant C. Strange looking animal D. An elephant E. Elephant looks very clumsy. 2. The third paragraph is mainly about the fact that …….. A. Elephants are strong B. Elephants must be trained C. Elephants are very advantageous D. Elephants are very useless E. Elephants can lift logs 3. The most distinguishing characteristic of an elephant is..... A. Its clumsiness B. Its thick legs C. Its large body D. Its long nose E. Its large ears 4. The elephant draws up water by its trunk and can squirt it all over its body like a shower bath (paragraph 2) The underlined word refers to…. A. A shower bath B. Elephant’s body C. A shower D. Water E. Elephant’s trunk 5. The text above is in the form of… A. Analytical Exposition B. Narrative C. Recount D. Descriptive E. Spoof Reading 5 This text is for questions 6 – 10! Read the following text carefully! My hotel is located in the heaven Hill area. There are other hotels in the area which are all beautiful. My hotel has fiffty rooms.Ten rooms are luxurious. The rooms are air conditioned and there is a colour TV in each it means the rooms are simple, with fans and black-and-white TVs. In the luxurious rooms there are always double beds but in the simple rooms only some have double beds. Our guests come and check in or check out at the receptionist’s desk. These people also help the guests with their needs. They can order food and the receptionists ask our restauran to serve them. Guest can have breakfast, lunch or dinner in the room or in the restaurant. Room service is ready with orders. The receptionist can also help guest with their laundry. The laundry woman will wash and iron the clothes. The room-keepers clean all the rooms every day, Look! Some guests are coming. The bellboys help guests with their bags. They will have a seminar tomorrow. It is in the convention hall. I’ll ask them to sit at the lounge. 6. What are the facilities of the simple rooms in the writer’s hotel? A. There is a colour TV in each room. B. Air-conditioners and colour TVs’. C. Air-conditioners and black-white TVs. D. Fans and black-white TVs. E. There are always double beds. 7. The writer asked them to sit at the lounge. “The lounge”means the room where the guest? A. Watch TV. B. Sit and relax. C. Have a seminar. D. Sleep and relax. E. Have their meals. 8. ........can order food and the receptionists ask the restaurant in the hotel to serve them. A. The guests. B. The hotel manager. C. The bellboys. D. The receptionists. E. The laundry women. 9. Where can guests have breakfast,lunch or dinner? A. In their room. B. In the restaurant. C. In their room or in the restaurant. D. In the lounge or in the cafe. E. In the ballroom or in the lounge. 10. Did the bellboys clean all the rooms every day? A. Yes,they did. B. No,they didn’t. C. Yes, he did. D. No,he didn’t. E. Yes, she did. A. News in pictures. Reading 6 This text is for questions 11 – 14! Read the following text carefully! Jakarta is the capital of the Republic of Indonesia. It has a population of six million, the largest of any urban center in the southeast Asia. It is located on the alluvial plain of Ciliwung River in northwestern Java. The city is coextensive with its metropolitan area, Jakarta Raya and forming a special capital region. The city has expanded from the Kota, or Old city and now includes the modern port of Tanjung Priok. The majority of the city's residents are Moslem from west, central and east Java. In the last 30 years, heavy immigration, primarily from the densely populated areas of Java, has encountered for much of the rapid growth. Jakarta is the major industrial and commercial center in Indonesia with textiles and food processing among its more important industries. Jakarta's port is the nation's center of Indonesia. The Museum of Indonesia Culture, houses both domestic and overseas flights. Jakarta is also the cultural center of Indonesia. The Museum of Indonesia culture houses both ancient and modern works art. The University of Indonesia and nine private universities are located here. Jakarta was settled as a trading center b Hindus and Buddhist from India about 15th century. The Portuguese dominated the area in the 14th century, but they were ousted by the Sultan of Bantam in 152'7. He named the city Jayakarta, meaning ." glorious fortress ". 11. What tense does the text above mostly use ? A. Present tense B. Present continuous tense C. Past tense D. Present perfect tense E. Present future tense 12. Where is Jakarta located ? A. In the metropolitan area B. Tanjung Priok C. The Kota or Old city D. On the alluvial plain of Ciliwung River E. In northwestern Java 13.The majority of the City's residents are Moslem ... ( pr. 2, first sentence ). The word " residents " has the same meaning with … A. Citizens B. People C. Persons D. Population E. Human 14. The Portuguese dominated the area in the 14th century, but were ousted by Sultan of Bantam in 1527. The word "they " refers to ... . A. Hindus B. Buddhists C. Dutch D. Portuguese E. Moslems Reading 7 This text is for questions 15 – 17! Read the following text carefully! Singapore is a city state, it is a city but it is also a state. It is a republic. Along with Indonesia, Malaysia, Thailand, the Philipines and Brunai, it belongs to ASEAN, the Association of South East Asian nations. Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika.” Chinese, Malay Indians and Eurasians make up its citizens. Other Asians, including Indonesians, Japanese, Philippines, Korea, Thailand’s, and Arabs also live on that tiny island. Singapore is sometimes called “Instant Asia” because you can see varieties of customs, cultures and foods of nearly all Asia in Singapore. 15. The text mainly talks about Singapore as ... A. A nation B. An island C. A republic D. A city state E. A member of ASEAN 16. Singapore's citizens consist of ... A. Brunei, Indians B. Chinese, Thais and Arab C. Chinese, Malays, Indians, and Eurasians D. Eurasians and Philippines E. Asians and Arabs 17. " ... Koreans, Thais and Arabs live on that tiny island." (Paragraph 2) The underlined word may be replaced by "very ..." A. Cute B. Huge C. Small D. Broad E. Narrow Reading 8 This text is for questions 18 – 20! Read the following text carefully! I have a “super” mother. My mother is now in her late fifties. She comes from a family of traditional Cantonese middle class people. She has some knowledge of traditional .... (1) for fever, loss of appetite and minor cough. She is quite tall and medium built. She looks much younger than her age. She .... (2) Mandarin fluently and English quite well. She is an excellent cook, and her grandson once said that her cooking skills could match those of a chef in a restaurant. She is very friendly and .... (3). She never fails to help anyone to who needs her help. She likes to travel and, like any other woman, she likes to shop. 18. …………… A. Food B. Menu C. Pastry D. Beverage E. Remedies 19. …………… A. Asks B. Learns C. Cleans D. Speaks E. Exercises 20. …………… A. Rude B. Smart C. Quick D Pretty E. Helpful 5 . NEWS ITEM News item is a piece of writing that tells about an important event or situation that takes place/happens on a particular day. (News Items Text adalah salah satu Jenis Teks yang kontennya memberi informasi tentang peristiwa atau kejadian yang dipandang layak diketahui publik – bermuatan berita kepada pembaca/ pendengar. Kejadian-kejadian tersebut yang disampaikan kepada pembaca adalah kejadian yang dianggap penting, hangat dan patut dijadikan berita) Communicative purpose To inform the readers, listeners or viewers of the particulars/details of an event, accident or incident that has taken place. (Tujuan komunikatif dari News Items Text adalah memberitakan kepada pembaca, pendengar atau penonton tentang peristiwa-peristiwa atau kejadian-kejadian yang dipandang penting atau layak diberitakan) Example of news item text News items (Informative articles) The organization of a news item text It mainly consists of three parts : newsworthy event, background events and sources.  Newsworthy event (kejadian inti) It is about the country/city/place where the events took place. Then, the information on the who, when and the actual location of the events is presented.(Bagian pertama dari struktur kebahasaan News Item Text yang sering disebut Main Event adalah bagian yang menceritakan atau berisi berita tentang peristiwa atau kejadian inti yang biasanya dalam bentuk ringkasan atau summary)  Background events This part is the body of the news item which tells in chronological order the events that took place. There may be general comments on the events and quotes from people involved in the events. (Bagian kedua dari struktur kebahasaan News Item Text atau yang sering disebut juga dengan Elaboration adalah bagian yang menceritakan atau berisi tentang latar belakang peristiwa atau kejadian, siapa yang terlibat dan di mana tempat kejadiannya)  Sources The events start to end. Comments from the public, like the witnesses, the police or the experts are usually included. (sumber informasi,komentar saksi kejadian, pendapat para ahli, dll) Grammatical features related to news item texts  Headline, (informasi singkat tentang peristiwa)  Action verbs (kata kerja yang menunjukkan peristiwa atau kegiatan, misalnya: signed, killed, etc)  Saying verb (kata kerja pelaporan, misalnya; said, witnessed, told, etc)  Etc. Examples of News Item Text Reading 1 Read the following text carefully! Man jailed for striking RI maid Newsworthy Events > SINGAPORE : A supervisor was jailed for two months for repeatedly striking his Indonesian maid on the head and back with a television remote control, news reports said on Thursday. Background events > Muhamad Shafiq Woon Abdulah admitted in a Singapore court he physically abused the woman on several occasions between June and October 2002, The Strait Times said. The magistrate’s court hear that Shafiq, 31, began striking Winarti, 22 about a month after she started working for him. He hit her on the head with the TV set’s remote control because he was unhappy with her work. On one occasion, he punched her on the back after accusing her of daydreaming. Sources > S.S. Dhillon, Shafiq’s lawyer said his client lost his ‘better senses’ when he saw his daughter’s face covered as she lay in bed. He said his client thought the maid had put the child in danger. Glossaries 1. Supervisor : N. Pengawas 2. Jail : N. Penjara, V. Memenjarakan 3. Strike : V. Memukul 4. Maid : N. Pelayan wanita 5. Abuse : V. Menyalahgunakan, menyakiti hati 6. Court : N. Pengadilan 7. Occasion : N. Kesempatan 8. Punch : V. Menipu, memukul 9. Magistrate : N. Hakim 10. In danger : Adv. Dalam keadaan bahaya Find out! 1. Why was the man jailed? 2. What made this event newsworthy? 3. Find the facts why the man should be jailed? 4. Why did the man abuse the maid? 5. Mention the source of the news. What did he / she say? Reading 2 Read the following text carefully and complete it! Seven Killed in Accident on Jalan Sultan Newsworthy Event Seven people were (1) _____ in a collision between a bus, a car and a truck at 10:35 p.m. on Jalan Sultan last night. Backgroud Event The dead were all (2) _____ in the car. Police (3) ______ the car may have been trying to (4) _____ the bus when it was struck by a truck (5) ______ from the opposite direction. The driver of the car may not have been using his lights, as the truck driver said he did not (6) _____ the car approaching. Sources The police said the car should not have been trying to (7) _____ the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police (8) _____ that the car–a small (9) _____ car–should not have been carrying more than five people. The names of the (10) ______ are not yet known. Reading 3 Read the following text carefully and label the generic structure of it! ........... Police discover 13 petrol bombs in Palu ........... PALU (Antara): Police searching a conflict area between two Central Sulawesi villages in Poso have discovered 13 petrol bombs. ........... Dozens of people have been injured in fighting between the two villages in recent weeks. On Dec. 8, dozens were injured and scores of houses were destroyed in fighting, while at least 18 people were wounded in a more recent clash and had to be evacuated to several hospitals in Palu. .......... "After bombing the area from Sunday night to Monday morning, we found 13 petrol bombs hidden in water channels and bushes," a police source said here Monday. .......... He said the situation in the area was under control, but that guards had been posted at several points, while the road connecting the villages of Nunu and Tavanjuka remained closed. Answer the following questions related to the text above! 1. Where did the event take place? 2. How many people were hurt in the fighting on December 8? 3. How many petrol bombs were found by the police? 4. When did the petrol bombs discover? 5. What happened to the street from Nunu to Tavanjuka? Task 1 Work in pairs. Make a news item text based on the latest news happen around you or around your city! Title ……………………………………………… Newsworthy Event …………………………………………………………………… .................................................................................................. Background Event …………………………………………………………………...... ……............................................................................................ ……………………………………………………………………. Sources …………………………………………………………………...... ……............................................................................................ …………………………………………………………………….. …………………………………………………………………….. Task 2 Vocabulary building Find the meaning of these words in your dictionary and then pronounce them correctly! 1. Reporter = ………………………… 9. Journalist = ……………………………… 2. Events = ………………………… 10.Editor = ……………………………… 3. Terrible = ………………………… 11.Headline = ……………………………… 4. Deadline = ………………………… 12.Publisher = ……………………………… 5. Evidence = ………………………… 13.Sheet = ……………………………… 7. Edition = ………………………… 15. Subscribe = ……………………………… 8. Supplement = ………………………… Task 3 Match the words in column A with their meanings in column B! A B 1. Tabloid a. A magazine usually for children or teenagers, with lots of picture stories and or cartoons 2. Journal b. A magazine which comes out once a week (often on Sunday) as an addition to a newspaper 3. Supplement c. The name usually given to an academic magazine 4. Magazine d. Newspaper which focuses more on sensation rather than real news, usually has smaller formats than newspaper, have larger headlines and shorter stories and prefers stories about film stars, violent crimes and gossip 5. Comic e. Paper-coverednand illustrated periodical with stories, articles, etc. by various writers, usually issued weekly or monthly. Task 4 Fill in the blank spaces with the suitable words provided in the box! 1. A favorable and an unfavorable comment on a current event which is made by an editor is called an _______ 2. A ________ is a story about people in general which is not important but interesting to read. 3. A story which comes from a writer’s imagination is called _______ 4. A ________ is the title of a report, usually printed in large letters. 5. A picture, imitation of a person stressing certain features to cause amusement is called a ___ 6. A ______ is a judgement on literary, arts, music, movie, etc. 7. An ______ is a publication of a certain product which is advertised in a newspaper. 8. A writing that is based on facts is called a ________ Reading 4 This text is for questions 1 – 3! Read the following text carefully! Philipines : At least nine people were killed and dozens were injured when the Philipines security forces clashed with dozens of slum dwellers who resisted the tearing down of their homes in the northern province, a police commander said Tuesday. Raul Gonzales, the police chief in the northern Cordirella area, said that the soldiers and police officers traded gunfire with dozens of people who are illegally occupying the private land in Kalinga province. “Our team was ambushed on their way to the community to be demolished,” said Gonzales. He added that the security only defended themselves after the residents dug foxholes and opened fire with automatic rifles. “Nine people were killed and dozens were wounded, including 10 police officers during almost 10 hours of fighting. We even had to evacuate some of our officers who needed surgery to get the bullets from their bodies.”Reuters 1. What is the passage about? A. An illegal gunfire trade. B. A demolition of illegal slum dwellers. C. A fight between the police officers and the soldiers. D. A clash between the security forces and the slum dwellers. E. A clash between the police officers and the security officers. 2. The clash happened because …. A. Illegal slum dwellers resisted the demolition of their home. B. The police officers and soldiers shot the dwellers. C. Nine people were killed by the security forces. D. The police officers firing the dwellers. E. The people dwelled on private land. 3. Raul Gonzales said that … A. Ten police officers had to be evacuated. B. Ten police officers were killed in the fighting. C. Ten police officers were injured during the fighting D. Some of the wounded people needed surgery. E. More than ten police officers were killed and injured an the fighting Reading 5 This text is for questions 4 – 7! Read the following text carefully! On Thursday a search and rescue team found three more victims from a ship that sank in the Banda Sea. They had been missing since the incidents occurred on Friday last week. They were Aris Triono, the captain of the Amami cargo ship, Yakub, a crewman, and Suharto, a passangger. They were found on Thursday floating in waters close to Menui Island, Central Sulawesi province is adjacent to the southeast Sulawesi province.and the Banda Sea. Two other victims were earlier saved by the SAR team in the Banda Sea on Saturday last week, only a day after the ship sank due to bad weather. The SAR team is still searching for ten crew members and a passenger still missing from the incident, said Rocky Asikin, The head of the Kendari SAR team. 4. How many victims were there in the incidents? A. 16 B. 17 C. 18 D. 20 E. 21 5. When did the incident happen? A. Last Sunday B. Last Monday C. Last Tuesday D. Last Wednesday E. Last Friday 6. Who discovered the victims? A. The members B. SAR C. Rocky Asikin D. Victims E. Passengers 7. Who is the leader of the Kendari Sar? A. Aris B. Yakub C. Suharto D. Rocky Asikin E. Captain Reading 6 This text is for questions 8 - 10! Read the following text carefully! YONKERS, Nov 12th. A four alarm fire damaged 14 stores today in the Cross County Shopping Center, the largest shopping center in Westchester County. Two fire investigators said the blaze apparently started in a pile of cardboard cartons at the rear of a shoe store and spread through a utilities duct above the 13 other stores. The fire started at 4.40 p.m. and was declared under control at 6.14 p.m. the center is on the Cross County Parkway at the Gov. Thomas E. Dewey Thursday. Five fire fighters were busy at the scene. Lieut. John Carey of the Yonkers Arson Squad said the cause of the fire was under investigation. 8. The text mainly tells us about . . . . A. The blaze at a shoe store B. Afire in the shopping center C. The Yonkers Arson Squad D. The largest shopping center in Westchester County E. A shopping center in the cross country 9. How many investigators and fire fighters were involved in the scene? A. Fourteen B. Thirteen C. Twelve D. Two E. Seven 10. The fire has lasted about . . . . . A. Two hours B. One hour C. One and a half hours D. Forty five minutes E. Half an hour Reading 7 This text is for questions 11 - 12! Read the following text carefully! Tourist Boats Collided in Thailand, 42 Injured Thailand: Forty-two passengers were injured and two were missing after two boats carrying Thai and foreign tourists collided in the popular island beach party, police said Sunday. The speedboats were ferrying tourists to the Pha-Ngan island for a “Fullmoon” party, a monthly event that attracts thousands of young, mostly western tourists. Provincial police officer, Adipong Tapee said of the 42 travelers injured, 39 were hospitalized including four Britons, four Australians and four Singaporeans. Also among them were Irish, Norwegian, Malaysian and Thai tourists, he said. The boats collided and overturned before midnight Saturday, throwing the passengers into the rough sea water just off the island, the website of The Nation newspaper said. –AP 11. We know from the text that… A. The boat carried forty two passengers B. The accident happened not far from Pha-Ngan C. The two missing passengers were westerners D. The passengers were mostly foreign tourists E. The boats collided on the way back to Pha-Ngan island 12. What had possibly caused the accident? A. A careless captain B. Too many passengers on board C. There were too many boats D. A rough weather E. The boats were speeding Reading 8 This text is for questions 13 - 16! Read the following text carefully! Spanish Thief Saw Himself as Robin Hood-Like Bandit Madrid (Reuters) - Spain's most wanted thief, "The Loner," saw himself as a Robin Hood-style figure and said he robbed banks only because they stole from the public, his lawyer said Thursday. Accused of killing three policemen and holding up more than 30 banks, Jaime Jimenez Arbe was planning to move on to insurance companies when he was arrested last month, Spanish media reported, citing lawyer Jose Mariano Trillo-Figueroa. "I am not a killer and if I was obliged to shoot at officers of the law, it was always against my will and in order to avoid being arrested," Jimenez said in a letter reproduced on the websites of newspapers El Pais and El Mundo. Trillo-Figueroa said Jimenez, who robbed the banks disguised in a false beard and a wig, thinks of himself as Curro Jimenez, a Spanish 1970s television bandit in the style of Robin Hood. The Loner was arrested in Portugal, armed with a submachine gun in preparation for another bank robbery-Reuters. 13. What is the text about? A. The websites of newspaper EI Pais and EI Mundo B. Spanish media reporter, Jose Mariano Trillo-Figueroa C. The arresting of Spains's most wanted thief in Portugal D. A submachine gun in preparation for another bank robbery E. A Spanish 1970s television bandit in the style of Robin Hood 14. Before being arrested, Jaime Jimenez Arbe . . . in Spain A. Had just robbed a policeman. B. Had robbed 30 banks C. Would have killed three officers of the law D. Had robbed insurance companies E. Had been working for companies 15. The reason why "The Loner" robbed the banks is because . . . . A. His lawyer helped him B. He was the most wanted thief in Spain C. He was accused of killing three policemen D. He believed that the banks stole money from the public E. He was himself as a Robin Hood-style figure 16. "Trilo-Figueroa, said Jimenez, who robbed the banks disguised in a false beard and a wig. The underlined word "disguised" means . . . . A. Changed appearance B. Reduced confidence C. Damaged reputation D. Exposed to view E. Made known Reading 9 This text is for questions 17 - 20! Read the following text carefully! Jakarta (JP). The number of people injured in the weekend earthquake in the Central Sulawesi capital of Palu reached 26. The earthquake, measuring 5,8 in the opened Richter Scale, also damaged or destroyed hundreds of buildings. So fare no deaths have been reported. “ Only 3 of the 26 injured are still being treated at a government clinic. In the Sausu Trans village, the rest have returned home,” Mohammad Haerollah, an official of the Central Sulawesi Office of the Ministry of Social Services, told the Jakarta Post yesterday. Officials at the meteorology and geo-physics office in Palu said earlier that the epicenter was in the Gulf of Tomini, 32 kilometres east of Palu, at a depth of 32 kilometres. The office recorded 396 tremors between 5.30 p.m. on Saturday and 12.00 a.m. on Sunday. However, locals felt47 of the tremors. Antara News Agency reported on Saturday that most of the casualities were adults, injured by collapsing structures. The agency also said, that victims were mainly residents of the Sausu, Suli, Torono, and Malakosa villages. 17. This text as a whole reports …. . A. The weekend earthquake in Palu B. The casualities at a government clinic C. The profession of Mohammad Haerollah D. The damaged building caused by the earthquake E. The activities of the officials at the meteorology and geo-physics office. 18. Which statement is TRUE according to the text ? A. There were 349 tremors felt by people. B. Some people were killed by the earthquake C. Sausu, Suli, Torono, and Malakosa were the worst places hit. D. The earthquake happened in the South Sulawesi capital of Palu. E. An earthquake measuring 5.4 on the Richter Scale rocked Palu 19.” Only 3 of the 26 injured are still being treated at a government clinic” ( Paragraph 2) The underlined word may be replaced by …. . A. Managed at the same way. B. Negotiated with somebody C. Considered in a certain way D. Given something enjoyable E. Given medical care 20. Why are 3 of the 26 injured still may be treated ? A. These 3 casualties were possibly badly injured. B. The causalties felt comfortable with the hospital service. C. May be the facilities at the clinic were complete enough. D. The injured satisfied with the doctor’s treatment at that clinic. E. These 26 caualties couldn’t stand staying in the clinic any more. 6. Report (laporan hasil pengamatan) Report is a text which presents information about something. It is as a result ofsystematic observation and analysis. Report provides factual information about a specific subject like social phenomenon (e.g. riot, demonstration, unemployment), nature (e.g. earthquakes, rain, storm, living things-animals, plants) and man-made. The factual information provided in the report text is objective. (Teks yang isinya menyampaikan informasi tentang sesuatu, apa adanya, sebagai hasil pengamatan sistematis atau analisis. Yang dideskripsikan dapat meliputi gajala alam, lingkungan, benda buatan manusia, atau gejala- gejala sosial atau teks yang menginformasikan, menggambarkan, mendeskripsikan, atau mengklasifikasikan suatu fenomena yang ada di lingkungan kita baik itu berupa benda, tanaman, binatang dsb yang bersifat umum(general). Text berbentuk report ini hampir sama dengan Deskriptive, yang membedakannya hanya terletak pada subjeknya. Report biasanya berlaku general/umum sedangkan deskriptif bersifat khusus) Communicative purpose To inform about specific subject (untuk mendeskripsikan participant apa adanya) Examples of Report : reference book, science reports, weather reports, etc. Generic structure of Report Text  General classification : opening statement that introduces the subject (Klasifikasi suatu fenomena (binatang, public places, tanaman, dll) yang akan didiskusikan/ dilaporkan secara umum)  Description : supporting paragraphs that describe the subject in detail in order to assist the readers to get more understanding/ more knowledge about the subject (e.g. its qualities, appearances, habits, uses, etc). Penginformasian ciri-ciri umum/generalisasi yang dimiliki subjek-mis; sifat-sifat psikologis, perilaku, tampilan fisik, kualitas, dan sejenisnya. Language features related to Report Text  Using simple present tense (untuk menyatakan suatu kebenaran umum atau fakta ilmiah)  Relational process, (menggunakan kata kerja yang dapat menggambarkan keadaan participant, dan atau mengisyaratkan kepemilikan. Misalnya: Birds have wings, An elephant is a big animal).  Adjectives (kata sifat yang digunakan untuk menerangkan benda. Mis; big animal)  Pronouns  Adverbs  Simple, compound, complex sentence  General nouns (kata benda yang merujuk pada sesuatu secara umum. Mis; tigers, birds, etc.)  Action verbs (kata kerja yang digunakan untuk menjelaskan perilaku, misalnya; lizards cannot fly, dsb.)  Etc. Examples of Report Text Reading 1 Read the following text carefully! A tornado is a powerful, twisting wind storm. It is one of the most destructive storms on earth. A tornado is also called a waterspout. A tornado is a long cloud which comes down from the sky. It is shaped like a funnel and consists of wind which whirls around and around extremely fast. In fact, the wind can reach a speed of more than 900 km per hour. Most tornados form a long a front (boundary) between cool, dry air, and warm, humid air. Weather scientists are unable to know exactly when tornados will occur. Fortunately, the tornado is not usually very big and it does not long. Glossaries Tornado : N. Angin puyuh Windstorm : N. Angin topan Waterspout : N. Angin punca beliung Destructive : Adj. Merusak Funnel : N. Corong Humid : Adj. Lembab Whirl : V. Memutar Occur : V. Terjadi Find out! 1. What is the focus participant of the text? 2. The generic structure of the text consist of . . . . 3. The description of the text tells about . . . . 4. Find some sentences in the text that use relating verbs! 5. What tense is mostly used in the text? Reading 2 Read the following text carefully! Whales are (1) . . . . mammals. They therefore breathe (2) . . . . but cannot survive on land. Some species are very large (3) . . . . . . and the blue whale, which can exceed 30 meters in (4) . . . . . , is the largest animal to have lived on earth. Superficially, the whale looks rather like a (5) . . . . . , but there are important differences in its external structure; its (6) . . . . . consists of a pair of broad, flat horizontal paddles (the tail of a fish is vertical) and it has a single (7) . . . . . on top of its large, broad head. The skin is (8) . . . . . and shiny and beneath it lies a layer of fat (blubber). It can be up to 30 meters in (9). . . . . and serves heat and (10) . . . . . fluids. Find out! 1. How long is a whale’s body? 2. Why can’t whales survive on land for a long time although they breathe air? 3. What are the differences between whales and fish? 4. What is tense mostly used in the text? 5. Find the simple and compound sentences in the text! Reading 3 This text is for questions 1 – 3! Read the following text carefully! A laptop is a kind of computer unit which has the same function as a PC (Personal Computer), but it is smaller, lighter and of different sizes. Nowadays, most people choose laptops for several reasons. A laptop is a portable device. This portability is very helpful for our work, study and other activities. We do not need complicated cable installations to activate a laptop, and with a laptop, we can do our work anytime anywhere. Moreover, a laptop allows us to access the internet in public places which provide free access called hot spot areas. Some people like to use this facility to carry out their tasks. Finally, a laptop consumes energy more efficiently than a PC does. This device uses a rechargeable battery as a source of electric energy. So if we prefer using a laptop, it means that we support the government program to save energy. That’s why a laptop has become very popular recently. 1. A public place where we can have free access to the internet is a/an… A. Free access B. Hot spot C. Internet installation D. Laptop facility E. Hot spot area 2. A laptop has become very popular because… A. It is portable B. It allows us to access internet C. It gives several benefits to the user D. It doesn’t need complicated cable installation E. We can do our work with it anytime anywhere 3. From the text we know that… A. A laptop is usually more expensive than a PC B. More people like a laptop better than PC C. More people like a PC better than a laptop D. For a mobile person a laptop is more handy than a PC E. A laptop is cheaper now than it was before Reading 4 This text is for questions 4 – 6! Read the following text carefully! A natural disaster is a terrible accident, e.g. a great flood, a big fire or an earthquake. It usually causes great suffering and loss of a large sum of money. The casualties are injured or died. Some people are homeless and need medical care. Floods occur when the water of rivers, lakes, or streams overflow their banks and pour onto the surrounding land. Floods are caused by many different things. Often heavy rainstorms that last for a brief can cause a flood. But not all heavy storms are followed by flooding. If the surrounding land is flat and can absorb the water, no flooding will occur. If, however, the land is hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a river may overflow and flood adjacent lowland. In many part of the world flood are caused by tropical storms called hurricanes or typhoons. They bring destructive winds of high speed, torrents of rain, and flooding. When a flood occurs, the destruction to surrounding land can be severe. Whole villages and towns are sometimes swept away by water pouring swiftly over the land. Railroad track blocked and uprooted from their beds. Highways are washed away. When a building caught fire, the firemen pitched in to help battle the blaze. Before the pumps were invented, people formed bucket brigades to fight fires. Standing side by side, they formed a human chain from the fire to nearby well or river. They passed buckets of water from to hand to be poured on the flames. The damage of the fire did depend a great deal on where it happened. In the country or a small village, only a single house might burn down. But in crowded cities, fire often destroyed whole blocks and neighborhoods before being controlled. UN SMA/MA IPA 2011/2012 4.What can possibly prevent rivers and lakes from overflowing? A. An absorbent bed. B. A rocky surrounding. C. A low land. D. A high bank. E. A high road. 5. We know from the text that . . . A. River can sweep heavy flood B. People can make money from flood C. The destruction by flood is always less severe D. Water flood is absorbed by land E. Typhoons caused heavy flood 6. We know from the text that . . . . A. The pump is the only tool used by fire fighters now B. The pump helps people to fight fires more efficiently C. Fires in big cities are always very big D. People no longer use buckets to control file E. Only firemen can control fires in crowded cities Reading 5 This text is for questions 7 - 10! Read the following text carefully! Antibiotic is a drug produced by certain microbes. Antibiotics destroy other microbes that damage human tissues. They are used to treat a wide variety of diseases, including gonorrhea, tonsillitis and tuberculosis. Antibiotics are sometimes called ‘wonder drugs’ because they can cure diseases such as meningitis, pneumonia and scarlet fever. But when the antibiotics are overused, or misused, these drugs make a person sensitive being attacked by a superbug. Antibiotics do not always distinguish between harmless and dangerous microbes. If a drug destroys too many harmless micro-organism, the pathogenic ones -the dangerous microbes- will have a greater chance to multiply. This situation often leads to the development of a new infection called superinfection. Extensive use of some antibiotics may damage organs and tissues. For example, streptomycin, which is used to treat tuberculosis, has caused kidney damage and deafness. Resistance to antibiotics may be acquired by pathogenic microbes. The resistant microbes transfer genetic material to non-resistant microbes and cause them to become resistant. During antibiotic treatment, non-resistant microbes are destroyed, but resistant types survive and multiply. To avoid the side effect of antibiotics, you'd better not urge your doctor to prescribe antibiotics. Keep in mind that antibiotics are only useful for bacterial infections and have no effect on viruses, so they cannot be used for children pox, measles, and other viral diseases. 7. Which diseases cannot be cured by antibiotics? A. Tonsillitis B. Meningitis C. Chicken pox D. Tuberculosis E. Scarlet fever 8. What are discussed in paragraph two and four? A. Both paragraphs describe how antibiotics work. B. Both paragraphs tell about the effects of misusing antibiotics. C. Both paragraphs explain how antibiotics damage organs and tissue. D. Paragraph two tells what causes the pathogenic microbes multiply and paragraph four tells how un-resistant microbes become resistant. E. Paragraph two tells how antibiotics destroy harmless microbes and paragraph four describes how the pathogenic microbes transfer genetic material to non-resistant microbes. 9. Choose one from the following which is not the effect of using antibiotics improperly? A. Organs and tissues are damaged. B. The pathogenic microbes multiply. C. Harmless micro-organism are destroyed. D. Pathogenic microbes become non-resistant. E. New infection which is called superinfection develops. 10.Antibiotics do not always distinguish between harmless and dangerous microbes.” (paragraph 2) The underlined word means… A. Vary B. Compare C. Correlate D. Contradict E. Differentiate Reading 6 This text is for questions 11 - 14! Read the following text carefully! The Houses of the Toraja The ethnic groups in the mountain regions of southwest and central Sulawesi (Celebes) are known by the name of Toraja, which has come to mean "those who live upstream" or "those who live in the mountains". Their name is in fact derived from the word Raja, which in Sanskrit means "king". The society is hierarchically structured: the noblemen are called rengnge, the ordinary people to makaka, and the slaves to kaunan; birth determines which rank a person will occupy. The distinctive features of the traditional houses (tongkonan) of the Toraja are the "buffalo horns", the roof design and the rich decoration on the walls. The buffalo is a symbol of status, courage, strength and fighting spirit. Designed as a representation on the universe, the tongkonan is constructed in three parts: the upper world (the roof), the world of humans (the middle of the building), and the underworld (the space under the floor). The highly distinctive roofs constructed by the Toraja given rise to various ingenious interpretations. Certainly the roof is something of deep significance for the Toraja, and even today they build "modern" (in other words houses built with cement) houses with such roofs. 11. What is the text about? A. The culture of Toraja B. The society of Toraja C. The distinctive features of traditional houses D. The decription of a traditional houses of Toraja E. The ethnic groups of southwest and central Sulawesi 12. “… and even today they bulid modern…” (paragraph 3) The underlined word refers to… A. Raja B. Rengnge C. Society D. Toraja people E. Mountain regions 13. What are the ordinary people commonly called? A. Tongkonan B. Makaka C. Celebes D. Rengnge E. Kaunan 14. Which of the following does not symbolize a buffalo? A. Status B. Courage C. Strength D. Cowardice E. Fighting Spirit Reading 7 This text is for questions 15 - 17! Read the following text carefully! Remote sensing is the acquisition of information about an object or phenomenon, without making physical contact with the object. In modern usage, the term generally refers to the use of aerial sensor technology to detect and classify objects on Earth (both on the surface, and in the atmosphere and ocean) by means of propagated signals (e.g. electromagnetic radiation emitted from aircraft or satellites). There are two main types or remote sensing: passive remote sensing and active remote sensing. Passive sensors detect natural radiation that is emitted or reflected by the objects or surrounding area being observed. Reflected sunlight is the most common source of radiation measured by passive censors. Examples of passive remote sensors include film photography, infra-red, charge-coupled devices, and radiometers. Active collection, on the other hand, emits energy in order to scan objects and areas whereupon a sensor then detects and measures the radiation that is reflected or backscattered from the target. RADAR and LIDAR are examples of active remote sensing where the time delay between emission and return is measured, stabilizing the location, height, speed and direction of an object. 15. From the text we know that remote sensing… A. Is a way to obtain information about an object or phenomenon B. Does not difficult to do C. Makes physical contact with the object D. Does not make use of censors E. Does not make use propagated signals 16. What is the main idea of the second paragraph? A. Active sensing is better than passive sensing B. The energy in sunlight is important for remote sensing C. Passive sensing is not as strong as active sensing D. The source of energy radiated for sensing determines whether it is the active or passive type E. Active remote sensing and passive remote sensing are equally useful for the development of knowledge and technology 17. Based on the text we can say that… A. Remote sensing is expensive technology B. Remote sensing is useful for transportation C. We can apply the technology to study animals D. Medical science can be improved through remote sensing E. Remote sensing make it possible to collect information of an object in a dangerous area Reading 8 This text is for questions 18 - 20! Read the following text carefully! Kapoposang is one of the largest of the Spermonde Islands, around 70 km northwest of Makassar, South Sulawesi. Kapoposang covers an area of around 50,000 hectares and is inhabited by around 100 families. Several other islands, both inhabited and uninhabited, lie near Kapoposang. The larger ones include Papandangan, Kondongbali, Suranti and Tambakulu. Kapoposang and the nearby islands were declared a Nature Tourism Park by the Department of Forestry in 1999. Diving has been an important activity at Kapoposang since the mid 1990s. There were so few local divers at the time, and because of the distance from other well-known diving areas in Indonesia, Kapoposang has basically remained a secret. The best time to visit Kapoposang is between April and November, when the seas are calm, the weather favorable, and the wind less fierce than in the other months. The trip takes two hours by speedboat; the ocean breezes help to cool your skin in the hot morning sun. As you approach Pulau Kapoposang, you see the deep blue water, which suddenly meets an expanse of coral reefs between extensive shallows with white sands in the seabed. Sea grass also grows lushly near the shore. The sea bed at Kapoposang has a unique composition; near the island are some quite shallow contours, and then suddenly steep underwater cliffs leading to seemingly endless depths. The water is very clear; you can expect underwater visibility of over 15 meters – ideal conditions for divers. 18. The text is about .... A. Kapoposang and the surrounding islands B. Kapoposang as a diving spot. C. Kapoposang as a very popular tourist spot D. Kapoposang as a secret area E. Kapoposang and the weather 19. Where is Kapoposang located? A. In the Nature Tourism Park of Makassar. B. Next to Makassar, South Sulawesi C. In the Spermonde Island D. Among the big islands near Makassar. E. Very close, to the north of Spermonde 20 ....... because of the distance from other well-known diving areas in Indonesia ....... The underlined word can be replaced with . . . A. Famous B. Polite C. Excellent D. Notorious E. Familiar 7. Analytical Exposition Analytical Exposition is a text that elaborates (menjelaskan) the writer’s idea about the phenomenon (gejala) surrounding. In this type of text, the writer tries to convince the readers with the writer’s point of view. Analytical exposition juga dikenal dengan istilah argumentative, sedangkan hortatory exposition dapat juga disebut dengan istilah persuasive. (Sebuah teks yang memaparkan dan mempengaruhi para pembaca atau pendengar bahwa ada masalah yang tentunya perlu mendapat perhatian, ulasan, atau penjelasan atau data penguat tanpa dimunculkan usaha membujuk pembaca untuk memiliki sikap pro-kontra terhadap sesuatu. Misalnya, pentingnya belajar bahasa Inggris, pentingnya perpustakaan,dsb.) Communicative purpose To persuade and convince the readers or the listeners with the writer’s idea by presenting arguments. (untuk meyakinkan pembaca bahwa topik yang dihadirkan adalah topik yang penting untuk dibahas atau mendapat perhatian dengan cara pemberian argument-argument atau pendapat-pendapat yang mendukung main idea atau topik tersebut). Examples of analytical exposition text Newspaper editorials (tajuk rencana di surat kabar), debates, speeches The organization of Analytical Exposition text  A thesis (pernyataan pendapat penulis atas suatu kasus/fenomena) Introducing the topic and indicating the writer’s position (kedudukan/keadaan). The writer also outlines (menguraikan) the main arguments to be presented.  Arguments (yang terdiri atas “Point” yang dikemukakan dan “Elaborasi” Explaining a series of arguments that support the writer’s position  Reiteration (penguatan pernyataan) In this stage, the writer restates his/her point of view Grammatical features related to Analytical Exposition texts  Evaluative/Emotive language plays a role in persuading the readers toward the writer’s opinion and adds strong description to the facts. (memainkan peranan untuk membujuk atau mempengaruhi pembaca terhadap pendapat penulis dan menambahkan deskripsi yang kuat terhadap fakta). Mis: It is true that the sun rises in the east, It’s important to . . . , There’s no doubt that . . . , I strongly believe that . . . , It is obvious/clear that . . .  Words that link arguments (e.g.: firstly, however, on the other hand, therefore, etc)  Present tense  Simple sentence (I fly to Medan next week, etc)  Compound sentences (My brother moved to Jakarta and I moved to Bandung, I want to buy the book but I don’t have any money, etc)  Complex sentences (Andri will go back to his country after he finishes his study, Since Jack wrecked his car, he had no way to get to work, etc.  Kalimat pasif (Rumus: S + Be + V3)  Etc. Examples of Analytical Text Reading 1 Read the following text and complete it! Cars should be banned Thesis Cars should be (1) ____ in the city. As we all know, cars (2) ______ pollution, and (3) _____ a lot of road deaths and other accidents. Argument 1 Firstly, cars, as we all know, contribution to the most of the (4) _____ in the world. Cars (5) ____ a deadly gas that causes (6) _____ such as bronchritis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can (7) _____ from them. Argument 2 Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit (8) _____ in the city, which causes them to die. Cars today are our roads (9) _____ killers. Argument 3 Thirdly, cars are very noisy. If you (10) ______ in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone. Reiteration in conclusion, cars should be banned from the city for the reason listed. Reading 2 Read the following text carefully! Being Fat Matters Thesis > Do you know if you are too fat, you may have serious problems with your health? A group of doctors wrote a report about some of the effects of too much fat. Arguments > One important effect is on the heart. If you are fat, your heart has to work harder. This may lead to a heart attack; or it may lead to other heart problem. In addition, extra fat can also change the amount of sugar in your blood. This can cause serious disease such as diabetes. Furthermore high blood pressure is another possible result of being fat. Reiteration > More studies are needed about all these problems. But one thing is clear, extra fat may make your life shorter. Glossaries Fat : Adj. Gemuk Matter : N. Urusan, masalah Heart attack : N. Serangan jantung High blood pressure : N. Tekanan darah tinggi Furthermore : Adv. Selanjutnya Find out! 1. What will happen to your heart if you are too fat? 2. What is the purpose in telling this text? 3. Find sentence connectors to link arguments! 4. What tense is mostly used in the text? Write down 2 examples of it! 5. Find the effects of being too much fat based on the docters’ report! Reading 3 This text is for questions 1 – 6! Read the following text carefully! I personally believe that libraries are among humanity’s most important institutions for several reasons. Firstly, most of humanity’s collective knowledge is stored in libraries. Secondly, libraries protect and preserve this knowledge. They also classify or group the materials into logical and easily available divisions. Furthermore, libraries make the materials available to everyone and even provide librarians to help us find what we need. Finally, libraries are our link to the past and our gift to the future. From the facts above, I conclude that libraries are important institutions for humanity. 1. Libraries are among humanity’s most important institutions for . . . reasons. A. One B. Two C. Three D. Four E. Five 2. Libraries also classify or group the materials into logical and easily available divisions . . . readers can find the materials easily. A. It B. Because C. After D. However E. Therefore 3. “Libraries are our link to the past and our gift to the future.” This means that we . . . to the past and the future by libraries. A. Is linked B. Was linked C. Were linked D. Are linked E. Am linked 4. What do you call the text above? A. Analytical exposition B. Hortatory exposition C. Discussion D. Explanation E. Review 5. The organization of the text 5 is . . . A. Thesis - arguments - reiteration B. Thesis - arguments - recommendation C. General statement – a sequence of explanations - closing D. Identification - description E. General classification - description 6. “From the facts above, I conclude that libraries are important institutions for humanity.” The last paragraph of the text is called the . . . A. Orientation B. Re-orientation C. Thesis D. Arguments E. Reiteration Reading 4 This text is for questions 7 – 10! Read the following text carefully! Dust Bin To improve comfort and cleanliness at our school, a number of dust bins should be increased. When we look at classrooms, school corridors and school yard, there are paper mineral water cups, straws, and napkins here and there. The condition of uncleanliness and discomfort really hinders learning and teaching environment. Litters thrown carelessly cause disease, especially empty plastic cup or glasses. They can be filled out with water coming from the rain. This can be placed for dengue mosquitoes to spread out. Besides, these rubbish can deteriorate the scene. Well painted wall and green school yard do not mean anything litters are scattered everywhere. Anyway I notice that most of the students in our school have responsibilities for the school environment. They put their litters on the proper places. But some are not diligent enough to find the dust bins. The numbers of dust binds in our schools are not enough. Ore dust bins should be put beside each of steps, outside of the classrooms, and some more also the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily. When school is equipped with sufficient dust bins, we do not have problems of freak and discomfort any more. Our school will be very clean and become a nice place to study. 7. What is the writer’s intention? To ….. readers to do something good. A. Inform B. Explain C. Describe D. Entertain E. Persuade 8. According to the writer, more dust bins….. in every ten meters. A. Should be decorated B. Should be painted C. Should be placed D. Are unnecessary E. Are not required 9. What is the writer’s argument on a sufficient number of dust bins? A. They can prevent litters B. They can save janitor’s energy C. Students are asked to clean them D. They make school environment neat E. Students can throw garbage away easily 10. What is the writer’s suggestion? A. To buy more dustbins B. To hire more gardeners C. To use dustbins efficiently D. To ask parents to give more dustbins E. To ask students to clean the school yard Reading 5 This text is for questions 11 – 15! Read the following text carefully! I personally think that reading is a very important activity in our life. Why do I say so? Firstly, by reading we can get a lot of knowledge about many things in the world such as Science, technology. Sports, arts, culture, etc written in either books, magazine, newspaper, etc. Secondly, by reading we can get a lot of news and information about something happening in any parts of the world which can we see directly. Another reason, reading can give us pleasure too. When we are tired, we read books, newspaper or magazine on the entertainment coloumn such as comedy, short story, quiz, etc. To make us relaxed. The last, reading can also take us to other parts of the world. By reading a book about Irian Jaya we may feel we’re really sitting in the jungles not at home in our rooms. From the facts above, it’s obvious that everyone needs to read to get knowledge, information and also entertainment. Or in summary we can say reading is truly important in our life. 11. Why is reading very important in our life? Because….. A. By reading, we can get a lot of friends, relatives, experience, etc. B. By reading, we can get little knowledge but a lot of entertainment. C. By reading, we are always relaxed. D. By reading, we are always happy. E. By reading we can get a lot of knowledge, news, information and entertainment 12. If we want to get knowledge, what should we do? A. Buy a lot of books B. Borrow a lot of books C. Look for newspaper and magazine D. Sell and buy many expensive books E. Read a lot of books and other printed materials. 13. What does the text tell us about? A. The description of reading B. The function of reading C. The importance of reading D. The disadvantages of reading E. The purpose of reading 14. What is the social function of the text? A. To tell a story B. To describe the reader C. To entertain the reader D. To give information E. To persuade the reader 15. Paragraph…. In the text is the thesis. A. 1 B. 2 C. 3 D. 4 E. 5 Reading 6 This text is for questions 16 – 20! Read the following text carefully! Smoking in Restaurant Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. 16 Smoking in the restaurants must be avoided because…… A. It is harmful to others B. It is impolite C. It’s dangerous to the smokers D. It can cause hearth and lung disease E. All answers are correct 17.We have many reasons to say that smoking must be avoided. The word reasons mean….. A. Conclusion B. Point of view C. Argument D. Reinforcement E. Statement 18.Since we can find a thesis, arguments and reiteration in the text, so we can conclude that this text belongs to….. A. Description B. Narration C. Annecdote D. Procedure E. Analytical exposition 19.What is the purpose of the text? A. To inform the readers to the readers B. To persuade to the readers C. To describe to the readers D. To tell a story to the readers E. To argue about smoking to the readers 20.The synonym of the word dangerous in the text is…… A. Rude B. Impolite C. Health risk D. Harmful E. Disease 8 . SPOOF A spoof is text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. (Teks yang menceritakan sebuah kejadian (lucu) yang di akhirnya terdapat hal yang tidak diduga oleh tokoh cerita. Sesuatu yang tidak terduga dan tidak sesuai dengan harapan si tokoh ini disebut dengan istilah TWIST. Hal itulah yang membedakan antara SPOOF dan ANEKDOTE. Anecdote itu sendiri biasanya menceritakan kejadian yang aneh dan jarang sekali terjadi) Communicative purpose To tell an event with a humorous twist. (Menceritakan peristiwa yang mengandung unsur lucu atau hal yang di luar dugaan) The organization of a spoof text It mainly consists of three parts : orientation, events, twist.  Orientation (Pembuka berupa pengenalan tokoh, waktu dan tempat) This part presents the settings of the story and introduces the characters involved.  Events (Rangkaian peristiwa/kejadian) Tell what happened in chronological order.  Twist (Akhir yang lucu dan tidak terduga) Provide the funniest part of the story. Grammatical features related to spoof texts  Action verbs (Kata kerja yang menunjukkan peristiwa atau kegiatan, mis; stayed, climbed, etc)  Connectives (Untuk mengurutkan kejadian, mis; after, before, soon, then, etc)  Simple past tense (Menggunakan kata kerja bentuk lampau, mis; went, ran, ate, etc)  Adverb of time and place  Saying verbs dan thinking verbs (Kata kerja yang menunjukkan pelaporan atau ujaran, mis; said, told, understood, etc)  Etc Examples of Spoof Text Reading 1 Read the following text carefully! We Don’t Subscribe to Any Newspapers Orientation > Jack was a university student. He studied history. Events > At the end of the year, his history professor failed him in his examinations and he was told to leave the university. The next day, Jack’s father went to see the professor. He urged the professor to let Jack continue his studies the following year. “He’s a good boy,” said Jack’s father,” and if you give him a chance this time, I’m sure he will improve a lot next year.” No, no! That’s quite impossible! ,” replied the professor,” Do you know, last month I asked him when Napoleon died, and he could no to answer it.” Twist > “Please, sir, give him another chance,” said Jack’s father,” you see, we don’t subscribe to any newspapers in our house, so none of us even knew that Napoleon was ill.” Glossaries: 1. Subscribe to: V. Berlangganan 2. Fail : V. Menggagalkan 3. Leave : V. Meninggalkan 4. Urge : V. Mendorong, mendesak 5. Improve : V. Memperbaiki 6. Chance : N. Kesempatan Find Out! 1. Why did Jack have to leave the university? 2. What did his father try to do? 3. What example did the professor give to show bad Jack was? 4. What was his father’s excuse for him? 5. What tense is mostly used in the text? Task 1 Read the text and analyze the generic structure of this story! Label the parts of the spoof in the spaces provided. ………… Smartest Man in the World ………… A doctor, a lawyer, a little boy, a priest were out for a Sunday afternoon flight on a small private plane. Suddenly, the plane developed engine trouble. ………… In spite of the best efforts of the pilot, the plane started to go down. Finally, the pilot grabbed a parachute, yelled to the passengers that they had better jump, and bailed out. ………… Unfortunately, there were only three parachutes remaining. The doctor grabbed one and said, "I'm a doctor, I save lives, so I must live," and jumped out. ………… The lawyer then said, “I’m a lawyer, and lawyers are the smartest people in the world. I deserve to live." He also grabbed a parachute and jumped. ………… The priest looked at the little boy and said, "My son, I've lived a long and full life. You are young and have your whole life ahead of you. Take the last parachute and live in peace." ………… The little boy handed the parachute back to the priest and said, "Not to worry, father. The smartest man in the world just took off with my back pack." Answer the questions according to the text above! 1. Who were the participants in the story? 2. Where do you think the story happened? 3. When did the story happen? 4. What happened with the plane? 5. Why did not all passengers get the parachutes? 6. Who jumped out for the first time? Why? 7. Who was the smartest person in the world? 8. Is he really smart? Why? 9. Why did not the little boy want to accept the parachute from the priest? 10. Why do you think the story is funny? Task 2 Read the text and analyze the generic structure of this story! Label the parts of the spoof in the spaces provided. ............. A Bumpy Flight ............. "This is your captain speaking. We have had a failure in one of our engines. There is no cause for alarm as we still have three engines left. Unfortunately this means that we will be one hour late” ............. A short time later the captain again spoke to the passengers: “There is no cause for alarm, but we have just lost another engine. We will now be two hours late.” ............. When the captain spoke to the passengers for the third time, he again had bad news. “Ladies and gentlemen, I assure you that we are in no danger, but I must inform you that we have had another engine failure. This means that we will now be three hours late.” ............. Finally, the captain announced that the fourth engine had failed. ............. One of the passengers turned to another passenger and said, “Oh no! That means we’ll be four hours late!” Answer the questions according to the text above! 1. Who were the participants in the story? 2. Where do you think the story happened? 3. When did the story happen? 4. What tense is mostly used in the story? 5. Which part of the story is funny? Reading 2 This text is for questions 1 – 5! Read the following text carefully! Al Brown was very good at fixing things around the house when they broke. One day he went to another city to do some work there, and his wife was alone in the house. While Mr. Brown was away, one of the faucets on the bathtub broke. Mrs. Brown didn’t know much about fixing broken faucets, so she telephoned a plumber. The plumber came to the house that afternoon and fixed the faucet in few minutes. When he finished, he gave Mrs. Brown his bill for the work. She looked at it for several seconds and then said, “Your prices are very high, aren’t they? Do you know, the docter costs less than this when he comes to the house?” “Yes, I know,” answered the plumber.” I know that very well, because I was a docter until I was lucky enough to find this job a few months ago.” 1. The text mainly tells us about . . . . A. Al Brown visited to another city B. The payment of the docter’s visit C. The broken faucet of Mrs. Brown’s bathtub D. The disappointment of Mrs. Brown about the bill given E. An unexpected incidents experienced by Mrs. Brown 2. Which of the following sentences is TRUE according to the text? A. The plumber was smart B. Al Brown went to the village to work C. The plumber charged Mrs. Brown cheaply D. Mrs. Brown was skillful in fixing broken faucet E. Mrs. Brown called Mr. Brown to fix the broken faucet 3. “The plumber came to the house that afternoon.” (Paragraph 2) The underlined word means . . . . A. Making handicraft B. Repairing vehicles C. Operating computers D. Fixing washing machines E. Fitting pipes into building 4. The generic structure of the passage is . . . A. Orientation – complication – resolution B. Orientation – events – twist C. General classification – description D. Thesis – arguments – recommendation E. Orientation – events – re-orientation 5. The kind of the text above is . . . A. Narrative B. Descriptive C. Newsitem D. Spoof E. Hortatory Reading 3 This text is for questions 6 – 10! Read the following text carefully! Joe was going into his usual bar before lunch when he saw a poorly dressed man fishing in a small pool of rain-water about five centimeters deep outside it. Joe stopped and watched the man for a few minutes. He saw that most of the people who passed by him believed he must be rather mad. Joe pitied the man, so after a few minutes he went up to him and said kindly, ‘Hello, would you like to come into the bar and have a drink with me?’ The fisherman was delighted to accept his offer, and the two men went into the bar together. Joe bought the fisherman a few drinks, and finally said to him, ‘You’ve been fishing outside here, haven’t you? How many did you manage to catch this morning, if I may ask?’ 'You’re the eighth,’ the fisherman answered merrily. 6. Who were the participants in the story? A. Joe B. Fisherman C. Barber D. Joe and the fisherman E. Poor man 7. Where do you think the story happened? A. School B. Bar C. Restaurant D. Café E. Sea 8. Why did the most people who passed the fisherman believe that he rather mad? Because… A. He was dinking in the bar B. He was fishing in a small pool of rain-water C. He was fishing in the bar D. He was looking for a fish in the bar E. He was taking his lunch in the bar 9. What did the fisherman actually catch? A. Fish B. Shrimp C. Food D. People E. Customer 10. The fisherman was delighted to accept his offer, . . . . The underlined word means . . . . A. Take B. Receive C. Pass D. Pick E. Get Reading 4 This text is for questions 11 – 15! Read the following text carefully! One of my students could not take my university seminar final exam because of funeral. I suggested him to make up the following week. That week come, and again he couldn't take the test due to another funeral. Then, I insisted him to take the exam early the following week. He said that he might be able to sit in the exam if there was no one died. By now I was suspicious how so many people he knew could die in three weeks. I started to find out what actually happened. I went to administration office to find what actually the student did. I found out later that he was a gravedigger, and of course he didn't know the people who died. 11. Why the student couldn't take the final exam? Because.... A. He had to bury the dead person. B. He had to see the funeral C. He had to dig a hole for the dead person D. He had to visit his friend who died E. He had to visit his teacher 12. What did the lecturer suggest him? A. Not to take the final exam B. Not to come to the following week C. To bury the dead person D. To go to the administration office E. To take the exam the following week 13. "He said that he might be able to sit in the exam..." (par.2 sentence. 4) What does "he" refer to? A. The lecturer B. The reader C. The student D. The professor E. The writer 14. What did the lecturer do to find what the student do? A. He went to the cemetery B. He asked the student C. He went to the administration office D. He went to the student's house E. He asked the student parents 15. What did the student actually do? A. He was a lecturer B. He was a teacher C. He was an officer D. He was a farmer E. He was a gravedigger Reading 5 This text is for questions 16 – 20! Read the following text carefully! English Custom This story is about two Indians settled in England. One had been living there for some years and had picked up some of their quaint euphemisms. The other, recent settler, was as yet unaware of them. They were invited for dinner by their English friends. After they had had their drinks, their hostess asked then, "would you like a wash before I serve dinner?" The knowledgeable one replied, "No, thanks". The new settler replied, "I wash my hand before I came." On their way back after dinner, the older settler admonished his friend, "My dear chap, in England, 'would you like a wash' doesn't mean 'would you like to wash your hands.' it is a polite way of asking 'would you like to urinate?". The new settler made a mental note of it. Some days later he was invited by another English friend and after he had his drinks he was asked by his hostess: "Would you like a wash before I serve my dinner?" He replied promptly, "No, thank you, Madam. I washed against a tree before coming to your house." 16. What is meant by 'a wash' in English custom? A. Washing the hands B. Washing the clothes C. Taking a bath D. Urinating E. Cleaning the hands 17. "The new settler made a mental note of it." (par.3 sentence.3) What does 'it' refer to? A. No, thanks. B. I washed my hands before I came. C. My dear chap. D. Would like to urinate? E. The advice of the old settler 18. What kind of party is it in the text? It is... A. Dinner party B. Tea party C. Birthday party D. Evening party E. Wedding party 19. The phrase "made a mental note" has the same meaning with... A. Say B. Remember C. Write D. Record E. Recognize 20. Who was invited by another English friend some days later? A. The Indians B. The hostess C. The older settler D. The customers E. The new settler 9. HORTATORY EXPOSITION A Hortatory Exposition is a piece of writing that persuades the readers to accept the writer’s point of view. The writer has to lead the readers to agree with his views by showing the information in a logical way. The writer focuses on his own constructive response to the issue and draws the readers to agree with his argument. (Teks yang memaparkan atau memberikan pandangan/ide/opini untuk mempengaruhi/membujuk pembaca/pendengar bahwa sesuatu seharusnya demikian atau tidak demikian) Communicative purpose To persuade the reader or listener to agree with the writer. (Berusaha mengajak dan membujuk pembaca untuk melakukan sesuatu) Examples of hortatory exposition text Political speeches, advertisements, and news editorials The organization of Hortatory Exposition text  Thesis Presents an introduction of the issue concerned in an opening statement. (Thesis berisi tentang pengenalan main idea atau ide pokok penulis tentang suatu gejala atau Fenomena yang akan dipersoalkan atau dibahas)  Arguments Presents the reasonable arguments of the issue to convince and lead the readers to believe writer’s point of view. (Arguments berisi tentang pendapat-pendapat yang mendukung main idea atau ide pokok penulis. Semakin banyak pendapat yang penulis tuliskan, semakin menarik sebuah teks Hortatory Exposition itu, karena pembaca cenderung percaya terhadap suatu peristiwa jika terdapat banyak pendapat yang mendukung di dalamnya)  Recommendations Reinforces the writer’s point of view by evoking feeling in the readers and directs the reader to follow or agree with the writer’s recommendation (Pernyataan tentang bagaimana seharusnya atau tidak seharusnya sesuatu ada atau dilakukan) Grammatical features related to Hortatory Exposition text  Words that link arguments / connectors  Simple Present tense  Compound and complex sentences  Modal (Misalnya, must, should)  Verbs and verb phrases  Thinking verb (Misalnya; believe, think)  Abstract nouns (Misalnya; policy, government etc.) Examples of Hortatory Text Reading 1 Read the following text carefully and complete it! Corruption Thesis Do you (1) _____ what the meaning of corruption is? What is the (2) ______ between money and corruption? Well, (3) _______ is common everywhere in the world, even in the United States. It’s just a (4) _____ of intensity. However, it is quite shocking when one reliable survey claims Jakarta as the most corrupt place in Indonesia. Argument 1 The survey has made me sad, actually, because I stay and (5) _____ a living here in the capital. As most people know, Tanjung Priok port smuggling is not a new thing at all. Entrepreneurs who want to minimize their tax (6) _____ tend to do such a thing more often. They even bribe the officials. Argument 2 Well, I think the measures taken so far to (7) _____ the problem by punishing the corruptors is still not far enough. We have to prevent the younger (8) _____ from getting a bad mentality caused by corruption. Recommendation I believe we (9) _____ start at the earliest stages in school and I think everyone should be involved in the effort to (10) _____ corruption. We must not make any distinction. Reading 2 Read the following text carefully! Should Ads be Banned from TV programs? Thesis > I am writing to complain about ads on TV. There are so many ads, especially during my favorite programs. I think they should be stopped for a number of reasons. Arguments > First, ads are a nuisance. They go on for a long time and there are so many. Sometimes there seems to be more ads than programs. Second, ads are a bad influence on people. They try to encourage people to buy unhealthy food like beers, soft drinks, candies, and chips. In other words, they make people want things they do not really need and cannot afford. Finally, ads play role in what programs people watch. That is because there are lots of ads in popular programs that a lot of people watch. Some programs which are not so popular get stopped because they do not attract enough ads, even though those programs may be someone’s favorite. Recommendation > For those reasons, I think TV stations should stop showing ads. They interrupt programs. They are a bad influence on people and they sometimes put a stop to people’s favorite shows. I am sick of ads and now I mostly watch movie in cinema. Task 1 In group of your, Rearrange the following sentences into good and meaningful arguments. Then put in the text organization of hortatory exposition! 1. I feel that country people, who often have to travel huge distances to the nearest and who already spend a great deal of money on petrol, should be treated differently to the people who live in the city. 2. While I realize my leaded car is polluting the air wherever I drive, I feel that when you travel trough the country, where you only see another car every five to ten minutes, the problem is not as severe as when traffic is concentrated on city roads. 3. In all the discussion over the removal of lead from petrol (and the atmosphere) there doesn’t seem to have any mention of the difference driving in the city and in the country. 4. Country Concern. 5. Those who want to penalize older, leaded petrol vehicles and their owners don’t seem to appreciate that country there is no public transport to fall back upon and one’s own vehicle is the way to get about. Title ___________________________________________________ Thesis Argument Argument Argument Recommen- dation Study the following structure of speech! 1. Addresses A. To the king or queen  His most Gracious King Fath of Saudi Arabia  His most Gracious Majesty, Queen Elizabeth of the UK  His royal Highness, the Duke of York  Her royal Highness, the Duchess of York B. To President, ministers and other state officers  The Honorable Susilo Bambang Yudhoyono, the President of Republic Indonesia  The Honorable Hasan Wirayuda, the Minister of Foreign affairs of Republic of Indonesia  Your Excellency, General Endiartono Sutarto  The supreme commander of Armed Forces of Republic Indonesia C. To Ambassador and other embassy dignitaries  The honorable Robert L.Berry, the USA Ambassador to Indonesia and Madam Berry  His Excellency Robert L. Berry, the American Ambassador to Indonesia and Mrs. Berry D. To religious figures  Your Excellency, Rev. Ivan Lay  Dear Father  Your Holiness, Pope John Paul E. To the Public  Ladies and Gentlemen,  Dear Friends,  Dear brothers and Sisters,  Distinguished Guests, 2. Greetings The greeting expressions which are commonly used:  Good Morning  Good afternoon  Good evening 3. Opening / Introduction The opening sentences are usually as follow: First of all, I’d like to expend my sincere gratitude to the organizing committee who has given me this opportunity to delivery a speech on ( the topic) "The Role of NGO's as Assisting Institutions to Government of Indonesia in Socializing New law on Traffic. 4. Discussion It is a body of a speech. It discuss any further of the topic presented in the opening. 5. Closing This part functions as the last chance of the speaker to clarity or to remain the audiences the remarks, points, or opinions. The expressions used in the part are....  In concluding, I would like to express  I would like to conclude my speech by....  Lastly, I wish to say a word about... 6. Thanking The expressions used in this part are:  Thank you  Thank you indeed  Thank you very, very much  Thank you a lot for your attention Task 2 Now, work in group of four and make your own oral presentation in the form of a hortatory exposition of your own topic. You may choose one of the following issues. State whether you agree or disagree. Use the text organization available for help!  Students don’t have to do their homework.  National Examination should be abolished.  Mobile phone should be banned in the school.  Six day schools are too long. Reading 3 This text is for questions 1 – 5! Read the following text carefully! Anybody who is over the age of six knows that there is nowhere safe for skateboarders to skate. This prevents young people from enjoying an active, energetic and adventurous pastime. Just watch a local street for a short while and note the steady stream of skaters speeding up and down the footpaths. Toddlers can be trampled on and old ladies can be knocked down as they struggle home carrying their cat food from supermarkets. Skateboarding is a serious sport that improves young people’s health. It increases fitness, improves balance and strengthens the joints in knees and ankles. Although it appears to be a solo sport, when groups practice together and compete to perform stunts or runs they form firm friendships. Young people should be prevented from becoming overweight couch potatoes. If they are actively involved in skating, they do not smoke, take drugs or break laws for fun. Kids will always seek thrills and excitement. They need to practice their 180s, 360s and Ollie’s free from restrictions. We must build skate parks in the suburbs so that streets are safe for small children and senior citizens and skaters have spaces where they can race, chase, speed, and soar towards the sun. 1. Where do the kids usually ride their skateboard? A. In the main roads and foot paths. B. In front of the supermarket. C. In front of their home. D. In the suburbs. E. In the park. 2. What is the main idea of paragraph 3? A. There is no safe place for skateboarders. B. Kids seek an excitement in skate. C. The goodness of skateboarding. D. The skateboarding is a serious sport. E. How to prevent overweight by skateboarding. 3. The writer’s purpose in writing the text is …. A. To invite the local teenagers to skate in a park built specifically for skaters. B. To convince the readers that they need a safe place for skaters to skate. C. To provoke youngsters into the local government policy. D. To promote the writer’s business of skateboarding class. E. To inform parents about the goodness of skateboarding. 4. What must we do to let the skaters play? A. Join with them anywhere. B. Give them space in the park. C. Let them play in the main roads. D. Let them play in the local street. E. Build a skate park in the suburbs. 5. They need to practice their 180s, 360s and Ollie’s free from restrictions. (Paragraph 5) The synonym of the underlined word is …. A. Approval B. Allowance C. Improvement D. Prevention E. Limitation Reading 4 This text is for questions 6 – 10! Read the following text carefully! I’m sure you know what the meaning of corruption is. Well, corruption is common everywhere in the world, even in the US. It’s just a matter of the intensity, however, that makes Jakarta the most corrupt place in Indonesia. The survey makes me sad, actually, because I stay and earn a living here in the capital. As we all know in the Tanjung Priok Port, smuggling is no news at all in this town. Businessmen who want to minimize their tax payments will bribe the officials. Well, I think the measures taken to overcome the problem by punishing the corruptors have been far from enough. We have prevent the younger generations from the bad mentality. I believe we can start at the earliest stage in school and I think everyone should be involved in an effort to eradicate corruption. We must not make any distinctions. 6. The purpose of the text is . . . . A. To remind the readers about the intensity of corruption B. To inform the readers that corruption is intense everywhere C. To persuade the readers to participate in eradicating corruption D. To analyze what makes Jakarta the most corrupt place in Indonesia E. To prevent the young generation from the corruptors 7. What is the first fact which makes the writer sad? A. The bribery of the officials to reduce their payments B. Inappropriate punishment for the corruptors C. The most corrupt place in Indonesia D. Smuggling in Tanjung Priok E. Corruption in the world 8. The main idea of the third paragraph is . . . . . A. Corruption makes the writer sad B. Those who bribe officials should be detained C. Corruptors should give harsher punishment D. The writer was satisfied with the punishment given to corruptors E. We should prevent the young generations from having bad mentality 9. According to the text, the businessmen bribe the officials because they want to . . . . . A. Be punished B. Get more profit C. Be free from tax payments D. Maximize for their tax payments E. Reduce their tax payments 10. “ . . . . everyone should be involved in the effort to eradicate corruption . . . .” (Paragraph 4) The underlined word is the closest in meaning to . . . . A. Prevent B. Eliminate C. Remove D. Rub E. Add Reading 5 This text is for questions 11 – 13! Read the following text carefully! There are many arguments in favor of a boarding school education. Nevertheless, the boarding school is not always the best education institution for everyone. At an early age interacting and communicating with people is very important for a child’s personal life and can be especially helpful for his/her future. In a boarding school, shy children can take advantage of interaction through communal activities. The boarding school also offers a great variety of activities such as arts, sports, and music that allow children to demonstrate and develop specialized skills in their free time. Furthermore, the structured way of life and strict rules at the boarding school may help students to get used to a well ordered way of life. The manners and social skills will help them to become more responsible and confident, and to develop their talents in leadership. Professionally trained teachers and educators in the boarding school can offer excellent education without the parents’ constant supervision. In spite of these good points, it is not advisable to send a child to a boarding school if he/she is a dependent learner. A boarding school usually demands that students learn independently. In addition, the boarding school should not be seen as a measure to solve inappropriate behavior or unsatisfactory study performance. Instead of improving, problematic children may close off their relationship with their peers and teachers. In conclusion although a boarding school may provide good education to many children, it is not recommended for those who are strongly attached to their families. They may become frustrated and socially isolated. (Soal UN SMA/MA IPA 2011/2012) 11. According to the writer, children in a boarding school can develop specialized skills in… A. Entrepreneurship B. Community service C. Reading D. Drama E. Music 12. Why do parents send their children to boarding school? Because… A. It is good for shy children B. It gives good education for adults C. Interacting and communicating with people is very important D. It does not allow children demonstrate excellence and develop their skills E. It is safe and makes children become responsible and develop talents in leadership 13. From the text, we can conclude that… A. The boarding school can be very expensive B. There are good and bad boarding schools C. The boarding school is the solution to our educational problems D. It’s not necessary to send children to a boarding school because the students can live independently E. Not everyone thinks that the boarding school is the best educational institution for children Reading 6 This text is for questions 14 – 17! Read the following text carefully! TV Is it important to know what your kids are watching? Of course yes. Television can expose things you have tried to protect them from, especially violence, pornography, consumerism, etc. A study demonstrated that spending too much time on watching TV during the day or bedtime often causes bedtime disruption, stress, and short of sleep duration. Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive. Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight. Considering some facts mentioned above, protect your children with the following tips: 1. Limit television viewing to 1 – 2 hours each day 2. Do not allow your children to have a TV set in their bedrooms 3. Review the rating of TV shows that your children watch 4. Watch television with your children and discuss what is happening the show 14. What is the text about? A. The programs show on TV B. Watching TV is disadvantageous C. The effects of watching television on kids D. Reviewing the ratings of TV shows is important E. The importance of knowing the program watched by our children 15. The following are the effects of watching TV a lot except…. A. Stress B. Being active C. Being aggressive D. Bedtime disruption E. Shorten sleep duration 16 Which of the following statements is true according to the text? A. All TV programs are good for children B. Children know what programs to watch C. It is good for a kid to watch TV all day long D. It is very important for children to have a TV set in their bedrooms E. Spending too much time for watching TV may cause kids inactive 17 It is hard for a child to sleep because… A. The parents review TV’s program B. The parents limit the time to watch TV C. The kid watches TV with his/her parents D. The kid watches too much TV at bedtime E. The kid discusses the program with his/her parents Reading 7 This text is for questions 18 – 20! Read the following text carefully! Is school uniform necessary? Within a few past weeks, there was a interesting topic discussed by many students in Indonesia that is government plans to abandon the use of school uniform. I think school uniform is a must. There are some reasons why the school uniform must be implemented at school. Firstly, school uniform is an identity. As in the army, we can differentiate between army, navy, air force and police squad just from the uniform they wear. School uniform is too. We can identify whether she/he is a kindergarten boy, an elementary school girls, a band of junior high school boys or a group of senior high school girls from their uniform. Secondly, school uniform gives us such a feeling of togetherness. The students who come from rich families are nit too different from the students who come from the poor ones. The uniform will erase the gab between the rich and the poor. So, the learning atmosphere will not be disturb by inferiority feeling from the have not students because they can’t wear an expensive outfits. I think the government should cancel the plan due to the social condition of our nations which is in collapse. School uniform is still badly needed to unify the students at school. 18 What issue discussed in the text? A. The abandon of the use of army uniform B. The abandon of the use of navy uniform C. The abandon of the use or air force uniform D. The abandon of the use of police uniform E. The abandon of the use of school uniform 19. What is the function of uniform? A. To give identity B. To give number C. To give togetherness D. To give inferiority feeling E. To give superiority feeling 20. Which of the following profession that rarely use uniform? it refers to… A. Teachers B. Taxi drivers C. Intelligence officers D. Company workers E. School students 10. Explanation An explanation is a piece of writing that gives straightforward information. It explains the processes related to the formation of natural, social, scientific and cultural phenomena, e.g. how volcano eruption occurs, etc. (Teks yang menjelaskan bagaimana sesuatu itu terjadi dan mengapa hal tersebut terjadi dengan menggunakan alur kronologis kejadian (proses) yang jelas sehingga pembaca dapat dengan mudah memahaminya. Misal, bagaimana proses terjadinya tsunami, mengapa gempa bumi bisa terjadi, bagaimana proses terjadinya fotosintesis, dll. Biasanya untuk membantu pembaca agar dengan mudah dan komprehensif dalam memahami isi teks, penulis banyak menggunakan kalimat pasif.) Communicative Purpose To explain the process involved in the formation or working of natural or socio cultural phenomena. (Menerangkan proses-proses yang terjadi dalam pembentukan atau kegiatan yang terkait dengan fenomena dunia ilmiah, sosial budaya, dengan tujuan menjelaskan) Text Organization of Explanation Text  A general statement : this part presents the subject that is going to be explained  Explanation : the supporting paragraphs are known as explanation. The explanation statements are in chronological order to illustrate how the subject came into existence or how it works.  Closing Language features of Explanation Text • Focus on generic, non-human participants : (human respiratory system) • Using mainly of general and abstract nouns • Using action verbs : (deliver, work, bring) • Simple present tense : (The bloodstream carries carbon dioxide to the heart) • Passive voice : (oxygen is used in separate energy-producing) • Conjunction of time and cause : ( the first, after, when, until, because) • Noun phrases : (from the air) • Complex sentences : (The bloodstream carries carbon dioxide to the heart, which pumps the carbon dioxide-ladenblood to the lungs) • Technical language : (carbon dioxide) Examples of Explanation Text Reading 1 Read the following text carefully! Human Respiratory System Do you know what helps your body get oxygen from the air? Right. It’s the respiratory system. Can you tell me the most important organs in the respiratory system? Yes, your nose, mouth, trachea, lungs, and diaphragm. Respiratory System, in anatomy and physiology, are organs that deliver oxygen to the circulatory system for transport to all body cells. The respiratory and circulatory systems work together to deliver oxygen to cells and remove carbon dioxide in a two-phase process called respiration. The first phase of respiration begins with breathing in, or inhalation. Inhalation brings air from outside the body into the lungs. Oxygen in the air moves from the lungs through blood vessels to the heart, which pumps the oxygen-rich blood to all parts of the body. Oxygen then moves from the bloodstream into cells, which completes the first phase of respiration. In the cells, oxygen is used in a separate energy-producing process called cellular respiration, which produces carbon dioxide as a byproduct. The second phase of respiration begins with the movement of carbon dioxide from the cells to the bloodstream. The bloodstream carries carbon dioxide to the heart, which pumps the carbon dioxide-laden blood to the lungs. In the lungs, breathing out or exhalation removes carbon dioxide from the body, thus completing the respiration cycle. Glossaries 1. Respiratory Adj. Yang berhubungan dengan pernapasan 2. Trachea N. Batang tenggorok 3. Diaphragm N. Sekat rongga badan antara dada dan perut 4. Circulatory Adj. Yang berhubungan dengan peredaran 5. Inhalation N. Pernapasan, penghirupan 6. Lungs N. Paru-paru 7. Vessel N. Pembuluh, kapal, bejana 8. Separate V. Memisahkan Find out! 1. How many phases are there in the respiration process? 2. The first phase of respiration occurs in . . . . 3. What happens in the first phase of respiration? 4. What happens in the second phase of respiration? 5. Write down passive sentences used in the text! Reading 2 Read the following text carefully and complete it! Making Paper from Woodchips Do you (1) . . . . . any paper in your bag? It may seem like a silly question (2) . . . . . do you know how to make (3) . . . . . ? What is paper made of ? Right. And how about ‘wood chipping’? Have you ever heard about it? Well, wood chipping is a process used to (5) . . . . . pulp and paper products from (4) . . . . . trees. First of all, the tops and branches of the trees are cut out and then the logs are taken to the mill. At the (6) . . . . . . , the bark of the logs is removed and the (7) . . . . . are taken to a chipper which cuts them into small pieces called woodchips. The (8) . . . . . are then screened to remove dirt and other impurities. Hmm…, at this stage they are either exported in this form or changed into the pulp by chemicals and heat. Oh, I almost forgot, the (9) . . . . . is then bleached and the water content is removed. Finally, the pulp is rolled out to make paper. Considering the complexity of making paper, let’s (10) . . . . . any paper on our hands. Use it more effectively. Thank you for listening. Bye. Find out! 1. What are “wood chips”? 2. How many action verbs are there used in the text? 3. Write down all the passive sentences used in the text! 4. Are there any abstract nouns in the text? 5. Are there any conjunctions used in the text? Reading 3 Read the following text carefully! Human Respiratory System Do you know what helps your body get oxygen from the air? Right. It’s the respiratory system. Can you tell me the most important organs in the respiratory system? Yes, your nose, mouth, trachea, lungs, and diaphragm. Respiratory System, in anatomy and physiology, are organs that deliver oxygen to the circulatory system for transport to all body cells. The respiratory and circulatory systems work together to deliver oxygen to cells and remove carbon dioxide in a two-phase process called respiration. The first phase of respiration begins with breathing in, or inhalation. Inhalation brings air from outside the body into the lungs. Oxygen in the air moves from the lungs through blood vessels to the heart, which pumps the oxygen-rich blood to all parts of the body. Oxygen then moves from the bloodstream into cells, which completes the first phase of respiration. In the cells, oxygen is used in a separate energy-producing process called cellular respiration, which produces carbon dioxide as a byproduct. The second phase of respiration begins with the movement of carbon dioxide from the cells to the bloodstream. The bloodstream carries carbon dioxide to the heart, which pumps the carbon dioxide-laden blood to the lungs. In the lungs, breathing out or exhalation removes carbon dioxide from the body, thus completing the respiration cycle. Glossaries Respiratory Adj. Yang berhubungan dengan pernapasan Trachea N. Batang tenggorok Diaphragm N. Sekat rongga badan antara dada dan perut Circulatory Adj. Yang berhubungan dengan peredaran Inhalation N. Pernapasan, penghirupan Lungs N. Paru-paru Vessel N. Pembuluh, kapal, bejana Separate V. Memisahkan Find out! 1. How many phases are there in the respiration process? 2. The first phase of respiration occurs in . . . . 3. What happens in the first phase of respiration? 4. What happens in the second phase of respiration? 5. Write down passive sentences used in the text! Reading 4 Read the following text carefully! Sound Recordings and Reproduction A general statement to position the reader > Sound recordings and reproduction are two separate processes used to record, store, and play back sounds. Sound recordings use microphones to pick up sound waves in the air. The pressure changes associated with the waves are converted into electrical signals, which can be coded and stored for future access. Sound reproduction, or playback, uses additional devices to retrieve the stored information and convert it back into electrical signals. The signals are then sent to a loudspeaker, which converts them back into sound. A sequenced explanation of why or how something occurs > To record sound, a microphone changes the acoustic energy of sound waves in the air into electrical signals. Inside a microphone is a thin, flat, metallic surface, called a diaphragm, that is suspended in a magnetic field. When a sound wave reaches the microphone, the air pressure changes around the diaphragm, causing the diaphragm to move. This movement within a magnetic field creates an electrical signal. The signal is then transferred to a storage medium, such as a cassette tape, a compact disc (CD), or a phonograph record. To reproduce sound, a playing device-such as a CD player, cassette deck, or phonograph accesses the stored data. The playing device reads the data and converts the information back into electric energy. The electrical signal is send to a loudspeaker, which has a diaphragm housed in a magnetic field in much the same way as a microphone’s diaphragm is housed. The electrical signal creates a disturbance in the magnetic field. These resultant variations in the magnetic field cause the diaphragm to move. As the diaphragm moves, it pushes out and pulls in, creating changes ia air pressure to recreate the sound that was originally recorded. Closing > Sound recordings and reproduction form the foundation of many industries, including entertainment, communications, and multimedia businesses. Recording and reproduction of sound allow people to play their favorite music, whether it was recorded yerterday or many years ago. Radio networks rely on sound recording and reproduction for storing news and other types of programming. Television and motion pictures combine images with music, speech, and sound effects to provide the viewer with enriched experience. Computer programs, multimedia software, and video games also use sound to make programs more engaging. Glossaries 1. Sound recording and reproduction : N. Rekaman dan reproduksi suara 2. Store : V. Menyimpan; N. Penyimpanan 3. Pick up sound waves : V. Menangkap gelombang suara 4. Retrieve : V. Menerima, mendapat kembali 5. Convert : V. Mengubah 6. Acoustic : Adj. Yang berhubungan dengan suara 7. Diaphragm : N. Piringan hitam, alat untuk mereproduksi suara 8. Magnetic field : N. Medan magnet 9. Phonograph record : N. Piringan hitam 10. Device : N. Alat 11. Disturbance : N. Gangguan 12. Engaging : Adj. Menarik Statements (T : correct and F : incorrect) 1. Sound recordings are process used to pick up sound waves in the air 2. Sound recordings use additional devices to retrieve stored information and change it back into electrical signals 3. A microphone is used in sound reproduction to read and change the data 4. A diaphragm is a thin, flat, metallic surface found inside a microphone 5. The electrical signal created by movement within a magnetic field can be transferred to compact disc 6. A loudspeaker is able to read the data and change the information back into electrical energy 7. In sound recordings, the diaphragm moves because the air pressure changes around the diaphragm 8. A CD player and cassette deck are not used to reproduce sound 9. Radio networks never depend on sound recordings and reproduction for storing news and other types of programming 10. The foundation of entertaintment, communication, and multimedia business industries has a very close relation with sound recordings and reproduction Find out! 1. What is a sound recording? 2. The first stage of a sound recording is . . . . 3. What is reproduction? 4. How many technical languages are there in the text? 5. Is there any complex sentence? Write them Task 1 Match the phenomena with the explanation. A Eclipse 1. It occurs when water is contaminated by such substances as human and other animal wastes, toxic (poisonous) Chemical, metals, and oils. B Earthquake 2. It occurs when wastes dirty the air. People produce most of the wastes that cause air pollution. C Flood 3. It is a shaking of a ground cause by the sudden breaking and shifting of large sections of the earth’s rocky outer shell. D Air Pollution 4. It is a body of water that covers normally dry land. E Water Pollution 5. It occurs when the shadow of one object in space falls on another object or when one object moves in front of another to block its light. Reading 5 Write the generic structure of this text below! .............. How Desert Remains Dry .............. These are three possible reason why desert remain dry. These are high mountain barrier, cold ocean current and high pressure system. .............. Mountain Barrier When warm air passes over the ocean it pick up moisture in the form of water vapor and this moist air travels over mountain ranges. When begins to rise, the air cool and this causes the water vapor to condense into droplets which falls as rain. When the air reaches the other side of the mountain barrier, it has lost all moisture and so the other side of the mountain remains dry. ................. Cold Ocean Current Air passing over old ocean current is cooled and therefore is unable to pick up and hold much moisture. When this cold air mass reaches the warm desert, any moisture in the air is evaporated and so does not fall as rain and so the desert remains dry. .................. High Pressure System In a high pressure system, the air is dry and moving downwards. As this system moves over the land, it draws in moisture from the land surface. Consequently, the moisture does not fall as rain and so the desert remains dry. Find out! Understanding the content of the text. Answer the question! 1. What does the text tell about? 2. How many factors make the desert remain dry? What are they? 3. …………… it pick up moisture in the form of water vapor. (par 2) what does the word “ it “ refer to ? 4. What causes the water vapor to condense into droplets? 5. Why does the other side of the mountain remain dry? Reading 6 This text is for questions 1 – 5! Read the following text carefully! The sense of taste is one of a person's five senses. We taste with the help of taste-buds in the tongue. There are four main kinds of taste: sweet, sour, salty, and bitter. All other tastes are just mixtures of two or more of these main types. The surface of the tongue has more than fifteen thousand taste-buds (or cells). These are connected to the brain by special nerves which send the so-called 'tastes messages. When the tongue comes into contact with food of any kind, the taste-buds will pick up the taste. The nerves then send a message to the brain. This will make us aware of the taste. All this happens in just a few seconds. There are four kinds of taste-buds, each of which is sensitive to only a particular taste. These four groups are located in different parts of the tongue. The taste-buds for salty and sweet tastes are found round the tip of the tongue and along its sides. Sour tastes can be picked up only at the sides of the tongue. The taste-buds of the bitter taste are found at the innermost edge of the tongue. There are taste-buds at the centre of the tongue. The senses of smell and sight can affect taste. The good smell of food increases its taste. Similarly, attractive colours can make food appear tastier and more delicious. If food does not smell good or is dull-coloured, it will look tasty and may not taste good at all. Very hot or cold sensations can make the taste-buds insensitive. Food that is too hot or too cold, when placed in the mouth, will have no tastes at all. 1. We can taste any kind of food because of ........ A. The good smell of food B. The four main kinds of taste C. The taste-buds in the tongue D. The senses of smell and sight E. The taste-buds round the tip of the tongue 2. When we eat very hot or cold food ........ A. The food will lose its taste B. The food won't smell good C. The taste of the food increases D. The taste-buds will be sensitive E. The taste-buds will be very, responsive 3. The senses of smell and sight ........ A. Increase the taste of the food B. Affect the taste of the food C. Make food more delicious D. Make the food look good E. Make the food attractive 4. The purpose of the text is ........ A. To explain how we can taste any food in the mouth B. To give a report about the sense of taste C. To inform how important the tongue is D. To describe the use of the tongue E. To tell the taste of the food 5. The kind of the text is ........ A. Narrative B. Hortatory C. Analytical D. Explanation E. Discussion Reading 7 This text is for questions 6 – 11! Read the following text carefully! Why do Volcanoes Erupt? A volcanic eruption occurs when hot, liquid rock from far beneath the earth’s surface bursts outward through an opening in the earth’s crust. A volcano that is eruption is said to be ‘active’. An ‘ extinct’ volcano is one which will not erupt again. There are active volcanoes in many parts of the world, both on land and under the ocean. As gases in the liquid rock or ‘magma’ build up pressure, they force the magma upward through the vent of the volcano. The magma bursts through an opening in the surface of the earth called a crater, together with ash, smoke, and steam. The magma is now called lava. The lava oozes down the outside of the volcano, where it cools and hardens in layers to from the volcano’s ‘cone’. 6. What is the purpose of the text above? A. To describe volcanoes. B. To give readers information about volcanoes. C. To explain why volcanoes erupt. D. To convince that volcanic eruption had happed. E. To share information about volcanoes. 7. What is the name given to volcanoes that not longer erupt? A. Active volcanoes B. Dead volcanoes C. Extinct volcanoes D. Dangerous volcanoes E. Old volcanoes 8. What happens after the gases in the magma build up pressure? A. The volcanoes become an active volcanoes. B. The magma burst through a crater. C. Ash, smoke and steam burst through a crater. D. The gases force the magma upward through the vent of volcanoes. E. The magma was force by the pressure upward through the vent of the volcanoes. 9. The following items are included of the text above, except …. A. Focus on generic, human participants B. Simple present tense C. General nouns D. Abstract nouns E. Conjunction of time and close 10. The lava oozes down the outside of the volcano, …. ( the last sentence ). The word ‘oozes’ has the similar meaning with …. A. Spreads out B. Runs C. Climbs D. Increases E. Passes slowly 11. …., they force the magma upward through the vent of the volcano. The word ‘they’ refers to …. A. Active volcanoes B. Liquid rocks C. Smoke D. Gases E. Layers Reading 8 This text is for questions 12 – 14! Read the following text carefully! Rain always comes from clouds. But where do clouds come from? How does all the water get into the sky? Think about your bathroom. There is hot water in your bath. Steam goes up from the hot water. The steam makes small clouds in the bathroom. These warm clouds meet the cold walls and windows, and then we see small drops of water on the walls and windows. The word is like your bathroom. The water in the oceans is warm when the sun shines on it. Some of this water goes up into the sky and makes clouds. The wind carries the clouds for hundreds of kilometers. The clouds meet the cold air in the sky, then we’ll see drop of water. The drops of water are rain. The rain falls and runs into rivers. Rivers run into oceans. And the water from oceans changes into clouds and become rain. So water is always moving from oceans to clouds to rain to river to oceans. 12. The text describes …. A. How rain falls B. What steam is C. The formation of rain D. The changing of clouds to rain E. How the steam changes into clouds 13. Which of the following is the right sequence in the formation of rain? A. Cloud – rain – water – steam B. Steam – cloud – rain – water C. Water – steam – cloud – rain D. Rain – steam – cloud – water E. Water – cloud – steam – rain 14. In what way is the world like your bathroom? A. In their function. B. In how to make the water hot. C. In changing the water into rain. D. In the sequence of their formation. E. In the formation of small drops of water. Reading 9 This text is for questions 15 – 18! Read the following text carefully! Facsimile, often called fax, is a way of transmitting texts and pictures over telephone lines. News services often use facsimile to send news, stories, and photographs to news¬paper and television stations. Banks, law firms, and other businesses use facsimile to send copies of documents to clients and other organizations. A device called a facsimile machine is used for trans¬mitting and receiving images. Facsimile machines resemble small photocopiers. However, they are equipped with a telephone or are connected to one. To send a document, the user inserts it into the machine and dials the telephone number of the receiving fax machine. After the connection is made, an electronic scanner on the transmitting machine moves across the page and converts the image into a set of electric signals. These signals travel over the telephone line to the receiving fax machine. That machine converts the electric signals back into an image of the original document and then prints a copy. Some business people use small desktop fax machines or portable models at home or when they travel. A personal computer can also be used to send and receive documents if it is equipped with a special electronic circuit board called a fax board. 15. What is the main information in the second paragraph? A. A facsimile machine is a small photocopier. B. A facsimile machine is equipped with a telephone to transmit images. C. A facsimile machine transmits and receives images. D. A facsimile machine converts the electric signals back into an image E. A facsimile machine sends documents to distant places. 16. What do you call the device in the facsimile machine that converts the image of the document into a set of electric signals? A. A copier B. A converter C. A telephone D. An electronic scanner E. A transmitting machine 17. What do you need to enable your computer to send and receive documents like a fax? A. A fax board. B. A transmitter. C. A signal converter. D. An electronic circuit. E. An electronic scanner. 18. "Facsimile, often called fax, is a way of transmitting texts and pictures over telephone lines." (Paragraph 1) The underlined word may be replaced by .... A. Sending B. Translating C. Changing D. Connecting E. Processing Reading 10 This text is for questions 19 – 22! Read the following text carefully! Forests are very important for their products, They are also important to keep the soil fertile and to prevent flood. The fallen leaves and decayed plants become humus which makes the soil rich and holds the rainwater. For many years, people have not been obeying the government's regulations. They have been cutting down the forest trees carelessly. As a result, thousands of hectares of land has become worse and the rivers will be full of mud. In the wet season there will be erosion and floods which will destroy the farm lands and villages. 19. What is the main idea of the second paragraph? A. Rivers are full of mud, B. Land becomes infertile. C. Floods destroy villages. D. Erosions have caused floods. E. Deforestation has caused a lot of destruction. 20. The following statements are the advantages of forests mentioned in the text, EXCEPT .... A. They keep the soil fertile. B. They prevent flood. C. They produce humus. D. They hold rainwater. E. They produce fresh air. 21. Humus is made from .... A. Fertile. B. Brown leaves. C. The root of a tree. D. A kind of artificial fertilizer. E. Decayed plants and leaves. 22. "They are also very important to keep the soil fertile and to prevent flood." (Paragraph 1) The underlined word is synonymous to …………...... A. Cause B. Change C. Move D. Produce E. Hinder Reading 11 This text is for questions 23 – 26! Read the following text carefully! All planes need air pressure under their wings to stay up in the air. As they move forward, the higher air pressure under¬neath their wings pushes them upward and gives them lift. The smooth, streamlined shape of the plane allows the air to flow easily over its surface. This helps to reduce the drag caused by the air pushing against the plane and allows it to move rapidly through the air. Planes move forward using engines. This movement is called thrust. Moving forward keeps a stream of moving air passing over the wings. If the engines fail, the plane will begin to descend very quickly. The air above the wing moves faster, so it is at a lower pressure than the air under the wing. The air under the wing moves more slowly and is slightly squashed, so it is at a higher pressure than the air above the wing. 23. What does the text describe? A. How the wings of a plane work. B. How the plane moves forward. C. How the plane is made. D. The engine of a plane. E. How a plane flies. 24. The planes stay up in the air when .... A. Stream of moving air passes over their wings B. There is air pressure under their wings C. The wings move forward D. The engines move faster E. The engines fail 25. "This helps to reduce the drag caused by the air pushing against the plane and allows it to move rapidly through the air." (Paragraph 2) The underlined word can be replaced by ………………….... A. Slowly B. Gradually C. Quickly D. Immediately E. Smoothly 26. What is the use of air pressure under the plane's wings? A. To go down. B. To keep moving. C. To squash the wings. D. To stay up in the air. E. To reduce their weights. Reading 12 This text is for questions 27 – 30! Read the following text carefully! Have you ever wondered how people get chocolate for? In this article we’ll enter the amazing world for chocolate so you can understand exactly what you’re eating. Chocolate starts with a tree called the cacao tree. This tree grows in equatorial regions, especially in place such as South America, Africa, and Indonesia. The cacao tree produces a fruit about the size of small pine apple. Inside the fruit are the tree’s seeds, also known as cacao beans. The beans are fermented for about a week, dried in the sun and then shipped to the chocolate maker. The chocolate maker starts by roasting the beans to bring out the flavor. Different beans from different place have different qualities and flavor, so they are often sorted and blended to produce a distinctive mix. Next, the roasted beans are winnowed. Winnowing removes the meat nib of the cacao beans bean from its shell. Then, the nibs are blended. The blended nibs are ground to make it a liquid. The liquid is called chocolate liquor. It tastes bitter. All seeds contain some amount of fat, and cacao beans are not different. However, cacao beans are half fat, which is why the ground nibs from liquid. It’s pure bitter chocolate. 27. The text is about …. A. The cacao tree B. The cacao beans C. The raw chocolate D. The making of chocolate E. The flavor of chocolate 28. The third paragraph focuses on …. A. The process of producing chocolate B. How to produce the cacao flavor C. Where chocolate comes from D. The chocolate liquor E. The cacao fruit 29. “ …., so the are often sorted and blended to produce ….” ( Paragraph 3 ) The underline word is close in meaning to …. A. Arranged B. Combined C. Separated D. Distributed E. Organized 30. How does the chocolate maker start to make chocolate? A. By fermenting the beans. B. By roasting the beans. C. By blending the beans. D. By sorting the beans. E. By drying the beans. 11. Discussion Discussion is a piece of writing that explores both sides of an issue. In discussion text the writer tries to present the pros and cons or the advantages and disadvantages of an issue to allow the readers to reach a logical conclusion. The writer should always try to give an impersonal and balanced view. (Teks yang menyajikan minimal dua buah sudut pandang yang berbeda dari satu buah permasalahan yang masih kontroversial atau DEBATABLE/CONTROVERSIAL ISSUE. Dua sudut pandang tersebut yaitu PRO (FOR) untuk pihak yang setuju dan KONTRA (AGAINST) untuk pihak yang tidak setuju. Masing-masing sudut pandang harus disertai dengan penjelasan atau elaborasi argumentasi yang bisa diterima oleh pembaca. Untuk mempertentangkan pendapat yang satu dengan yang lain, biasanya terdapat konjungsi pertentangan antara lain : on the other hand, on the contrary, on the other side, differently, nevertheless, etc.) Communicative Purpose To present information and opinions from different points of view (“for” points “against” points) Text organization of Discussion Text  Issue : opening statement presenting the issue, introduces the topic and previews the arguments. (Issue terletak di paragraph pertama yang berisi penempatan masalah atau issue yang akan didiskusikan)  Arguments for : positive arguments or in agreement with the issue. Each stage of the argument consists of a point and elaboration. A point is made and then elaborated. In other words, the writer discusses each point, then gives a detailed information or evidence to support it. (Dalam bagian ini, penulis menghadirkan pendapat yang mendukung issue. Di setiap paragraph supporting point terdiri dari dua komponen dianataranya adalah main idea dan elaborasi atau uraian dari main idea tersebut)  Arguments against : negative arguments or disagreement with the issue. Each stage of the argument also consists of a point and elaboration. A point is made and then elaborated. In other words, the writer discusses each point, then gives a detailed information or evidence to support it. (Dalam bagian ini, penulis menghadirkan pendapat yang menentang issue. Seperti dalam paragraph supporting point, contrasting points juga menghadirkan dua komponen pembentuk yaitu main idea dan elaborasi atau uraian ari main idea tersebut)  Conclusion or recommendation : the closing is a brief summing-up of the issue explored or the writer’s own opinion (Menghadirakan kesimpulan atau juga bisa rekomendari dari issue yang telah didiskusikan) Language features Discussion Text • Use of general nouns: alcohol, abortion, smoking, etc. • Use of relating verbs: is, are, etc. • Use of thinking verbs: think, feel, hope believe, etc. • Use of additive connectives: addition, furthermore, besides, etc. • Use of contrastive connectives: although, even, if, nevertheless, on the other hand, etc. • Use of causal connectives: because, because of, etc. • Use of modal auxiliary: must, should, etc. • Use of adverbial manner: hopefully, etc. Examples of Discussion Text Reading 1 Read the following text carefully and complete it! Hacking: Pro and Contra? Do you know what a hacker is? Well, a hacker is a person who enjoys (1) . . . . . the details of programmable systems on computers and they like to stretch the (2) . . . . . . of the systems. And you know what, the (3) . . . . they do in the computers are called ‘hacking’. So, what’s the problem with ‘hacking and its hackers’? Well, the problem is whether ‘hacking and its hackers’ is legal or illegal? What I mean is that (4) . . . . in the world have many different views about hacking and the hackers. Some of them (5) . . . . . sides, but many object. To get back to what I was saying previously, let us see the positive points of a hacker, shall we? Although in most places breaking into computer systems is considered illegal, I believe that hackers don’t do anything illegal because they only want to (6) . . . . . and try the systems. I (7) . . . . . to say that a hacker likes finding the strengths and the weaknesses of a computer system. They feel proud if they can (8) . . . . . the weaknesses. So I don’t really see the (9) . . . . . in this case. In addition, these hackers sometimes help the police catch the ‘white collar criminals’, such as bank robbers, money launderers, credit card (10) . . . . . . For example, in 2000, the U.S. hackers caught some Singaporean hackers who made ‘Virus Love’ to break up the programs of the U.S. National Security system. Nevertheless, those who object to the good points of a hacker say that hacking is a crime. The reason is that some hackers use their (11) . . . . skills to break into banks and other vital institutions where they can get money, destroy information, and the worst thing is they can get secret information and sell it to another country. This is a treachery. Take for example, in 1994, The U.S. government broke a (12) . . . . of computer hackers out of Majorca, Spain. These hackers were responsible for accessing and eliminating 190,000 telephone credit card numbers over computer bulletin boards in America and Europe. Seeing this fact, I don’t blame those who think negatively about hackers. To put the whole thing in a nut shell, I personally think that hackers are not bad people with their brilliant skills. However, they could be bad because of money orientation to get the wealth. That’s just the point. Glossaries View : N. Pandangan Capability : N. Kemampuan Stretch : V. Melebihkan Take side : V. Memihak Object : V. Berkeberatan To get back to : Kembali pada Positive points : N. Hal-hal yang baik Dare : V. Berani White collar criminals : N. Pekerja kantor yang bermaksud jahat Forger : N. Pemalsu Money launderer : N. Pencucian uang Treachery : N. Pengkhianatan Conspiracy : N. Konspirasi, persengkongkolan To put the whole thing in a nutshell : Idm. Singkatnya, pendek kata Wealth : N. kekayaan Find out! 1. What is a hacker? 2. Which paragraph states that hackers are not bad people? 3. Which paragraph states that hackers are bad people? 4. What’s the main point when these hackers turn into bad people? 5. Based on the text, in which way is a hacker useful? Reading 2 Write the generic structure of this following text! Read this text. Then answer the questions! ........................... Living in a city ........................... Living in a city has both advantages and disadvantages. ........................... On the plus side, it is often easier to find work, and there is usually a choice of public transport. So you don’t need to own car. Also, there are a lot of interesting things to do and places to see. ......................... For example, you can eat in a good restaurant, visit museum, and go to the theater and to a concerts. What is more, when you want to relax, you can usually find a park where you can feed the ducks or just sit on a park bench and read a book. All in all, city life is full of bustle and variety and you need never feel bored. .......................... However, for every plus there is a minus. For one thing, you might have a job, but unless it is very well paid, you will not be able to afford many of the things that there are to do, because living in s city is often very expensive. ........................... It is particularly difficult to find good, cheap accommodation. What is more, public transport is sometimes crowded and dirty, particularly in the rush hour, and even the parks can become very crowded, especially on Sundays when it seems that every city dweller is looking for some open space and green grass. Last of all, despite all the crowds, it is still possible to feel very lonely in a city. ............................. In conclusion, I think that city life can be particularly appealing to young people, who like the excitement of the city and don’t mind the noise and pollution. However, many people, when they get older, and particularly when they have young children, often prefer the peace and fresh air of the countryside. Find out! Answer the question related to the content of the text! 1. What is the text about? 2. What are plus side of the city? 3. What are the bad things if we are in the city? 4. What condition can make the transportation in the city uncomfortable? 5. Who prefer peace and fresh air of the countryside? Students’ Task Work in group of three or four. Complete the argument for and the argument against from this discussion text! Title: Cigarettes, Smokers, and Smoking Issue Smoking is a bad habit that is very hard to break. Smokers are everywhere. Many people smoke just to socialize, but many others are too addicted to quit. Some people say smoking is exciting but some others say it is harmful. Arguments for ………………………………………………………………………………….. ………………………………………………………………………………….. ………………………………………………………………………………….. Arguments against ………………………………………………………………………………….. ………………………………………………………………………………….. Conclusion/ recommendation Smoking is indeed a serious social problem in our country. The government keeps reminding that smoking is dangerous, not only for smokers themselves, but also for other people in the surroundings (passive smokers). But the warnings do not seem to get any response. Independent Construction of Text.  This time we will do a debate.  We will adopt the Australian Parliament model in this debate.  Before doing the debate. Let study this explanation. A. Setting Note: A1 : Affirmative team 1 A2 : Affirmative team 2 A3 : Affirmative team 3 N1 : Negative Team 1 N2 : Negative Team 2 N3 : Negative Team 3 Md : Moderator Tk : Time Keeper Adj1 : Adjudicator 1 Adj2 : Adjudicator 2 Adj3 : Adjudicator 3 B. Duties of each participant 1. Moderator.  Opens the debate.  Introduce the participants (both teams)  Collects and checks the adjudication  Count and sum up the adjudication (asks the adjudicators to give oral adjudication if necessary)  Announces the winner  Closes the debate 2. Time Keeper  Tells the speaker about time limitation  Gives sign if the time for speaking is over  Announces to the floor if the time for debate is over 3. Adjudicators  Tell the common errors done by the contestants  Give the adjudication 4. Affirmative team (it is usually called as the government team)  Define the statements being proposed (the motion)  Give supporting arguments for the motion proposed 5. Negative team (it is usually called as the opponent team)  Reject the motion proposed by the affirmative team  Give supporting arguments against the issue  Ask the affirmative team to propose new arguments if the issue presented before is not accurate 6. Time allocation  for the primary speech : 7 minutes for each member of the team  for reply speech : 5 minutes for each member of team C. How it carried out. 1. Moderator  Opens the debate. Good ……..ladies and gentlemen. Welcome to the ……..debate. Our debate today will be a match between affirmative and negative teams.  Introduces all the participants > Here are the affirmative teams: The first speaker is ……. The second speaker is….. The third speaker is …… > Here are the negative team: The first speaker is ……. The second speaker is….. The third speaker is …… > Now , we call the speaker from the affirmative team. The first speaker speaks ……. The second speaker speaks.. The third speaker speaks …… > Now, we call the reply speaker from negative team. The first speaker speaks ……. The second speaker speaks.. The third speaker speaks …… > Now, we call the adjudicators to give oral adjudication Adjudicators tell the commons errors … > That’s all of our debate today. Thank you for your attention 2. Time keeper  Tells the speaker about time limitation Knock : The speaker starts giving argumentation Knock, knock : 1 minutes left for the speaker Knock, knock, knock : Time is out for the speaker 3. Affirmative team  Define the statements (motion) being proposed: Example : City is a place which all happiness exist because there is ……………  Give supporting arguments for the case. Example : Living in the city can be the best choice if ………… 4. Negative team  Reject the motion defined by the affirmative team Example : I think the reasons given by the affirmative team about plus side of living in the city are incorrect….… Give supporting arguments against the issue. Let us do the debate.  Choose one of the following “Topics”  Should we own cellular phone?  Internet: allowed or prohibited?  Must the students wear black shoes and white socks? Reading 3 This text is for questions 1 – 3! Read the following text carefully! In this modern era, the use of credit cards has developed into such a certain degree that credit cards have become a life style as a means of payment. However, the advantages and disadvantages of having credit cards have long become an endless debate. Credit cards have many advantages as a means of payment. The most practical benefit of this magical plastic card is that the cardholders don’t need to carry cash. The card is useful especially when suddenly you have to do some shopping and you don’t have enough money with you. With credit cards, you can pay for things in an emergency without having to wait for your end-of-month paycheck. Your credit cards enable you to get cash in advance from an authorized bank or from an ATM. Yet, with all its benefits, having a credit card involves some risks. It is likely to happen that cardholders tend to spend more money than he or she should, or can afford to. Who isn’t lured by the “buy-now-pay-later” concept? Actually, when you use a credit card, you buy on credit, which means that you have to pay interest. And like all other bank loans, your debts will swiftly add up when you fail to make the regular monthly payments. Another risk of using credit cards is being overcharged. Needless to say, credit cards give great conveniences on shoppers. On the other hand, using credit cards is a terrible trap to those who cannot control their spendthrift habits. 1. In paragraph 2, the author presents some evidence that credit cards have many advantages as a means of payment while in paragraph 4 the author . . . A. Gives more arguments why he supports using credit cards B. Tells readers the advantages of using credit cards C. Ensures the readers not to use credit cards D. Shows his disagreement using credit cards E. Concludes the pros and cons of using credit cards 2. It is stated in the text that credit cards are very practical means of payment because . . . A. The cardholders do not know how to spend money B. The cardholders can loan cash from an ATM C. We can spend money as much as we want D. The cardholders don’t need to carry cash E. The cardholders can buy all things on credit 3. One of the risk of using a credit card is . . . A. You have to buy things on credit B. You can control your spending C. You can buy anything you want D. You have to pay interest E. You can get cash Reading 4 This text is for questions 4 – 7! Read the following text carefully! Balancing High School and Part-Time Work You have to consider a number of factors when deciding whether or not to get a job. The important thing is to arm yourself with as much information as possible, so you can figure out what choice makes the most sense for you. If you are considering working part-time, schedule a meeting with your school counselor to discuss this move. Talk to your counselor about why you want to work and what type of position you’re seeking. Simply explaining your goals to someone else can help you make decisions and figure out your priorities. Schoolwork, including homework and studying for tests, should always be your top priority. “The activities and courses students choose vary considerably, so it’s important for young people to keep their individual situations clearly in mind,” says Brad McGowan, director of the Career Centre at Newton North High School in Massachusetts. Further, McGowan cautions students who do decide to work: “If you are rushing through your assignment or not studying enough for tests because of work, it’s time to cut back or quit and find a less time-consuming job.” He adds, “Students should always let their employers know what their time limits are.” If you are being pressured to work more hours than you can handle, you need to find a new place to work. You also need to make sure that a job won’t prevent you from getting enough rest. Adapted from: http://www.collegeboard.com 4. What should a student do first when considering working part time? A. Schedule a meeting with the employer of the job. B. Discuss with the school counselor. C. Schedule a meeting with the school principal. D. Discuss with your friends. E. Schedule a meeting and discuss with the class. 5. What does Brad McGowan do? A. Brad McGowan is a student who takes part time job. B. Brad McGowan is the director of the Career Centre at Newton North High School. C. Brad McGowan is the school counselor of Newton North High School in Massachusetts. D. Brad McGowan is the employer of some students at Newton North High School. E. Brad McGowan is the principal at Newton North High School in Massachusetts. 6. What does the word “it” in paragraph 3 refer to? A. Student B. Individual situation C. Young people D. To keep to individual situations clearly in mind E. To keep to individual situations clearly in mind is important. 7. What does Brad McGowan suggest when students don’t have enough time to study? A. Quit and find a less time-consuming job. B. Talk to the employer. C. Discuss with the school counselor. D. Keep doing both working while studying. E. Sue the employer for the compensation. Reading 5 This text is for questions 8 – 10! Read the following text carefully! Should Performance enhancing drugs be accepted in sports? The issue of using drugs to enhance athlete’s performance is controversial . those who agree to the use of drugs in enhancing performance say that most top players in all sports take drugs to train harder and feel no pain during play. The trainers, sports doctors, nutritionists, physiotherapists and managers of the big names make sure banned substances are taken at the safest and most efficient levels. The main effect of banning such substances has returned performers and their coaches into liars and cheaters. On the other hand, some still believe that performance enhancing drugs in sport should be banned. Performance enhancing drugs are not only prohibited because they violate the spirit of sport but because they can damage the health of athletes. I think the idea of allowing them in sports could lead to a situation whereby sportsmen and women are used as human guinea pigs for a constant flow of new, unregulated substances. 8. What argument is given by those who disagree with the use of performance enhancing drugs? A. Athletes health is badly affected. B. Gunea pigs are awfully needed. C. Athletes consume more drugs. D. Athletes obey the rules. E. Athletes perform better. 9. According to the proponents of proponents of performance enhancing drugs, the effect of banning them is that performers become… A. Losers B. Winners C. Cheaters D. Hooligans E. Supporters 10. How does the writer feel about the performance enhancing drugs? A. Neutral B. Positive C. Negative D. Indefinite E. Pessimistic Reading 6 This text is for questions 11 – 14! Read the following text carefully! Nuclear power is generated by using uranium, which is a metal mined in various parts of the world. The first large-scale nuclear power station was opened at Calder Hall in Cumbria, England, in 1956. Some military ships and submarines have nuclear power plant for engines. Nuclear power produces around 11% of the world’s energy needed, and produces huge amounts of energy. It causes no pollution as you’d get when burning fossil fuels. The advantages of nuclear are as follows: 1. It costs about the same as coal, so it’s not expensive to make 2. It doesn’t produce smoke or carbon dioxide, so it doesn’t contribute to the greenhouse effect. 3. It produces huge amounts of energy from small amount of uranium. 4. It produces small amounts of waste. 5. It is reliable On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to be spent on safety because if it does go wrong, a nuclear accident can be a major disaster. People are increasingly concerned about this. In the 1990’s nuclear power was the fastest growing source of power in many parts of the world. In 2005, it was the 2nd slowest-growing. 11. The text discusses ….. A. Nuclear in general B. Nuclear biggest station C. The danger of radioactive D. The disadvantages of nuclear power E. The advantages and disadvantages of nuclear power 12. The opposite of dangerous is …….(paragraph 4) A. Vile B. Dull C. Tiny D. Calm E. Safe 13. Why is nuclear power very dangerous? A. Its radioactivity lasts long B. Uranium is renewable C. It is reliable D. It is cheap E. It is safe 14. Which statement is TRUE about nuclear? A. It is reliable B. It is costly to make C. It causes air pollution D. It affects the greenhouse E. It produces small amounts of energy Reading 7 This text is for questions 15 – 18! Read the following text carefully! The government has just published a report which suggest that television is partly responsible for the serious increase in crime over the last ten years. The exposure of violence or pornography harmfully effects on children. Many people who are alive today know what it is like to live in a world without television. Television as we know is only about forty years old. Yet it is so much a part of our lives that it seems as if it had always existed. Some people think that the years before the invention of television were a better time. They claim that families talked more and did more things together. More books were read. People used their imaginations more fully. People got more outdoor exercises. But others disagree. They claim that television is a powerful educational tool. It informs us of what is going on in the world, from a famine in Africa to a local politics and fashion. It helps us understand how people live, work, and struggle. In 1961, Newton Minow, a government official, called prime-time schedules “ a vast wasteland.” Television is credited with being a great teacher, but it is also blamed for the poor reading and writing skills of our population. Television gets praised for helping us understand the people of the world. But it has been accused of helping to destroy family life. Television keeps us informed about the political issues of the day. Experts will probably continue to argue about television’s value. But everyone agrees that it is one of the most significant inventions of the twentieth century. 15.The writer wants to tell ….. A. The development of television B. The advantages of television program C. How television destroys people’s life D. How television improves people’s knowledge E. The influence of television on people’s daily life 16.Many people claim that television is a powerful educational tool. From this statement we know that they ….. with the existence of television. A. Love B. Agree C. Prefer D. Satisfy E. Choose 17.Which of the following is good for children in watching TV? A. The children should watch the violence on TV B. Children may watch TV whenever they like C. There shouldn’t be government censorship of TV program D. Children should spend all their time to watch TV program E. Children should be accompanied by their parents in watching TV 18.. “ ….. what is going on in the world, from famine in Africa …” (Paragraph 4) The underlined word means lack of …. A. Food B. Water C. Nutrient D. Education E. Entertainment Reading 8 This text is for questions 19 – 22! Read the following text carefully! Death penalty for serious criminals has been discussed by our experts. Those who agree say that death penalty will scare the criminals off. However, those who disagree say that it is inhuman, not effective and we cannot correct the wrong sentence after the criminal die. In Switzerland, this penalty does not exist. Most people argue that the possibly of making the wrong decision is always there although it is true that spending life behind the bars is not easy either. Also, every person should have a chance for rehabilitation. In this way he or she can start all over again in another life style. Those who agree argue that there is no use to feed the terrorists in prison with their money. When they get out, they will create a lot of trouble by blackmailing and killing people. So, who says that jails will stop them from being bad guys ? My own opinion is divided. On the one hand, I want to be humane, and on the other hand, I wonder if those people are worthy of my feeling. 19.This text mainly discusses …. . A. The death penalty controversy B. The punishment in our country C. The death penalty in Switzerland D. Those who support death penalty E. Those who are against death penalty 20.Which of the following in NOT the reason for those who are against death penalty ? A. Death penalty is inhuman B. Death penalty is not effective C. There’s possibility of misjudgment D. It is harder to live behind bars than to die E. Every person should have a chance for rehabilitation. 21.What is the writer’s opinion about death penalty ? A. He is not able to decide. B. He is against death penalty C. He agrees with the death penalty D. Death penalty is a worthwhile punishment E. The criminals deserve to receive the benefit of human feeling. 22.“ However, those who disagree say that it is inhuman, not effective and we cannot correct the wrong sentence after the criminal die.” (Paragraph 1) The underlined word can be replaced by …. . A. Fine B. Statement C. Thought D. Punishment E. Command Reading 9 This text is for questions 23 – 26! Read the following text carefully! There are several positive and negative impacts of internet on education. One of the positive impacts of internet to education is when you are curious about something. You can find out any information to feed your “ learning hunger” immediately from internet. If you are curious about the ants in your backyard or if you want to know more about dinosaurs or any other prehistoric animals, there is abundant of information at your fingertips and you can improve your knowledge. On the other hand, some would argue that internet degrades the quality of research, throwing people into areas where the answers they find are low-quality guesses, at best. Since internet allows anyone to publish, finding quality information is sometimes difficult. The internet also can be a huge distraction, like many other things that distract us from serious inquiry. 23. What does the text mainly discuss ? A. The impacts of internet on education B. The advance of technology on education. C. The access of information from the internet. D. The distraction of curiosity by the internet. E. The decrease of research quality caused by internet. 24. “ The internet also can be a huge distraction…” (Pr. 2) What is the opposite meaning of the underlined word ? A. Few B. Fine C. Less D. Small E. Thin 25.Why do some people disagree with the use of internet on education ? A. Internet does not encourage people to serious questions. B. Internet gives low-quality answers to questions. C. Internet provides high quality information D. Internet results expensive education E. Internet has little access to education 26.Which of the following is NOT a good effect of internet on education ? A. Internet can avoid a serious inquiry. B. Internet can make education cheaper. C. Internet can influence a student’s interest. D. Internet can open the access to information in rural areas. E. Internet can help anyone find the answers to their curiosity Reading 10 This text is for questions 27 – 30! Read the following text carefully! Two students were discussing the school’s new rule that all the students must wear a cap and a tie. One of them showed her annoyance. She said that wearing a cap and a tie was only suitable for a flag rising ceremony. So she was against the rule. Contrary to the girl’s opinion, the other student was glad with it. He said that he didn’t mind with the new rule because wearing a cap and a tie will make the students look great and like real educated persons. The first student gave the reasons that they would feel uncomfortable and hot. Moreover, the classroom were not air conditioned. The second said it wasn’t a big problem. He was sure that the students would wear them proudly. They would surely be used to it any way. 27. The two students are discussing … A. The facilities in school. B. Their friends C. Their homework D. Their family E. Their uniform 28.The boy said that he agreed with the new rule in his school.Which statement shows his agreement? A. He was not annoyed B. He would not obey the rule C. He didn’t care of the rule D. He didn’t like wearing a cap and tie E. He didn’t mind wearing a cap and tie 29.The boy believed that all students would … A. Have a high spirit to study. B. Solve their own problems. C. Care for their environment D. Follow the new rule E. Feel comfortable 30. “One of them showed her annoyance…” ( Line 3 and 4 ) The underlined word is close meaning to A. Responsibility B. Applause C. Displeasure D. Response E. Agreement 12. Review A review is a piece of writing that critiques or critically analyzes artwork for public audience. For example, a book, film / movie, play / drama, opera, exhibition, concert, song. A review offers a reasoned opinion about the artwork’s qualities to the readers. (Teks yang memberikan penilaian terhadap hasil karya seni atau sastra berupa kritikan atau pujian. Biasanya text bergenre review berupa ulasan atau resensi terhadap karya sastra/seni. Karya-karya tersebut dapat berbentuk: film, drama, buku, sandiwara/pertunjukan, lagu, konser, dll) Communicative purpose To critique, analyze and evaluate artwork and also to make the reviewer’s point of view known Examples of review text Movie review, concert review, exhibition review The organization of a review text  Orientation This part provides a brief outline of the subject matter or the background information in terms of describing the artwork. Orientation states the key points, which are to be analyzed and evaluted at the following paragraphs.  Interpretative recount This part summarizes the contents or plots of the art work, for example a brief description of the characters, the approach and the scope of work  Evaluation This part analyzes the strengths and the weaknesses of the subject matter (from the reviewer’s opinion and judgment)  Evaluative summation This part provides the reviewer’s final judgment. This part normally contains phrases of appraisal and metaphorical expressions. Language features related to review text  Action verbs  Adjectives  Connectors  Present tense  Adverbs  Compound and complex sentence  Metaphorical expressions Examples of Review Text Work in group. Label the text with its generic structure! _____________ ____________ _____________ _____________ _____________ _____________ Harry Potter: Order of the Phoenix I absolutely love the Harry Potter series, and all of the books will always hold a special place in my heart. I have to stay that of all the books, however, this was not my favourite. When the series began it was as much of a “feel good” experience as a huge mug of hot cocoa. The stories were bright, fast-paced, intriguing, and ultimately satisfying. Order of the Phoenix is a different kind of book. In some instances this works . . . you feel a whole new level of intensity and excitement by the time you get to the end. I was truly moved by the last page. Other times the book just has a slightly dreary, depressing feel. The galloping face of the other books has slowed to a trot here, and parts of it do seem long, as if we were reading all about Harry “just hanging out” instead of having his usual adventures. Reading in detail about Harry cleaning up an old house, for example – housekeeping is still housekeeping, magical or no, and I’m not very interested in doing it or reading about other people doing it. A few other changes in this book – the “real” world comes much more into play rather than the fantasy universe of the previous books, and Harry has apparently been taken off his meds. I know that he had a lot to be grumpy in this book, especially with being a teenager and tall, but the sudden change in his character seemed too drastic. He goes from being warm-hearted, considerate person to someone who will bite his best friend’s heads off over nothing. It just seemed like it didn’t fit with his character, like he turned into a walking cliché of the “angry teen” overnight. The real story seemed to happen in the last 1/3 of the book and this part I loved. I actually liked the ending ( andyes, I cried!0 as sad as it was. It packed a punch and it made me care about the story even more. Still a really good book, with some editing it would have been great. Find out! 1. Have you read the book 2. How many times do you read the book? 3. What do you think of the book? Is it interesting? 4. How does the reviewer of the book think about the book? 5. Does she give a critical opinion to the book? Independent Construction of Text Choose one of the following movie. Find the CD. Watch it, then write a review about the movie!  Anna and the King  Spiderman 2  Eiffel I’m in Love.  Charlie’s Angel  (Your own choice) Review Planner Orientation ____________________________________________________________ ____________________________________________________________ Interpretative recount ____________________________________________________________ ____________________________________________________________ Evaluation ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Evaluative summation ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Reading 1 This text is for questions 1 – 3! Read the following text carefully! Breaking and Entering is an unusual film. Will and Sandy are two architects working on a major urban renewal project in the King's Cross section in London. The area is unsafe and ready for such a project. Will and Sandy move their offices into a nearby vacant warehouse. Will has to deal with constant burglaries at his new office. One night, he saw Miro trying to break into the building. He chased Miro to his run down apartment block and watched him return home to his mother, Amira, a Bosnian immigrant who makes a living tailoring clothes. Soon, Will 'meet' Amira and they begin an affair. And Amira learns that Will holds the key of her son's future. How far will this mother go to protect her son? Breaking and Entering is a very interesting film, it is almost entirely character driven. Tis is not a bad thing although in the film we are exposed to a story or action driven. Anthony Minghella, the director, creates some of the most believable, interesting characters these actors have ever played. It is almost painful to watch them on their journey. Each of the characters makes decisions affecting how their lives will play out, or change and these decisions and actions affect the story. The characters aren't reacting to the story. They are changing it. 1. The text is mainly about .... A. A review of a new film, Breaking and Entering. B. The process in making the new film, Breaking and Entering. C. An amusing story dealing with experi-ence in different ways. D. An account of an unusual or amusing incident retold by the film. E. The description how the film is accom-plished through a series of steps 2. "Will and Sandy move their offices into a nearby vacant warehouse." (Paragraph 1) The antonym of the underlined word is .... A. Empty B. Fulfilled C. Covered D. Occupied E. Luxurious 3. Which of the following statements is NOT TRUE according to the text? A. Miro is one of the burglars who tried to break into Will's new office. B. Will has to deal with constant burglaries at his new office. C. Miro is Amira's son, a Bosnian immi-grant who makes living by tailoring clothes. D. The area where the two architects work is unsafe and ready for a renewal pro-ject. E. Minghella, the critic, creates some of the most interesting character the actors have ever played Reading 2 This text is for questions 4 – 6! Read the following text carefully! FILMS INTACT 2002 Juan Carlos Fresnadillo. Frederico and Sam are two lucky men, Frederico survived an earthquake and has the power to wrench fortune from those around him: he has the gift, Sam is a survivor of the Jewish holocaust and manages a casino in the middle of a lava desert. One day, Frederico challenges Sam who expels him from paradise, taking his gift from him. Years later, Frederico thinks that he has found in Tomas, the only survivor of an air accident, the instrument of his vengeance. By teaching him to control fortune, he can use him to return to the casino and challenge the God of fortune. Together they begin a journey of initiation, a succession of ever more strange and difficult tests in which the highest bet is the luck of others; luck, which in this game is captured in a simple photograph. Everything goes well until Sara, a policewoman who survives a car accident which kills her family, becomes obsessed with discovering what is behind these clandestine games in which death and luck become enmeshed. In which only one ca remain intact. This film is really worth watching. 4. The purpose of the text is ….. A. To describe a film B. To describe how a film is made C. To inform readers about a good film D. To entertain readers by telling a story E. To review a film for a public audience 5. After reading the review, how would you judge this film? A. Bad B. Fair C. Not bad D. Mediocre E. Excellent 6. What does the writer suggest to the audience? A. The film is forgettable B. They should watch the film C. They should neglect the film D. They should make another film E. The writer should promote the film Reading 3 This text is for questions 7 – 8! Read the following text carefully! Laskar Pelangi’: The Audacity of Hope This is a movie adapted from a best-selling Indonesian novel. It took 40 days of filming on Belitung Island, Bangka-Belitung province. Involving 12 local actors, it reportedly cost Rp 8 billion. With all the efforts of transforming Laskar Pelangi (Rainbow Warrior) into a moving picture, will it satisfy readers’ imaginations? Laskar Pelangi, the novel, was written by Andrea Hirata in 2005, based on his own experiences. It is about an inspiring teacher and her 10 students in the poverty-stricken Kampung Gantong in Belitung. The poor condition of their school building does not dampen their high spirits and hopes for a better future. Two years later, the novel became a phenomenon in Indonesian literature. With its humanistic touch, Laskar Pelangi has sold more than 500,000 copies and has won the position of Must-Read Novel in every corner of the nation’s bookshops and media review pages. It has finally overcome the domination of teen-lit, chick-lit and even religious novels, the popular theme of today. Andrea entrusted the filming of the story to the respected figures in the film industry, Mira Lesmana and Riza, as producer and film director. In July 2007, Mira and Riri started the pre-production, which took a year to finish. Together with the scriptwriter Salman Aristo they decided to create a different scenario for the film. 7. What is the main idea of the second paragraph? A. ‘Laskar Pelangi’ is the story of poor people at the Bangka Belitung province. B. ‘Laskar Pelangi’ is the story of poor school children of the Belitung Island. C. ‘Laskar Pelangi’ is about poverty in Kampung Gantong in Bangka Belitung. D. ‘Laskar Pelangi’ is about an inspiring story towards a better life. E. ‘Laskar Pelangi’ is about Andrea Hirata. 8. From the text above, we know that.... A. the movie was played by poor children B. Andrea Hirata is the producer of Laskar Pelangi C. the novel of Laskar Pelangi was a phenomenal work of literature D. people like the movie better than the novel E. people like the novel better than the movie Reading 4 This text is for questions 9 – 11! Read the following text carefully! Bridge to Terabithia is a powerful novel by an American author, Katherine Paterson. It was first published an 1977 and has remained popular ever since. The novel is a real-life fiction that explores friendship, love and grief telling the story of Jess Aarons and his new neighbor, Lislie Burke. The plot is this. Jess Aarons lives on a farm with his large family. At school, he wants to be the fastest runner but is beaten by Leslie Burke, a girl ! Jess and Leslie become friends and play in a make-believe land on an island in a dry creek bed that they call Terabithia. In Terabithia, Jess a strong and courageous king. One day, however, a tragedy occurs and Jess must overcome his grief and horror. Told in the third person, Bridge of Terabithia is a well-paced story told in a straightforward yet thought-provoking way. Bridge to Terabithia is a very moving novel with believable characters and a plot that keeps the reader’s interest. You feel sympathy for Jess and can understand what he has to go through emotionally. Its message of the power of friendship and the need to care about others and nature makes this a highly suitable book for teenage readers. 9. What is the text about ? A. Jess Aaron’s tragedy. B. A worth reading novel. C. An island in a dry creek bed D. Jess Aaron, a strong and courageous king. E. A review of a novel entitled Bridge to Terabithia. 10. “ In Terabithia, Jess a strong and courageous king.” ( Pr. 2) The antonym of the underlined word is … A. Mean B. Brave C. Weak D. Gentle E. Kind 11. Which of the following is NOT TRUE about the text ? A. Jess is actually a king. B. The story is told in the third person. C. The author of the novel is an American. D. Jess Aarons and Leslie Burke are the main characters. E. The power of friendship and the need to care about others is the message of the story. Reading 5 This text is for questions 12 – 15! Read the following text carefully! Comics encourage children to read. We find that comics are not bad at all. Instead, it is positively influencing the reading habits. There is no evidence of the common prejudice against comics. It is quite normal for children to look at comics when they are still too young to read. The combination of image and short texts in a comics is ideal for children learning to read and does not deter them from reading at a later stage. Even teenagers who still read comics need to be losers. Comics are now passed on from generation to generation and we have not seen any sign that the text is becoming more hollow. But there are huge quality difference between comics. Some have really complex texts while in others the dialogues are very fast. The reading researchers recommend that adult should watch what comics their children learn. An expert in literature for children says that, if children comics, it is not a problem. Children first look at the picture then at the words. Therefore, their reading habit will increase. 12. The texts argues that … A. Comics have bad influence B. Comics are dangerous for children. C. Comics encourage children to read. D. Comics are not always worth reading E. Comics have important role from generation to generation 13. Which of the following is the opinion of an expert literature ? A. Comics are harmful B. Comics are not good to read C. Comics help children think critically D. Comics are read from generation to generation E. Comics help children improve their reading habit. 14. What is suggested by ‘ reading researchers ‘? A. Adults should be free from prejudice. B. Adults should make children read comics. C. Adults should select the comics read by their children D. Adults should increase the children’s habit from reading. E. Adults should spoil the children’s habit of reading comics. 15. “There is no evidence of the common prejudice against comics” (Paragraph 2) The underlined word is closets in meaning with …. A. Misjudgment B. Refusal C. Disagreement D. View E. Agreement Reading 6 This text is for questions 16 – 20! Read the following text carefully! Twister tells the story of tornado chasers trying to test new equipment that will help save lives. The story of Twister is about Jo Harding (played by Helen Hunt) and her soon-to-ex- husband Bill (played by Bill Paxton) who goes hunting tornadoes in a race against other twister chasers. Bill has invented a machine that might help predict tornadoes but he needs to test it. Along the way there is drama between Jo, Bill and Bill’s new girlfriend and some humorous moments involving the twister-chasing team. I found the special effect used in the movie to be excellent and the story easy to follow. This is a movie suitable for the whole family and sure to blow them away. 16. What is being tested ? A. Twister B. A new equipment C. Tornado D. Twister chasers E. Strom 17. Who is Jo Harding’s husband ? A. Bill B. Steven Spielberg C. Helent Hunt D. Other twister chasers E. Bill Pazxton 18.What is the function of the new equipment ? A. To catch twister B. To predict tornadoes C. To know twister D. To send twister E. To stop twister 19.What is the reviewer judgment of this film? All of these are true, EXCEPT ..... A. He found the special effect used in the movie to be excellent. B. The story easy to follow C. This is a movie suitable for the whole family D. He is sure to blow them away E. This movie is so terrifying 20.Bill has invented a machine that might..... ( Par 1) The synonym of the underlined is ... A. Found B. Discovered C. Founder D. Made E. Established Reading 7 This text is for questions 21 – 23! Read the following text carefully! “Bisa Saja” is chosen as the first single of the album and theme song of BROWNIES, since the lyric reflects the story in the movie. Bujana of GIGI demonstrates his skills in playing acoustic guitar in “Cinta Terakhir”. Three other brand new songs “Dilema”, “Jangan Bilang Pacarku” and “Semua Orang Berhak Mendapat Rasa bahagia”, give supporting nuances to the movie flow as Gigi composed them by imaging how scenes would like based on the screenplay. When Hanung Bramantyo, the director, and Dewa Budjana of GIGI chatted, Budjana expressed his interest in making a soundtrack album. Then, he recommended a few of GIGI songs, which the producer accepted because of the chemistry they created with the movie. Since GIGI can provide a variety of colours to add all kinds of musical nuances to enrich the movie, the producer deemed it necessary to find other musicians to complete Ost of Brownies. Armand Maulana (Vocalist), I Gede Dewa Budjana (guitarist), Thomas Ramdhan (Bass player) and Gusti Erhandy (drum-stand-in player for Budhi haryono) put a lot of effort into his album. As a result, they’ve created perfect band of movie and songs that makes BROWNIES tastier. It’s always fun to have a piece of Brownies in your mouth. But having in your stereo set is more entertaining. No movie is perfect without musical score and Ost of Brownies has proved it excellent. 21. The purpose of the text is … A. To appreciate an art work of a public audience B. To describe GiGI personnel members C. To inform readers about a good music D. To describe a good music E. To entertain readers 22. After reading the review, how to the writer judge this album ? A. Bad B. Excellent C. Fair D. Annoying E. Terrible 23. What does the writer suggest to the audience ? A. They should see the film B. They should neglect the film C. They should make another film D. They should appreciate the film E. The film should be promoted widely Reading 8 This text is for questions 24 – 27! Read the following text carefully! Harry Potter, the Prisoner of the Azkaban For most children, summer vacation is something to look forward to. But not for the 13 years old boy, Harry Potter. He was forced to spend his summers with his Aunt Petunia, Uncle Vernon and Dudley Dursley who detested him. The Ill treatment and the unpleasant insulting words forced Harry “accidentally” to cast spells in the non-magic world. It caused Aunt Marge (sister of Aunt Petunia) to inflate like a monstrous balloon. This actually violated against the rules of wizards which strictly forbade students to cast spells in the world of“Muggles” (non-magic-world). Realizing for what he had done, Harry ran away from Dursley’s home into the darkness of the night with his heavy trunk and his owl Hedwig. Suddenly Harry was picked up by a triple-decker, violently purple-bus to spend the rest weeks of his summer in a friendly inn called the Leaky Cauldron. In the Leaky Cauldron, Harry read a poster announcing that Sirius Black – an enigmatic convict from the witch-craft and wizardly prison of Azkaban was on the loose. Sirius Black had escaped from Azkaban prison and was searching for Harry. Black was believed to be responsible for leading lord Voldermort to Harry’s parents and ultimately to their murder. Harry Potter felt that his life was in danger. He returned to Hogwart and the three pals were back for the third term at Hogwadt. The school was buzzing with the news of the escaping prisoner of Azkaban. The ominous Azkaban guards-the Dementors- were posted at the school to protect the students from Black, but they seemed more interested in probing Harry’s mind than searching for the prisoner. A confrontation between Harry and Black was inevitably, but when they finally did, the young wizard was shocked by the revelations about his parents that caused him to question exactly who his friends really were. He never realized that Sirius Black escaped from Azkaban to protect him from Lord Voldermort’s evil plan and that Ron, one of his best friend betrayed him. He was actually a servant of Lord Valdermort. Unfortunately, he ran away after hid secret was revealed. I like this film because it kept me wanting to watch next actions, and next actions and so on. The film is definitely a worth seeing film! I recommended this film all ages. 24.The purpose of the text is ... . A. To describe something that happens B. To persuade readers that something is in the case C. To critique an art work or event for a public audience D. To evaluate the necessity of novel for readers. E. To introduce readers that here are many problems. 25.All of these participants in Harry Potter ; The Prisoner Of Azkaban, EXCEPT … A. Sirius Black B. Aunt Petunia C. Ron Westley D. Leaky Cauldron E. Lord Valdermort 26.Why was Harry "accidently” forced to cast magic spells over Aunt Mage? Because … A. He loves them very much B. He hates them so much C. They make him angry D. The ill treatment and the unpleasant insulting words E. The good treatment and the pleasant and cheering words 27.What does the reviewer think about this film ? A. This film is so long to see B. This film is well edited C. This film is worth to see D. This film made her cry E. This isn’t worth to see Reading 9 This text is for questions 24 – 27! Read the following text carefully! Movies are always fascinating, especially for people who love movies. Have you ever wondered what makes movies so touching and really impressive? Is it the movie stars? The directors? The soundtrack? The pictures? or is it the story that we can really relate to? There were several reasons why we like movies so much? First, we can always see that movies are not so fictitious after all. Movies are created because people experienced something that motivated them to express it in the form of moving pictures. That’s what makes movies so real. Second, movies can always make us laugh or cry. Hey…. It’s like the life we’re living! We experience the ups and downs, and simply going through all that enriching already. Whenever we’re confronted with extreme circumstances in our life, good or bad, just keep in mind that it’s just a period in life that we have to go to through. Therefore, it can be clearly seen that movies are touching and impressive because we can observe the reflection of our lives from movies. 28.Which statement is TRUE based on the text ? A. Movies are so real because they are created based on people’s experience. B. Movies are fascinating because people love movies. C. The movies stars make movies impressive D. Soundtrack makes movies so real E. Sad movies make us cry 29.What should we do when we faced extreme circumstances in our life ? A. We have to go through that circumstances B. We should be ready for that C. We should cry all the time D. We should keep in mind. E. We can always laugh 30. “First, we can always see that movies are not so fictitious after all “ ( Paragraph 2 ) The antonym of the underlined is …. A. Real B. Invented C. Not real D. True E. Imagined Short Functional Text Short Functional Text adalah sebuah teks pendek yang berfungsi untuk menyampaikan sebuah informasi tertentu. Karena bentuknya yang pendek maka disebut Short Functional Text. Short Functional Text di antaranya mencakup: letter, announcement, message, dan advertisement. Message/ Memo (Pesan pendek) Short message/ memo is a short written request, note, piece of information, etc. That is given from one person to another indirectly. (Memo/pesan singkat adalah permintaan yang tertulis pendek, sepotong informasi, dll yang diberikan satu orang ke orang lain secara tidak langsung. Atau informasi dalam bentuk lisan maupun tulisan yang dikirim atau ditinggalkan untuk seseorang karena pemberi pesan tidak dapat berbicara secara langsung dengan orang tersebut) Contoh Teks Message dan Soal This text is for question 1 Dear John “Sue informed me this morning that Mr. Hassan, a local importer of local electrical goods, has ordered two hundreds Electrico washing machines, Model Number E7, one hundred Electrico Quickmix electric mixers, Model Number M3, fifty electric fan, Model Number F2, and twenty five air conditioner, Model Number Ac1. Since this is a big order, he asked for 20% discount. I’m waiting for your confirmation. Don 1. What is the topic of the message? A. Items ordered B. Sue’s information C. Mr. Hassan’s order D. John’s confirmation E. Appealing for a discount This text is for questions 2 Ditta, it’s me, Dian. Please do me a favour. I left my camera at our boarding house. It is on the table in the dining room. Would you please take it and keep it with you? I am afraid if a thief may break into our boarding house again. Thank you. 2. What is the text about? A. A complaint about a camera B. A request to buy a camera C. An offer to lend a camera D. A request to borrow the writer’s camera E. A request to keep the writer’s camera This text is for questions 3- 4 Want to get latest information on properties? Check out our Hot Properties Column. It appears every Saturday. To find out more information on house, apartments, villas, and broker agents, contact Sitorus, Made or Mike at (024) 8448895 3. The aim of the message is to inform us . . . . A. About Hot Properties Column B. About houses, apartments, villas, and broker agents C. How to get in touch with Sitorus, Made and Mike D. The easiest way to get the latestinformation on properties E. How to find out more information on houses, apartment, dan villas 4. “It appears every Saturday” It refers to a/an . . . A. Villa B. House C. Apartment D. Broker agent E. Hot properties This text is for questions 5 – 6 Good acting and good story can make a play interesting. It is equally important to make it as realistic as possible with suitable costumes, props and sets. Be creative, but don’t forget to have fun. Good luck! Suzan 5. “It is equally important to make it as realistic as . . . .” The underlined word refers to . . . A. Acting B. A play C. A costume D. A prop E. A story 6. The text is about . . . . A. The writer’s complaint to the actors B. The direction of making good acting C. Steps on how to make a play interesting D. An advice to make the play realistic and interesting E. A motivation to make the actors work harder This text is for questions 7 – 8 Teddy, we will finish our project this afternoon. Please meet us in Rudy’s house at four o’clock this afternoon. Bring any materials we may need. Thanks a lot (Dina) 7. What is the purpose of the writer in writing the message? A. To remind Teddy to bring the materials B. To inform Teddy about the project they will finish C. To persuade Teddy about the plan to finish the project D. To persuade Teddy to come to Ruddy’s house on time E. To ask Dina to tell where they will finish their project 8. “Teddy, we will finish our project . . .” The underlined word means . . . A. Stop B. Start C. Complete D. Continue E. Cancel This text is for questions 9 – 10 Lia, I am going to buy some grapes, oranges and strawberries. It will not take a long time I think. If your uncle, aunt and cousins arrive, please welcome them. Prepare drinks and snacks for them. There are some cakes in the cupboard. If they want to take a rest, show them their rooms. Don’t forget to call me soon. Mum 9. What is the message about? A. Welcoming Lia’s uncle, aunt and cousin B. Going shopping with uncle and aunt C. Having lunch together at Lia’s house D. Telephoning Lia’s mother E. Cooking and eating 10. Which statement is not true based on the message? A. Preparing the snacks and drinks for them B. Showing their rooms to take a rest C. Preparing for shopping D. Welcoming the guess E. Calling Lia’s mother This text is for questions 11 – 13 Lia and Dery, don’t forget to submit your assignments to Mr. Adi at three o’clock this afternoon. Put them into white envelopes. Mr. Adi will be expecting us in room 234. Please be on time. Send me your reply. (Vika) 11. What is the text about? A. Mr. Adi gives message to Vika B. The message from Lia to Vika and Dery C. Vika has to submit the assignment to Mr. Adi D. Lia and Dery have to submit their assignments E. Vika and Dery will submit the assignments to Mr. Adi 12. What is the purpose of the text? A. To give information to the readers B. To tell Lia and Dery to submit their assignments C. To explain to Lia and Dery about their assignments D. To send message from Mr. Adi through Vika E. To give instruction to Vika and Dery 13. Lia and Dery, don’t forget to submit your assignments to Mr. Adi at three o’clock this afternoon The underlined word means . . . A. Put B. Get C. Search D. Hand out E. Hand in This text is for questions 14 – 16 To : Eva I was thrilled to hear about your new job with the TRANS Company. I know it’s been a long search to find the right position, but it seems like this is going to be a good match for your skills and experience. 14. What is the message about? A. Experience for new job B. An information about new job C. A congratulation for new job D. A long search for the right position E. A job vacancy in the TRANS Company 15. “ . . . but it seems like this is going . . . .” The underlined word refers to . . . . A. Experience B. Education C. A new job D. A long search E. A good match 16. “I was thrilled to hear about your new job . . . .”. Thrilled is to feel . . . . A. Crazy about someone B. Sad about something C. Excited at something D. Curious at someone E. Proud of someone This text is for questions 17 – 19 Dear Mario, I’ll be off for around three hours. If you are hungry, the lunch is served on the dining table. There are also some juice and snacks in the refrigerator. Keep the doors and windows locked. Do not let strangers enter the house. Love Mother 17. The message is about . . . . A. Leaving the son alone at mall B. Dining out together C. Eating juices and snacks D. Locking the doors only E. Leaving the son for about three hours 18. According the message, Mario should . . . . A. Lock his room B. Lock the doors and windows C. Keep the windows open D. Talk to the strangers E. Stay and watch TV 19. “Do not let strangers enter the house.” The antonym of the underlined word is . . . A. Keep B. Watch C. Stay D. Exit E. Chat This text is for questions 20 – 23 Reni, don’t leave now. Yuni and I need to talk to you. We think we should finish our project today. Please wait for us in the school library. We’ll meet you there. Thanks. Indah 20. What is the message about? A. Meeting in the school hall B. Thinking about friends C. Finishing the project D. Waiting friends E. Leaving friends 21. What will they do? A. Talking about their friends B. Borrowing the book from the library C. Waiting and thinking in the canteen D. Searching for new project E. Doing their project 22. Where will they probably do the project? A. At school B. In the library C. In the classroom D. In the canteen E. In school hall 23. “We think we should finish our project today.” The underlined word has similar meaning with . . . A. Close B. Furnish C. Begin D. Start E. End This text is for questions 24 – 27 To : Cindy I’m really sorry to tell you this. We have to cancel our plan to visit Pangandaran Beach this weekend. Next Monday we will have English test, won’t we? Perhaps we can go there we aren’t busy. We can also visit other exciting places in West Java. Hope this will not make you upset. Chika 24. The message is about . . . . A. Preparing for English test B. Cancelling the appointment C. Visiting Pangandaran beach D. Planning to visit exciting places E. Reminding to visit Pangandaran 25. “Hope this will not make you upset.” What does the underlined word refers to? A. Pangandaran beach B. Plan cancellation C. Busy condition D. Exciting places E. English test 26. What will they have on next Monday? A. Going to Pangandaran B. Doing busy activities C. Going to exciting places D. Making another plan E. An English test 27. The following sentence is true according to the next, except . . . A. Cindy and Chika will not go to Pangandaran beach tomorrow B. Chika canceled the plan to go to Pangandaran beach C. They will go to Pangandaran when they are not busy D. They will have mathematics test on next Monday E. Cindy and Cika are classmates Letter/E-Mail (Surat) Letter is a written message addressed to person or an organization (sebuah pesan tertulis yang dimasukkan ke dalam amplop dan bertujuan dikirimkan kepada seseorang/ instansi tertentu). There are two kinds of letter based on topic: A. Private letter (letter to friend, family) B. Business letter/ formal letter (application letter, ordering letter, complaining, etc)  Letter bisa juga dalam bentuk e-mail (electronic mail = surat elektronik)  Tujuan komunikatif teks letter tergantung isinya. Biasanya lebih panjang dari short message. Bagian-bagian surat  Alamat pengirim surat  Tanggal, bulan, tahun penulisan surat  Salam pembuka  Isi surat  Salam penutup  Letter salutation (Salam Pembuka Surat) - Dear Sir, - Dear Madam, - Dear Mr. Kunjana, - Dear Mrs. Reni, - Dear Ms. Susi, - Dearest Susi, - My beloved mother,  Letter Content (Isi Surat) - Clear (jelas) - Concise (benar-benar padat) - Complete (lengkap)  Letter Complimentary (Penutup surat berbahasa Inggris), biasanya tertulis: Resmi (formal): - Yours faithfully, (British Style) - Sincerely Yours, - Truly yours, (American Style) - Yours very truly, Tidak Resmi (informal): - Love, - With warm regards, - Regards, - Cordially yours - Affectionately yours Contoh Teks Letter dan Soal This text is for question 1 to 3! Dave Smith 32 Alberta Way Kingston, ON K7P 0L0 Dear Dave Smith, On behalf of your brother John, and all of the people of Alberta, I would like to personally invite you to visit Alberta in 2005 to help mark the province's Centennial year. A number of activities have been planned in the province throughout the y ear, and I know John would love to have you visit to help mark this important milestone in Alberta's history. To help you plan your travel, details of some of the events can be found on our website at www.albertacentennial,ca, and additional information can be found at Travel Alberta's website at www.travelalbert,com. I am also enclosing a special gift for you, so when you do visit Alberta you can celebrate our Centennial be learning more about our past at one of Alberta's museums, historic sites or interpretive centres. Please come join us as we celebrate our past and imagine our future. Sincerely yours, Ralph Klein 1. What is the letter mainly about? A. Important website. B. A travel plan to Alberta. C. Activities during a celebration. D. An invitation to attend a celebration. E. A celebration of Alberto's Centennial year. 2. Why does the sender mention the websites in his letter? A. To see important events. B. To browse interesting events C. To keep up with the current news D. To help the receiver enjoy the travel E. To facilitate the receiver to plan his trip. 3. " Please come join us as we celebrate our past and imagine our future." (Paragraph 4) The sentence above means … A. Do together and play together. B. Combine together and celebrate it C. Join together and do something right D. Merge together and hope to raise the product E. Let's commemorate the centennial year together This text is for question 4 to 6! Dear Mr. Shoji, We have reviewed your application for credit, and it is our pleasure to inform you that an account has been opened for your company. Please feel free to use your account as often as you wish. A descriptive brochure is attached which outlines the terms and conditions upon which this account has been opened. Should your credit requirements change, or should you have any questions regarding to your new account, call this office and ask to speak to one of our account representatives. When you call, please have your account number available, in order that we might have quick access to your file. Best regards, 4. What is the letter about? A. An application to open a current account. B. An application to open a saving account. C. Requirement to open a bank account. D. A customer new charge credit card. E. A company credit account approval. 5. What is needed to have quick access to your file? A. Account representative. B. Descriptive brochure. C. Credit requirement. D. Account password. E. Account number. 6. “Please feel free to use your account as often as you wish.” (paragraph 2), What does the sentence mean? A. The account is free of charge. B. Mr. Shoji is free to account his money. C. Mr. Shoji wishes to use his account freely. D. Mr. Shoji can open his account quite often. E. Mr. Shoji can use his account anytime he needs. This text is for question 7 to 8! Dear Jonathan, Hello! How are you? I received your letter today. I am very excited to hear that you are coming to stay with me for the holidays. I am sure we will have a lot of fun together. My parents have agreed to let you stay with me. They offered to pick you up at the airport. All you have to do is to tell us when you are coming. I will now tell you about some of the things you will experience here in Indonesia. You do not have to worry about the local spicy food. We have a lot of fast food restaurants here like the ones you have in England. You can also shop for souvenirs to bring home. Sarinah or Blok M are our famous shopping areas. They have many shops selling all kinds of things. I am sure you will love them. I am also planning to take you to a few tourist spots like miniature of Indonesia, National monument, or Safari Garden. We can also go to the Ancol beach where you can swim, play on the beach, and have picnics. My family and I are looking forward to your coming. I hope to hear from you soon. Good bye. With love. Naufal 7. What is the letter about? A. Planning to stay and do some activities in Indonesia during holiday. B. Buying in the fast food restaurant and shopping at Sarinah. C. Going to buy souvenirs and going to tourist spots. D. Planning to stay in Indonesia for the holidays. E. Picking up at the airport when he comes. 8. What will probably Jonathan buy for his lunch while he is in Indonesia? A. Mixed vegetables with peanut chilly sauce. B. Spicy food with chilly sauce. C. Soup with hot black pepper. D. Satay with hot pepper. E. Non spicy food. This text is for question 9 - 11! Dear Betty, I'm writing to you concerning of my last day in Jogya. I just got back from Borobudur, the wonderful temple I've ever seen. The weather is fine. We are now staying in a hotel. It's not far from Malioboro. We are treated well here. It has many excellent staff who serve the customers. We plan to go around Malioboro after the children take a short nap. We want to enjoy having "lesehan" there. It is a kind of a restaurant but we sit on the ground. Many kinds of local handicraft are sold along Malioboro street. Both domestic and foreign tourists are interested in them. I want to buy some as souvenirs. Don't worry, I'll also buy you the most interesting one. Love Dara 9. The text gives us information about ........ A. The wonderful Borobudur temple B. The souvenirs to be bought C. Dara's last day in Jogya D. A comfortable hotel near Malioboro E. Fine weather 10. Who is the letter from? ........ A. Customers B. Betty C. The hotel staffs D. Dara E. Children 11. How do the staff serve the customers of the hotel? ........ A. Proudly B. Interestingly C. Badly D. Nicely E. Kindly Read the following application letter. 12 . What is the kind of the text above? A. Vacancy B. Application letter C. Advertisement D. Invitation E. Notice 13 .What did Virni want to apply? A. She wanted to apply for the job as Manager B. She wanted to apply for the job as photographer C. She wanted to apply for an English teacher D. She wanted to apply for the job as an accountant E. She wanted to apply for a multi finance company 14. What qualifications does Virni have? A. She has worked for a multi finance company B. She has a photograph and complete curriculum vitae C. She is able to speak English and good experienced D. She took an English course in Cambridge E. She graduated from Banking and accountancy academy Announcement (Pengumuman) Announcement is a statement in spoken or written about something that is happening or going to happen. (Pengumuman adalah pernyataan dalam lisan atau tertulis yang berfungsi untuk memberi tahu sesuatu kepada masyarakat umum) It usually has some points in it, such as:  the title/type or event  date/time, place  who to contact. Isi pengumuman bisa tentang apa saja, misalnya • In the airport: - announcement about the cancellation of a flight (pengumuman tentang pembatalan suatu penerbangan) - announcement about the delay of a flight (pengumuman tentang penundaan suatu penerbangan) - announcement about the changing of terminal (pengumuman tentang perubahan terminal) • At school: - announcement about a competition - announcement about the result of a test/ a competition (pengumuman tentang hasil suatu tes atau lomba) Contoh Teks Announcement dan Soal This text is for questions 1 - 2 NOTICE TO BID PURCHASE OF CARBON CREDIT USING CDM SCHEME PT PLN (Persero) invites eligible bidders for purchasing Carbon Credit from PLN’s Projects Using CDM scheme. Requirements: Bidding is open to local or international organization having business line in CDM project development and/or has successful experiences in purchasing Carbon Credit. Bidder may obtain and collect further information on the Terms of Transaction Document (DTS) at the following address: Date : 22 October – 29 October 2012 Time : 10.00 am – 03.00 pm Place : Secretariat of VP LKL PT PLN (Persero) Main Building 13th floor, JL. Trunojoyo Blok M1/135, Kebayoran Baru, Jakarta 12160 Indonesia Phone : 62217896541, ext. 52 Fax : 62217896542 Detailed explanation and information, bid submission, etc will be applied in accordance with the provisions stipulated in the DTS. DTS can be obtained free of charge. This notification does not cause any financial liability to PT PLN (Persero). Jakarta, October 24, 2012 COMMITTEE FOR CARBON CREDIT SALE PT PLN (Persero) 1. The condition for candidates to join the bid is that it must… A. Be an international organization B. Have successful experiences in purchasing carbon credit C. Be a local organization D. Be financially safe E. Be invited by PLN 2. “This notification does not cause any financial liability to PT PLN (Persero)” The underlined word is closest in meaning to… A. Guarantee B. Procedure C. Responsibility D. Development E. Improvement This text is for questions 3 - 5 This evening’s Flight 334 to Chicago is delayed due to dangerous weather conditions. Flight 334 is expected to depart tomorrow morning at 5.30 A.M. with a 7:48 A.M. arrival time Chicago. Our gate agents will be glad to assist you with making hotel arrangements for this evening. The airline is not responsible for the hotel expenses. Any passengers wishing to make arrangement for a hotel room should speak with the gate agent on Concourse 2. 3. What is the purpose of this announcement ? A. To tell travelers that the weather is dangerous B. To explain how to buy a ticket to Chicago C. To notify travelers that the hotel is full D. To give the Chicago weather report E. To explain a schedule change 4. Who will pay for the hotel room ? A. The airline company B. The assistant C. The passengers D. The pilot E. The ticket agents 5. Why was the plane delayed ? Because of … A. Down pour B. Earthquake C. Tornado D. Weather condition E. Storm This text is for questions 6 - 7 ANNOUNCEMENT SCHOOL TRIP TO GOLDEN SANDS BEACH On 28th of August, there will be a school trip to Golden Sands Beach. Departure : 07.30 a.m. Programs : Swimming, games, volleyball and Lunch at the Sea View Restaurant. Afternoon : Walk along the beach to the Lagoon and watch the boat festival. Fee : Rp. 50,000 Contact person : Vita, Zaskia Chairperson Anne Saragih 6. What is the announcement about ? A. A boat festival. B. A Sea View Restaurant C. The Golden Sands Beach D. A schedule of a school trip E. A lagoon at the Golden Sands Beach 7. This announcement is mostly addressed to …of a school. A. Visitors B. Travelers C. Tourists D. Sightseers E. Students This text is for questions 8 - 10 Announcement Rules and Regulation for the camping participants. 1. Assemble at the school yard on Friday at 6 a.m. and report to the committee. 2. Bring the camping kits needed. 3. Bring food and drinks as well as drugs / medicine. 4. Leave for the camping spot at 6.30 a.m. 5. Behave well either during the trip or at the camping spot. 6. Make good cooperation with the residents and the surrounding. 7. Keep the environment clean and healthy. 8. Follow the rules and regulation set by the committee. 9. Return to school on Sunday at 4 p.m. 8. Which statement is NOT TRUE according to the text ? The camping participants should … A. Arrive punctually in agreement with the time arranged by the committee. B. Bring everything they need during the camping activity. C. Neglect the rules and regulations set by the committee. D. Maintain good relationship with the people around. E. Show good attitude all the time. 9. “ Assemble at the school yard on Friday at 6 a.m.” The underlined word means … A. Get B. Disperse C. Gather D. Separate E. Scatter 10. The purpose of the text is to … about the rules and regulations for the camping participants. A. Criticize B. Persuade C. Describe D. Announce E. Entertain This text is for questions 11 – 13! ANNOUNCEMENT In acoordance withthe international security regulations, the following Itemsare neverallowed to be taken onto a plane by passengrs,either in Their carr-on bags or in their checked luggage: weapons,including kninves And guns;explosives,including dynamite and fireworks. The following items may be placed in checked luggage but not on carry-on Bags tools,including hummers, screwdrivers, and wrenches; sprots equipment suhc as golf clubs, baseball bats, skis, and ski poles. When you pass trhough the security line, all bags will go through our X-ray Machines and some bags will be manually checked by peronnel, as well. Thank you for your cooperation. Have a safe and pleasant flight. 11. What is the announcement about? A. Weapons and explosives B. Items brought on carry-on bags C. Welcoming foreign passengers D. An international airport security regulations E. A warning to passengers from different countries 12. ... can’t be brought onto an airplane. A .Knives B. Ski poles C. Wrenches D. Screwdrivers E. Basketball bats 13. “When you pass through the security line, all bags will go hrough our X-ray machines.” The underlined part of the sentence above means . . . . A. All bags will be sent to the X-ray machines B. All bags will be moved to the X-ray machines C. All bags will be delivered with X-ray machines D. All bags will be packed next to X-ray machines E. All bags will be checked by using X-ray machines Advertisement/Brochure(Iklan/Brosur) Advertisement is a form of persuasive communication to the public used to offer or ask an audience (viewers, readers or listeners) to take some action with respect to products/goods, ideas, services. (Iklan adalah pemberitahuan/penawaran kepada publik tentang barang/jasa) To persuade the readers/to advertise the tings to the readers. Some points to be known in ads : a. Ads must be persuasive b. Ads must be attractive c. Ads mus be commercial Making a good advertisement 1. Explain the products or services in bold printed 2. Write down the address and telephone number 3. What is offered in ads 4. Make a picture of advertisement Brochure adalah kertas lembaran yang berisi informasi tentang sesuatu hal. Tujuan brosur adalah mengiklankan atau memperhatikan sesuatu. Hal yang diperhatikan dalam brosur :  Menggunakan headlines, terdiri atas kalimat yang singkat dan sederhana  Menggunakan jenis dan ukuran huruf yang menarik dan mudah dibaca  Mempengaruhi para pembaca untuk membeli produk tertentu dan atau melakukan sesuatu  Menjelaskan sisi baik sebuah produk  Mencantumkan alamat dan contact person orang yang dapat dihubungi dengan jelas Contoh Teks Iklan/brosur dan Soal This text is for questions 1 – 3 ROOM FACILITIES The hotel provides 82 comfortable guest rooms that consist of Superior Rooms, Superior Seaview Rooms and 22 Deluxe Cottages with modern Balinese style architecture, private balcony, and international standard facilities. Each room has a private balcony, fully air conditioned, telephone, mini bar, radio/music, international TV channels, in house movie, tea & coffee making facilities, hair dryer, slippers, umbrella, bath/shower with hot and cold running water, and safe deposit box. FOR INFORMATION & RESERVATION PLEASE FEEL FREE TO CONTACT US ON: Phone: +62 361 751961, Fax: +62 361 751962 E-Mail : reservation@kutaseaviewhotel.com or sale@kutaseaviewhotel.com Website : www.kutaseaviewhotel.com 1. What does the advertisement promote? A. The location of the hotel B. The hotel’s rooms C. The cottages D. The seaview E. The facilities 2. How many rooms does the hotel provide? A. Twenty two B. Thirty six C. Sixty two D. Eighty two E. Ninety six 3. The guests can enjoy watching movies since the hotel offers . . . . . A. A cinema B. A mini bar C. TV channels D. In house movie E. Private balcony This text is for questions 4 – 5! FOR SALE GREENWOOD a. 3-bedroom family home, double garage. New condition. Large garden. Short walk to city and schools. $74.000 b. Modern 2-storey 6-bedroom home, large living room, separate dining room, 3 bedrooms, basement,garage. Beautiful big garden and swimming pool. Excellent condition. $15.000 c. Luxury 2 bedroom apartment, near ocean. Quiet location. 45 minutes from city $55.000 d. Attractive 3-bedroom family home, separate dining room, 2 bath rooms. Opposite bus stop, 5 minutes from town. Easy to look after (brick, with small garden). $80.000 e. Available immediately. Large 1-bedroom city apartment, fully furnished with quality furnishing. Large living area, dishwasher, refrigerator, $35.000 f. Attractive 1-bedroom apartment in new building. Only 30 minutes from city center and 10 minutes from airport. Unfurnished. $29.000 4. The topic of the text is about . . . . A. Greenwood B. Types of home C. Residences for sale D. Prices of the apartments E. Location of the residents 5. A home which has a swimming pool is priced at . . . . A. $29.000 B. $55.000 C. $74.000 D. $80.000 E. $150.000 This text is for questions 6 – 7! URGENTLY REQUIRED We are an air charter company, seeking for : Executive secretary • Female, single, max. 25 years old • Min. D3 from reputable Secretarial Academy • Min. 2 (two) years experience in the same field • Speaks excellent English, both oral and written • Has avery strong in computer such as : Power Point, Excel, Word and Outlook • Good interpersonal, outgoing and good communication skills • Can work in a team • Energetic, dynamic, creative and flexible • Good at doing secretarial tasks, such as office administration, scheduling directors’ meeting, task planning, etc. If you feel that your qualifications match with the above Requirements, you are kindly invited to send your Application together with a curriculum vitae and your Latest picture to : HRD Department PT. Global Mandala Ksatria P.O. Box 1346 JKS 12015 0r Hrd.goldenegg@gmail.com 6. What is the text about? A. Requiring a qualified secretary B. Looking for an exclusive secretary C. Looking for a qualified administration staff D. Promoting an air charter company E. Offering a job as an executive secretary 7. What requirements is mainly needed? A. S1 degree B. 3 years experience C. Able to work individually D. A woman over 25 years E. Good at English This text is for questions 8 – 10! SILVER RESORT BALI LAST CHANGE FOR EARLY BIRD PRICE After our successful pre-selling period, only 10% of our units are left at the special early bird place. Grab the opportunity now! Get town your private villa or condotel unit with blue ocean views, the best investment for you . Sales information : 085234785890 8. Which information about the product is NOT TRUE? A. The resort is near the beach B. The name of the resort is silver C. Ten percent of the units are not sold D. Ninety percent units are already sold out E. There is no contact person to get further information 9. “Grab the opportunity now!” The underlined word has similar meaning with . . . . A. Make B. Hold C. Reach D. Grasp E. Achieve 10. “Last chance for early bird price” The synonim of the underlined word is . . . . A. Investment B. Opportunity C. Free D. Money E. Cost Functional Conversation Read this dialogue and practice it! Soraya : Hello, Adam. How are you getting on? Adam : Fine, thanks. How are you? Soraya : I’m very well. Thank you. Adam : Have you finished your lunch? Soraya : Yes, I have. I’d better be going, or I’ll be late at my office. Goodbye, Adam. Adam : Goodbye, Soraya. See you tomorrow. 1. Greeting/Parting Greeting (Sapaan)  Good morning  Good afternoon  Good evening  Good night  Good day (used in Australia)  Hi, Hello Initial greeting (Ungkapan menanyakan kabar setelah menyapa)  How are you?  How is it going?  How are you doing?  How’s life?  How are things?  How are you getting on? Parting/ leave-taking/ farewell (Ungkapan pada waktu mau berpisah / pamitan / meninggalkan seseorang )  Good bye  See you later.  See you soon.  See you tonight  I think, it’s time to say good bye  So long  I am afraid I have to go now  I think I must be off (saya pikir saya harus pergi)  Till we meet again (sampai jumpa lagi)  I wish you luck (semoga berhasil)  Break a leg (semoga berhasil) Read this dialogue and practice it! Mother : Have you heard the good news from dad? Son : No, what is it, mom? Mother : Well, we’re going to our hometown for the coming holidays. Son : It’s good news. I’m very delighted Mother : We’ll spend a whole week there. Son : What? A whole week? Fantastic! We’ll meet our relatives and old friends there. Mother : Yes, this is great, isn’t it? Son : Oh, sure, mom. 2. Expressing happiness Expressing happiness/ pleasure (Mengungkapkan rasa bahagia/ senang)  Oh, I am so happy  I can’t say how pleased I am  I had a splendid time there  It’s an outstanding adventure  It’s an interesting experience  Exciting/ Great/ Fantastic!  I am very delighted Read this dialogue and practice it! Susan : Jack, you look so upset. What is the matter? Jack : You know what, today is very hectic for me. I should be at the Intercontinental Hotel at 3 to see my friend. It’s one o’clock now but I haven’t finished writing this report yet. Susan : Why don’t you just call your friend? Tell him that you will be late. Jack : That’s a good idea. My goodness, how can I forget that? Thanks, Susan. Susan : You just don’t focus. I think you are too busy. Jack : Yes, I’m sick of this job. Susan : You must take your days off, I believe. You need to refresh your mind, mate! Jack : Yes, you are right. I’ll think about it. 3. Expressing boredom/disappointment Expressing boredom (Mengungkapkan rasa bosan)  I think it was boring holiday  It sounds boring (Sungguh membosankan)  I’m rather bored  How boring  I’m fed up with it (Saya bosan dengan itu)  How unexciting (Sungguh tidak menarik) Expressing disappointment (Mengungkapkan rasa kecewa)  That’s very disappointing  I’m really disappointed  That’s too bad  Bad luck  It’s a great disappointment! Read this dialogue and practice it! Jane : Look at this article about teeth. Jim : Teeth? What does it say? Jane : Well, apparently they’ve found a cure for tooth decay. Jim : Really? I can’t believe that’s possible. Jane : Yes, it says here we all eat far too much sugar and that’s what causes a toothache (sakit gigi). Jim : I knew that 4. Expressing attention Asking for attention (Meminta perhatian)  Excuse me, I have a question here.  May I have your attention, please?  Sorry to trouble/ bother you  Look at me!  Attention, please! Showing attention (Memberikan perhatian)  I see  Oh, yes  How interesting!  I know what you mean.  What’s next?  Tell me more about it.  Indeed? Read this dialogue and practice it! Buala : Hi, Mary, are you busy tonight? Mary : No. Why? Buala : Well, I’m giving a farewell party for Tom. Would you like to come? Mary : Yes, I’d love to. What time is it going to be? Buala : At seven o’clock tonight. Mary : All right. I won’t miss it. Thank you. 5. Expressing invitation Making an invitation (Ungkapan yang menyatakan ajakan untuk melakukan suatu kegiatan. Ajakan ini bisa berupa permintaan/ request dan bisa juga berupa saran/ suggestion)  I’d like you to come to my birthday party tomorrow.  Would you like to go with us?  How about going to Sorake beach?  Let’s go swimming  I wonder if you’d like to come with me  Will you accompany me to . . .  Would you join us to . . . .  What about going to . . . .  I think, it will be nice if we . . . . Accepting an invitation (Menerima undangan)  Thank you, I’d be glad to go.  Thank you so much for inviting me.  Yes, I’d love to/ Great/ All right  That’s a good idea  I’d be happy to / I’d be delighted to. Declining an invitation (Menolak undangan)  I’m so sorry, I’ll be very busy.  Yes, I’d love to. But …..  I’m afraid that’s not good for me. Read this dialogue and practice it! Putri : Hello? Sari : Hello, Putri. This is Sari. How are you? Putri : Oh, Sari. Fine, thank you. And how have you been? Sari : Just fine. Listen, Putri. I would like to apologize for not being able to be present at your daughter’s wedding party. Putri : That’s all right. But you missed meeting our old friends. Sari : I know. Well, actually we were on our way to your house when suddenly a truck hit our car. Putri : Oh, dear. I’m sorry to hear that. Are you OK? Sari : We just got bruises, that’s all. But, we need to fix the car, though. Putri : What a shame. 6. Expressing Sympathy Expressing sympathy / condolences (Mengungkapkan rasa simpati)  I’m sorry.  I’m sorry to hear that  Let me offer my condolences  Oh, That’s too bad  Haw awful  How terrible Responding to sympathy / condolences (Membalas ungkapan simpati)  Thank you.  That’s very kind of you.  That’s life Read this dialogue and practice it! Tuti : Would you like a cup of tea, Mrs. Shelley? Mrs. Shelley : Yes, please. Thank you. Hmm…This tea tastes good and smells fragrant Tuti : Thank you. I’m glad you like it. Mrs. Shelley : Tell me, how do Indonesians prepare a cup of tea? Tuti : Well, first fill in the kettle with some water from the tap. Then, place it on the stove and wait until the water is boiling. Mrs. Shelley : What do you do then? Tuti : Next, put one or two teaspoonfuls of tea leaves into a teapot. Pour the boiling water into the teapot. To obtain the best flavor, the tea should soak for three to five minutes before being served. Mrs. Shelley : Hmmm…Then, what do you do? Tuti : Finally, pour the tea into cups and don’t forget to add some sugar in it. Stir it. The tea is ready to be served. Unlike in England, Mrs. Shelley, we don’t take milk in our tea. 7. Expressing an offer Offering (Menawarkan)  Would you like a cup of coffee, Mr. Parman?  Should I get you a glass of tea?  Would you care for some cakes?  Want some?  Have some, please.  Grab some for yourself  What can I get for you?  Why don’t you have some water?  Would you like to have cocholate?  What would you like to have?  What shall I do for you? Accepting an offer (Menerima tawaran)  Thank you, I would.  I’d like it very much.  That would be very nice. Declining an offer (Menolak tawaran)  No, thanks.  No, I really won’t, thank you.  No, thanks. I’m not hungry. Read this dialogue and practice it! Riki : I didn’t watch TV last night. What was the result of the badminton match? Dodi : Well, as a whole, our team was very good. I’m very proud of Susi. She won the game without any difficulty. Riki : What about the others? Dodi : I think they were all good players, except the youngest one, Mia Riki : Did she play badly? Dodi : I don’t know exactly. Actually her rival was not so good. It’s strange she couldn’t win the game. 8. Expressing Pride Expressing pride (Mengungkapkan rasa bangga)  Well, I am good at it  Well, it’s easy  I’m proud of it  It’s no problem! I can do it myself  Don’t worry Read this dialogue and practice it! Tom : Oops, sorry. I am sorry. Tina : It’s OK. Tom : Oh, your books are wet. Tina : It doesn’t matter. It’s my fault. Tom : Here. I’ll wipe your books with my handkerchief. Tina : No thank you. It’s not necessary. Don’t worry about it. 9. Expressing an apology Expressing an apology (Ungkapan permohonan maaf yang digunakan apabila kita melakukan suatu kesalahan terhadap orang lain)  I do apologize for my bad attitude (sikap buruk)  I am so sorry about this mistake  I am sorry for coming late  I am sorry, I forgot your order (pesanan)  I am sorry for dropping out your books Answers of apologies (Membalas permohonan maaf)  It’s OK/ fine  Oh, that’s all right  Take it easy. It doesn’t matter (tenang saja. Ini bukan masalah)  Never mind (tidak apa-apa)  I can understand  No hard feeling (jangan diambil hati)  Forget it (lupakanlah) Read this dialogue and practice it! Tina : Excuse me, but can you tell me how to get to the museum? Elin : I’m afraid I don’t know, I’m new here myself. Tina : I see. Thanks anyway. Elin : Sorry I can’t help you. 10. Expressing thanks Expressing thanks (Ungkapan terima kasih)  Thank you.  Thank you very much.  Thanks a lot  Many thanks.  Thank you for your kindness.  I’m grateful for . . . Response to thanks (Membalas ungkapan terima kasih)  You’re welcome  That’s all right  Not at all  Don’t mention it Read this dialogue and practice it! Anisa : Wow! That’s a lovely dress, Dinahyu. Is it new? Dinahyu : Yes, it is. Thank you. Anisa : The color and the model really look nice on you. Dinahyu : Oh, do you really think so? I am really fond of this dress. Anisa : Did you make it yourself? Dinahyu : Certainly not, Anis. My aunt gave it to me as a birthday gift. Anisa : Did she? What a good aunt you have! 11. Expressing compliments Expressing compliments (Ungkapan pujian)  That’s a lovely …  That was a nice ….  What a lovely book you have  You’re doing great  You’ve done great job.  You did it very well  You look good in that dress  You’re really a good cook  Well done  I like your performance Saya senang dengan penampilan anda  It’s nice to have a talk with you Responding to compliments (Membalas ungkapan pujian)  Thank you  Thank you very much. It is very nice of you to say so.  I’m glad you like it  I’m glad you enjoyed it. Read this dialogue and practice it! Teacher : So, John, have you decided what are you going to present this morning? Student : Yes, sir. I got an article about ‘Pipeline’. Teacher : You did? Well, congratulation. I think you’ll do very well because you like studying computer very much. Best of luck. Student : Thank you very much , sir. 12. Expressing congratulation Expressing congratulation (Ungkapan selamat, digunakan bila seseorang mendapakan sesuatu yang berharga atau bernilai atas prestasi yang diperoleh )  Congratulation  I congratulate you on your success  Please accept my heartiest congratulation  Please accept my warmest congratulation  Have a nice holiday !  Happy new year!  Happy easter !  Happy birthday to you ! Read this dialogue and practice it! Amy : Congratulation! I heard you would join the students summit conference in USA next june. Dennis : Are you kidding me? Amy : No, I’m not. The principal told me yesterday. Dennis : What did he say? Amy : He said that American Embassy was looking for twenty English students of Indonesia to be in the program. You are chosen to represent us. Dennis : Do you think I’m capable of being a representative? Amy : Why not? No doubt, Pal! Dennis : What will the program focus on? Amy : It will focus on students’ rights the government should fulfill, especially in developing countries. You would travel around some districts of America. Isn’t that great? Dennis : Yes, of course. But . . . . will be able to give contribution for the betterment of our education when I get back here? Amy : Nothing’s impossible, mate. You’ll never know if you don’t try. Just do your best and we’ll see what’s coming up. Dennis : Thank for your support, Amy. That does help. Read this dialogue and practice it! Ratna : Hi, your English is perfect. You are capable of attracting the audience to your speech. I’m sure you will be the winner. Fuad : Thank you. I hope you’re right. I have prepared it well. Do you want to be good at speaking English? Ratna : Certainly. I take an English course, but I cannot be sure that my English is good. I am not capable of speaking it fluently. Fuad : To be able to speak English fluently needs a lot of practice. You should practice it regularly. Ratna : There is no chance for me to practice it. I have no friend whom I can talk regularly. Fuad : Well. I’ll help you. You can practice English with me whenever you like. So, you’ll know how to express your idea in English without any hinderance. Ratna : It’s a good idea. I’d be glad to be your partner. 13. Expressing ability/capability Expressing ability/ capability (Mengungkapkan kemampuan)  I am able to do that  He is capable of doing that  Let me do it  She is good at cemistry  I can do the best in the test Expressing disability/ inability (Mengungkapkan ketidakmampuan)  I am not good at biology  I can’t do the test  I am not capable of doing that  I am weak in English Asking someone’s ability (Menanyakan kemampuan seseorang dalam mengerjakan sesuatu)  Can you finish the assignment?  Are you able to do that?  Are you good at sport?  Is he capable of doing the task? Read this dialogue and practice it! Beny : Suzy, would you like to go to the cinema with me on Saturday night? Suzy : That’s a good idea. But I don’t have any car to go there. Beny : Never mind. I’ll pick you up, OK? Suzy : What time will you pick me up? Beny : We can meet about seven o’clock. Suzy : OK. I’ll get myself ready by seven. Beny : That’s better. Thanks a lot. See you on Saturday Suzy : See you 14. Expressing an appointment Making an appointment (Membuat perjanjian)  Can I see you at Lagundri beach?  Can we meet at . . . . ?  Do you have time to come at the party?  Let’s meet at . . . . ?  Let’s go at . . . . ? Agreeing to an appointment  That’s a good idea. Let’s meet at . . .  Ok. I’ll meet you there  OK. I’ll be there Cancelling an appointment  I’m sorry I can’t make it Maaf saya tidak bisa membuat keputusan  I have to break the appointment Saya harus membatalkan janji ini  I have to change the appointment to another time  I’m afraid I have to cancel the appointment Read this dialogue and practice it! Suzy : Friends, guess what! I get a position as an internet-cafe staff in City Internet Cafe, the biggest internet cafe in Jakarta. I start working tomorrow afternoon. Lita : What a surprise! When did you apply? Suzy : I applied there last week. Lita : That’s unbelievable, suzy! You told me that you want to focus on your study. Suzy : Well, my mother told me that it’s OK if I want to get more experience. Lita : I’m really surprised to hear that. Why do you choose that position? Suzy : I like searching for new information on the internet. You know, I can freely use the internet during work, as long as it doesn’t disturb my work. I think I will get more knowledge and friends then. 15. Expressing surprise Expressing Surprise (Mengungkapkan perasaan terkejut atas sesuatu yang terjadi)  No, I don’t believe it  Are you serious?  Are you joking?  Are you kidding?  You must be joking Kamu pasti bercanda  Wow!  Really?  It’s surprising that I heard you had a good achievement in that competition.  Incredible! (Luar biasa/ hebat)  Fancy meeting you here Tidak disangka bisa bertemu disini  Hi, what’s bringing you here? Read this dialogue and practice it! Amran : What does the sign on the gate say? Usman : It says, “Watch out! Fierce dog!” Amran : And the one above it? Usman : It says, “Danger! Uncharged bear!” Amran : Oh, my God! We must be very careful. 16. Expressing warning Ungkapan ini digunakan bila kita melihat sesuatu yang terjadi berbahaya atau merugikan diri sendiri, peringatan untuk tidak melakukan sesuatu, informasi yang bersifat penting Expressing warning (informative notices, dos, don’ts, watch out, advice)  Watch your step  No vacancies  Sold out (Terjual habis)  Beware of pickpockets  No littering (Dilarang membuang sampah sembarangan)  No smoking  No exit  Silence. Examinations is in progress (Harap tenang. Ujian sedang berlangsung)  Keep right  Be careful  Take good care of yourself Jaga diri anda baik-baik Read this dialogue and practice it! Student : Mrs. Wilson, what do you think I should do about my chemistry class? Should I drop it or continue with it? Mrs. Wil : I think it would be a good idea to talk with your instructor. Try talking with her about the problems, and see what she suggests. Student : What if she says I should continue with the class? Mrs. Wil : Then follow her advice. She doesn’t want to fail you. 17. Expressing advice Advising / Offering advice (Memberikan nasehat/ menyarankan sesuatu untuk mengingatkan orang bahwa hal itu seharusnya dilakukannya)  I think you’d better to see the docter  I advise you to attend the class today  I recommend that you should go with them  You should study seriously before attending the examination  Why don’t you buy the science books?  I suggest that you may ask your friend about something you don’t understand. Asking for advice  What do you think about this plan?  Do you have any ideas about this problem?  Can you give me some advice?  Do you have any recommendations about my problems? Read this dialogue and practice it! Rio : There is an elephant football match in Saburai Stadium this afternoon. May I see it? Mother : That sounds interesting. I have never heard such a thing before. Who is sponsoring it? Rio : Karang Taruna, Mum. Please let me go and see it. Mother : Who are you going with? Rio : Andi and Didu Mother : Right, you may see it if you go with them. And how much is the ticket? Rio : We don’t need to pay. It’s free. But, it is nearly time to start. I am afraid we’ll be late. Mother : Right, you can use my car. But remember that you have got to be very careful when driving the car. Rio : OK, Mum. Thank you. I’m off now. 18. Expressing permission Asking permission  Can I close the window?  Please let me have this mobile phone  May I have a seat next to you?  Do you mind if I smoke here?  Would you mind if I go with her?  May I have your permission to read this story book? Giving permission  Sure, go ahead  It’s okay with me  No, I don’t mind  You have my permission  Why not? Denying permission  No, you may not  You can’t  Yes, I do mind  I will not permit you to. Read this dialogue and practice it! Anton : I’m terribly sorry, I think I’ve broken it Refan : It’s okay. The main buttons come out, that’s all. Anton : I’m very relieved to hear that. 19. Expressing relief Ungkapan ini digunakan bila kita berhasil mengerjakan sesuatu yang susah atau sulit/ mendapatkan sesuatu yang telah lama dicari atau sesuatu yang dikerjakan berjalan dengan baik tanpa ada masalah. Expressing relief (Mengungkapkan rasa lega)  Oh, that’s a relief  Thank heavens!  I’m glad it’s done!  What a relief!  I’m so glad. Everything is running well (segala sesuatu berjalan dengan baik) Read this dialogue and practice it! Doctor : Good afternoon, Miss Wiwiek. Come in and sit down. What seems to be the trouble? You : I got a fever last night. I can’t stand it..Ooh ! My head aches. The pain is getting worse and worse. My throat is also painful when I swallow something. Doctor : Please, lie down. I’ll examine your condition. Let me look at your throat. Say ‘Ah’. Ah, yes. Your throat is swollen. I’m going to give you an injection. It will hurt a little, but it’s all right. You : Ouch !! Doctor : There you are. You : Phew….Thank heavens.. Doctor : Well, Miss Wiwiek, I am giving you a prescription for some capsules. Take the capsules three times a day after a meal. You : Thank you, doctor. See you. Have a good day … Doctor : You too. I hope you’ll get well soon in a day or two. 20. Expressing pain Expressing pain (Ungkapan ini digunakan bila sesuatu yang terjadi menyakitkan, mis; terluka karena kurang hati-hati dalam mengerjakan sesuatu atau kerena perbuatan orang lain)  Ouch! That hurts!  Ouch! Stop pinching me  Aw! The pain hurts me very much  Ooh! My head aches  It’s very painful. I can’t stand it  I can’t stand it. The pain is getting worse and worse. Read this dialogue and practice it! Tina : Noboru, I’m so pleased knowing that you at last successfully asked Laura out for dinner. It’s about time. Noboru : Well, to be honest, I was a bit nervous, but surprisingly she accepted right away. Tina : Where are you taking her? Noboru : Maybe the Manor. What do you think, Tina? Tina : Wow!That place is expensive, Noboru! Noboru : I know, but Laura’s very special. Tina : Oh, okay. Don’t forget to talk to Laura during dinner. If you just sit there like a sphinx , she’ll feel uncomfortable. Noboru : Cool it, Tina. We’ve been through your lessons on manners a hundred times! Where should I take her after dinner? Tina : You’ve got to go to the Paradise Club. It’s the most romantic place around here. Just perfect for the two of you. 21. Expressing pleasure Expressing pleasure (Mengungkapkan perasaan senang)  I’m very pleased with this room  Oh, how marvelous!  Oh, it’s wonderful!  It’s good news  I can’t say how pleased I am  It gives me great pleasure  This is great, isn’t it?  I’m glad you like it  Fantastic!  Smashing! (hebat, luar biasa) Read this dialogue and practice it! Student 1 : Look, last night I had a horrible dream. Student 2 : Really? Tell me about it. Student 1 : Well, in my dream I was wearing a pyjama /pəʹʤa:məz/ = pakaian untuk tidur. I woke up at night to get some drink because I was thirsty. Then, I heard someone knocked the door. I tried to open the door but there was no one there. After that, I felt someone touched my back but I didn’t see anyone there. Student 2 : It’s frightening. 22. Expressing fear Expressing fear (Mengungkapkan rasa takut karena melihat sesuatu yang menakutkan/ mengerikan)  I’m scared  It’s frightening  It’s horrible  I’m afraid of . . .  The fear is creeping into my heart  I can’t forget the terrible experience Read this dialogue and practice it! Assistant : Good morning, Miss. Can I help you? Tiara : Yes, please. I need a pair of shoes and also a pair of jeans. Nana : And I want to buy a hat and dress. Assistant : Oh….. You can find it there. Tiara : Nana, come here! What do you think about this pair of jeans? Nana : I think that it’s suitable for you. Tiara : But, I don’t like the colour. Nana : It seems that this one is suitable for you. This is blue! Your favourite colour. Tiara : Yes, correct. I will take this one. And what about you? Nana : Wait a moment. I’ll choose one of these hats. Tiara : What colour do you want? Nana : I want red colour. Tiara : What about this red one? Nana : This is very sweet. I’ll try it first. Tiara : Where is the sitting room? Assistant : The fitting room is at the corner. Nana : Ok. Let’s go there. 23. Expressing opinions Asking people’s opinions (Meminta pendapat seseorang)  What do you think of . . .  Do you have any idea?  What’s your opinion?  Please give your frank opinion  Do you think it’s going . . .  What do you reckon to . . . ?  Do you have any particular views on . . . ?  What is your reaction to . . . ? Giving opinions  In my opinion . . .  I personally think . . .  To my mind . . .  As I see it . . .  From my point of view . . .  In my case . . .  It seems that . . .  If I had my way, I would . . . Read this dialogue and practice it! Widodo : I think everybody should have a TV in their house Pardede : I disagree. Television makes people passive. Widodo : You can learn a lot from TV Pardede : I don’t agree. People watch TV, but they learn nothing. Watching TV is passive. Learning is active. Widodo : Television is good for watching football. Pardede : You’re right. We can see good football matches on Television 24. Expressing agreement/ disagreement Expressing agreement (Untuk mengungkapkan persetujuan atas sesuatu ide yang dikemukakan)  Yes, I agree with you  I’m sure you’re right  I don’t have any objections  I’m on your side  I think so too  I am with you  It is a good idea  I am quite impressed on your suggestion Saya sangat terkesan dengan saran anda Read this dialogue and practice it! Mother : Why don’t you study economics then become a businessman. Son : I think you are very fond of business, so you don’t see the situation Mother : I deny that. I can see it quite clearly. Son : I’d like to study politics I want to be a political leader. Mother : I don’t think so. I want you have no enemy in your life. Son : I don’t think that’s right. 25. Expressing dissagreement/ objection  I don’t agree  I disagree  I deny that  I think that’s nonsense  I see your point, but . . .  I see what you mean, but . . .  You may be right, but . . .  I don’t like the idea  It is not wise to say that, I think.  It doesn’t impress me at all Read this dialogue and practice it! Paul : Have you read today’s newspaper? James : Not yet. Is it interesting? Paul : Yes, the apology from the company. Take a look. The paper is over there. James : Picking up the newspaper and starting to read it. Is that all? Paul : Yes. James : This is not enough. I’m not satisfied yet. The size of the ads should have been half of the page. Besides, the company only apologized but they didn’t mention what they would do. Paul : Oh, come on. The point is not the matter of the size, but the company sincere to apologize. James : Still it’s not satisfying. Paul : I think they have already shown their good will. It’s more than enough. 26. Expressing satisfaction/ dissatisfaction Asking about satisfaction (Menanyakan perasaan puas)  How do you like your room?  Are you satisfied?  Is everything satisfactory?  Do you find our service satisfactory?  Do you want to complain about something? Read this dialogue and practice it! Robert : How do you feel about this food? Tery : Wow….. I am very satisfied. It’s very delicious. Robert : Yes, you are right. Would you have anymore? Tery : Yes, of course. Robert : I will take some for my younger sister. She’ll be very happy. Tery : Yeah and I will take for my mom at home. Robert : OK. Let’s go home. I never feel satisfied before. Tery : So am I.  Expressing satisfaction/like (Mengungkapkan perasaan puas)  I really like that books  I’m satisfied with it  It’s satisfactory  Everything is fine, thank you.  I am happy enough with it  Good enough  Expressing dissatisfaction (Mengungkapkan perasaan tidak puas)  I am a little dissatisfied with the service here  I am a bit disappointed with it  I’m tired of working here  I have a complaint  I want to make a complaint 27. Expressing like/dislike/condolence This expression is used to express our love/like for something or people. Expressing love / like (Mengungkapkan perasaan cinta/suka terhadap sesuatu)  She loves you  I really love you  She does love you  I am in love with you  My love will never cease till the end of time  I’ll never stop loving you  I am keen it Saya gemar / tertarik untuk itu  I am crazy about it  We all enjoy it  I like it  He adores it  I am fond of reading magazines in my spare time. Saya gemar akan membaca majalah di waktu luang.  I don’t mind having all these books Saya senang memiliki semua buku-buku ini.  I have a crush on her Saya suka kamu/ saya tergila-gila terhadap dia  . . . . . is my cup of tea Eg. Reading books is my cup of tea Membaca buku adalah kesukaan saya Expressing dislike/ hate (Mengungkapkan perasaan tidak suka)  I don’t love it  I don’t like it  I dislike it  I hate it  I am not really interested in that car  I can’t stand hearing . . . / I can’t bear hearing . . . . He can’t stand hearing that music anymore Expressing sorrow /sadness/condolence (Ungkapan yang digunakan untuk menyatakan perasaan sedih/belasungkawa/duka yang dialami seseorang. Seseorang mengalami sedih karena seseorang itu mungkin memiliki masalah, misalnya: masalah persahabatan berakhir, mengalami kehilangan sesuatu, seseorang dalam kondisi kurang sehat)  I am so sad to hear it  I am depressed  I am sick at heart Saya merasa amat sedih  I am down in the dumps Saya sangat sedih  I am down in the mouth Saya sangat bersedih  I’m feeling bad at this time  I can’t tell my pain and sorrow in words  My heart is so burdened  I regret having to do this Read this dialogue and practice it! Rose : I would never want to go out with Jake anymore! Nabila : Calm down, Rose. What is the matter with you? Rose : You won’t believe me. He’s shown me up in public. Nabila : Who? Jake? How could that happen? Rose : We agreed to meet at Fantasy Theater to watch “A beautiful Mind”. I had been there for a half hour before he finally showed up. Nabila : What makes you so enraged then? Rose : He arrived with the girl. What’s worse, he pretended to be unfamiliar with me, even when I greeted him. Nabila : I bet you must have been embarrassed. What did you do then? Rose : Yes, indeed. Everyone was looking at me with a strange look. As they two walked into the theater, I rushed out to get a taxi and went home. Nabila : Have you met him again after that? Rose : No, and I don’t think I want to. 28. Expressing embarrasment/anger Expressing embarrasment (Ungkapan rasa malu)  I am shy  I am ashamed of . . . Saya malu terhadap/ karena . . .  I am so embarrased  How embarrasing Sungguh memalukan  It really makes me ashamed Asking if someone is angry  What’s the matter with her? Apa masalahnya?  What ‘s wrong with you?  What happened with all the students?  Are you angry with me? Apakah anda marah kepada saya?  Why are you acting so insulted?  Why do you look so sad? Mengapa anda kelihatan sedih? 29. Expressing anger / annoyance (Mengungkapkan perasaan amarah terhadap orang)  Oh, hell  Shut up!  You burn me up Kamu membuat saya marah  You’re getting me angry Kamu membuat saya marah.  You turkey! Kamu gagal lagi  Are you trying to make me angry?  I’m very annoyed  How irritating! Sungguh menjengkelkan  What a nuisance Sungguh sangat mengganggu  I am a bundle of nerves Saya sangat gelisah  I’m losing my mind  I need a break Saya butuh kesempatan  I am annoyed  I can’t bear it any longer Saya tidak tahan lagi Calming someone down (Ungkapan untuk menenangkan pikiran seseorang bila dalam keadaan marah/ sedang memiliki masalah tertentu)  Take it slow  Relax  Take it easy Jangan khawatir  Calm down  Control yourself  Don’t trouble yourself Jangan menyusahkan diri anda sendiri  Don’t be so touchy Jangan tersinggung  Don’t be angry with me Jangan marah kepada saya  Let’s try to hold our temper Kita coba mengendalikan amarah kita  Don’t get hot under the collar Jangan marah  Keep your hair on Jangan marah 30. Expressing Promise Asking for a promise (meminta untuk berjanji)  Promise me that you . . .  Do you promise to . . . .  Make me a promise that you . . .  I want you to promise that you . . .  Is that a promise?  Do you give me your word on that? Apakah anda berjanji?  Do you swear that you . . . Offering a promise (Berjanji)  I promise I’ ll do . . .  I promise you that I’ll try to be . . .  I promise to . . .  I give you my word on it  I swear that . . . . Read this dialogue and practice it! Heri : I wonder if I could fly into the clouds. Jeni : Why not? Heri : Do you think I could? Jeni : Heri, are you O.K? You look a little depressed about something…. Heri : I’m sorry. It’s nothing. I’m just wondering. Jeni : Oh, really? C’mon. You can tell me. A penny for your thoughts. Heri : I am just thinking about our plan to see my parents. Jeni : Are you worried about it? Heri : No, not really worried. Jeni : Really? Then how do you feel about it? Heri : I’m just wondering what my parents’ reaction will be…. Jeni : You are worried about it, aren’t you? Heri : Uhmm… I’ve told you before. They’re a little strange. 31. Asking about thought/feeling Asking about thought (Menanyakan pikiran seeorang)  What are you thinking about?  You have something on your mind?  Do you want to talk about it?  Is there anything you want to talk about? Asking about feeling (Menanyakan perasaan)  How do you feel today?  Are you O.K.?  Are you worried about something? Read this dialogue and practice it! Brandon : Lily, I wonder if you could come over to my house on Saturday night. Lily : Yes, I’d love to. What will there be? Brandon : I’m going to have a small party. Some friends are coming. Lily : That’ll be lots of fun. I’m curious what party you are going to have. Brandon : Well, it’s not a real party, I guess. My family is going to move to a new town. My father gets a new job there. Lily : Wow, that’s an important event, I believe. We will all miss you then. Brandon : We are moving next month. So there will be a couple of weeks to hang around with everyone. Lily : Will you forget all of us here, Brandon? Just drop us a few lines when you are there. Brandon : Come on, Lily. Please don’t say so! I do hope I could come here as often as I can, to visit you all. Lily : So there will be plenty of possibility for us to gather again. Brandon : Sure, Pal. We’ll be in touch anyway. 32. Expressing Wonder Expressing wonder /curiosity (Mengungkapkan rasa ingin tahu)  I wonder where have you been.  I wonder how she is.  I really wonder if she . . .  I wonder who she is  I want to know who you are  I’m curious to know how it happened Saya ingin tahu bagaimana hal itu terjadi Read this dialogue and practice it! Fuad : Our government has a lot of work to face Economy Globalization. Andi : What do you mean? Fuad : Indonesia will become free trade area by the year 2005. Andi : So . . . . ? Fuad : The products from all over the world will compete with our products. Andi : It means that there is a good chance for our products to compete freely with those of other countries. Fuad : That’s the problem. It’s impossible to win the competition if we were still import minded. Andi : So . . . . what should we do? Fuad : Love our own products. 33. Expressing Possibility/Impossibility Asking about possibility/ probability (Menanyakan kemungkinan)  Is it possible to . . .  Is there any possibility of . . .  Is there any chance that we will meet here? Adakah kemungkinan bisa bertemu disini? Stating possibility (Menyatakan kemungkinan)  May be  Perhaps  It could be Mungkin saja  It’s possible  There’s a good possibility  It’s very likely  There’s a big chance  There’s a good chance Stating impossibility (Menyatakan ketidakmungkinan)  There’s a little chance  It’s very doubtful he will fail in the exam  It’s impossible . . .  There is no chance of . . . . Read this dialogue and practice it! Andy : Hi, Windy. Windy : Hi. Where are you going? Andy : I’m going in to ask Mr.Indra for a remedial test. Windy : You’re finally going to do it, huh? Good fortune be with you. I hope it goes O.K. Andy : So do I. 34. Expressing Wishes/Complaint Expressing wishes (mengungkapkan harapan)  I wish you luck  Good luck!  Best of luck  Good fortune be with you  I hope that . . .  I hope you have a good . . .  May you be happy and successful in your life  I’m sure that everything will be . . .  Please give your parents my best wishes Read this dialogue and practice it! Waiter : Excuse me, sir. What do you think of being here? Is it good for you? Guest : Yeah, I think it’s good. The room is comfortable and clean. Waiter : Thank you, sir. And one more thing, how about the food? Guest : I’m so sorry to say this, but the food is not so delicious. Waiter : Okey, sir. We will do our best next time. 35. Expressing complaint (mengungkapkan keluhan)  I want to complaint about . . .  I’m sorry to say this, but this room . . .  I’m afraid I’ve got a complaint about . . .  Would you mind not talking too loudly?  I wish you wouldn’t bother us  It may have slipped your mind, but . . . . Mungkin terlewat dari pikiran anda, tetapi . . . . Read this dialogue and practice it! Teacher : Good morning students. Well, we are now going to have a presentation about the respiration system. Hey, you two. Be quiet! 1st Student : I am sorry, sir. But may I ask you something before the presentation? Teacher : Of course. What’s the matter? 2nd Student : You see, we are planning to use OHP instead of “Power Point” because we had some difficulties in scanning some pictures. Teacher : It’s Okey. But don’t forget, you have to prepare the OHP yourself. 1st Student : Yes, sir. Thank you. 36. Commanding Giving an order/ commands (memberikan perintah/ memerintah)  Give me that  Be quiet!  Don’t sit here!  Do it right now, will you!  Stop it  Will you hurry up?  Do you mind not singing?  I order you to get out Read this dialogue and practice it! Jake : Hi Rose, I’ve come to make my apology. Rose : Excuse me? Jake : Well, I know it was my mistake. And I . . . . Rose : I haven’t got much time, please get to the point. Jake : I’m so sorry Rose, I didn’t mean to do that. Rose : Pardon? You didn’t what? Jake : I didn’t . . . . uhm . . . yes, I was wrong and I hope you will forgive me. Rose : I will. 37. Confessing/Blaming Confessing (Mengakui Kesalahan)  I admit I was wrong  It was my own fault  I’m sorry I have made a mistake  I was the one to blame Blaming (Menyalahkan)  It was your own fault  It’s no use crying over spilt milk Read this dialogue and practice it! Mike : Do you think we should look at these brochures? Susan : That’s a good idea. Mike : How about ‘Lombok’ instead of ‘Bali’? It looks more interesting. Susan : Yes, but we lack information about ‘Lombok’. Mike : You’re right. We don’t have enough time to look for it. Well, do you have any suggestion? Susan : How about Padang? Let’s try that. Mike : All right. What pictures do you think we should insert in our presentation? Susan : Let’s take some photos of a few well-known places there. Mike : That’s a good idea. I hope our presentation will be more interesting by inserting them. Susan : O.K. Let’s get to work. 38. Expressing suggestion Asking for suggestions (meminta saran)  Do you have any ideas about . . .  Do you have any advice for . . .  Can you give me some advice about . . .  Do you have any reccommendations about . . . .  What is your suggestions about . . . . Offering suggestions  I think you’d better . . . .  Why don’t you try . . . . .  How about taking . . . .  I suggest that . . .  I advise you to . . . .  I recommend that you . . . 39. Expressing Plans Asking about plans (Menanyakan rencana)  What is your plan?  What are you going to do then?  What do you intend to do?  What are you planning to do? Stating plans (Menyatakan rencana)  I plan to . . .  My plan is . . . .  I intend to . . . .  I’m planning to . . . . Hiding plans (Menyembunyikan rencana)  I have got a particular plan  I can’t tell you now  I can’t make up my mind  You’ ll see later Grammar NOUNS 1. The Meaning of Nouns Noun adalah kata yang digunakan untuk menunjukkan nama orang, tempat, hewan, hari, tumbuhan, gagasan, atau nama suatu benda, dan hal-hal yang dibendakan. 2. The Kinds of Nouns Dalam tata bahasa inggris, Noun dapat diklasifikasikan ke beberapa macam, yaitu: a. Menurut wujud, noun dapat digolongkan menjadi 2 macam, yaitu: 1. Concrete Nouns (Kata Benda Berwujud) adalah kata benda yang menunjukkan nama obyek apa saja yang mempunyai sifat tertentu, dapat dilihat, diraba, dipegang, dan dapat dirasakan oleh panca indra kita. Concrete Nouns dibagi menjadi 4 macam: a). Proper Nouns (Kata Benda Nama Diri) adalah kata benda yang menunjukkan nama orang, Negara, kota, hari, bulan, sekolah, perusahaan, dan nama-nama tempat lain. Contoh: Ririn (nama orang), Indonesia (nama negara), dan sebagainya. b). Common nouns (Kata Benda Umum) adalah kata yang menunjukkan suatu benda yang sifatnya umum. Contaoh: book, teacher, village, country, car dan sebagainya. c). Collective Nouns (Kata Benda Kelompok) adalah kata benda yang menunjukkan suatu kumpulan, atau kelompok benda tertentu yang merupakan satu kesatuan. Contoh: flock (sekawanan hewan), team, people (orang), committee (panitia),dan sebagainya. Collective nouns dapat berupa manusia (people), binatang (animals), benda (things). Beberapa contoh collective nouns yang dibuat dengan kata-kata tertentu, yaitu: People :  A company of actors (se-rombongan actor)  A troupe of dancers (se-rombongan penari)  A choir of singers (se-paduan suara penyanyi)  A posse os policemen (se-kelompok polisi)  Etc. Animals :  A swarm of bees (se-kawan lebah)  A shoal of fish (se-kawan ikan)  A pack of wolves (se-kumpulan serigala)  A nest of rabbits (se-kumpulan kelinci)  Etc. Things :  A bunch of bananas (se-sisir pisang)  A group of islands (se-kelompok pulau)  A suit of clothes (se-setelan pakaian)  A tuft of grass (se-tumpuk rumput)  Etc. d. Material Nouns (Kata Benda Material) adalah kata benda yang menunjukkan bahan mentah atau kata benda yang berasal dari pertambangan dan bahan baku lainnya. Kata benda ini biasanya tidak dapat dihitung (uncountable noun), mis: gold, stone, water, sand, silver, oil, wood, paper, dan sebagainya. 2. Abstract Nouns (Kata Benda tak Berwujud) adalah kata benda yang tidak berwujud, tidak dapat dilihat, dan tidak dapat dirasakan oleh panca indra. Pada umumnya abstract noun terdiri atas kata benda yang tidak dapat dihitung (uncountable noun), contoh; love, knowledge, hate, friendship, honesty, happiness, etc. Untuk membentuk abstract noun, dapat dibentuk dari: 1. Verbs (Kata Kerja), dengan menambahkan akhiran: -ment, -ion, -tion, -ation, -cation, -ition, -ance, -ence, -t, -y, etc, pada kata kerja. Contoh:  Agree (menyetujui) Agreement (persetujuan)  Decide (memutuskan) Decision (keputusan)  Describe (menggambarkan) Description (penggambaran)  Admire (mengagumi) Admiration (kekaguman)  Expect (mengharapkan) Expectation (harapan)  Classify (menggolongkan) Classification (penggolongan)  Repeat (mengulangi) Repeatition (pengulangan)  Hinder (menghalangi) Hinderance (halangan)  Differ (membedakan) Difference (perbedaan)  Complain (mengeluh) Complaint (keluhan)  Discover (menemukan) Discovery (penemuan) 2. Nouns (Kata Benda), dengan menambahkan akhiran: -ship, -hood, -cy, etc, pada kata benda. Contoh :  Friend (sahabat) Friendship (persahabatan)  Brother (saudara) Brotherhood (persahabatan)  Agent (wakil) Agency (perwakilan) 3. Adjective (Kata Sifat), dengan menambahkan akhiran: -ness, -y, -ty, -ity, -ce, -cy, -ion, etc. pada kata sifat. Contoh :  Bad (buruk) Badness (keburukan)  Honest (jujur) Honesty (kejujuran)  Beautiful (cantik) Beauty (kecantikan)  Able (mampu) Ability (kemampuan)  Absent (tidak hadir) Absence (ketidak hadiran)  Efficient (efisien) Efficiency (keefesienan)  Correct (baik) Correction (perbaikan) b. Menurut perhitungannya, kata benda dapat digolongkan menjadi 2 macam, yaitu: 1. Countable Noun (Kata Benda yang dapat dihitung) adalah kata benda yang menunjukkan nama benda atau orang yang jumlahnya dapat dihitung. Contoh : book, car, teacher, key, chair, table, etc. Ciri-ciri dari countable noun adalah: a. Dapat dirubah menjadi jamak (plural) Contoh : book (buku) books (buku-buku) b. Dapat digunakan kata sandang (article), kata benda tunggal (a, an, the) dan kata benda jamak (the) Contoh :  A pen (sebuah pulpen) the pens (pulpen-pulpen)  An apple (sebuah apel) the apples (apel-apel)  The car (mobil) the cars (mobil-mobil) c. Untuk kata benda jamak, dapat digunakan kata: some, any, a few/few, several, both of, all of, two, three, many, a lot of, plenty of, a great many, a great number of, a large number of. Contoh :  Some mangoes  Any students  Many books  Few houses  A lot of books  Plenty of pens  A great many students  A great number of pencils  A large number of apples 2. Uncountable Noun (Kata Benda yang tidak dapat dihitung) adalah kata benda yang menunjukkan nama benda yang tidak dapat dihitung dengan angka. Kalau menghitung benda itu diperlukan takaran, timbangan, meteran, ukuran, dan sebagainya. Kata benda ini tidak memilki bentuk jamak. Contoh : coffee, food, milk, wood, oil, rice, ink, etc. Ciri-ciri dari uncountable noun adalah: a. Tidak dapat dibentuk jamak (plural) dan selalu dalam bentuk tunggal (singular). Contoh: water (air) water (air) b. Kata sandang (article) yang digunakan hanya “the” c. Untuk uncountable noun, dapat menggunakan kata: some, any, much (banyak), a lot of, a great deal of, plenty of, a great amount of, a large quantity of. Contoh:  Some money  Any water  Much money  A lot of paper  Plenty of wood  A great deal of chalk  A great amount of ink  A large quantity of paper d. Uncountable noun dapat dijadikan countable noun dengan menambahkan kata quantifier (kata petunjuk kuantitas atau ukuran) sebelum kata benda. Contoh :  A cup of coffee Two cups of coffee  A piece of chalk Four pieces of chalk  A glass of water Many glasses of water  A can of margarine Three cans of margarine  A slice of meat Five slices of meat  A plate of rice Six plates of rice Some examples of uncountable noun : Food Meat, cheese, bread, butter, fruit, fish, etc Liquids Milk, water, wine, beer, coffee, tea, etc Material Glass, wood, iron, paper, steel, gold, etc Natural phenomenon Weather, heat, snow, lightning, wind, rain, thunder, etc Languages English, French, Greek, Indonesian, etc Diseases Measles, cancer, diarrhea, etc Sciences and School subjects Mathematics, physics, chemistry, economics, literature, etc Games Chess, tennis, billiards, soccer, football, golf, etc Abstract noun Beauty, freedom, love, honesty, knowledge, etc Some concrete nouns Money, traffic, furniture, etc Noun Phrase 1. Adjective phrase Adjectives phrase is an adjective that is used to explain the noun after it E.g. Lina is a cute girl. Kata cute menjelaskan girl. Modifiers Head (noun) Long Big Beautiful excellent Nose Chamber Picture Scholar If the adjective is more than one, they must follow certain order like the following: SIZE QUALITY AGE COLOR NOUN small big large wide tall Pretty Handsome Beautiful Cute Ugly Old Young new Black Green Red white Scarf Australian Bus Yacht boy Example : A pretty young girl A cheap red gown Some hot big pizzas 2. Noun Phrase Noun phrase is a band of phrase that consist of noun and noun. So the preceded noun explain the noun after it. Modifiers Noun Language History Chinese school Laboratory Class Teacher band Task Put the adjectives in the bracket into the right order! Example: Didik Nini Thowok is ( Javanese/a/famous ) dancer. Didik Nini Thowok is a famous Javanese dancer. 1. Andi and Ari make (brown/delicious/big) pancake 2. My sister writes (long/a/poetic ) poem. 3. Mr. Collin printed (company/important/American/an report 4. Mr. President gives (short/interesting /an) speech. 5. Destiny child is (band/girl/a) from England 6. The cook needs (delicious/a /Indonesian) recipe. 7. Mr. Jones drives (black/new/expensive) car 8. Carla continues her study to (well-known/a/big/old) campus in Hong Kong. 9. Diana bought (white/tall/ugly/a) doll. 10. The headmaster gives (boring/a/long) speech. ADJECTIVE Adjective is a class of words used to modify a noun or other substantive by qualifying, limiting, and and specifying. Jenis adjectives terdiri dari : 1. Descriptive adjective Examples : • Beautiful • Colourful • Cold • Comfortable • Delicious • Famous • Important • Red • Large • Wonderful • Etc. 2. Limiting adjective Examples :  Articles (a, an, the)  Cardinal number (one, two, etc)  Ordinal number (the first, the second, etc)  Demonstrative (this, that, these, those, such, the other, the same)  Possessive (my, your, his, her, etc)  Quantity (few, many, much)  Verbal adjectives : a). Present participle • Crying baby • Singing bird b). Past participle • Painted wall • Fried chicken c). Preceeding noun • Book case • Gold ring • English dictionary • Bus station ADVERBS 1. The Meaning of Adverbs Adverbs adalah suatu kata atau kelompok kata yang digunakan untuk menerangkan kata kerja (verbs), kata sifat (adjectives), kata keterangan yang lain, atau ungkapan kata benda dan seluruh kalimat. 2. The Kinds of Adverbs Dalam tata bahasa Inggris, kata keterangan ada beberapa jenis, yaitu: A. Adverb of manner (kata keterangan cara) adalah kata keterangan/ tambahan yang dipakai untuk menerangkan bagaimana caranya suatu pekerjaan, tindakan, pernyataan, atau kualitas dikerjakan. Kata keterangan ini digunakan untuk menjawab pertanyaan seperti: how (bagaimana caranya….), in what way (dengan cara apa….). Kata keterangan ini sebagian besar dibentuk dari kata sifat yang diberi akhiran dengan huruf –ly, terletak setelah kata kerja, atau sebelum kata kerja. Contoh : Adjective Adverb of manner  Bad badly : dengan buruk  Clever cleverly : dengan pandai  Soft softly : dengan lembut  Slow slowly : dengan lambat  Patient patiently : dengan sabar  Simple simply : dengan sederhana  Humble humbly : dengan rendah hati  Gentle gently : dengan lemah lembut  Angry angrily : dengan marah  Happy happily : dengan bahagia Kata sifat yang berakhiran dengan huruf –le, dihilangkan dan diganti dengan huruf –ly. Kemudian kata sifat yang berakhiran dengan huruf –y dan didahului huruf mati, huruf –y diubah menjadi huruf –i dan ditambah dengan huruf –ly. Ada beberapa bentuk kata sifat yang memiliki bentuk yang sama dengan kata keterangan, seperti:  Far far : dengan jauh  Well well : dengan baik  Hard hard : dengan keras  Late late : dengan lambat  Fast fast : dengan cepat  Daily daily : sehari-hari  Together together : bersama-sama B. Adverb of time (kata keterangan waktu) adalah kata keterangan yang dipakai untuk menerangkan waktu terjadinya suatu peristiwa, tindakan, atau pekerjaan. Kata keterangan ini digunakan untuk menjawab pertanyaan seperti: how long (berapa lama…..), how often (berapa sering …..), when (kapan….), at what time (pada jam berapa ……). Kata keterangan ini dibagi menjadi 2 bagian, yaitu: a. Adverb of definite time (kata keterangan waktu tertentu) Contoh: today, now, tomorrow, yesterday, everyday, Sunday, tonight, in February, last week, in the afternoon, etc. b. Adverb of indefinite time/ Frequency(kata keterangan waktu tak tertentu) Contoh: ever, usually, never, before, still, seldom, presently, recently, lately, already, afterwards, soon, often, sometimes, generally, occasionally, repeatedly, regularly, etc. C. Adverb of place (kata keterangan tempat) adalah kata keterangan yang dipakai untuk menunjukkan posisi atau tempat terjadinya suatu tindakan atau peristiwa. Kata keterangan ini digunakan untuk menjawab pertanyaan seperti: where (dimana….), at what place (di tempat apa…..). Contoh: there, hereby, here, about, anywhere, in back of, in the middle of, in front of, inside, behind, abroad, etc. D. Adverb of direction (kata keterangan arah) adalah kata keterangan yang dipakai untuk menunjukkan ke arah mana atau dari arah mana, ke tempat mana atau dari tempat mana terjadinya suatu tindakan. Contoh: above, back and forth, back, backwards, below, down, in, up there, forwards, hither, downwards, inwards, onwards, on, in here, etc. E. Adverb of quantity (kata keterangan kuantitas) adalah kata keterangan yang dipakai untuk menyatakan jumlah atau berapa kali suatu pekerjaan dilakukan. Kata keterangan ini digunakan untuk menjawab pertanyaan seperti: how many times (berapa kali ……). Contoh: once, twice, three times, one fold, little, etc. F. Adverb of affirmation/ Certainty (kata keterangan penegasan) adalah kata keterangan yang digunakan untuk menyatakan penegasan, penekanan, atau persetujuan untuk suatu jawaban). Contoh: really, actually, certainly, indeed, surely, quite, truly, yes, undoubtedly, by all means, clearly, entirely, of course, apparently, etc. G. Adverb of probability (kata keterangan kemungkinan) adalah kata keterangan yang dipakai untuk menyatakan kemungkinan atau kebolehan. Contoh: perhaps, maybe, possibly, etc. H. Adverb of degree (kata keterangan tingkat) adalah kata keterangan yang dipakai untuk menerangkan taraf atau tingkatan atau digunakan untuk mengungkapkan seberapa jauh tingkat sesuatu keadaan. Kata keterangan ini digunakan untuk menjawab pertanyaan seperti: how much (berapa banyak …..), how complete (berapa sempurnanya ……). Contoh: too, much, very, enough, equally, somewhat, rather, extremely, greatly, almost, nearly, completely, hardly, fully, absolutely (benar2), wholly, utterly (sama sekali), etc. I. Adverb of negation (kata keterangan penolakan) adalah kata keterangan yang dipakai untuk menunjukkan pernyataan penolakan. Contoh: no, nowise, never, not, nay (tidak setuju), etc. J. Relative adverb (kata keterangan penghubung) adalah kata keterangan yang dipakai untuk menghubungkan dua kalimat menjadi satu kalimat. Kata keterangan penghubung memiliki kesamaan sedikit dengan kata keterangan penanya (interrogative adverb). Kata keterangan penghubung (relative adverb), umumnya terletak di tengah kalimat sedangkan kata keterangan penanya (interrogative adverb) terletak di awal kalimat. Contoh: when, while, where, why, how, therefore, accordingly (karena itu), etc.  She was singing when I came  I don’t know where he is going to. K. Interrogative Adverb (kata keterangan penanya) adalah kata keterangan yang dipakai untuk mengajukan atau membuat pertanyaan. Contoh: when, where, how, how often, why, how many.  How do you come here?  Why were you absent yesterday? VERBS 1. Action Verbs (Kata kerja yang berkaitan dengan tindakan) Contoh:  Cook  Open  Roast  Fry  Baste  Grind  Serve  Pour 2. Perceiving Verbs/ Verbs of Senses (Kata kerja yang berkaitan dengan panca indra) Contoh:  See  Watch  Hear  Smell  Notice  Observe  Taste  Feel  Listen 3. Thinking Verbs (Kata kerja yang berkaitan dengan pikiran) Contoh:  Think  Agree  Assume  Puzzle  Understand  Decide  Conclude  Doubt  Consider  Discover  Believe 4. Feeling Verbs (Kata kerja perasaan) Contoh:  Like  Dislike  Hate  Love  Please  Enjoy  Regret  Fear  Prefer 5. Saying Verbs (Perkataan, berbicara) Contoh:  Say  Call  Scream  Speak  Tell  Ask  Response 6. Linking/ relating Verbs (Kata kerja yang menghubungkan) Contoh:  Be  Have/ has  Become  Look  Appear  Belong to  Remain  Seem  Resemble  Get 7. Modal Verbs Contoh:  Can  Could  Will  Would  Must  May  Might  Should  Shall  Have/ has to 8. Behavioral Verbs (This verb refer to physiological and psychological behavioral of living things) Contoh:  Feed  Burrow  Suck  Perch Transitive and Intransitive Verbs Transitive verbs adalah kata kerja atau verba yang membutuhkan objek (noun atau pronoun) dalam suatu kalimat. Verba ini menerangkan subjek yang melakukan sesuatu aktivitas terhadap objeknya secara langsung (direct object). Contoh penggunaan transitive verbs:  He bought a shirt.  She brushes her hair every hour.  Mary will lose the race.  They watch the film.  He is reading a magazine. Intransitive verbs adalah kata kerja atau verba yang tidak memerlukan objek langsung (no direct object). Dalam suatu kalimat, intransitive verbs bisa menjadi akhir kalimat tersebut. Jika tidak, adverbia atau frase preposisi akan menjadi akhir kalimat yang berfungsi menerangkan intransitive verbs. Contoh penggunaan intransitive verbs:  The baby is crying.  Water boils at 100 degree celcius.  She sits alone.  They will sleep in my hotel.  We are walking in the garden. Prepositions Preposition (Kata Depan) adalah kata yang tidak dapat berubah bentuknya dan biasanya di letakkan di depan kata benda atau padanan kata benda lainnya (objek) yang bertujuan untuk menunjukkan hubungannya tertentu dengan kata-kata lain dalam kalimat. Di bawah ini adalah contoh Kata Depan (Preposition) above, about, across, against, along, among, around, at, before, behind, below, beneath, beside, between, beyond, by, down, during, except, for, from, in, inside, into, like, near, of, off, on, since, to, toward, through, under, until, up, upon, with, within. Contoh: It is a container for butter. (Preposition "for" menunjukkan hubungan antara "butter" dan "container".) The eagle soared above the clouds. BENTUK PREPOSITION Bentuk-bentuk Kata Depan adalah sebagai berikut: 1. Simple Preposition (Kata Depan Tunggal) Examples : after, at, by, for, from, of, over, on, in, through, to, off, till, under, up, with, etc. 2. Double Preposition (Kata Depan Ganda) Examples : into, onto, from under, from among, from off, from within, over against, etc. 3. Compound Preposition (Kata Depan Majemuk) Examples : across (on cross), along (on long), behind (by hind), about (on by out), above (on by up), before (by fore), beneath (by neath), beside (by side), between (by twain), beyond (by yonder), but (by out except), within (with in), without (with out), etc. 4. Participal Preposition (Kata Depan Partisif) Examples : pending, during, notwithstanding, past, except, considering, concerning, regarding, etc. 5. Prepositional Phrase (Frase Kata Depan) Examples : because of, by means of, in behalf of, in front of, in view of, by reason of, with respect to, with regard to, aith relation to, on behalf of, in spite of, etc. 6. Disguised Preposition (Kata Depan Tersembunyi) Examples: three o'clock (three of clock) Jack o'lantern (Jack of the lantern) He has gone a-hunting (on hunting) Compound Adjectives Compound adjectives adalah kata sifat yang kata pembentuknya lebih dari satu kata. Compound adjectives dibentuk dengan cara : A. Adjective + Noun + Ed / Adjective + Past participle Contoh:  Absent-minded : ks. Linglung  Bald headed : ks. Botak  Four legged : ks. Berkaki empat  Kind hearted : ks. Berhati baik  Grey haired : ks. Beruban  Hard worked : ks. Bekerja keras B. Adjective + Adjective Contoh:  Blue black : ks. Biru tua  Brand new : ks. Baru sekali C. Adjective + Present participle + Noun Contoh:  Long lasting materials : kb. bahan yang bertahan lama  Long standing friendship : kb. persahabatan yang bertahan lama  Nice looking women : kb. gadis yang berwajah cantik D. Adverb + Past participle Contoh:  Newly made : ks. buatan baru  Seriously injured : ks. terluka serius  Well known : ks. terkenal  Well educated : ks. berpendidikan baik E. Noun + Past participle Contoh:  Hand made : buatan tangan  Sun burnt : terbakar oleh sinar matahari F. Past participle + Preposition + Noun Contoh:  A broken-down car : kb. mobil yang rusak  A burnt-out house : kb. Rumah yang habis terbakar  A built-up area : kb. Daerah (kota) yang banyak gedung dan rumahnya  A turned-up nose : kb. Hidung yang bengkok G. Noun + Present participle + Noun Contoh:  Ear piercing music : kb. Music yang tajam bunyinya  English speaking people : kb. Orang yang berbahasa Inggris  Peace loving people : kb. Orang yang cinta damai  Time consuming work : kb. Pekerjaan yang memakan waktu H. Noun + Adjective Contoh:  Airsick : ks. Mabuk udara  Homesick : ks. Rindu, hendak pulang ke kampung  Snow white : ks. Putih seperti salju I. Cardinal number + Noun + Noun Contoh:  A four engine aircraft  A two storey building J. Ordinal number + Noun + Noun Contoh:  A second hand car COMPOUND NOUNS Compound Nouns adalah gabungan beberepa kata yang berfungsi sebagai kata benda yang mengandung satu kesatuan arti. Compound nouns dibentuk dengan cara berikut: A. Noun + Noun Contoh:  Bookstores  Girlfriends  Headmaster  Health food  Heart attack  History books  Mineral water  Tortoise shells  Office boy “noun + noun” digunakan untuk: 1). Mengelompokkan benda. Kata benda yang kedua sebagai subyek dari kata benda yang pertama. Contoh:  A sheepdog (a dog that looks after sheep): Anjing gembala  Water plants (the plants that produce water)  The school bus (the bus that goes to the school) 2). Membicarakan benda dari suatu kelompok yang sangat dikenal sehingga membentuk satu kesatuan arti. Contoh:  The milkman (tukang/pengantar susu)  The government officer (pegawai pemerintah)  The postman (pengantar surat pos) 3). Menyatakan suatu binatang yang dibunuh untuk diambil sesuatu darinya. Contoh:  Dog’s fur (bulu anjing)  Chicken soup (sup ayam)  Cow leather (kulit lembu) 4). Menyatakan sesuatu sebagai tempat penyimpanan. Contoh:  A matchbox (kotak korek api)  A tea cup (cangkir teh)  A milk bottle (botol susu) 5). Menyatakan sesuatu itu terbuat dari. Contoh:  A gold watch (jam tangan yang terbuat dari emas)  A silk dress (pakaian/gaun sutera)  A silver necklace (kalung perak)  A stone house (rumah yang terbuat batu)  Butter cookies (kue yang terbuat dari mentega)  Rice pudding (kue/poding dari tepung beras) 6). Menyatakan ukuran dimana angka digabungkan dengan kata benda pertama dengan menggunakan tanda sambung. Contoh:  A five-pound chicken  A two-hour lesson/ a two hour’s lesson  A ten-minute talk/ a ten minutes’ walk  A two-day seminar/ a two days’ seminar 7). Menyatakan ukuran waktu (units of measurement) Contoh:  An evening dress  A morning call  A night flight 8). Menyatakan seseorang melakukan apa atau sesuatu berfungsi sebagai apa. Contoh:  A football player  A language teacher  A woodcutter  Bill-collectors  A problem-solver  School-leavers 9). Menyatakan sesuatu itu ada dimana Contoh:  The bathroom mirror  The kitchen cupboard 10). Menyatakan bagian dari benda. Contoh:  A bottle cap  A computer keyboard B. Adjective + Noun Contoh:  A spoiled child  A new-born kitten  A heart-breaking news C. Possessive Noun + Noun Contoh:  Children’s clothes  An elephant’s trunk  A man’s leg  Women’s magazine  Cow’s milk  Hen’s egg  A two hours’ journey  Yesterday’s news  Today’s newspaper D. Noun + Verb Contoh :  Bloodshed : pertumpahan darah  Handshake : jabatan tangan  Wage freeze : penetapan gaji/upah  Salary hike/raise : kenaikan gaji/upah E. Verb + Noun Contoh :  A cookbook : sebuah buku petunjuk memasak  A pay bed : tempat tidur yang dibayar  A pay master : pembayar gaji/ kasir  A spendthrift : pemboros F. Noun + Gerund Contoh :  Data processing : pengolahan data  Film making : pembuatan film  City planning : perencanaan kota  Story telling : menceritakan cerita G. Gerund + Noun Contoh :  Fishing rod : tangkai pancing  Living room : ruang tamu  A singing contest : lomba nyanyi  Jumping stone : lompat batu  A swimming pool : kolam renang H. Preposition + Noun Contoh :  Bystander : penonton  By way : jalan kecil  Off duty : tak berdinas  Overcoat : mantel I. Preposition + Verb Contoh :  Intake : uang yang diterima  Outlook : pandangan, harapan  Outcome : hasil  Upkeep : pemeliharaan, perawatan Compound Verbs Compound verbs adalah gabungan beberapa kata yang berfungsi sebagai kata kerja. Compound verbs dibentuk dengan cara: 1. Noun + Verb Contoh:  Baby sit : V. menjaga anak  Backbite : V. memfitnah  Home work : kb. Pekerjaan rumah  Ill treat : V. menganiaya 2. Adjective + Verb Contoh:  Whitewash : V. menutupi kesalahan  Safeguard : V. melindungi, menjaga 3. Preposition + Verb Contoh:  Overdo : V. melakukan sesuatu yang berlebihan  Undertake : V. menjalankan, melakukan  Upset : V. merusak, mengalahkan, mengacaukan 4. Verb + Verb Contoh:  Cross examine : V. memeriksa dengan teliti  Type write : V. mengetik Comparison Comparison adalah suatu kalimat yang menyatakan suatu perbandingan antara dua hal (benda) atau lebih. Ditinjau dari cara membandingkan dan apa yang dibandingkan, comparison dapat dibagi menjadi dua, yaitu: 1. Equal Comparison (perbandingan yang menyatakan persamaan dua hal/ benda) a. The same as and the same, memiliki arti yang sama. The same as digunakan diantara dua benda yang dibandingkan sedangkan the same digunakan setelah dua benda. Example:  Bogor is the same as Ungaran  Your age is the same as mine  Bogor and Ungaran are the same b. Similar to and similar, memiliki arti yang sama. Similar to digunakan diantara dua benda. Example:  Surabaya is similar to Medan  Surabaya and Medan are similar c. Like and alike, memiliki arti yang sama. Like digunakan diantara dua benda yang dibandingkan dan alike digunakan setelah dua benda. Example:  The weather feels like spring  The weather and spring are alike d. Specific similarity  the same …..as, for quality nouns (age, color, height, length, price, size, style, weight) Example:  Ujung Pandang is almost the same size as Semarang  as . . . . as, for quality adjectives (big, cheap, clear, cold, easy, expensive, hard, etc) Example:  Mira’s house is as big as mine 2. Unequal Comparison (perbandingan yang menyatakan perbedaan antara dua hal/benda) a. Different and different from memiliki arti yang sama, tetapi different from digunakan diantara dua benda, dan different digunakan setelah dua benda. Example:  My sister is different from you  My sister and I are different b. Differ from (verb) Example:  Jogyakarta differs from Jakarta 3. Estimates comparison (perbandingan yang menyatakan perkiraan, taksiran, kalkulasi) a. Multiple numbers (half, twice, three times, etc) Example:  Semarang is three times as big as Ungaran b. More than and less + noun + than Example:  Palembang has more than a hundred good buildings (Palembang memiliki lebih dari seratus bangunan)  He has less money than me c. as many as/ as much as/ as many + noun as/ as much + noun as Example:  He has books as many as mine  I have money as much as yours  They have as many books as ours  My father earns as much money as my mother (Ayahku memperoleh uang sama banyaknya seperti ibuku) d. as + little + noun + as dan as + few + noun + as Example:  She gets as little money as me (dia punya uang sama sedikitnya seperti aku)  I have as few cassettes as yours (saya punya kaset sama sedikitnya seperti milikmu) e. The more . . .(makin banyak……, semakin . . .) dan no longer (tidak lagi) Rumus: The more + s + v + the + comparative + s + v Example:  The more you study, the smarter you become  We are no longer friends (kami tidak lagi berteman)  She no longer loves him ( dia tidak lagi mencintainya) f. ……the better Rumus: The + comparative + the better Example:  The sooner the better (lebih cepat lebih baik)  The bigger the better  The more diligent the better g. Double comparatives Rumus: The + comparative 1 + s + v + the + comparative 2 + s/n + v Example:  The more you want, the more you have (makin banyak yang kamu inginkan, makin banyak yang kamu miliki)  The harder you work, the more money you earn (makin giat kamu bekerja, makin banyak uang yang kamu dapatkan) Conjunctions/ Connectors/ Connectives Conjunctions (Kata Sambung) adalah kata yang digunakan untuk menghubungkan kata-kata, ungkapan atau kalimat dan sebagainya. Conjunction ini dibagi 2 kelompok utama, yaitu: 1. COORDINATING CONJUNCTION Yaitu menghubungkan kalimat-kalimat yang sederajat Conjunction jenis ini terbagi lagi menjadi: a. Cumulative/ Additive (Menunjukkan Penambahan) Conjunction yang sering dipakai pada golongan ini adalah and, both...and, as well as, no less than, besides, moreover, likewise, furthermore, also, dsb Contoh: 1. He is both an actor and a director 2. He is clever and you are also 3. He no less than you will be punished. 4. Mr. Anderson is not only accused, but also convicted. 5. Susan can sing very well, moreover she can dance very beautifully 6. Likewise her boyfriend, Tamara is very faithful 7. Jakarta is so crowded, furthermore the place is very noisy 8. Agatha is very kind, besides she is very generous b. Alternative (Menunjukkan Pilihan) Conjunction yang dipakai pada jenis ini adalah either...or, neither...nor, or, otherwise, or else. Contoh: 1. You can eat either the red apple or the green one. (Kamu boleh memakan salah satu apel yang berwarna merah ataupun yang berwarna hijau) 2. You can eat neither the red apple nor the green one. (Kamu tidak boleh memakan apel yang berwarna merah ataupun yang berwarna hijau. Kalimat ini sama dengan " You can't eat both the red apple and the green one.") 3. You or William is right. 4. You have to pay for your school fee on time, otherwise you will be discarded from the class 5. can not see Rosy or else take her to the movie c. Adversative/ Contrastive (Menunjukkan Pertentangan) Conjunction yang sering dipakai adalah but, still, yet, nevertheless, however, whereas, while, not only…but also…despite of, though, although, even though, on the other hand. Contoh: 1. He is very clever, nevertheless he often makes mistakes. 2. I'd like to go, however, I haven't got time. 3. Though the salary has been increased, the workers are still going on strike 4. Even though the place is far away, Indah does not care for it 5. Sinta is like her mother, whereas her sister is like her father 6. Sophia has been medium-aged, yet she still looks very beautiful 7. Despite of his illness, he keeps on working d. Illative (Menunjukkan Kesimpulan) Conjunction yang dipakai adalah therefore, so, so then, then, for Contoh: 1. My sister was ill, therefore, she couldn't go to school yesterday 2. It's time to go so, let's start 3. If you make mistake, then you must admit it. 4. It is going to rain, for the barometer is falling 2. SUBORDINATING CONJUNCTION Yaitu kata sambung yang menghubungkan antara anak kalimat dan induk kalimat. Artinya jika kita tidak menggunakan kata sambung, maka salah satu kalimat tidak dapat dimengerti maksudnya apabila ia berdiri sendiri. Conjunction jenis ini terbagi lagi menjadi: a. Cause and Effect (Hubungan Sebab Akibat: because, because of, since, for) 1. He could not pass the exam because he was lazy 2. I will succeed to pass the exam since I have studied hard 3. Because of the cold weather is very cold, Flora wears a winter coat 4. For I am not strong enough, I have to tell you that I love you b. Purpose (Maksud dan Tujuan: for, so that, in order that, in the effort of, in the hope that) 1. I bought a lot of books that I can prepare myself to pass the exam 2. You have to study hard in order that you can pass the exam c. Condition (Syarat: if, only if, otherwise, as if, even if, provided that) 1. You will pass the exam if you study hard 2. I will come to your house provided that I am well enough d. Time (after, before, when, during, as, until, as soon as, as long as, by the time, since, the first time, while,) 1. You can sit on my seat while I stand 2. I will be around you as long as I live e. Place (tempat: where, in which, wherever) DIRECT AND INDIRECT SPEECH Direct speech adalah kalimat yang diucapkan langsung oleh pembicara (orang pertama). Kalimat langsung terdiri dari 2 bagian, yaitu: a. Reporting verb, yang berarti kata kerja yang memberitahukan/ melaporkan b. Reported words, yang berarti kata-kata yang diberitahukan/ dilaporkan Indirect speech adalah kalimat yang diucapkan untuk menyampaikan pernyataan seseorang kepada orang lain. 1. The kinds of direct and indirect speech Berdasarkan jenis kalimat yang dilaporkannya, maka direct and indirect speech dapat dibagi menjadi 3 golongan, yaitu: a. Pernyataan (statement) b. Perintah/ permintaan (imperative/ request) c. Pertanyaan (question) A. Pernyataan (statement) Jika induk kalimat langsung (direct speech) dalam bentuk lampau (past tense), maka kalimat tak langsung (indirect speech) mengalami perubahan bentuk waktu (tense) sebagai berikut: a. Simple Present Simple Past She told me, “The woman comes” She told me that the woman came b. Present Continuous Past Continuos She said, “The woman is coming” She said that the woman was coming c. Present Perfect Past Perfect She said, “The woman has come” She said that the woman had come d. Present Perfect Continuous Past Perfect Continuous She said, “The woman has been coming” She said that the woman had been coming e. Simple Past Past Perfect She said, “The woman came last night” She said that the woman had come the night before f. Past Continuous Past Perfect Continuous She said, “The woman was coming” She said that the woman had been coming g. Present Future Past Future She said, “The woman will come” She said that the woman would come h. Past Future Past Future Perfect She said, “The woman would come” She said that the woman would have come Disamping mengalami perubahan waktu (tense), juga harus diperhatikan perubahan keterangan waktu (adverb of time) dan keterangan tempat (adverb of place) sebagai berikut:  Now (sekarang) then, at that moment (pada waktu itu)  Today (hari ini) that day (hari itu)  Yesterday (kemarin) the day before, the previous day  Last night (semalam) the night before, the previous night  Last week (minggu lalu) the week before, the previous week  Last Monday the Monday before  Two days ago two days before  A month ago a month before  A year ago a year before  Tomorrow the following day, the next day  Next week the following week  Here there  Can could  Over here over there B. Perintah/ permintaan (imperative/ request) Ada beberapa ketentuan yang perlu diperhatikan dalam reported words (kata-kata yang dilaporkan) dalam kalimat langsung (direct speech) dan kalimat tak langsung (indirect speech) yang menyatakan perintah atau permintaan, yaitu: 1. Apabila reported words merupakan kalimat perintah/ permintaan, maka reporting verb (kata kerja yang melaporkan) yang berupa said atau told harus diubah menjadi kata kerja tertentu yang menandakan: a. Command (perintah) mis: ordered, commanded yang berarti menyuruh, memerintahkan b. Precept (petunjuk, bimbingan) mis: advised yang berarti menasehati c. Request (permohonan) mis: asked yang berarti meminta, memohon d. Entreaty (permohonan yang sangat mendesak) mis: begged yang berarti meminta, memohon dengan sangat e. Prohibition (larangan) mis: forbade yang berarti melarang 2. Menggunakan kata kerja (verb) bentuk I, pada kalimat tak langsung 3. Menambahkan kata please untuk menyatakan perintah/ permintaan lebih sopan 4. Menggunakan not + to infinitive untuk perintah atau larangan Contoh: a. Command Direct speech (DS) She said to her servant, “Go away at once” Indirect speech (IS) She ordered her servant to go away at once b. Precept Direct speech (DS) He said to his young brother, “Study hard” Indirect speech (IS) He advised his young brother to study hard c. Request Direct speech (DS) He said to his friend, “Please come to my house” Indirect speech (IS) He asked his friend to please come to his house d. Entreaty Direct speech (DS) He said to his master, “Pardon me, sir” Indirect speech (IS) He begged his master to pardon him e. Prohibition Direct speech (DS) He said to his sister, “Don’t go there” Indirect speech (IS) He forbade his sister to go there C. Pertanyaan (question) 1. Pertanyaan diawali dengan kata Tanya: who, what, when, where, dengan ketentuan sebagai berikut: a. Kata Tanya tetap dipakai dalam pertanyaan tak langsung b. Susunan pertanyaan tak langsung menggunakan susunan kalimat pernyataan (statement), bukan dalam kalimat Tanya c. Perubahan bentuk waktu (tense) mengikuti ketentuan seperti biasa sebagaimana bentuk waktu (tense) pada kalimat pernyataan sebelumnya Contoh: Direct speech (DS)  Rina said to Ani, “What are you doing?” Indirect speech (IS)  Rina asked Ani what she was doing 2. Pertanyaan tanpa menggunakan Kata Tanya, dengan ketentuan sebagai berikut: a. Menggunakan if atau whether dalam pertanyaan tak langsung b. Susunan kalimat pertanyaan menggunakan susunan kalimat pernyataan (statement) Contoh: Direct speech (DS)  Rina asked me, “Can you help me?” Indirect speech (IS)  Rina asked me if I could help him Direct speech (DS)  He asked me, “Are you very busy?” Indirect speech  He asked me if I was very busy Clauses/ Sentence A. Clause/ Sentence Clauses/sentence adalah sejumlah kata yang memiliki subject dan predicate. Clauses terdiri dari dua jenis, yaitu Independent Clause (induk kalimat) adalah kalimat yang dapat berdiri sendiri sedangkan Dependent Clause (anak kalimat) adalah kalimat yang tidak dapat berdiri sendiri, masih bergantung pada kalimat yang lain. Example of independent clause: a. He is the boy b. She goes to school c. I don’t know Example of dependent clause: a. Who is very lazy b. Despite her sickness c. What you do B. Kind of Sentences Ada beberapa jenis kalimat dalam bahasa Inggris 1. Simple Sentence (Kalimat sederhana) Adalah jenis kalimat yang hanya memiliki satu klausa yang dapat berdiri sendiri dan memiliki arti yang lengkap. Dalam kalimat sederhana ini tidak terdapat kata penghubung untuk kalimat lain. Beberapa contohnya: a. She talks to the man b. My little sister has a lot of dolls c. The lady is cooking rice in the kitchen d. The students have studied English for several years 2. Compound Sentence (Kalimat majemuk setara/ Koordinatif) Adalah jenis kalimat yang di dalamnya terdapat dua atau lebih kalimat yang digabungkan dengan menggunakan kata hubung: and, but, or, so etc. Kalimat-kalimat yang menggabung ini menjadi kalimat majemuk setara. Kalimat majemuk setara ini dapat diperinci lagi menjadi: a). Additive compound sentence (kalimat majemuk setara menggabungkan) b). Contrastive compound sentence (kalimat majemuk setara mempertentangkan) c). Alternative compound sentence (kalimat majemuk setara memilih) Beberapa contohnya: a. Oil is now more expensive and that will affect our economy b. He has bought a new shirt but it does not fit him c. Can you come to dinner tonight or are you busy? d. You can eat neither the red apple nor the green one 3. Complex Sentence (Kalimat majemuk bertingkat/ Subordinatif) Adalah jenis kalimat yang di dalamnya terdapat dua bagian klausa. Satu klausa dapat berdiri sendiri atau klausa itu memiliki arti yang lengkap (independent clause) sedangkan klausa yang lainnya tidak memiliki arti yang lengkap (dependent clause). Dengan kata lain, hubungan antara pola-pola kalimat majemuk bertingkat ini tidak sederajat. Kedua klausa yang terdapat dalam kalimat majemuk bertingkat ini dapat dihubungkan dengan kata hubung: because, if, where, who, why, when, how, since, that, in order that, while, before, as etc. Beberapa contohnya: a. Rina does not go to school today because she is sick. b. You will pass the final exam if you study hard. c. The policeman shows the tourist the way how to get to the destination d. I will succeed to pass the exam since I have studied hard 4. Compound-complex Sentence (Kalimat majemuk campuran) Adalah jenis kalimat yang mana hubungan antara pola-pola kalimat itu dapat sederajat dan dapat juga bertingkat. Atau kalimat yang terdiri dari paling sedikit satu compound sentence dan paling sedikit satu dependent clause. Beberapa contohnya: a. The man earns some money and he puts it in the bank in order that he can get the high interest. b. My father is painting the wall and I help him while my mother is going to the market c. The farmer was so tired that he could not stand longer because he had worked all the day. 5. Conjunctions for Complex Sentences Learn this explanation No. Conjunction Function Example 1 After Before Since Until When While as To express time After I had taken a bath, I went to school I was standing in front of the door until my father came home 2. Because Since as To express cause I can’t go to the concert since I have no money 3. If Unless To express condition I will go with you if the rain stops Unless you gave me some money, I wouldn’t go to the mall. 4. Although Even though Though To express concession I will continue my study although I come from poor family 5. Who Where When that To express identification I want to meet the man who had killed my cat 6. So that In order that To express purpose I study hard so that I can pass the exam well 7 And But So Or To express relation I want to go to Solo but My friends want to go to Semarang Exercise Combine the following sentences with suitable conjunction 1. Cinderella could go anywhere. Her step mother gave her permission ___________________________________________________________________________ 2. I will keep trying to be a movie star. None of the movie company accepts me as an actor/actress ___________________________________________________________________________ 3. I took an extra lesson. I can do the test with flying colours ___________________________________________________________________________ 4. I was hunting bears in the wood I met the gorilla ___________________________________________________________________________ 5. Sponge Bob was walking along the city park. He met his friend Pattrick __________________________________________________________________________ 6. Dina chose the dog. It was barking loudly ___________________________________________________________________________ Elliptical Construction Elliptical atau Elipsis adalah penghilangan kata atau sejumlah kata dari suatu kalimat yang bertujuan agar kalimat menjadi lebih pendek dan lebih baik susunannya. Susunan Elipsis sering digunakan banyak orang, baik dalam percakapan maupun dalam bentuk tulisan. Semua ini ditujukan untuk menyingkat kalimat dan memperindah susunan kalimat namun tidak berubah makna dan arti sama sekali. Bayangkan kalau kita membaca sebuah buku dan buku itu berisi kalimat-kalimat yang tidak perlu. Tentu kita akan bosan membacanya. Oleh karena itu, maka Susunan Elipsis ini penting untuk dipelajari. 1.POSITIVE ELLIPTIC Apabila dalam sebuah kalimat positif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "too" atau "so" yang artinya "juga": Perhatikan cara menggabungkan beberapa kalimat di bawah ini agar menjadi lebih singkat dan tersusun rapi, namun tidak merubah arti sama sekali. 1. He is busy. I am busy (= He is busy and I am too) (= He is busy and so am I) 2. Mary is beautiful. You are beautiful (= Mary is beautiful and you are too) (= Mary is beautiful and so are you) 3. My brother can swim well. You can swim well (= My brother can swim well and you can too) (= My brother can swim well and so can you) 4. Alex buys a new car. Henry buys a news car. (= Alex buys a new car and Henry does too) (= Alex buys a new car and so does Henry) 5. Jack went to Bali yesterday. William went to Bali yesterday. (= Jack went to Bali yesterday and William did too) (= Jack went to Bali yesterday and so did William) 2. NEGATIVE ELLIPTIC Apabila dalam sebuah kalimat negatif kita mendapati predikat yang sama, maka kita sebaiknya menggunakan kata "either" atau "neither" yang artinya "juga tidak": 1. Ed doesn't like mango. George doesn't like mango. (= Ed doesn't like mango and George doesn't either) (= Ed doesn't like mango and neither does George ) 2. My father won't come there. I won't come there. (= My father won't come there and I won't either) (= My father won't come there and neither will I) 3. She never comes here. He never comes here. (= She never comes here and he doesn't either) (= She never comes here and neither does he) CATATAN Ada beberapa adverbs of frequency yang dianggap negatif seperti: never seldom rarely few hardly barely scarely litlle dll 3. CONTRARY ELLIPTIC Untuk susunan yang berlawanan, kita dapat menggunakan kata "but" yang artinya "tetapi": a. Stephanie is clever. Her sister isn't clever ( Stephanie is clever but her sister isn't) b. She does not have a pen. I have a pen. (She does not have a pen but I do) BEBERAPA TEMPAT TERJADINYA SUSUNAN ELIPSIS 1. Menghilangkan Subjek dan atau Auxiliary/Modal 1. Mr. Hunt ate a piece of bread for breakfast and (he) drank a cup of coffee. (= kata "he" sebaiknya dihilangkan karena tidak perlu pengulangan subjek) 2. My servant has swept the floor, (my servant has) washed the dishes, and (my servant has) cooked our lunch. (= "my servant has" selalu berulang-ulang. Oleh karena itu, sebaiknya dihilangkan) 3. To save the time, you should clean the house and Mary (should) cook the meal. 2. Menghilangkan Predikat 1. I work at school and my wife (works) at a bank. 2. Jack will visit the church, while Ahmad (will visit) the mosque. 3. Menghilangkan Objek Langsung  Why do you open (the door) and (you) close the door? Expletive “There” Expletive berasal dari bahasa Latin yaitu "explere" yang berarti mengisi. Kata Expletive digunakan dalam Bahasa Inggris pada abad ke 17. Jadi Expletive There adalah kata There yang digunakan untuk mengisi suatu kalimat. Kata There digunakan dalam kalimat sebagai pengganti Subjek. Ada beberapa pola kalimat yang umum menggunakan "Expletive There", yaitu: 1. There + be + (pro)noun + expression of place/time.  There is nobody here.  There is a piano in the room.  There isn't much milk in that glass.  There're a lot of students here yesterday.  There were several parties last week.  There's going to be a party tomorrow. 2. There + be + noun dengan Adjective Modifier:  There are different ways to do it.  There are two blankets for each bed.  There are many doctors who can help you.  There are (some) people who like him. 3. There + be + noun + -Ing Participle.  There is a storm approaching. (= A storm is approaching).  There is strong wind coming up from the west.( = A strong wind is coming up from the west). Kadang-kadang bentuk Past Participle sering juga dipakai, dan susunan ini untuk maksud passive.  There were many people killed in the last war. ( = Many people were killed in the last war).  There have been more Americans killed in the road accidents than in all the war since 1900. Beberapa verb yang sering digunakan setelah "Expletive There", yaitu: appear, come, go, happen, live, remain, seem, enter, follow, dll.  Once upon time there lived a wicked king.  There seem to be two reason for his success.  There remains nothing more to be done. 4. There + be + noun phrase + to-infinitive clause.  There was no one for us to talk to.  There is essential for the papers to be ready before Friday. 5. Expletive There atau juga here, biasanya digunakan untuk (sebagai) Exclamatory sentence (kalimat seru).  There goes the bell! (Lonceng sedang berbunyi!)  There you have me! (Di situlah kami kena'nya!)  There they are! (Itu mereka!) Catatan: Untuk membuat pertanyaan, letakkanlah BE (modal auxiliary) sebelum The Expletive There.  There is a book here.  Is there a book here? - Yes, there is. No, there isn't.  There will be music at the party.  Will there be music at the party? - Yes, there will. No, there won't. IMPERATIVE, REQUEST, EXCLAMATORY SENTENCES 1. Imperative Sentence (Kalimat perintah) Adalah kalimat yang bersifat menyuruh orang melakukan sesuatu untuk kita, atau kalimat yang akan kita pergunakan untuk memerintahkan orang melakukan yang kita inginkan.  Kalimat perintah yang dimulai dengan kata kerja utama. Rumus: Verb a. Sit down b. Open your book c. Come here d. Stand up e. Hurry up  Kalimat perintah yang tidak menggunakan kata kerja utama. Ada kalimat perintah yang tidak menggunakan kata kerja utama, tetapi menggunakan “Be” Rumus: a. Be + Adjective Be patient. Be kind to him Be good at home b. Be + Noun phrase Be a good boy Be a docter c. Be + Prepositional phrase Be in school d. Be + Pronoun Be yourself  Kalimat perintah dalam bentuk negative Rumus:  Don’t + Verb Don’t stand up Don’t take a break  Don’t + be + Adjective/ Noun phrase/ Prepositional phrase/ Pronoun Don’t be lazy Don’t be a crazy man Don’t be at home Don’t be yourself  Kalimat perintah yang sopan Contoh: a. Please be silent b. Please sit down c. Please don’t do it 2. Request Sentence (Kalimat permintaan) Adalah kalimat yang bersifat untuk meminta atau mengajak seseorang untuk melakukan sesuatu. Kalimat permintaan ini hampir sama dengan kalimat ajakan. Contoh:  Would you join us?  Would you have lunch with us?  Will you help us?  Please don’t leave me alone.  Would you please take a seat?  Please don’t be angry.  Why don’t you go now?  How about going to a movie? 3. Exclamatory Sentence Adalah kalimat seru, kalimat yang menyatakan perasaan tiba-tiba. a. Menggunakan “How” Rumus: How + Adjective/ Adv. of Manner + S + Verb/Be  How fast he runs!  How politely she behaves!  How delicious the food is !  How fierce the dog is! b. Menggunakan “What” Rumus: What + Noun phrase + S + Verb/Be  What a good job he does !  What a beautiful hair she has !  What a friendly lady you are !  What a handsome boy he is ! Gerund Gerund adalah verbal noun atau kata kerja yang berasal dari kata kerja yang berbentuk V-ing. Fungsi dan kedudukannya dalam kalimat sama dengan fungsi kedudukan noun. Yang bisa menjadi subjek, objek, objek kata depan, komplemen, sebagai noun modifier (penjelas kata benda), dan gerund juga bisa untuk menyatakan larangan. Fungsi Gerund 1. Gerund Sebagai Subjek Kalimat :  Traveling might satisfy your desire for new experiences.  Reading poems needs skills.  Cooking is a good hobby  Driving a car is not easy 2. Gerund Sebagai Objek Langsung :  I like reading very much.  Intan enjoys reading a novel  They don’t mind coming to the party 3. Gerund Sebagai Objek Complement :  My cat's favorite activity is sleeping.  My hobby is swimming.  His favorite sport is bicycle riding Cat: Gerund yang berfungsi sebagai komplemen selalu didahului dengan Be: am, is, are, was, were. 4. Gerund Sebagai Objek Kata Depan (Prepositions) :  The police arrested him for speeding.  I look forward to hearing from you soon.  He gave up drinking the beer.  Before waving her hand, she smiled at me  Toni goes on speaking in the class  They are fond of climbing mountain  The boy is afraid of falling off his bicycle  There is a reason for leaving so early  I don’t like the idea of spending much money 5. Gerung digunakan setelah kelompok kata (phrase) tertentu, seperti:  It’s no use . . . . : tidak ada gunanya  It’s no good . . . : tidak ada gunanya  Would you mind . . . : apakah kamu tidak keberatan  There’s no harm in . . . : tak ada ruginya  Have the pleasure of . . . : senang sekali  Can’t help . . . : terpaksa, tak tahan, tak sampai hati  Can’t stand . . . : tak tahan, tak sampai hati  Can’t stop . . . : tak tahan, tak sampai hati  It’s worth . . . : bernilai  Be used / accustomed to . . . : terbiasa 6. Gerund digunakan untuk menyatakan larangan :  No parking  No smoking 7. Gerund digunakan dalam ungkapan tertentu :  Seeing is believing  Kissing is loving 8. Gerund digunakan sebagai Head (kata yang berkedudukan sebagai yang dijelaskan)  Problem solving : pemecahan masalah  Negative thinking : pikiran yang negatif  General meeting : pertemuan umum 9. Gerund digunakan kata yang menentukan sifat (modifier) yang diletakkan di depan kata benda (noun) untuk memberikan sifat yang mengandung alat atau tempat.  Swimming pool  Dinning table  Waiting room  Living room  Reading book  Sleeping pills  Swimming suit  Etc 10. Gerund digunakan di belakang possessive adjective atau possessive noun :  Herlin’s cooking is very delicious  His speaking is not relevant with the fact  Your coming makes me happy 11. Gerund Setelah Kata Kerja Tertentu :  He admitted cheating on the test.  The doctor generally advised drinking low-fat milk. Untuk lebih lengkapnya, di bawah ini kami buatkan daftar dan contohnya dari kata-kata kerja yang harus ditambah dengan bentuk Gerunds: • admit = He admitted cheating on the test. • advise = The doctor generally advised drinking low-fat milk. • allow = Ireland doesn't allow smoking in bars. • anticipate = I anticipated arriving late. • appreciate = I appreciated her helping me. • avoid = He avoided talking to her. • begin = I began learning Chinese. • can't bear = He can't bear having so much responsibility. • can't help = He can't help talking so loudly. • can't see = I can't see paying so much money for a car. • can't stand = He can't stand her smoking in the office. • cease = The government ceased providing free healthcare. • complete = He completed renovating the house. • consider = She considered moving to New York. • continue = He continued talking. • defend = The lawyer defended her making such statements. • delay = He delayed doing his taxes. • deny = He denied committing the crime. • despise = She despises waking up early. • discuss = We discussed working at the company. • dislike = She dislikes working after 5 PM. • don't mind = I don't mind helping you. • dread = She dreads getting up at 5 AM. • encourage = He encourages eating healthy foods. • enjoy = We enjoy hiking. • finish = He finished doing his homework. • forget = I forgot giving you my book. • hate = I hate cleaning the bathroom. • imagine = He imagines working there one day. • involve = The job involves traveling to Japan once a month. • keep = She kept interrupting me. • like = She likes listening to music. • love = I love swimming. • mention = He mentioned going to that college. • mind = Do you mind waiting here for a few minutes. • miss = She misses living near the beach. • need = The aquarium needs cleaning. • neglect = Sometimes she neglects doing her homework. • permit = California does not permit smoking in restaurants. • postpone = He postponed returning to Paris. • practice = She practiced singing the song. • prefer = He prefers sitting at the back of the movie theater. • propose = I proposed having lunch at the beach. • quit = She quit worrying about the problem. • recall = Tom recalled using his credit card at the store. • recollect = She recollected living in Kenya. • recommend = Tony recommended taking the train. • regret = She regretted saying that. • remember = I remember telling her the address yesterday. • report = He reported her stealing the money. • require = The certificate requires completing two courses. • resent = Nick resented Debbie's being there. • resist = He resisted asking for help. • risk = He risked being caught. • start = He started studying harder. • stop = She stopped working at 5 o'clock. • suggest = They suggested staying at the hotel. • tolerate = I tolerated her talking. • try = Sam tried opening the lock with a paperclip. • understand = I understand his quitting. • urge = They urge recycling bottles and paper. Paired Connectors 1. A). Either means one of two / the other of two (satu dari dua / salah satu) Examples: I have bought two pens You can have either (Anda dapat memiliki salah satunya) B). Either . . . . Or . . . . “Either . . . . Or . . . .” as a connector that means one or the other of two (Salah satu dari dua) dan digunakan untuk menunjukkan pilihan terhadap dua alternatif atau lebih. Examples: (a). You can give it to me either today or tomorrow (Anda dapat memberikannya kepadaku hari ini atau besok) (b). I put it either in my pocket or on my desk (Saya meletakkannya di dalam kantongku atau di atas mejaku) (c). Either my sisters or my father is coming (Adik perempuanku atau ayahku akan datang) Cat.  “Either . . . or . . .” sebagai connector dapat digunakan dengan noun, adjective, verb, adverb, prepositional phrase, clause dan lainnya sepanjang konstruksinya paralel.  “Either . . . or . . .” dapat diikuti oleh singular or plural verbs tergantung pada kata benda mana yang lebih dekat dengan kata kerja atau kata bantu. 2. A). Neither means not one of the other two things or people (tidak satu dari dua benda atau orang). Examples: I have two students. Neither is present (tak satupun hadir) B). Neither . . . . Nor . . . . “Neither . . . . nor . . . .” as a connector that means not one nor the other of two people or things (tidak salah satu dari dua) dan digunakan untuk menunjukkan tidak ada pilihan dari dua alternatif atau lebih. Examples: (a). He has neither wife nor children. (Dia tidak mempunyai istri, juga tidak mempunyai anak) He does not have wife. He does not have children. (b). She likes neither fried chicken nor fried rice. (c). The man neither smokes, drinks, nor uses drugs. (d). Neither his wife nor his children are coming. (Istrinya atau anak-anaknya tidak akan datang) Cat.  “Neither . . . nor . . .” sebagai connector dapat digunakan dengan noun, adjective, verb, adverb, prepositional phrase, clause dan lainnya sepanjang konstruksinya paralel.  “Neither . . . nor . . .” dapat diikuti oleh singular or plural verbs tergantung pada kata benda mana yang lebih dekat dengan kata kerja atau kata bantu. 3. Both (Of) A). “Both” sebagai kata sifat ditempatkan di depan kata benda jamak dan mempunyai arti the two (keduanya). Examples: (a). Both parents are dead. (b). Both of these books are expensive. B). “Both” sebagai kata ganti mempunyai arti : the two, not only the one but also the other. Examples : (a). They both go to college. (b). My brother and I are at home. (c). His parents are both dead. (d). We both went to the wedding party. C). Both . . . and . . . mempunyai arti baik . . . . maupun . . . . Examples : (a). Both your teacher and his teacher are absent today. (Baik gurumu maupun gurunya tidak hadir hari ini) (b). I want to borrow both the English book and the history book. (c). My brother and my sister are both tired and sleepy. Cat. ‘Both . . . and . . .’ memerlukan kata kerja atau kata bantu jamak karena menyatakan sesuatu yang lebih dari satu. 4. “Not only . . . . but also . . . .” means ‘tidak hanya . . . . tetapi juga . . . .’ “Not only . . . . but . . . . as well” Examples : (a). He succeeded in not only music but also sports. (Dia sukses tidak hanya dalam musik tetapi juga dalam olahraga) (b). Not only the pilot but also the stewardess gets a high salary. (c). Not only my parents but also my brother does not agree with me. Exercises : A. Complete the sentences with both/neither/either 1. “Do you want tea or coffee?” “____________, I really don’t mind” 2. What day is it today-the 18th or th 19th? ___________ . It’s the 20th 3. A : Where did you go for your holidays – Bali or Lombok? B : We went to ________ . A week in Bali and a week in Lombok. 4. When shall I phone you, morning or afternoon? ________ . She’s away in all day. 5. Where’s Kate? Is she at work or at home? ________ . She’s away on holiday. B. Complete the sentences with both/neither/either. Use of where necessary. 1. __________ my parents are from Jakarta 2. To get to the town centre, you can go along the footpath by the river or you can go along the road. You can go ___________ way. 3. I tried twice to phone George but _______ times he was out. 4. ________ Tom’s parents in English. His father is Spaniard and his mother is Japanese 5. I saw an accident this morning. One car drove into the back of another. Fortunately, _____ driver was injured but ______ cars were quite badly damaged. 6. I’ve got two sisters and a brother. My brother is working but ______ my sisters are still at school. C. Write sentences with both . . . and . . . / neither . . . nor . . . / either . . . or . . . 1. Tom was late. So was Ann. ________________ 2. She didn’t write and she didn’t phone. ______________ 3. Any does not sing a song. She also never hears a song. ______________ 4. Jim is on holiday and so is Carol. _______________ 5. George doesn’t smoke and he doesn’t drink. ___________ 6. Jim hasn’t got a car. Carol hasn’t got a car either. __________________ 7. It was a very boring film. It was very long too. The film ______________ 8. Is that man’s name Richard? Or is it Robert? It’s one of the two. The man’s name _________ 9. I haven’t got time to go on holiday. And I haven’t got the money. I’ve got ___________ 10. He is not diligent. He is not polite. ____________ Passive Voice Kalimat aktif merupakan kalimat yang subjek kalimatnya adalah pelaku sebuah tindakan, sedangkan kalimat pasif adalah kalimat yang subjeknya bukan pelaku suatu tindakan. Si subjek adalah si penerima akibat dari sebuah tindakan. Bandingkan kalimat-kalimat berikut:  Aktif : Susi mengetik surat ini kemarin  Pasif : Surat ini diketik oleh Susi kemarin  Aktif : Kucingku membunuh seekor tikus  Pasif : Seekor tikus dibunuh oleh kucingku Rumus umum untuk membentuk suatu kalimat Pasif Aktif : S + Verb + Objek Pasif : Objek + be + Verb 3 + by (subjek) To be yang digunakan  Present : is, am, are  Past : was, were  Perfect : been (di depan have, has, atau had)  Future : be (setelah modals)  Continuous : being (di depan salah satu dari 7 to be di atas) Hal-hal yang perlu diketahui dan diingat 1. Untuk menyatakan suatu kalimat dalam bentuk pasif, tenses tidak berubah. Tenses harus sama dengan kalau kita menyatakannya dalam bentuk aktif. Yang berubah hanya kata kerja-nya. 2. Kata kerja yang tidak memiliki objek (Kata Kerja Intransitif) tidak dapat diubah menjadi kalimat pasif, seperti, menangis, mendidih, terbit, dll. Contoh-contoh kalimat aktif dan pasif 1). Simple Present Tense  Jack sings a song (active)  A song is sung by Jack (Passive) 2). Simple Past Tense  Jack sang a song yesterday (active)  A song was sung by Jack yesterday (passive) 3). Present Perfect Tense  Jack has sung a song (active)  A song has been sung by Jack (passive) 4). Present Future  Jack will sing a song (active)  A song will be sung by Jack (passive) 5). Present Continuous Tense  Jack is singing a song (active)  A song is being sung by Jack (passive) 6). Modals  Jack can sing a song (active)  A song can be sung by Jack (passive) Beberapa Bentuk Kalimat Passive 1). Passive Imperative Sentence Rumus: Let + objek + be + Kata Kerja Bentuk III  Help the poor (active)  Let the poor be helped (passive) 2). Passive Infinitive: It is/was time Rumus: It is/was time for + objek + to be + kata kerja III  It is time to send the letter (active)  It is time for the letter to be sent (passive) 3). Negative Passive Imperative Sentence Rumus: Subjek + be + Kata kerja III + not to + infinitive (kata kerja III yang sering digunakan adalah: advised, asked, begged, commanded, requested)  Don’t wait for me (active)  You are advised not to wait for me (passive) 4). Passive Sentence with Verbs of Perception Rumus: Subjek + be + adjectives + when + subjek + be + kata kerja III (kata kerja yang digunakan adalah: taste, smell, feel)  This food tastes delicious (active)  This food is delicious when it is tasted (passive) 5). Passive Sentence with Certain Verbs followed by “that-clause” Kata kerja yang digunakan adalah: accept, admit, agree, assume, believe, decide, expect, find out, intend, plan, point out, presume, prove, regret, report, say, think, understand.  We regretted that the principal had to resign from office (active)  It was regretted that the principal had to resign from office (passive) 6). Passive Sentence with Nouns or Adjectives as Complements  I consider her very pretty (active)  She is considered very pretty (passive) 7). Passive Sentence with two objects  He gave me a book (active)  A book was given to me by him (passive 1)  I was given a book by him (passive 2) 8). Passive Sentence with Gerund Verbs  The teacher enjoyed teaching the students (active)  The students enjoyed being taught by the teacher (passive) 9). Agent consisting long expression at the end of sentence Dalam kalimat pasif, jika pelaku terdiri dari ekspresi yang panjang, sebaiknya subjek tersebut ditempatkan di akhir kalimat setelah by.  We were all surprised by her sudden announcement to get married  I was confused by his plan to stop the ongoing project and begin a new one. 10). Passive Sentence with unique verbs Kata kerja yang digunakan adalah: require, deserve, need  This wall needs to be painted (sama dengan)  This wall needs painting. Pembentukan Kata Benda Jamak Cara membentuk singular noun menjadi plural noun No Keterangan Singular Noun Plural noun Meaning 1 Tiap kata benda yang berbunyi desis (seperti: s, ss, sh, ch, x, z) mendapat tambahan –es di belakang kata benda Gas Glass Box Brush Watch Quiz Gases Glasses Boxes Brushes Watches Quizzes Gas Gelas, kaca Kotak Sikat Jam tangan Ulangan 2 Kata benda yang berakhir huruf –o, dan didahului oleh huruf konsonan, maka mendapat huruf akhiran –es (kecuali kata-kata yang berasal dari luar Inggris, seperti: dynamo, canto, photo, quarto, plano, grotto, tyro) Negro Buffalo Potato Echo Hero Negroes Buffaloes Potatoes Echoes Heroes Orang negro Banteng, kerbau Kentang (bunyi) gema Pahlawan 3 Kata benda yang berakhir huruf –oo, -io, -eo atau –yo maka ditambahkan huruf -s Bamboo Zoo Cuckoo Folio Studio Radio Cameo Video Embryo Bamboos Zoos Cuckoos Folios Studios Radios Cameos Videos Embryos Bambu Kebun binatang Sejenis elang malam Folio Radio Batu berharga Janin 4 Kata benda yang berakhir huruf –y dan didahului huruf konsonan, maka huruf –y diubah menjadi huruf -i, lalu tambahkan –es, sehingga menjadi -ies Lady Company Baby Fly Army Ladies Companies Babies Flies Armies Gadis Perusahaan Bayi Lalat Tentara 5 Kata benda yang berakhir huruf –f atau –fe, maka bentuk jamaknya dengan menghapus –f atau –fe, dan menggantinya –ves. (kecuali: gulfs, fife (seruling),safe (peti besi), strife (perselisihan), scarf (selendang)) Calf Sheaf Knife Loaf Thief Dwarf Wharf Calves Sheaves Knives Loaves Thieves Dwarves (dwarfs) Wharves (wharfs) Anak sapi Berkas, ikat Pisau Papan roti Pencuri Orang kerdil Dermaga 6 Kata benda yang huruf akhirnya adalah: -oof, -ief, eef, -rf, -ff hanya mendapat tambahan huruf -s Roof Chief Reef Cliff Proof Roofs Chiefs Reefs Cliffs Proofs Atap Kepala, Ketua Batu karang Jurang, Karang yang terjal Bukti 7 Kata benda yang berakhir huruf –is, maka huruf tersebut diubah menjadi -es Oasis Basis Analysis Crisis Hypothesis Oases Bases Analyses Crises Hypotheses Daerah yang agak subur (ada air dan tumbuh-tumbuhan) Dasar 8 Kata benda yang tidak mempunyai bentuk tunngal dan selalu dalam bentuk jamak Arms Glasses Scissors Tangs Shoes Shorts Trousers Breeches Compasses Shears Pincers Pliers Tweezers Measles Pants Senjata Kacamata Gunting Tang Sepatu Celana pendek Celana panjang Celana Kompas Gunting besar Penjepit Tang/ catut Jepitan Penyakit campak Celana dalam 9 Kata benda tunggal yang mempunyai bentuk kata benda jamak yang tidak beraturan (Irregular plural forms) Man Woman Foot Mouse Child Louse Tooth Goose Ox Person Brother Men Women Feet Mice Children Lice Teeth Geese Oxen People Brethren Pria Wanita Kaki Tikus Anak Kutu Gigi Angsa Sapi jantan Orang Saudara 10 Kata benda mempunyai bentuk kata benda jamak yang sama dengan kata benda tunggal Deer Sheep Swine Fish Dozen Food Deer Sheep Swine Fish Dozen Food Rusa Domba Babi Ikan Lusin Makanan 11 Kata benda tunggal yang berasal dari bahasa asing (selain bahasa Inggris) mempunyai bentuk jamak dalam bahasa asing tersebut Criterion Data Alumnus Bacteria Curriculum Criteria Datum Alumni Bacterium Curricula/ curriculums Kriteria Data Lulusan Kuman Kurikulum QUESTION TAG Question Tag adalah pertanyaan pendek yang ada di akhir kalimat. Dalam bahasa Indonesia, mungkin kita sering mendengar orang berkata, kamu terlambat, kan?. Nah kata "kan?" di sini disebut dengan question tag dalam bahasa Inggris. Pada topic ini kita akan membahas tentang:  Positive Statement  Negative Statement  Imperative Statement 1. Positive Statement Rumus: (+) statement, (-) tag? A. Menggunakan Kata Bantu (Auxiliary) Examples:  You are the new secretary, aren't you?  George can swim well, can't he?  I am going to go to the cinema with you, aren't I?  Susie has phoned you, hasn't she? Catatan penting:  Jika kita dapat melihat adanya kata Bantu (is, am, are, was, were, do, does, did, has, have, had, will, would, can, could, shall, should, may, might, atau must), maka gunakan saja kata Bantu tersebut sebagai tagnya.  Tag negative harus dibentuk dengan singkatan. Pengguaan not yang terpisah dari kata bantunya tidak umum dalam Question tag.  Jika subjek kalimatnya I, dan kata bantunya am, maka tagnya adalah aren't I? bukan "amn't I" sebab penyingkatan ini tidak standard dalam bahasa Inggris.  Berhati-hatilah dengan penyingkatan kata Bantu. Perhatikan contoh kalimat-kalimat berikut ini: • She's afraid to stay alone, isn't she? • She's called the police, hasn't she? Pada kalimat pertama, she's = she is, sebab diikuti oleh kata sifat, sedangkan pada kalimat kedua she's = she has, sebab diikuti oleh kata kerja bentuk ke-3 (Present Perfect Tense) B. Tanpa Kata Bantu (Auxiliary) Examples:  They invited you to their party, didn't they?  She read the novel, didn't she?  She reads the novel, doesn't she?  Somebody knocked at the door, didn't they?  You think I will be fired, don't you?  I believe you will pass the exam, won't you? Catatan penting:  Jika tidak ada auxiliary (kata Bantu) di dalam kalimat statement-nya, maka gunakan do, does, atau did, tergantung dari tenses-nya.  Berhati-hati dengan kata kerja Irregular Verbs, terutama yang memiliki bentuk yang sama seperti contoh kalimat no. 2 dan 3 di atas.  Somebody/someone, anybody/anyone, everybody/everyone, these/those dianggap menjadi "they" dalam tagnya.  Something, anything, everything, this/that dianggap menjadi "it" dalam tagnya.  Jika statement-nya terdiri dari induk dan anak kalimat, maka tag-nya diambil dari induk kalimatnya (contoh kalimat ke-5), kecuali jika induk kalimatnya dimulai dengan I, maka tag-nya diambil dari anak kalimatnya (contoh kalimat ke-6). Hal ini sangat masuk akal kita, kan tidak lucu kalau kita bertanya pada diri kita sendiri. (Saya percaya kamu akan lulus ujian, ya kan? - tetapi ya kan-nya ditujukan pada diri sendiri) 2. Negative Statement Negative statement jauh lebih mudah dibandingkan dengan positive statement karena kita sudah melihat adanya kata Bantu di dalam statement-nya. Kita tinggal memindahkan kata Bantu tersebut ke dalam tagnya. Negative statement biasanya sering dipakai untuk meminta tolong atau meminta informasi tentang sesuatu/seseorang. Rumus: (-) Statement, (+) tag Examples:  There isn't any news, is there?  My parents won't go to Bali with you, will they?  Nobody wants to go with you, do they?  Everybody does not bring their homework, do they?  You never come to her dormitory, do you? Catatan penting:  Nobody, nothing dianggap negative  Nobody dianggap menjadi they dalam tagnya dan nothing dianggap menjadi it dalam tagnya.  Hati-hati jangan sampai terlena dengan kata Bantu yang nampak dalam statement-nya. Perhatikan contoh kalimat no. 3 dan 4. Kata kerjanya seolah-olah adalah tunggal dan seharusnya menggunakan does, namun mengapa tag-nya menggunakan do? Sebab nobody dan everybody dianggap they dalam tag-nya.  Never, seldom, barely, little, few, dll dianggap negative (contoh kalimat no. 5)  Namun ingat, a few, dan a little dianggap positive. 3. Imperative Statement Imperative statement biasanya digunakan untuk meminta dan menyuruh orang lain untuk mengerjakan sesuatu. Ada juga yang berfungsi untuk melarang dan mengajak orang lain. Tag yang digunakan adalah: Will you, won't you, would you, could you, can you, dll yang sejenis. Penggunaannya tergantung dari situasi kalimatnya dan tingkat kesopanan statement yang disampaikan. Misalnya kalau meminta orang lain untuk mengerjakan sesuatu, lebih baik gunakan would you atau sejenisnya, dan menyuruh seseorang dengan nada marah, maka can you akan lebih cocok digunakan daripada would you. Sedangkan untuk let's, tag yang digunakan adalah shall we? Contoh:  Sit down, would you?  Let's do it again, shall we?  Don't disturb me, can't you? Catatan penting: Penggunaan tag di atas sama penggunaanya dan dapat digantikan dengan please. Contoh:  Sit down, please?  Let's do it again, please?  Don't disturb me, please? 4. Ellipsis Question Tag Berhati-hatilah dengan penggunaan Question tag, khususnya jika kita tidak dapat melihat adanya subjek kalimat dalam statement-nya. Untuk itu, kita perlu memahami dan mencermati bahwa subjek kalimat statement-nya sebenarnya ada, namun hilang (ellipsis). Perhatikan contoh kalimat-kalimat berikut ini:  Nice day, isn't it?  Difficult, aren't they?  Talking about me, aren't you?  Fine, aren't you? Preferences Preference adalah suatu bentuk pernyataan yang menyatakan perasaan lebih suka dari yang lainnnya. Dalam Bahasa Indonesia, ungkapan ini tidak begitu sulit, dimana kita cukup mengucapkan "Lebih Suka dari", namun dalam Bahasa Inggris, ada beberapa bentuk yangdapat digunakan untuk menyatakan pernyataan di atas, diantaranya adalah: 1. Prefer Rumus:  Prefer + to infinitive  Prefer + nouns + to + nouns  Prefer + V-ing + to + V-ing Contoh:  They prefer to stay home (Dia lebih suka tinggal di rumah)  My mother prefers lemon to orange juice (Ibu saya lebih suka jus lemon daripada jus jeruk)  She prefers swimming to dancing 2. Would rather Rumus:  Would rather + bare infinitives (kata kerja tanpa to)  Would rather + bare infinitives + than + bare infinitives  Would rather + bare infinitives + nouns + than + bare infinitives + nouns Contoh:  I would rather study now (Saya lebih baik belajar sekarang)  She would rather stay home than go shopping (Dia lebih baik tinggal di rumah saja daripada berbelanja)  You'd rather speak English than French 3. Would prefer Rumus:  Would prefer + to infinitives + rather than + bare infinitives  Would prefer + to infinitives + nouns + rather than + bare infinitives + nouns Contoh:  They would prefer to sing rather than dance. (Mereka lebih baik bernyanyi saja daripada menari)  You'd prefer to play ball rather than take a sleep. (Kamu lebih baik bermain bola daripada tidur) 4. Like Rumus:  Like + nouns / V-ing + better than + nouns / V-ing Contoh:  I like singing a song better than playing a guitar (Saya lebih suka bernyanyi daripada bermain gitar)  I like coffee better than tea. (Saya lebih suka kopi daripada teh) 5. Had better Rumus:  Had better + bare infinitives  Had better + not + bare infinitives (bentuk negative) Contoh:  You had better study hard (Kamu lebih baik belajar yang giat) You had better not work on Sundays (Kamu lebih baik tidak usah bekerja pada hari Minggu) Relative pronouns/ Relative clauses/ Adjective clauses Relative pronouns dinamakan juga Relative/ Adjective Clause yaitu Clause (anak kalimat) yang digunakan/berfungsi sebagai adjective yang menerangkan keadaan noun atau pronoun. Untuk lebih jelasnya penjelasan mengenai Relative pronoun, perhatikan penjelasan di bawah ini: Contoh: I have read the book (that) you just mentioned. Main Clause: I have read the book. Subordinate Clause: (that) you just mentioned. Dalam bahasa Indonesia, relative pronouns diartikan sebagai kata “yang” mis: “saya mengenal orang yang menyapa saya tadi pagi” Relative Pronoun • Kata Ganti Orang Kata Penghubung yang digunakan adalah : Who, Whom, Whose, That Fungsi : a. Subjek: (Who/That) Pattern : MC + Who + Verb + O MC + Who + Be + Adj. / Adv  I thanked the lady. She helped me. Main clause : I thanked the lady Subordinate clause : She helped me I thanked the lady who / that helped me Note : Bagian yang digabungkan adalah “She” adalah subjek dari subordinate clause.  The policemen catch the thief. He steals the money in the bank Main clause : The policemen catch the thief. Subordinate : He steals the money in the bank The policemen catch the thief who / that steals the money in the bank Note : Bagian yang digabungkan adalah “He” adalah subjek dari subordinate clause b. Objek: (Whom/That) Pattern : MC + Whom + S + V + . . . .  The man is my uncle. I call him Main clause : The man is my uncle Subordinate : I call him The man whom / that I call is my uncle Bagian yang digabungkan adalah “him” adalah objek dari subordinate clause.  The lady was my roommate. Andi helped her Main clause : The lady was my roommate Subordinate : Andi helped her The lady whom / that Andi helped was my roommate Bagian yang digabungkan adalah “her” adalah objek dari subordinate claus c. Kata Ganti Kepunyaan: (Whose) Pattern : MC + Whose + N + . . . .  I know the boy. His bicycle is stolen Main clause : I know the boy. Subordinate : His bicycle is stolen I know the boy whose bicycle is stolen Bagian yang digabungkan adalah “his bicycle” menjadi “whose bicycle” • Kata Ganti Benda, Binatang Kata Penghubung yang digunakan adalah: Which, that Fungsi: a. Subjek: (Which/That) Pattern : MC + Which + V + O : MC + Which + Be + Adj. / Adv.  The pen is hers. It is on your notebook Main clause : The pen is hers. Subordinate : It is on your notebook The pen which / that is on your notebook is hers Bagian yang digabungkan adalah “it” adalah subjek (benda) dari subordinate clause  This is a book. It describes animals Main clause : This is a book. Subordinate : It describes animals This is a book which / that describes animals Bagian yang digabungkan adalah “it” adalah subjek (benda) dari subordinate clause b. Objek: (Which/That) Pattern : MC + Which + S + V + . . . .  The watch is mine. The man repairs it right now Main clause : The watch is mine Subordinate : The man repairs it right now The watch which / that the man repairs right now is mine Bagian yang digabungkan adalah “it” objek (benda) dari subordinate clause  The dog is very fierce. The robber killed it last night Main clause : The dog is very fierce. Subordinate : The robber killed it last night The dog which / that the robber killed last night is very fierce Bagian yang digabungkan adalah “it” objek (binatang) dari subordinate clause Word Order Word order membahas tentang penempatan subjek, predikat, objek, komplemen, dan part of speech lainnya dalam suatu kalimat sesuai dengan jabatan dan fungsinya. Atau dalam bahasa Inggris, kita kadang menemukan atau memberikan banyak informasi terhadap sebuah kata benda. Jadi, kita memberikan lebih dari satu kata sifat di depan kata benda. Untuk lebih jelas, perhatikan contoh dan beberapa aturan serta fungsinya berikut ini: S P A Object, complement, parts of speech Opinion Adjective Fact/Descriptive Adjectives Nouns Adverb Size Age Shape Color Origin Material I want a lovely big new round black German wooden chair Right now He bought an expensive small - square green Indonesian paper book Yesterday She meets an intelligent tall Young - - - - man Everyday We find a beautiful large new - red Chinese - flower - They want a comfortable large - - white - stone room - Cat:  Fact adjective adalah kata sifat yang memberikan keterangan mengenai wujudnya sesuatu hal, seperti: ukuran (size), bentuk (shape), usia (age), warna (color), kebangsaan (nationality), dan bahan (material).  Opinion adjective adalah kata sifat yang memberikan suatu konsep dalam benak pikiran seseorang. Contoh: apik (nice), cantik (beautiful), dan sebagainya. Kata sifat ini tidak berwujud sebab hanya ada dalam bentuk konsep pikiran. Exercise I. Put the words in correct column according to the order of adjective based on the table provided!. short bowl one big five blue orange fresh new a/ an small coconut nice English plastic silver young tender crystal luxurious pan pen writing reading sharp Determiner Opinion Adjective Fact Adjective Noun Size Age Shape Colour Origin Material Purpose II. Put the words in the brackets into good adjective based on their order. 1. My sister wear an/a (silky/ beautiful) blouse. 2. My father bought an/a (brawn/ round/wooden/ Jepara) table. 3. She is an/a (German/ interesting/ young) woman. 4. Tomi is an/a (fat/short) man. 5. Kartini is an/a (young/Javanese/ friendly) lady. 6. I have an/a (brown/ metal/ small/ rectangular) box. 7. My mother keeps her buying in an/a (red/ plastic/ large/ shopping/ cheap) bag. 8. Bondan wears a pairs of (leather/ expensive/ Magetan/ black) shoes. 9. They drink glasses of (sweet/ iced-lemon) juice. 10. Thousand of (big/ wonderful/ Italian) islands. III. Answer the following questions. Put the adjectives in the correct order ! 1. He bought a book. The book is red. It is interesting. It is small. What did he buy ?  He bought a small interesting red book 2. She has three children. They are tall. They are fat. Which children are hers ?  ____________________________________ are hers. 3. Sutomo has a house. It is made of wood. It is beautiful. It is new. What does Sutomo have ?  ________________________________________________ 4. Siti is carrying an umbrella. It is beautiful. It is red. It is made of cloth. What is Siti carrying ?  ________________________________________________ 5. My parents bought a car. It is an apple green. It is new. It is small. What did my parents buy ?  ________________________________________________ 6. Mr. and Mrs. Kandow have two sons. They are naughty. They are short. What do Mr. and Mrs. Kandow have ?  ________________________________________________ 7. He can’t drive the car. It is old. It is broken. It is grey. What can’t he drive ?  ________________________________________________ 8. The child is playing with a doll. It is made of rubber. It is small it is nice. What is the child playing with ?  ________________________________________________ 9. He wrote many novels. They are new. They are interesting. What did he write ?  ________________________________________________ 10. The girl won the beauty contest. She is beautiful. She is tall. Who won the beauty contest ?  ________________________________________________ 11. Tommy is playing with a ball. It is red. It is round. It is big. What is Tommy playing with ?  ________________________________________________ 12. The girl comes from Australia. She is pretty. She is young. She is slim. Which girl comes from Australia ?  ________________________________________________ 13. The man is a writer. He is productive. He is young. What is the man ?  ________________________________________________ 14. Martin is a film star. He is handsome. He is tall. He is will-built( = tegap ).  ________________________________________________ 15. He threw away the shoes. They are worn-out ( = rusak ). They are old. They are brown. What did he throw away ?  ________________________________________________ CONDITIONAL SENTENCES Conditional sentences adalah bentuk kalimat yang menunjukkan harapan syarat. Kalimat pengandaian ini terdiri dari induk kalimat (main clause) dan anak kalimat (subordinate clause). Induk dan anak kalimat ini digabungkan dengan menggunakan conjunction (kata penghubung) IF. Pola kalimat conditional sentnces secara umum adalah: Bentuk induk dan anak kalimat mempunyai aturan yang satu sama lain saling mempengaruhi dan membentuk pengertian tersendiri. Melihat bentuk tensesnya, conditional sentence dibedakan menjadi tiga type, yaitu:  Type I = Future conditional  Type II = Present conditional  Type III = Past conditional 1. Type I = Future Conditional Future conditional adalah kalimat pengandaian yang menyatakan bahwa harapan pada main clause masih sangat mungkin dicapai apabila syarat pada subordinate clause dapat dipenuhi pada waktu yang akan datang. Bentuk future conditional dirumuskan sebagai berikut: Main clause Subordinate clause Present future Present tense Contoh: • They will come if you invite them Main clause subordinate clause • She will be here if you are present • He will win the game if he plays well 2. Type II = Present Conditional Present conditional adalah bentuk kalimat pengandaian yang menyatakan bahwa harapan pada main clause tidak mungkin lagi dicapai karena syarat pada subordinate clause tidak dapat dipenuhi pada saat ini. Dapat dikatakan bahwa kalimat pengandaian ini bertolak belakang dengan kenyataan yang terjadi pada saat ini. Bentuk Present conditional dapat dirumuskan sebagai berikut: Main clause Subordinate clause Past future Past tense Contoh: • They would come if you invited them Main clause subordinate clause (kenyataan: they don’t come because you don’t invite them) • She would be here if you were present 3. Type III = Past conditional Past conditional adalah bentuk kalimat pengandaian yang menyatakan bahwa harapan pada main clause tidak terjadi pada waktu lalu karena syarat pada subordinate clause tidak dipenuhi pada waktu lalu. Past conditional merupakan pengandaian yang bertolak belakang dengan kenyataan yang terjadi pada waktu lalu. Bentuk past conditional dapat dirumuskan sebagai berikut: Main clause Subordinate clause Past future perfect Past perfect Contoh: • They would have come if you had invited them Main clause subordinate clause (kenyataan: they didn’t come because you didn’t invite them) • She would have been here if you had been present • He would have won the game if he had played wel 4. Exercises I. Multiple choice 1. If you try again, you …..it well. A. Will do B. could do C. had done D. would do E. are do 2. If the man ….carelessly, he would get an accident A. Drives B. didn’t drive C. doesn’t drive D. drove E. driven 3. She would have returned the book ……………………… A. If you asked her C. if you had asked her E. if you ask her B. Unless you asked her D. unless you had asked her 4. If she had prepared the meal, we …………………so long for it A. Had waited B. will wait C. would wait D. would not have waited E. Wait 5. The teacher would punish you if you ……………….your assignment A. do B. did C. don’t do D. didn’t do E. does II. Change these sentences below into present, past conditional based on a real situation provided! 1. He does not go to the movie because his parents do not give him a permission 2. She gets an accident because she drives the motorcycle fast 3. I didn’t finish my assignment because I watched the TV last night 4. We didn’t study the subjects seriously so we didn’t pass the state exams 5. I missed her because I didn’t approach her CAUSATIVE VERBS Causatives are main verbs that cause people to do things. (Causative verbs adalah kata kerja yang digunakan untuk menunjukkan bahwa seseorang menghendaki orang lain untuk melakukan sesuatu pekerjaan baik dengan pembayaran, permintaan, bujukan, rayuan, atau bahkan dengan paksaan). Causative verbs include: 1. Have/ has : menyuruh, menginginkan 2. Get : menyuruh 3. Help : menyuruh, membuat 4. Let : memperbolehkan 5. Make : menginginkan 6. Want : menginginkan Dalam penggunaannya, causative verbs dapat dibagi menjadi 2 (dua) bagian, yaitu: A. Active causative verbs, yaitu bentuk kata kerja kausatif yang memiliki objek aktif dalam susunan kalimat, seperti: 1. Have/ has yang berarti menyuruh, dengan menggunakan rumus sebagai berikut Contoh: • I have my friend turn off the television now (saya menyuruh temanku mematikan televisi itu sekarang) • He has his son go to school now (Dia menyuruh anaknya pergi ke sekolah sekarang) • We must have the students lift the tables over there (Kita harus menyuruh siswa itu mengangkat meja itu disana) • I had my friend turn off the television yesterday (saya menyuruh temanku mematikan televisi itu kemarin) 2. Get yang berarti menyuruh, dengan menggunakan rumus sebagai berikut Contoh: • I get Mr.Eric to wash my car now (saya menyuruh Tuan Eric mencuci mobil saya sekarang) • She gets me to sweep the floor right now (Dia menyuruh saya menyapu lantai itu sekarang juga) • He will get his wife to go to the shop (Dia akan menyuruh istrinya pergi ke pasar) • I got Mr. Eric to wash the car two days ago (saya menyuruh Tuan Eric mencuci mobil saya dua hari yang lalu) 3. Help yang berarti membantu atau menolong, dengan menggunakan rumus sebagai berikut Contoh: • We help him write the letter (Kami membantu dia menulis surat itu) • Jenny helps you clean the room (Jenny membantu anda membersihkan kamar itu) • This book helps her to understand the maths (Buku ini membantu dia memahami mata pelajaran matematika itu) • We helped him write the letter last night (Kami membantu dia menulis surat itu tadi malam) 4. Let yang berarti membiarkan/memperbolehkan, dengan menggunakan rumus Contoh: • I let my brother swim with his friend now (saya memperbolehkan saudara saya berenang dengan temannya sekarang) • His father lets him to drive the car now (Ayahnya membiarkan dia mengendarai mobil itu sekarang) • She always lets her son to spend the night with his friends (Dia selalu membiarkan anaknya menghabiskan malam ini dengan teman-temannya) • I let my brother swim with his friend three days ago (saya memperbolehkan saudara saya berenang dengan temannya tiga hari yang lalu) 5. Make yang berarti memaksa, memerintah, atau menyuruh, dengan rumus sebagai berikut Contoh: • You always make the students leave their class (Anda selalu memerintah murid-murid itu meninggalkan kelasnya) • The manager makes his member attend the meeting (Pimpinan memerintah anggotanya menghadiri pertemuan itu) • The robber makes the boy give him the money now (Perampok memaksa anak laki-laki itu memberikan uang kepadanya sekarang) • You made the students stay in their class yesterday (Anda memerintah murid-murid itu tinggal di kelasnya kemarin) 6. Want yang berarti menginginkan, dengan rumus sebagai berikut Contoh: • I want him to understand the lesson (saya menginginkannya memahami pelajaran itu) • She wants her daughter to wash the dishes (Dia menginginkan anaknya mencuci piring itu) • The teacher wanted me to clean the blackboard yesterday (Guru itu menginginkan saya membersihkan papan tulis itu kemarin) B. Passive causative verbs, yaitu bentuk kata kerja kausatif yang memiliki objek pasif dalam susunan kalimat. Kata kerja yang memiliki objek pasif atau diikuti oleh kata kerja pasif yang terletak setelah pelengkap (complement). Kemudian, kata kerja 2 (kk.2) yang muncul setelah kata kerja Causative verbs 1 (kk.1) bisa dibentuk menjadi pasif (V3) apabila kata kerja 2 (kk.2) termasuk kata kerja transitif (kkt), yakni kata kerja yang membutuhkan objek. 1. Have/ has yang berarti menyuruh, dengan menggunakan rumus sebagai berikut Contoh: • I have the television turned off by my friend now 1 2 (saya menyuruh televisi itu dimatikan oleh temanku sekarang) • He has the car washed by someone now 1 2 (Dia menyuruh mobil itu dicuci oleh seseorang sekarang) • He had the car washed by someone yesterday 1 2 (Dia menyuruh mobil itu dicuci oleh seseorang kemarin) 2. Get yang berarti menyuruh, dengan menggunakan rumus sebagai berikut Contoh: • I get the car washed by Mr. Eric now (saya menyuruh mobil itu dicuci oleh Tuan Eric sekarang) • She gets the floor swept by me rightnow (Dia menyuruh lantai itu disapu sekarang juga) • I got the car washed by Mr. Eric two days ago (saya menyuruh Tuan Eric mencuci mobil saya dua hari yang lalu) 3. Help yang berarti membantu atau menolong, dengan menggunakan rumus sebagai berikut Contoh: • We help the letter written by him now (Kami membantu surat itu ditulis oleh dia sekarang) • Jenny helps the room cleaned by you now (Jenny membantu kamar itu dib ersihkan oleh anda sekarang) • We helped the letter written by him last night (Kami membantu surat itu ditulis oleh dia tadi malam) 4. Let yang berarti membiarkan/memperbolehkan, dengan menggunakan rumus Contoh: • I let this machine checked by him now (saya memperbolehkan mesin ini diperiksa oleh dia sekarang) • The father lets the car driven by his son now (Ayah it u membiarkan mobil itu dikendarai oleh anaknya sekarang) • I let this chair repaired by the student two days ago (saya memperbolehkan kursi ini diperbaiki oleh siswa itu dua hari yang lalu) 5. Make yang berarti memaksa, memerintah, atau menyuruh, dengan rumus sebagai berikut Contoh: • You always make the class left by the students (Anda selalu membuat kelas ditinggalkan oleh siswa itu) • The manager makes the meeting attended by his member now (Pimpinan membuat pertemuan itu dihadiri oleh anggotanya sekarang) • The robber made the money given to him by the boy lastnight (Perampok memaksa uang itu diberikan kepadanya tadi malam) 6. Want yang berarti menginginkan, dengan rumus sebagai berikut Contoh: • I want the lesson understood by him (saya menginginkan pelajaran itu dipahami oleh dia) • She wants the dishes washed by her daughter (Dia menginginkan piring itu dicuci oleh dia) • The teacher wanted the blackboard cleaned by me yesterday (Guru itu menginginkan papan tulis itu dibersihkan oleh saya kemarin) Exercises I. Change these sentences into active causative 1. The man asks the boy to accompany him (want) 2. The teacher tells the students to clean the schoolyard (has/ have) 3. Eric tells his little brother to paint the wall (get) 4. I told him to write the letter (let) 5. My father asked me to do my assignment lastnight (make) II. Change these sentences into passive causative 1. He asks me to sing a song (want) 2. My teacher tells her to read a passage (get) 3. She asked Alber to attend the meeting (make) 4. Jenny told Sisca to buy a dictionary (have/ has) 5. The school principal asked the students to enter the classroom (let) SUBJUNCTIVE Subjunctive adalah cara mengekspresikan harapan atas sesuatu hal atau menyatakan angan-angan yang berkontradiksi dengan kenyataan yang sebenarnya. Ada tiga jenis subjunctive yaitu: 1. Present subjunctive adalah harapan sekarang yang lebih merupakan sebuah doa Example: • God bless us! (semoga Tuhan memberkati kita) • God bless you! (semoga Tuhan memberkati anda) • God forgive you (semoga Tuhan memaafkan anda) • Heaven help us (semoga kita mendapatkan pertolongan-Nya) 2. Present unreal subjunctive adalah harapan sekarang yang tidak terpenuhi A. Wish subjunctive Pola kalimat Examples: • I wish I had money to buy a dictionary (Sebenarnya saya berharap mempunyai uang sekarang untuk membeli kamus itu) Means : I don’t have money to buy a dictionary (present tense) (Kenyataannya, saya tidak mempunyai uang) • Shinta wishes that she were a great film star (Sebenarnya Shinta berharap menjadi seorang bintang film yang hebat) Means : Shinta is not a great film star (present tense) (Kenyataannya, Shinta bukan seorang bintang film) B. If only subjunctive Pola kalimat Examples: • If only you told me the truth, I would keep you forever (Andai saja dirimu menceritakan sebenarnya padaku, saya akan menjagamu selamanya) Means: You don’t tell me the truth, so I will not keep you forever (present tense) (Kenyataan, anda tidak menceritakan yang sebenarnya padaku maka saya tidak akan menjagamu selamanya) • If only Tamara were still single, I would propose her (Andai saja Tamara masih sendiri, saya akan melamar dia) Means: Tamara is not single anymore, so I will not propose her (present tense) (Kenyataan, Tamara tidak sendiri lagi maka saya tidak akan melamar dia) C. Would rather subjunctive Pola kalimat Examples : • I’d rather that she were with me here (Sebenarnya saya lebih suka dirimu tidak berada disini) Means: She is not with me here (present tense) (Kenyataan, anda disini tetapi saya tidak suka) • I’d rather that Rini came with me to the music concert (Sebenarnya saya lebih suka Rini pergi ke konser dengan diriku) Means: Rini does not come to the concert with me (present tense) (Kenyataan, Rini tidak pergi ke konser bersama saya) D. As if/ As though subjunctive Pola kalimat Examples: • Julya operates the computer as if she were very good at computer (Julya mengoperasikan komputer seolah-olah dia sangat tahu tentang komputer) Means: Julya is not very good at computer (present tense) (Kenyataan, Julya tidak tahu mengoperasikan komputer) • Saphira and Febri are in the shopping plaza as though they got a lot of money (Saphira and Febri ada di plaza seolah-olah mereka memiliki uang yang banyak) Means: Saphira and Febri don’t get a lot of money (present tense) (Kenyataan, Saphira and Febri tidak memiliki uang yang banyak) 3. Past unreal subjunctive adalah harapan masa lalu yang berisi penyesalan atau penyesalan tentang kondisi masa lalu. A. Wish subjunctive Pola kalimat Examples: • Dann wished that I had come to her house (Dann berharap, saya telah datang ke rumahnya) Means: I didn’t come to her house (past tense) (Kenyataan, saya belum datang ke rumahnya) B. If only subjunctive Pola kalimat Examples: • If only Vira had given me the second chance to love her, I would have proposed her (Andai saja Vira telah memberikan saya kesempatan kedua untuk mencintainya, saya akan telah melamar dia) Means: Vira didn’t give me the second chance to love her (past tense) (Kenyataan, Vira tidak memberikan saya kesempatan kedua untuk mencintainya) C. Would rather subjunctive Pola kalimat Examples: • Rocky would rather that the newspaper had been delivered on Monday (Sebenarnya Rocky lebih suka surat kabar itu dikirim pada hari senin) Means: The newspaper was not delivered on Monday (past tense) (Kenyataan, surat kabar itu belum dikirim) D. As if/ as though subjunctive Pola kalimat Examples: • Febby asked me to go to the movie as if I had become her boy friend (Febby meminta saya untuk pergi ke bioskop seolah-olah saya telah menjadi temannya) Means: I was not her boyfriend (past tense) (Kenyataan, saya bukan temannya) Exercises Change these sentences below into subjunctive ! 1. He wishes that he (watch) the football match today 2. Erline wishes she (meet) her boyfriend right now 3. We wish there (be) not too many criminals nowadays 4. He treated all his friends in the canteen as if (get) a lot of money 5. If only the cost of living in this country (not keep increasing) the people would live more prosperously 6. We would rather the flight (be delayed) yesterday 7. If only he (healthy) he would go to the party with me now 8. If only she (start) to do early, she would have finished it on time 9. I would rather he (manage) his own business, so he would get a lot of money 10. Anton acted as though he (sick) in school yesterday. Simile, metaphor A simile is a figure of speech that says that one thing is like another different thing. We can use similes to make descriptions more emphatic or vivid. We often use the words as...as and like with similes. A simile compares two things using the word like or as (sama atau menyamakan seseorang atau sesuatu dengan yang lainnya) Common patterns for similes are : S + V/Be + AS + adjective + AS + something  It felt as hard as rock.  She looked as gentle as a lamb.  His skin was as cold as ice. S + V/Be + LIKE + something  These cookies taste like garbage.  He had a temper (that was) like a volcano.  My love is like a red, red rose.  Her hair was like silk  He eats like a pig.  He smokes like a chimney.  They fought like cats and dogs.  My father grumbles like a bear in the mornings Here are some more examples of well known similes: [Be] AS adjective AS something meaning as blind as a bat completely blind as cold as ice very cold as flat as a pancake completely flat as gentle as a lamb very gentle as light as a feather very light as old as the hills very old as sharp as a knife very sharp as strong as a bull very strong as white as snow pure white as wise as an owl very wise [Be] LIKE something possible meaning (depending on context) like a rose beautiful like a volcano explosive like garbage disgusting like an animal inhuman like spaghetti entangled like dewdrops sweet and pure like golddust precious like a tip very untidy (tip = garbage dump) like a dream wonderful, incredible [Verb] LIKE something Meaning to drink like a fish to drink a lot to eat like a bird to eat very little to eat like a horse to eat a lot to eat like a pig to eat impolitely to fight like cats and dogs to fight fiercely to sing like an angel to sing beautifully to sleep like a log to sleep well and soundly to smoke like a chimney to smoke heavily, all the time to soar like an eagle to fly high and free to work like a dog to work very hard The above patterns of simile are the most common, but there are others made with adverbs or words such as than and as if, for example:  He ran as fast as the wind.  He is larger than life.  They ran as if for their lives. Similes are often found (and they sometimes originate) in poetry and other literature. Here are a few examples:  A woman without a man is like a fish without a bicycle - Irina Dunn  Dawn breaks open like a wound that bleeds afresh - Wilfred Owen  Death has many times invited me: it was like the salt invisible in the waves - Pablo Neruda  Guiltless forever, like a tree - Robert Browning  Happy as pigs in mud - David Eddings Popular songs, using of simile :  A woman needs a man like a fish needs a bicycle - U2  Cheaper than a hot dog with no mustard - Beastie Boys  It's been a hard day's night, and I've been working like a dog - The Beatles  Like A Rolling Stone - Bob Dylan A metaphor also compares two things, but it does not use the word like or as (Kiasan atau mengkiaskan seseorang atau sesuatu dengan yang lainnya) Metaphor is different with simile pattern. Metaphor does not need “Like or As”. Metaphors help us to express our understanding of the world around us. They add colour, vivid imagery and perhaps emotion to a sentence. Examples :  The sky was dark and angry.  His lightning reflexes saved his life.  His sunny face was just what I wanted to see. The sky cannot be literally angry and no-one can have reflexes as fast as lightning; a sunny face helps us to think of the warmth of the sun and we transfer this to the character of this person. These words (metaphors) are used to express our understanding or our interpretation of the world around us as clearly as possible. More Examples of Metaphor :  He's a tiger when he's angry  My father is a bear in the mornings.  Life is a journey, travel it well  Her eyes were filled with pain and I couldn't look at her.  Taking this job is a gamble but I hope it works out well in the end.  The ocean of his mind was awash with new ideas.  I don't want to go out with him. He's so wet! Homonyms, homophones and homographs Homonyms, homophones and homographs can bring confusion to even adults and teachers! Vocabulary Spelling City can help anyone master these word groups. For clarity, we've brought them all together on one page. It makes it easier to learn the difference among the three types of words using the definitions and homonyms, homophones and homographs examples below. Homonyms Homophones Homographs multiple meaning words Words that sound alike Same spelling, different pronunciation, different meanings the spruce tree... to spruce up... addition for math edition of a book desert = abandon desert = area of land suit yourself... wore a suit... I want to go I like it too One plus one is two bass = fish bass = instrument weigh on the scale... scale the wall... capitol building state capital close = nearby close = to shut the price is fair... go to the fair... pick a flower bake with flour bow = to bend down bow = ribbon Homonyms Homonyms, or multiple meaning words, are words that share the same spelling and the same pronunciation but have different meanings. For example, bear.  A bear (the animal) can bear (tolerate) very cold temperatures.  The driver turned left (opposite of right) and left (departed from) the main road.  Homophones, also known as sound-alike words, are words that are pronounced identically although they have different spellings and meanings. These words are a very common source of confusion when writing. Common examples of sets of homophones include: to, too, and two; they're and their; bee and be; sun and son; which and witch; and plain and plane. Vocabulary Spelling City is a particularly useful tool for learning to correctly use and spell the sound alike words. Homographs Homographs are words that are spelled the same, but have different meanings and different pronunciations. Some examples of homographs are:  bass as in fish vs bass as in music,  bow as in arrow vs bow as in bending or taking a bow at the end of a performance,  close as in next to vs close as in shut the door,  desert as in dry climate vs desert as in leaving alone. Homophones at a glance:  1st Grade Homophones: to, too, two, be, bee, tea, tee, dew, due, do, ad, add, buy, by, one, won, in, inn, see, sea  2nd Grade Homophones: son, sun, tail, tale, I, eye, or, oar, blew, blue, arc, ark, bare, bear, but, butt, dear, deer, fair, fare  3rd Grade Homophones: ail, ale, bait, bate, hair, hare, sail, sale, mail, male,feat, feet, leak, leek, meat, meet, peek, peak, seam, seem, its, it's, nose, knows, hour, our, pail, pale  4th Grade Homophones: pair, pare, pear, lie, lye, read, reed, soar, sore, wrap, rap, knot, not, loan, lone, flea, flee, stair, stare, boar, bore, board, bored, flour, flower, sweet, suite, weak, week  5th Grade Homophones: throne, thrown, peer, pier, plain, plane, waist, waste, real, reel, cent, scent, sent, cheap, cheep, ware, wear, where, we're, were, which, witch, rays, raise, who's, whose, ring, wring, threw, through  6th Grade Homophones: accept, except, marry, merry, affect, effect, allowed, aloud, addition, edition, away, aweigh, aisle, I'll, fore, four, lean, lien, loot, lute  7th Grade Homophones: shear, sheer, sink, synch, air, heir, scene, seen, sign, sine, flair, flare, bite, byte, nay, neigh, he'd, heed  8th Grade Homophones: thyme, time, praise, prays, preys, rain, reign, rein, heard, herd, wail, whale, pause, paws, pores, pours, site, sight, cite  9th Grade Homophones: throes, throws, rote, wrote, whine, wine, accent, assent, ascent, excess, access, leak, leek, elude, allude, aid, aide, mall, maul, muscle, mussel, advice, advise, karat, carrot, discreet, discrete, slay, sleigh, altar, alter  10th Grade Homophones: faint, feint, satire, satyr, marshal, martial, baron, barren, beach, beech, medal, meddle, storey, story, berth, birth, moose, mousse, muscle, mussel  11th Grade Homophones: braise, brays, palette, pallet, naval, navel, boarder, border, gorilla, guerilla, canvas, canvass, cereal, serial, principal, principle, coarse, course  12th Grade Homophones: whether, weather, complement, compliment, council, counsel, desert, dessert, knead, need, currant, current, accept, except, leased, least, accede, exceed Listening Script Kelas X, Sem. 1 & 2 Recount Text, Hal. 4 An Excursion to Bogor Botanic Garden All right, everybody, I’ll tell you about this great place. On Friday 16 March we went to Bogor Botanic Garden. We went there by bus and we arrived at that famous garden at 10 o’clock. Arriving at the garden, we were divided into two groups. Group A followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group A. Well, first we went to the odd tropical plants and Mrs. Nina read us some of the information. Then, we looked at all the lovely plants. After that, we went to a little spot near the Raffles cemetery and had morning tea. Next, we did some sketching and then we met group B at the information center to have our lunch. Soon, it was time for us to go to the orchid section while Group B did some research on flowers. Uhm…A lady led us to the orchid section. Then, she explained about many kinds of orchid. Next, we had a look at the Indonesian orchid. Wow, we saw many kinds of Indonesian orchids. They were all beautiful. Later, we took a look at the American, European and Asian orchid’s section. It was interesting. Soon after we had finished our observations, we went back outside and met group B. Then, we got on the bus and returned to school. We really enjoyed the trip to Bogor Botanic Garden. Narrative Text, Hal. 14 The Legend of Minos, King of Crete Once upon a time there lived a very famous king, named the King of Crete. He had a stepson which was half bull and half man. He ordered Daedalus, a craftsman from Athens, to build a labyrinth in order to house the monster. When Daedalus finished his work, he wanted to leave Crete. But the king would not let him go. Daedalus finally escaped through the air by using wings fixed to his body with wax. He also made wings for his son, Icarus and made him fly behind himself. But the son was so glad and excited that he soon went too high. As he flew nearer to the sun, it got warmer and warmer until at last the wax melted and his body fell down into the sea near Troy. The sea is now called the Icarian Sea. Descriptive Text, Hal. 31 Let me tell you a friend of mine that I really want him to be my boy friend. His name is Robert Kedindang. I think he is the most perfect boy I have ever known. He has tall, straight and muscular body. His skin is fair. He is younger than his age. He is now 17 but like 14 year-old boy. Robert is so cool and cute. Don’t you want to know his traits? He is very independent and can be reliable well. Then, ehmm...he is so tidy, friendly and so creative. He is so exclusive. If only he were a film star, I guess he suits to be a hero in every movie. One thing I don’t like about him is that when he is angry, he just says no words. Yap! The other thing I always remember is that he is so scared of roach. He always runs away when he sees a roach. He thinks roach is very disgusting. News Item Text, Hal. 42 Newsworthy Event Seven people were killed in a collision between a bus, a car and a truck at 10:35 p.m. on Jalan Sultan last night. Backgroud Event The dead were all passengers in the car. Police believe the car may have been trying to overtake the bus when it was struck by a truck coming from the opposite direction. The driver of the car may not have been using his lights, as the truck driver said he did not see the car approaching. Sources The police said the car should not have been trying to pass the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police reported that the car–a small Japanese car–should not have been carrying more than five people. The names of the victims are not yet known. Kelas XI, Sem. 1 & 2 Report Text, Hal. 50 Whales are sea-livings mammals. They therefore breathe air but cannot survive on land. Some species are very large indeed and the blue whale, which can exceed 30 meters in length, is the largest animal to have lived on earth. Superficially, the whale looks rather like a fish, but there are important differences in its external structure; its tail consists of a pair of broad, flat horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shiny and beneath it lies a layer of fat (blubber). It can be up to 30 meters in thickness and serves heat and body fluids. Analytical Exposition, Hal. 57 Cars should be banned Thesis Cars should be banned in the city. As we all know, cars create pollution, and cause a lot of road deaths and other accidents. Argument 1 Firstly, cars, as we all know, contribution to the most of the pollution in the world. Cars emit a deadly gas that causes illness such as bronchritis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them. Argument 2 secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers. Argument 3 Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone. Reiteration in conclusion, cars should be banned from the city for the reason listed. Hortatory Text, Hal. 70 Corruption Thesis Do you know what the meaning of corruption is? What is the relation between money and corruption? Well, corruption is common everywhere in the world, even in the United States. It’s just a matter of intensity. However, it is quite shocking when one reliable survey claims Jakarta as the most corrupt place in Indonesia. Argument 1 The survey has made me sad, actually, because I stay and earn a living here in the capital. As most people know, Tanjung Priok port smuggling is not a new thing at all. Entrepreneurs who want to minimize their tax payments tend to do such a thing more often. They even bribe the officials. Argument 2 Well, I think the measures taken so far to overcome the problem by punishing the corruptors is still not far enough. We have to prevent the younger generations from getting a bad mentality caused by corruption. Recommendation I believe we should start at the earliest stages in school and I think everyone should be involved in the effort to eradicate corruption. We must not make any distinction. Kelas XII, Sem. 1 & 2 Explanation Text, Hal. 79 Making Paper from Woodchips Do you have any paper in your bag? It may seem like a silly question but do you know how to make paper? What is paper made of ? Right. And how about ‘wood chipping’? Have you ever heard about it? Well, wood chipping is a process used to obtain pulp and paper products from forest trees. First of all, the tops and branches of the trees are cut out and then the logs are taken to the mill. At the mill, the bark of the logs is removed and the logs are taken to a chipper which cuts them into small pieces called woodchips. The woodchips are then screened to remove dirt and other impurities. Hmm…, at this stage they are either exported in this form or changed into the pulp by chemicals and heat. Oh, I almost forgot, the pulp is then bleached and the water content is removed. Finally, the pulp is rolled out to make paper. Considering the complexity of making paper, let’s appreciate any paper on our hands. Use it more effectively. Thank you for listening. Bye. Discussion Text, Hal. 91 Hacking: Pro and Contra? Do you know what a hacker is? Well, a hacker is a person who enjoys exploring the details of programmable systems on computers and they like to stretch the capability of the systems. And you know what, the activities they do in the computers are called ‘hacking’. So, what’s the problem with ‘hacking and its hackers’? Well, the problem is whether ‘hacking and its hackers’ is legal or illegal? What I mean is that people in the world have many different views about hacking and the hackers. Some of them take sides, but many object. To get back to what I was saying previously, let us see the positive points of a hacker, shall we? Although in most places breaking into computer systems is considered illegal, I believe that hackers don’t do anything illegal because they only want to know and try the systems. I dare to say that a hacker likes finding the strengths and the weaknesses of a computer system. They feel proud if they can find the weaknesses. So I don’t really see the crimes in this case. In addition, these hackers sometimes help the police catch the ‘white collar criminals’, such as bank robbers, money launderers, credit card forgers. For example, in 2000, the U.S. hackers caught some Singaporean hackers who made ‘Virus Love’ to break up the programs of the U.S. National Security system. Nevertheless, those who object to the good points of a hacker say that hacking is a crime. The reason is that some hackers use their brilliant skills to break into banks and other vital institutions where they can get money, destroy information, and the worst thing is they can get secret information and sell it to another country. This is a treachery. Take for example, in 1994, The U.S. government broke a conspiracy of computer hackers out of Majorca, Spain. These hackers were responsible for accessing and eliminating 190,000 telephone credit card numbers over computer bulletin boards in America and Europe. Seeing this fact, I don’t blame those who think negatively about hackers. To put the whole thing in a nut shell, I personally think that hackers are not bad people with their brilliant skills. However, they could be bad because of money orientation to get the wealth. That’s just the point. Regular and Irregular Verbs Kata kerja atau verba akan mengalami perubahan bentuk sesuai dengan tenses dalam kalimat. Ada dua jenis perubahan bentuk kata kerja yaitu regular verbs (kata kerja teratur) dan irregular verbs (kata kerja tidak teratur). Perubahan kata kerja dalam suatu kalimat tergantung dari tenses yang digunakan. Hal ini akan menentukan apakah nanti yang dipakai adalah kata kerja bentuk pertama atau dasar (base verb), bentuk kedua (past) atau bentuk ketiga (past participle). Contoh regular verb: V1 V2 V3 work worked worked talk talked talked want wanted wanted help helped helped ask asked asked Contoh irregular verb: V1 V2 V3 do did done eat ate eaten see saw seen buy bought bought sing sang sung Kata kerja teratur (regular verbs) adalah kata kerja yang bentuk kedua (past) dan ketiganya (past participle) ditambah dengan akhiran –ed. Atau jika kata kerja itu berakhiran dengan huruf e maka tinggal ditambah akhiran –d saja. Sedangkan kata kerja tidak teratur (irregular verbs) adalah kata kerja yang bentuk kedua dan ketiganya berubah atau sama sekali tidak berubah. Kata kerja ini tidak memerlukan penambahan –ed atau –d pada akhir kata. Bentuk irregular verbs dibagi menjadi tiga kelompok sebagai berikut. (1) Kata kerja yang bentuk kedua dan ketiganya tidak berubah dari bentuk pertamanya, misalnya kata bet, bid, cut, dan hurt, bentuk keduanya dan ketiganya juga bet, bid, cut, dan hurt. (2) Kata kerja yang bentuk kedua dan ketiganya sama tetapi berbeda dengan bentuk pertamanya, misalnya kata bleed, bentuk kedua dan ketiganya adalah bled, dan kata cling bentuk kedua dan ketiganya adalah clung. (3) Kata kerja yang bentuk pertama, bentuk kedua, dan bentuk ketiganya tidak sama. Sebagai contoh misalnya take menjadi bentuk keduanya took dan bentuk ketiganya taken, arise bentuk keduanya arose dan bentuk ketiganya arisen, dan sebagainya. Selain itu, terdapat juga kata kerja yang dapat dikelompokkan menjadi regular verbs sekaligus irregular verbs, misalnya kata kerja awake yang bentuk kedua dan ketiganya bisa awaked atau awoke, kata kerja leap yang bentuk kedua dan ketiganya bisa leaped atau leapt, dan sebagainya. Daftar REGULAR VERB dan Arti Bahasa Indonesia Daftar 1956 buah kata regular verb beserta artinya dalam Bahasa Indonesia No. Verb 1 Verb 2 / Verb 3 Arti 1 adhere adhered mengikuti 2 adjoin adjoined bersampingan 3 adjourn adjourned menunda 4 adjust adjusted menyesuaikan 5 administer administered mengelola 6 admire admired mengagumi 7 admit admitted mengakui 8 admonish admonished menegur 9 adopt adopted mengambil 10 adore adored memuja 11 advance advanced muka 12 advertise advertised mengiklankan 13 advise advised menasihati 14 advocate advocated menganjurkan 15 affect affected mempengaruhi 16 affirm affirmed menegaskan 17 afford afforded mampu 18 age aged usia 19 agglomerate agglomerated menggumpal 20 agonize agonized menderita sekali 21 agree agreed setuju 22 aid aided bantuan 23 aim aimed tujuan 24 alarm alarmed alarm 25 alert alerted waspada 26 alienate alienated mengasingkan 27 align aligned meluruskan 28 allege alleged mengatakan 29 alleviate alleviated meringankan 30 allocate allocated menyediakan 31 allot allotted membagikan 32 allow allowed mengizinkan 33 alter altered mengubah 34 amass amassed mengumpulkan 35 amaze amazed menakjubkan 36 ambush ambushed penyergapan 37 amend amended merubah 38 amortize amortized melunasi dgn angsuran 39 amount amounted jumlah 40 amuse amused menghibur 41 analyze analyzed menganalisa 42 announce announced mengumumkan 43 annoy annoyed mengganggu 44 answer answered jawaban 45 anticipate anticipated mengantisipasi 46 apologize apologized minta maaf 47 appeal appealed banding 48 appear appeared muncul 49 appease appeased menenangkan 50 applaud applauded senggak 51 apply applied berlaku 52 appoint appointed menunjuk 53 appraise appraised menilai 54 appreciate appreciated menghargai 55 approach approached pendekatan 56 appropriate appropriated sesuai 57 approve approved menyetujui 58 approximate approximated kira-kira 59 arbitrate arbitrated memperdamaikan 60 arch arched lengkungan 61 argue argued membantah 62 arouse aroused membangkitkan 63 arraign arraigned menghadapkan 64 arrange arranged mengatur 65 arrest arrested penangkapan 66 arrive arrived tiba 67 articulate articulated mengartikulasikan 68 ascend ascended naik 69 ascertain ascertained memastikan 70 ascribe ascribed menganggap sbg sumber 71 ask asked bertanya 72 aspire aspired bercita-cita 73 assail assailed menyerang 74 assault assaulted penyerangan 75 assemble assembled berkumpul 76 assent assented persetujuan 77 assert asserted menegaskan 78 assess assessed menilai 79 assign assigned menetapkan 80 assimilate assimilated mengasimilasi 81 assist assisted membantu 82 associate associated bergaul 83 assume assumed menganggap 84 assure assured memastikan 85 astonish astonished mengherankan 86 astound astounded mengherankan 87 attach attached melampirkan 88 attack attacked serangan 89 attain attained mencapai 90 attempt attempted mencoba 91 attend attended menghadiri 92 attest attested membuktikan 93 attract attracted menarik 94 attribute attributed atribut 95 augment augmented menambah 96 authorize authorized mengesahkan 97 avail availed faedah 98 avenge avenged membalas dendam 99 average averaged rata-rata 100 avert averted mencegah 101 avoid avoided menghindari 102 await awaited menunggu 103 awaken awakened membangunkan 104 award awarded hadiah 105 babble babbled celoteh 106 back backed kembali 107 backstitch backstitched backstitch 108 bake baked membakar 109 balance balanced keseimbangan 110 balk balked mogok 111 ban banned larangan 112 bandage bandaged perban 113 bang banged memukul 114 banish banished mengusir 115 bank banked bank 116 bankrupt bankrupted bangkrut 117 bar barred bar 118 bar barred bar 119 barge barged tongkang 120 base based dasar 121 bat bated kelelawar 122 bathe bathed mandi 123 batter battered adonan 124 battle battled pertempuran 125 bawl bawled menangis 126 bay bayed teluk 127 beckon beckoned memberi isyarat 128 beg begged mengemis 129 begrudge begrudged iri 130 behave behaved bertingkah 131 belch belched bersendawa 132 belie belied mengingkari 133 believe believed percaya 134 bellow bellowed melenguh 135 belong belonged termasuk 136 belt belted ikat pinggang 137 benefit benefited manfaat 138 bestow bestowed melimpahkan 139 betide betided betide 140 betray betrayed mengkhianati 141 better bettered lebih baik 142 bevel beveled miring 143 bewitch bewitched menyihir 144 bicker bickered cekcok 145 birdie birdied burung kecil 146 blame blamed menyalahkan 147 blast blasted ledakan 148 blaze blazed api 149 blend blended campuran 150 bless blessed memberkati 151 blind blinded buta 152 blindfold blindfolded menutup mata 153 blink blinked berkedip 154 blister blistered melepuh 155 block blocked blok 156 blockade blockaded blokade 157 bloom bloomed berkembang 158 blossom blossomed mekar 159 blot bloted aib 160 blunder blundered kesalahan besar 161 blunt blunted tumpul 162 blurt blurted berkata tanpa berpikir 163 blush blushed menjadi merah 164 board boarded papan 165 boast boasted membual 166 bob bobbed ungkit-ungkit 167 bogey bogeyed angka lebih satu dr par 168 boil boiled mendidih 169 bolster bolstered mendukung 170 bolt bolted baut 171 boost boosted mendorong 172 boot booted sepatu bot 173 border bordered batas 174 bore bored membosankan 175 borrow borrowed meminjam 176 bother bothered mengganggu 177 bottle bottled botol 178 bounce bounced melambung 179 bound bounded terikat 180 bow bowed busur 181 box boxed kotak 182 brace braced penjepit 183 brag bragged membual 184 branch branched cabang 185 brand branded merek 186 breakfast breakfasted sarapan 187 breathe breathed bernafas 188 bribe bribed suap 189 bridge bridged jembatan 190 brighten brightened menerangi 191 bristle bristled meremang 192 broaden broadened memperluas 193 broil broiled pertengkaran 194 bruise bruised memar 195 brush brushed sikat 196 buckle buckled gesper 197 bud budded kuncup 198 budge budged mengalah 199 budget budgeted anggaran 200 bulge bulged tonjolan 201 bump bumped benturan 202 burn burned membakar 203 bury buried mengubur 204 butt butted pantat 205 buzz buzzed dengungan 206 bypass bypassed bypass 207 cable cabled kabel 208 cackle cackled kotek 209 calculate calculated menghitung 210 call called panggilan 211 calm calmed tenang 212 calve calved melahirkan anak sapi 213 campaign campaigned kampanye 214 can canned dapat 215 cancel canceled membatalkan 216 cap caped tutup 217 capitalize capitalized memanfaatkan 218 capitulate capitulated menyerah 219 capture captured menangkap 220 care cared perawatan 221 caress caressed membelai 222 carry carried membawa 223 carve carved mengukir 224 case cased kasus 225 cash cashed kas 226 catalogue catalogued katalog 227 cater catered memenuhi 228 cause caused menyebabkan 229 caution cautioned hati-hati 230 cease ceased berhenti 231 celebrate celebrated merayakan 232 center centered pusat 233 centralize centralized memusatkan 234 certify certified menyatakan 235 challenge challenged tantangan 236 chance chanced kesempatan 237 change changed perubahan 238 channel channeled saluran 239 chant chanted nyanyian 240 characterize characterized mencirikan 241 charge charged biaya 242 charm charmed pesona 243 chart charted bagan 244 chase chased mengejar 245 chat chatted obrolan 246 chatter chattered obrolan 247 cheat cheated menipu 248 check checked memeriksa 249 cheer cheered bersorak 250 cherish cherished menghargai 251 chew chewed mengunyah 252 chide chided mencaci 253 chill chilled dingin 254 chin chined dagu 255 chip chipped keping 256 choke choked tersedak 257 chop choped memotong 258 chortle chortled kekek 259 chuck chucked membuang 260 chuckle chuckled tertawa kecil 261 circle circled lingkaran 262 circulate circulated beredar 263 cite cited mengutip 264 claim claimed klaim 265 clamber clambered memanjat dgn susah payah 266 clamp clamped klem 267 clap clapped bertepuk tangan 268 clarify clarified menjelaskan 269 clasp clasped gesper 270 classify classified menggolongkan 271 clatter clattered gemerincing 272 clean cleaned bersih 273 clear cleared jelas 274 clench clenched mengepalkan 275 click clicked klik 276 climb climbed mendaki 277 clinch clinched pagutan 278 clip clipped klip 279 clog clogged menyumbat 280 close closed dekat 281 cluster clustered gugus 282 clutch clutched kopling 283 clutter cluttered kekacauan 284 coast coasted pantai 285 cock cocked ayam jantan 286 coddle coddled memanjakan 287 coerce coerced memaksa 288 coin coined koin 289 coincide coincided bertepatan 290 collaborate collaborated berkolaborasi 291 collapse collapsed runtuh 292 collar collared kerah 293 collect collected mengumpulkan 294 color colored warna 295 comb combed sisir 296 combat combated tempur 297 combine combined menggabungkan 298 comfort comforted kenyamanan 299 command commanded perintah 300 commemorate commemorated memperingati 301 commence commenced memulai 302 commend commended memuji 303 comment commented komentar 304 commit committed melakukan 305 communicate communicated menyampaikan 306 commute commuted menukar 307 compare compared membandingkan 308 compel compelled memaksa 309 compensate compensated mengimbangi 310 compete competed bersaing 311 compile compiled menyusun 312 complain complained mengeluh 313 complement complemented melengkapi 314 complete completed lengkap 315 complicate complicated menyulitkan 316 comply complied memenuhi 317 compose composed menyusun 318 compound compounded senyawa 319 comprehend comprehended memahami 320 compress compressed kompres 321 comprise comprised meliputi 322 compromise compromised kompromi 323 compute computed menghitung 324 conceal concealed menyembunyikan 325 concede conceded mengakui 326 conceive conceived membayangkan 327 concentrate concentrated konsentrat 328 concern concerned perhatian 329 conclude concluded menyimpulkan 330 concur concurred setuju 331 condemn condemned mengutuk 332 condense condensed mengembun 333 condition conditioned kondisi 334 conduct conducted mengadakan 335 confer conferred berunding 336 confess confessed mengakui 337 confide confided mempercayakan 338 confine confined membatasi 339 confirm confirmed menegaskan 340 confiscate confiscated menyita 341 conflict conflicted konflik 342 conform conformed sesuai 343 confront confronted menghadapi 344 confuse confused membingungkan 345 congeal congealed membekukan 346 congest congested berhimpun 347 congratulate congratulated mengucapkan selamat 348 congregate congregated berkumpul 349 conjure conjured menyulap 350 connect connected menghubungkan 351 conquer conquered menaklukkan 352 consent consented persetujuan 353 conserve conserved melestarikan 354 consider considered mempertimbangkan 355 consign consigned memperuntukkan 356 consist consisted terdiri 357 consolidate consolidated mengkonsolidasikan 358 conspire conspired bersekongkol 359 constitute constituted merupakan 360 constrain constrained memaksa 361 construct constructed membangun 362 construe construed menafsirkan 363 consult consulted berkonsultasi 364 consume consumed memakan 365 contact contacted kontak 366 contain contained berisi 367 contemplate contemplated merenungkan 368 contend contended berpendapat 369 content contented kadar 370 contest contested kontes 371 continue continued terus 372 contract contracted kontrak 373 contradict contradicted bertentangan 374 contrast contrasted kontras 375 contribute contributed menyumbang 376 contrive contrived merancang 377 control controlled kontrol 378 convene convened bersidang 379 converge converged berkumpul 380 converse conversed bercakap-cakap 381 convert converted mengubah 382 convey conveyed menyampaikan 383 convict convicted narapidana 384 convince convinced meyakinkan 385 cook cooked memasak 386 cool cooled dingin 387 cooperate cooperated bekerja sama 388 coordinate coordinated koordinat 389 cope coped mengatasi 390 copy copied salinan 391 core cored inti 392 cork corked gabus 393 correct corrected benar 394 correlate correlated menghubungkan 395 correspond corresponded sesuai 396 corroborate corroborated menguatkan 397 corrupt corrupted korup 398 cough coughed batuk 399 counsel counseled nasihat 400 count counted menghitung 401 counter countered konter 402 counteract counteracted menetralkan 403 couple coupled sepasang 404 court courted pengadilan 405 cover covered penutup 406 covet coveted iri 407 crack cracked retak 408 crash crashed tabrakan 409 crave craved mendambakan 410 crawl crawled merangkak 411 craze crazed menggila 412 creak creaked berderak 413 crease creased lipatan 414 create created menciptakan 415 credit credited kredit 416 cringe cringed ngeri 417 cripple crippled melumpuhkan 418 criticize criticized mengkritik 419 croon crooned merintih 420 cross crossed salib 421 crouch crouched mendekam 422 crow crowed gagak 423 crowd crowded orang banyak 424 crown crowned mahkota 425 crumble crumbled hancur 426 crush crushed menghancurkan 427 cry cried menangis 428 culminate culminated berujung 429 cultivate cultivated mengolah 430 cup cupped cangkir 431 cure cured menyembuhkan 432 curl curled ikal 433 curse cursed kutukan 434 curtail curtailed membatasi 435 curve curved melengkung 436 cushion cushioned bantal 437 damage damaged kerusakan 438 damn damned sialan 439 dampen dampened mengurangi 440 dance danced tari 441 dangle dangled menjurai 442 dare dared tantangan 443 darken darkened menggelapkan 444 darn darned tampalan 445 dart darted anak panah 446 dash dashed berlari 447 date dated tanggal 448 dazzle dazzled mempesona 449 debate debated perdebatan 450 decant decanted menuangkan 451 decay decayed kerusakan 452 deceive deceived menipu 453 decide decided memutuskan 454 declaim declaimed mendeklamasikan 455 declare declared menyatakan 456 decline declined menurun 457 decompose decomposed membusuk 458 decorate decorated menghias 459 decrease decreased mengurangi 460 decry decried mengutuk 461 dedicate dedicated mempersembahkan 462 deduce deduced menyimpulkan 463 deduct deducted memotong 464 deem deemed menganggap 465 defeat defeated kekalahan 466 defend defended membela 467 define defined menetapkan 468 defraud defrauded menipu 469 defray defrayed membiayai 470 defy defied menantang 471 delay delayed penundaan 472 delegate delegated wakil 473 delight delighted senang 474 deliver delivered menyampaikan 475 delude deluded menipu 476 demand demanded permintaan 477 democratize democratized mendemokrasikan 478 demonstrate demonstrated mendemonstrasikan 479 demoralize demoralized menurunkan moral 480 denote denoted menunjukkan 481 denounce denounced mencela 482 deny denied menyangkal 483 depart departed berangkat 484 depend depended tergantung 485 depict depicted menggambarkan 486 deplore deplored menyesalkan 487 deprive deprived menghilangkan 488 derive derived memperoleh 489 descend descended turun 490 describe described menggambarkan 491 desert deserted gurun 492 deserve deserved pantas menerima 493 design designed disain 494 designate designated menunjuk 495 desire desired keinginan 496 despise despised memandang rendah 497 destroy destroyed menghancurkan 498 detach detached melepaskan 499 detect detected menemukan 500 deteriorate deteriorated memburuk 501 determine determined menentukan 502 detest detested benci 503 devastate devastated menghancurkan 504 develop developed mengembangkan 505 devise devised merancang 506 devote devoted mencurahkan 507 devour devoured melahap 508 diagnose diagnosed mendiagnosa 509 dial dialed dial 510 dictate dictated mendikte 511 die died mati 512 differ differed berbeda 513 differentiate differentiated membedakan 514 diffuse diffused menyebarkan 515 digest digested mencernakan 516 dilate dilated melebarkan 517 dilute diluted mencairkan 518 diminish diminished mengurangi 519 dine dined makan malam 520 dip dipped menukik 521 direct directed langsung 522 disable disabled melumpuhkan 523 disabuse disabused membebaskan dr kesalahan 524 disagree disagred membantah 525 disappear disappeared menghilang 526 disapprove disapproved mencela 527 disarm disarmed melucuti senjata 528 discern discerned melihat 529 discharge discharged pembongkaran 530 discipline disciplined disiplin 531 disclose disclosed menyingkapkan 532 disconnect disconnected memutuskan 533 discontinue discontinued menghentikan 534 discount discounted diskon 535 discourage discouraged mengecilkan hati 536 discover discovered menemukan 537 discuss discussed membahas 538 disdain disdained menghina 539 disentangle disentangled menguraikan 540 disfigure disfigured menjelekkan 541 disguise disguised menyamarkan 542 disgust disgusted kejijikan 543 dishearten disheartened mengecilkan hati 544 disintegrate disintegrated hancur 545 dislike disliked benci 546 dislodge dislodged mengusir 547 dismember dismembered memotong-motong 548 dismiss dismissed memberhentikan 549 dismount dismounted turun 550 disobey disobeyed tidak mematuhi 551 dispatch dispatched pengiriman 552 dispel dispeled menghilangkan 553 dispense dispensed membuang 554 disperse dispersed bubar 555 displace displaced menggantikan 556 display displayed layar 557 dispose disposed membuang 558 disprove disproved membantah 559 dispute disputed perselisihan 560 disregard disregarded mengabaikan 561 disrupt disrupted mengganggu 562 dissolve dissolved larut 563 dissuade dissuaded menghalangi 564 distinguish distinguished membedakan 565 distort distorted mengubah 566 distract distracted mengalihkan 567 distribute distributed mendistribusikan 568 distrust distrusted ketidakpercayaan 569 disturb disturbed mengganggu 570 divert diverted mengalihkan 571 divide divided membagi 572 divorce divorced perceraian 573 dock docked dermaga 574 document documented dokumen 575 dodge dodged menghindari 576 dominate dominated mendominasi 577 don donned mengenakan 578 donate donated menyumbangkan 579 doom doomed malapetaka 580 dot doted dot 581 double doubled dobel 582 doubt doubted keraguan 583 down downed ke bawah 584 doze dozed mengantuk 585 draft drafted konsep 586 drag dragged menyeret 587 drain drained menguras 588 dramatize dramatized menyandiwarakan 589 drape draped menggantungkan 590 drawl drawled bicara lambat-lambat 591 dress dressed gaun 592 drift drifted melayang 593 drill drilled bor 594 drip dripped menitik 595 drop dropped penurunan 596 drown drowned menenggelamkan 597 drum drummed drum 598 dry dried kering 599 duck ducked bebek 600 dump dumped membuang 601 duplicate duplicated duplikat 602 dwarf dwarfed kerdil 603 dwindle dwindled menyusut 604 dye dyed pewarna 605 earn earned mendapatkan 606 ease eased memudahkan 607 echo echoed gema 608 economize economized menghemat 609 edge edged tepi 610 edit edited sunting 611 educate educated mendidik 612 effect effected efek 613 effectuate effectuated menyelenggarakan 614 ejaculate ejaculated berseru 615 elaborate elaborated rumit 616 elect elected memilih 617 elicit elicited memperoleh 618 eliminate eliminated menghapuskan 619 elude eluded menghindari 620 emancipate emancipated membebaskan 621 embark embarked memulai 622 embarrass embarrassed memalukan 623 embody embodied mewujudkan 624 embrace embraced merangkul 625 emerge emerged muncul 626 emit emitted memancarkan 627 emphasize emphasized menekankan 628 employ employed mempekerjakan 629 emptied emptied dikosongkan 630 emulate emulated meniru 631 enable enabled memungkinkan 632 enact enacted menetapkan 633 enclose enclosed menyertakan 634 encompass encompassed mencakup 635 encounter encountered pertemuan 636 encourage encouraged mendorong 637 end ended akhir 638 endear endeared membuat supaya disayangi 639 endorse endorsed mengesahkan 640 endow endowed memberkati 641 endure endured menderita 642 enforce enforced memaksakan 643 engage engaged mengikutsertakan 644 engender engendered menimbulkan 645 engulf engulfed menelan 646 enhance enhanced menambah 647 enjoy enjoyed menikmati 648 enlarge enlarged memperbesar 649 enlist enlisted mendapatkan 650 enrich enriched memperkaya 651 enroll enrolled mendaftarkan 652 enslave enslaved memperbudak 653 ensue ensued terjadi 654 ensure ensured memastikan 655 entail entailed memerlukan 656 enter entered memasukkan 657 entertain entertained menghibur 658 entitle entitled menjudulkan 659 entreat entreated memohon dgn sangat 660 entrust entrusted mempercayakan 661 envy envied iri 662 equal equaled sama 663 equate equated menyamakan 664 eradicate eradicated memberantas 665 erase erased menghapus 666 erect erected tegak 667 erode eroded mengausi 668 erupt erupted meletus 669 escape escaped melarikan diri 670 escort escorted pengawal 671 establish established mendirikan 672 esteem esteemed penghargaan 673 estimate estimated perkiraan 674 estrange estranged merenggangkan 675 evaluate evaluated mengevaluasi 676 even evened bahkan 677 evoke evoked membangkitkan 678 evolve evolved berkembang 679 exact exacted tepat 680 exaggerate exaggerated membesar-besarkan 681 examine examined memeriksa 682 exced exceeded exced 683 exchange exchanged pertukaran 684 excite excited merangsang 685 exclaim exclaimed berseru 686 exclude excluded mengecualikan 687 excuse excused alasan 688 execute executed melaksanakan 689 exemplify exemplified memberikan contoh 690 exercise exercised latihan 691 exert exerted menggunakan 692 exhale exhaled menghembuskan 693 exhaust exhausted knalpot 694 exhibit exhibited pameran 695 exist existed ada 696 exonerate exonerated membebaskan 697 expand expanded memperluas 698 expect expected mengharapkan 699 expel expeled mengeluarkan 700 expend expended mengeluarkan 701 experience experienced pengalaman 702 experiment experimented percobaan 703 expire expired berakhir 704 explain explained menjelaskan 705 explode exploded meledak 706 exploit exploited mengeksploitasi 707 explore explored menjelajah 708 export exported ekspor 709 expose exposed menelanjangi 710 express expressed mengekspresikan 711 extend extended memperpanjang 712 exterminate exterminated memusnahkan 713 extract extracted ekstrak 714 extricate extricated melepaskan 715 exude exuded memancarkan 716 eye eyed mata 717 face faced wajah 718 facilitate facilitated memudahkan 719 fade faded luntur 720 fail failed gagal 721 falsify falsified memalsukan 722 falter faltered bimbang 723 fan fanned kipas 724 fancy fancied indah 725 farm farmed tanah pertanian 726 fascinate fascinated mempesona 727 fashion fashioned mode 728 fasten fastened mengancingkan 729 father fathered ayah 730 fathom fathomed memahami 731 favor favored kebaikan 732 fear feared takut 733 feature featured ciri 734 fell felled jatuh 735 fetch fetched mengambil 736 field fielded lapangan 737 figure figured tokoh 738 file filed berkas 739 fill filled mengisi 740 filter filtered filter 741 finance financed keuangan 742 finger fingered jari 743 finish finished selesai 744 fire fired api 745 fix fixed memperbaiki 746 flag flaged bendera 747 flame flamed api 748 flank flanked sayap 749 flap flapped tutup 750 flare flared suar 751 flash flashed flash 752 flatten flattened meratakan 753 flatter flattered memuji 754 flaunt flaunted memamerkan 755 flex flexed melenturkan 756 flick flicked mengibaskan 757 flicker flickered berkedip 758 flip flipped penerjunan 759 float floated mengapung 760 flock flocked kawanan 761 flog flogged mencambuk 762 flood flooded banjir 763 flop flopped gagal 764 flourish flourished berkembang 765 flow flowed aliran 766 flower flowered bunga 767 flutter fluttered mengipas 768 foam foamed busa 769 focus focused fokus 770 foil foiled menggagalkan 771 fold folded lipatan 772 follow followed mengikuti 773 fool fooled bodoh 774 force forced kekuatan 775 forestall forestalled mencegah 776 forfeit forfeited kehilangan 777 fork forked garpu 778 form formed bentuk 779 formalize formalized memformalkan 780 formulate formulated merumuskan 781 fort forted benteng 782 fortify fortified membentengi 783 foster fostered membantu perkembangan 784 foul fouled busuk 785 found founded ditemukan 786 frame framed bingkai 787 free freed bebas 788 frequent frequented sering 789 frighten frightened menakuti 790 frown frowned mengerut 791 frustrate frustrated menggagalkan 792 fry fried menggoreng 793 fulfill fulfilled memenuhi 794 fumble fumbled meraba-raba 795 function functioned fungsi 796 furnish furnished menyediakan 797 further furthered lebih lanjut 798 fuse fused sekering 799 fuss fussed kehebohan 800 gain gained keuntungan 801 gang ganged gang 802 gape gaped melongo 803 gasp gasped megap-megap 804 gather gathered mengumpulkan 805 gaze gazed tatapan 806 generalize generalized menyamaratakan 807 generate generated menghasilkan 808 germinate germinated berkecambah 809 gesture gestured sikap 810 giggle giggled cekikikan 811 glance glanced sekilas 812 glare glared kesilauan 813 glaze glazed lapisan es 814 gleam gleamed bersinar 815 glide glided meluncur 816 glimpse glimpsed melihat sekilas 817 glint glinted berkilau 818 glisten glistened berkilau 819 gloat gloated merenungkan dgn hati senang 820 glorify glorified memuliakan 821 glow glowed cahaya 822 glower glowered pandangan marah 823 glue glued lem 824 gobble gobbled melahap 825 gouge gouged menipu 826 govern governed memerintah 827 grab grabbed mengambil 828 graduate graduated lulusan 829 grant granted hibah 830 grasp grasped memahami 831 greet greeted menyapa 832 grimace grimaced meringis 833 grin grinned menyeringai 834 grip gripped pegangan 835 groan groaned mengerang 836 grok grokked grok 837 grope groped meraba-raba 838 ground grounded tanah 839 group grouped kelompok 840 growl growled menggeram 841 grumble grumbled mengeluh 842 grunt grunted dengkur 843 guarantee guaranted jaminan 844 guard guarded penjaga 845 guess guessed kira 846 guide guided panduan 847 gulp gulped teguk 848 gush gushed menyembur 849 hail hailed hujan es 850 halt halted berhenti 851 hammer hammered palu 852 hamper hampered menghambat 853 hand handed tangan 854 handle handled menangani 855 happen happened terjadi 856 harass harassed mengusik 857 harbor harbored pelabuhan 858 hark harked mendengar 859 harvest harvested panen 860 hasten hastened mempercepat 861 hate hated benci 862 haul hauled tangkapan 863 haunt haunted menghantui 864 head headed kepala 865 heal healed menyembuhkan 866 heat heated panas 867 heave heaved mengangkat 868 heed heeded memperhatikan 869 help helped membantu 870 herd herded kawanan 871 hesitate hesitated ragu-ragu 872 hibernate hibernated hibernate 873 hinder hindered menghalangi 874 hint hinted petunjuk 875 hire hired menyewa 876 hiss hissed mendesis 877 hitch hitched halangan 878 holler hollered berteriak 879 honor honored kehormatan 880 hook hooked kait 881 hop hopped lompat 882 hope hoped harapan 883 house housed rumah 884 hover hovered melayang-layang 885 huddle huddled kerumunan 886 hug hugged memeluk 887 hum hummed bersenandung 888 hunt hunted berburu 889 hurl hurled melemparkan 890 hurry hurried buru-buru 891 hurt hurt sakit 892 hustle hustled keramaian 893 identify identified mengenali 894 ignite ignited menyalakan 895 ignore ignored mengabaikan 896 illumine illumined menerangi 897 illustrate illustrated menjelaskan 898 imagine imagined membayangkan 899 imitate imitated meniru 900 impair impaired mengganggu 901 impart imparted memberi 902 impinge impinged menimpa 903 implement implemented melaksanakan 904 imply implied berarti 905 import imported impor 906 impose imposed memaksakan 907 impress impressed kesan 908 improve improved memperbaiki 909 improvise improvised membuat dgn seadanya 910 inactivate inactivated menonaktipkan 911 incite incited menghasut 912 include included memasukkan 913 incorporate incorporated menggabungkan 914 increase increased meningkatkan 915 incur incurred mendatangkan 916 indicate indicated menunjukkan 917 induce induced menyebabkan 918 indulge indulged memuaskan diri 919 infer inferred mengambil kesimpulan 920 inflict inflicted menimbulkan 921 influence influenced pengaruh 922 inform informed memberitahukan 923 infuriate infuriated memanaskan 924 ingest ingested menelan 925 inherit inherited mewarisi 926 inhibit inhibited menghalangi 927 initiate initiated memulai 928 inject injected menyuntikkan 929 injure injured melukai 930 inquire inquired bertanya 931 insert inserted memasukkan 932 insist insisted bersikeras 933 inspect inspected memeriksa 934 inspire inspired mengilhami 935 install installed memasang 936 institute instituted lembaga 937 instruct instructed menginstruksikan 938 insulate insulated mengasingkan 939 insult insulted penghinaan 940 insure insured mengasuransikan 941 integrate integrated mengintegrasikan 942 intend intended bermaksud 943 intensify intensified mengintensifkan 944 interact interacted bergaul 945 intercept intercepted mencegat 946 interest interested bunga 947 interfere interfered mengganggu 948 interpenetrate interpenetrated saling meresapi 949 interpret interpreted menafsirkan 950 interrupt interrupted mengganggu 951 intersect intersected memotong 952 intervene intervened campur tangan 953 interview interviewed wawancara 954 intimate intimated intim 955 intimidate intimidated mengancam 956 intone intoned melagukan 957 introduce introduced kenalkan 958 inure inured membiasakan 959 invade invaded menyerbu 960 invalidate invalidated membatalkan 961 invent invented menciptakan 962 invest invested menginvestasikan 963 investigate investigated menyelidiki 964 invite invited mengundang 965 invoke invoked memohon 966 involve involved melibatkan 967 iodinate iodinated iodinate 968 ionize ionized mengalami ionisasi 969 iron ironed besi 970 isolate isolated memisahkan 971 issue issued persoalan 972 itch itched gatal 973 itemize itemized memperinci 974 jab jabbed tusukan 975 jam jammed selai 976 jeopardize jeopardized membahayakan 977 jerk jerked sentakan 978 jingle jingled gemerincing 979 join joined ikut 980 joke joked lelucon 981 jolt jolted sentakan 982 journey journeyed perjalanan 983 judge judged hakim 984 jump jumped melompat 985 justify justified membenarkan 986 keynote keynoted intisari 987 kick kicked menendang 988 kill killed membunuh 989 kiss kissed ciuman 990 knock knocked ketukan 991 label labeled label 992 labor labored tenaga kerja 993 lack lacked kekurangan 994 lag laged ketinggalan 995 land landed tanah 996 lapse lapsed selang 997 lash lashed memukul 998 last lasted terakhir 999 laugh laughed tertawa 1000 launch launched meluncurkan 1001 lay laid awam 1002 leak leaked kebocoran 1003 lean leaned kurus 1004 learn learned belajar 1005 lease leased sewa 1006 lecture lectured kuliah 1007 leer leered kerlingan 1008 lengthen lengthened memperpanjang 1009 lessen lessened mengurangi 1010 level leveled tingkat 1011 levy levied retribusi 1012 liberate liberated membebaskan 1013 license licensed lisensi 1014 lick licked menjilat 1015 lift lifted angkat 1016 lighten lightened meringankan 1017 like liked seperti 1018 limit limited batas 1019 line lined baris 1020 linger lingered tetap hidup 1021 link linked link 1022 list listed daftar 1023 listen listened mendengarkan 1024 live lived hidup 1025 load loaded beban 1026 loathe loathed benci 1027 locate located menemukan 1028 lock locked kunci 1029 lodge lodged mengajukan 1030 log logged log 1031 long longed panjang 1032 look looked melihat 1033 loom loomed mesin tenun 1034 loose loosed longgar 1035 loosen loosened melonggarkan 1036 loot looted menjarah 1037 lounge lounged santai 1038 love loved cinta 1039 lower lowered menurunkan 1040 lug lugged membawa 1041 lunge lunged terjang 1042 lurch lurched kecondongan 1043 lure lured memikat 1044 lurk lurked mengintai 1045 magnify magnified memperbesar 1046 mail mailed surat 1047 maintain maintained mempertahankan 1048 man manned pria 1049 manage managed mengelola 1050 maneuver maneuvered manuver 1051 manifest manifested nyata 1052 manipulate manipulated memanipulasi 1053 manufacture manufactured pembuatan 1054 mar mared merusak 1055 march marched berbaris 1056 mark marked tanda 1057 market marketed pasar 1058 marry married kawin 1059 marshal marshaled pemimpin 1060 marvel marveled heran 1061 masquerade masqueraded penyamaran 1062 mass massed massa 1063 master mastered menguasai 1064 match matched pertandingan 1065 mate mated pasangan 1066 materialize materialized mewujudkan 1067 matriculate matriculated diterima sbg mahasiswa 1068 matter mattered masalah 1069 mature matured dewasa 1070 measure measured mengukur 1071 melt melted meleleh 1072 memorize memorized menghafal 1073 menace menaced ancaman 1074 mend mended memperbaiki 1075 mention mentioned menyebut 1076 merge merged menggabungkan 1077 merit merited jasa 1078 mesh meshed mesh 1079 mess messed kekacauan 1080 meter metered meter 1081 milk milked susu 1082 mind minded pikiran 1083 mingle mingled bergaul 1084 minimize minimized memperkecil 1085 minister ministered menteri 1086 mirror mirrored cermin 1087 misinterpret misinterpreted salah menafsirkan 1088 misrepresent misrepresented membalikkan 1089 miss missed merindukan 1090 mistrust mistrusted ketidakpercayaan 1091 misuse misused penyalahgunaan 1092 mitigate mitigated mengurangi 1093 mix mixed campuran 1094 moan moaned mengerang 1095 mobilize mobilized mengerahkan 1096 mock mocked pura-pura 1097 modernize modernized memodernisasi 1098 modify modified memodifikasi 1099 moisten moistened melembabkan 1100 mold molded cetakan 1101 mollify mollified meredakan 1102 monopolize monopolized memonopoli 1103 mop mopped kain pel 1104 motivate motivated mendorong 1105 mount mounted meningkat 1106 mourn mourned berkabung 1107 move moved bergerak 1108 multiply multiplied berkembang biak 1109 mumble mumbled bergumam 1110 murder murdered pembunuhan 1111 murmur murmured bisikan 1112 muse mused renungan 1113 muster mustered mengumpulkan 1114 mutter muttered bergumam 1115 nail nailed kuku 1116 name named nama 1117 narrow narrowed sempit 1118 near neared dekat 1119 necessitate necessitated mengharuskan 1120 neck necked leher 1121 need needed perlu 1122 negate negated meniadakan 1123 neglect neglected mengabaikan 1124 negotiate negotiated berunding 1125 nest nested sarang 1126 nod nodded mengangguk 1127 nominate nominated mencalonkan 1128 note noted catatan 1129 notice noticed pemberitahuan 1130 notify notified memberitahukan 1131 nudge nudged dorongan 1132 number numbered nomor 1133 nurture nurtured memelihara 1134 obey obeyed mematuhi 1135 object objected obyek 1136 oblige obliged mewajibkan 1137 obliterate obliterated memusnahkan 1138 obscure obscured mengaburkan 1139 observe observed mengamati 1140 obsess obsessed menggoda 1141 obstruct obstructed menghambat 1142 obtain obtained memperoleh 1143 obtrude obtruded menonjolkan 1144 occupy occupied menempati 1145 occur occurred terjadi 1146 offend offended menyinggung perasaan 1147 offer offered menawarkan 1148 officiate officiated menjabat 1149 omit omitted menghilangkan 1150 ooze oozed selut 1151 open opened terbuka 1152 operate operated beroperasi 1153 oppose opposed menentang 1154 opt opted memilih 1155 ordain ordained mentakdirkan 1156 order ordered pesanan 1157 organize organized mengatur 1158 orient oriented mengorientasikan 1159 originate originated berasal 1160 oust ousted mengusir 1161 outdistance outdistanced mendahului 1162 outface outfaced menentang 1163 outlaw outlawed mencabut perlindungan hukum 1164 outline outlined garis besar 1165 outnumber outnumbered melebihi jumlahnya 1166 outrage outraged kebiadaban 1167 outweigh outweighed lebih penting dr 1168 overflow overflowed melimpah 1169 overlap overlaped tumpang tindih 1170 overload overloaded overload 1171 overlook overlooked mengabaikan 1172 overreach overreached memperdayakan 1173 overshadow overshadowed mengeruhkan 1174 owe owed berhutang 1175 own owned sendiri 1176 pace paced kecepatan 1177 pacify pacified menenangkan 1178 pack packed pak 1179 package packaged paket 1180 pad padded bantalan 1181 paint painted cat 1182 panic panicked panik 1183 parallel paralleled paralel 1184 paralyze paralyzed melumpuhkan 1185 pardon pardoned maaf 1186 pare pared memotong 1187 park parked taman 1188 parody parodied parodi 1189 part parted bagian 1190 participate participated ikut 1191 pass passed lulus 1192 pat patted tepuk 1193 patrol patrolled patroli 1194 patronize patronized berlangganan 1195 pause paused berhenti sebentar 1196 pave paved mengaspal 1197 pay paid membayar 1198 peck pecked mematuk 1199 peel peeled kulit 1200 peer peered rekan 1201 penetrate penetrated menembus 1202 people peopled orang-orang 1203 perceive perceived melihat 1204 perfect perfected sempurna 1205 perform performed melakukan 1206 perish perished binasa 1207 permeate permeated menyerap 1208 permit permitted izin 1209 perpetuate perpetuated mengabadikan 1210 persist persisted bersikeras 1211 personify personified mempribadikan 1212 persuade persuaded membujuk 1213 pertain pertained menyinggung 1214 pervade pervaded meliputi 1215 pet petted kesayangan 1216 petition petitioned permohonan 1217 phone phoned telepon 1218 photograph photographed foto 1219 phrase phrased ungkapan 1220 pick picked memilih 1221 picture pictured gambar 1222 pierce pierced menembus 1223 pile piled tumpukan 1224 pillage pillaged menjarah 1225 pilot piloted pilot 1226 pin pinned pin 1227 pinch pinched mencubit 1228 pinpoint pinpointed tepat 1229 pioneer pioneered pelopor 1230 pitch pitched nada 1231 pity pitied sayang 1232 place placed tempat 1233 plague plagued wabah 1234 plan planned rencana 1235 plant planted tanaman 1236 play played bermain 1237 plead pleaded mengaku 1238 please pleased silahkan 1239 pledge pledged janji 1240 plot plotted alur 1241 plow plowed bajak 1242 pluck plucked memetik 1243 plug plugged steker 1244 plump plumped montok 1245 plunge plunged terjun 1246 ply plied lapis 1247 point pointed titik 1248 poise poised sikap tenang 1249 poison poisoned racun 1250 poke poked menusuk 1251 polish polished semir 1252 ponder pondered merenungkan 1253 pool pooled kolam 1254 pop popped pop 1255 portray portrayed menggambarkan 1256 pose posed pose 1257 position positioned posisi 1258 possess possessed memiliki 1259 post posted pos 1260 postpone postponed menunda 1261 postulate postulated mendalilkan 1262 pound pounded pon 1263 pour poured menuangkan 1264 power powered daya 1265 practice practiced praktek 1266 praise praised pujian 1267 pray prayed berdoa 1268 preach preached berkhotbah 1269 precede preceded mendahului 1270 precipitate precipitated mengendapkan 1271 preclude precluded menghalangi 1272 predict predicted meramalkan 1273 prefer preferred lebih suka 1274 prejudice prejudiced prasangka 1275 prepare prepared mempersiapkan 1276 prescribe prescribed menentukan 1277 present presented sekarang 1278 preserve preserved mempertahankan 1279 preside presided memimpin 1280 press pressed pers 1281 presume presumed menganggap 1282 presuppose presupposed mengandaikan 1283 pretend pretended berpura-pura 1284 prevail prevailed menang 1285 prevent prevented mencegah 1286 price priced harga 1287 pride prided kebanggaan 1288 print printed mencetak 1289 probe probed penyelidikan 1290 proceed proceeded meneruskan 1291 process processed proses 1292 proclaim proclaimed memproklamirkan 1293 procure procured mendapatkan 1294 produce produced menghasilkan 1295 profess professed mengakui 1296 proffer proffered mengajukan 1297 profit profited keuntungan 1298 program programmed program 1299 progress progressed kemajuan 1300 prohibit prohibited melarang 1301 project projected proyek 1302 prolong prolonged memperpanjang 1303 promise promised janji 1304 promote promoted memajukan 1305 prompt prompted cepat 1306 pronounce pronounced mengucapkan 1307 prop propped menopang 1308 propel propelled mendorong 1309 propose proposed mengusulkan 1310 prosecute prosecuted menuntut 1311 prosper prospered menjadi makmur 1312 protect protected melindungi 1313 protest protested protes 1314 protrude protruded menonjol 1315 prove proved membuktikan 1316 provide provided menyediakan 1317 provoke provoked memprovokasi 1318 pry pried membongkar 1319 publicize publicized mengumumkan 1320 publish published menerbitkan 1321 puff puffed engah 1322 pull pulled menarik 1323 pump pumped pompa 1324 punish punished menghukum 1325 purchase purchased pembelian 1326 purge purged pembersihan 1327 purify purified memurnikan 1328 purport purported mengaku 1329 purse pursed tas 1330 pursue pursued mengejar 1331 push pushed mendorong 1332 puzzle puzzled teka-teki 1333 qualify qualified memenuhi syarat 1334 quarrel quarreled bertengkar 1335 quell quelled memadamkan 1336 question questioned pertanyaan 1337 quiet quieted tenang 1338 quote quoted kutipan 1339 race raced ras 1340 rack racked rak 1341 radiate radiated memancarkan 1342 rage raged kemarahan 1343 rain rained hujan 1344 raise raised menaikkan 1345 rake raked menyapu 1346 rally rallied rapat umum 1347 ram rammed ram 1348 ramble rambled pelancongan 1349 range ranged jarak 1350 rank ranked pangkat 1351 ransack ransacked merampok 1352 rap rapped ketukan 1353 rape raped pemerkosaan 1354 rate rated menilai 1355 ration rationed jatah 1356 rationalize rationalized merasionalisasikan 1357 rattle rattled berderak 1358 reach reached mencapai 1359 react reacted bereaksi 1360 readjust readjusted menyesuaikan diri lagi 1361 ready readied siap 1362 realize realized menyadari 1363 reap reaped menuai 1364 rear reared belakang 1365 rearrange rearranged mengatur kembali 1366 reason reasoned alasan 1367 reassemble reassembled berkumpul kembali 1368 reassure reassured meyakinkan 1369 rebel rebelled pemberontak 1370 rebuke rebuked menegur 1371 rebut rebutted menangkis 1372 recall recalled mengingat kembali 1373 recapture recaptured menangkap kembali 1374 recede receded surut 1375 receive received menerima 1376 recite recited membaca 1377 reckon reckoned memperhitungkan 1378 reclaim reclaimed memperoleh kembali 1379 recognize recognized mengakui 1380 recommend recommended menyarankan 1381 reconcile reconciled mendamaikan 1382 reconsider reconsidered mempertimbangkan kembali 1383 reconstruct reconstructed merekonstruksi 1384 record recorded catatan 1385 recount recounted menceritakan 1386 recover recovered sembuh 1387 recruit recruited rekrut 1388 recur recurred terulang 1389 redecorate redecorated menghiasi lagi 1390 redeem redeemed menebus 1391 reduce reduced menurunkan 1392 reel reeled pening 1393 refer referred lihat 1394 refill refilled isi ulang 1395 refine refined menghaluskan 1396 reflect reflected mencerminkan 1397 reform reformed pembaruan 1398 refrain refrained menahan diri 1399 refuse refused menolak 1400 refute refuted menyanggah 1401 regain regained mendapatkan kembali 1402 regard regarded menganggap 1403 register registered register 1404 regret regretted penyesalan 1405 regulate regulated mengatur 1406 reinforce reinforced memperkuat 1407 reject rejected menolak 1408 rejoin rejoined bergabung 1409 relate related menghubungkan 1410 relax relaxed bersantai 1411 release released pelepasan 1412 relieve relieved meringankan 1413 relinquish relinquished melepaskan 1414 relish relished menikmati 1415 relive relived menghidupkan kembali 1416 rely relied mengandalkan 1417 remain remained tinggal 1418 remark remarked ucapan 1419 remedy remedied obat 1420 remember remembered ingat 1421 remind reminded mengingatkan 1422 remonstrate remonstrated memprotes 1423 remove removed menghapus 1424 rename renamed mengubah nama 1425 render rendered memberikan 1426 renew renewed memperbarui 1427 rent rented sewa 1428 repair repaired perbaikan 1429 repay repayed membayar kembali 1430 repeat repeated ulangi 1431 repel repeled mengusir 1432 repent repented bertobat 1433 replace replaced mengganti 1434 replenish replenished mengisi kembali 1435 reply replied balasan 1436 report reported laporan 1437 represent represented mewakili 1438 reproduce reproduced mereproduksi 1439 repute reputed reputasi 1440 request requested permintaan 1441 require required memerlukan 1442 rescind rescinded membatalkan 1443 rescue rescued penyelamatan 1444 resemble resembled menyerupai 1445 resent resented benci 1446 reserve reserved cadangan 1447 reside resided tinggal 1448 resign resigned mengundurkan diri 1449 resist resisted menolak 1450 resolve resolved menyelesaikan 1451 resort resorted Resor 1452 respect respected menghormati 1453 respond responded menanggapi 1454 rest rested istirahat 1455 restore restored mengembalikan 1456 restrain restrained menahan 1457 restrict restricted membatasi 1458 result resulted hasil 1459 resume resumed resume 1460 retain retained menahan 1461 retard retarded memperlambat 1462 retire retired mengundurkan diri 1463 retort retorted tabung kimia 1464 retreat retreated mundur 1465 retrieve retrieved mendapatkan kembali 1466 return returned kembali 1467 reveal revealed mengungkapkan 1468 reverse reversed terbalik 1469 revert reverted kembali 1470 review reviewed tinjauan 1471 revise revised merevisi 1472 revive revived menghidupkan kembali 1473 revolve revolved berputar 1474 reward rewarded hadiah 1475 ridicule ridiculed ejekan 1476 rip ripped merobek 1477 risk risked risiko 1478 rival rivaled saingan 1479 roam roamed berkeliaran 1480 roar roared mengaum 1481 roast roasted daging panggang 1482 rob robbed merampok 1483 rock rocked batuan 1484 roll rolled gulung 1485 romanticize romanticized meromantiskan 1486 root rooted akar 1487 rot rotted membusuk 1488 rotate rotated memutar 1489 round rounded bulat 1490 rouse roused membangkitkan 1491 row rowed baris 1492 rub rubbed menggosok 1493 ruin ruined kehancuran 1494 rule ruled aturan 1495 rumble rumbled gemuruh 1496 rush rushed tergesa-gesa 1497 rustle rustled gemeresik 1498 sacrifice sacrificed pengorbanan 1499 safeguard safeguarded menjaga 1500 sag sagged melengkung 1501 sail sailed berlayar 1502 salt salted garam 1503 salute saluted menghormat 1504 salvage salvaged menyelamatkan 1505 sample sampled contoh 1506 sanction sanctioned sangsi 1507 satisfy satisfied memuaskan 1508 save saved menyimpan 1509 savor savored menikmati 1510 saw sawed melihat 1511 scan scanned scan 1512 scandalize scandalized memalukan 1513 scare scared ketakutan 1514 scatter scattered menyebarkan 1515 schedule scheduled jadwal 1516 school schooled sekolah 1517 scoop scooped sendok 1518 scoot scooted berlari cepat 1519 score scored skor 1520 scour scoured mengampelas 1521 scowl scowled pandangan marah 1522 scramble scrambled pertarungan 1523 scrape scraped mengikis 1524 scratch scratched goresan 1525 scrawl scrawled tulisan cakar ayam 1526 scream screamed menjerit 1527 screech screeched menciut-ciut 1528 screen screened layar 1529 scrub scrubbed menggosok 1530 scrutinize scrutinized menatapi 1531 scurry scurried bergegas 1532 seal sealed segel 1533 sear seared membekukan hati 1534 search searched pencarian 1535 seat seated kursi 1536 secede seceded melepaskan diri 1537 secure secured aman 1538 seem seemed kelihatan 1539 seep seeped merembes 1540 seize seized merebut 1541 select selected memilih 1542 sense sensed rasa 1543 separate separated terpisah 1544 serve served melayani 1545 service serviced layanan 1546 settle settled menyelesaikan 1547 sever severed memutuskan 1548 sew sewed menjahit 1549 shade shaded naungan 1550 shadow shadowed bayangan 1551 shape shaped bentuk 1552 share shared saham 1553 shatter shattered pecah 1554 shave shaved mencukur 1555 shear sheared geser 1556 shield shielded perisai 1557 shift shifted bergeser 1558 shimmy shimmied bergoncang 1559 ship shipped kapal 1560 shiver shivered menggigil 1561 shock shocked syok 1562 shop shoped toko 1563 shorten shortened mempersingkat 1564 shoulder shouldered bahu 1565 shout shouted berteriak 1566 shove shoved mendorong 1567 show showed pertunjukan 1568 shower showered mandi 1569 shred shredded sobekan 1570 shriek shrieked jeritan 1571 shrill shrilled melengking 1572 shrug shrugged mengangkat bahu 1573 shudder shuddered merasa ngeri 1574 shuffle shuffled kocokan 1575 shun shunned menghindari 1576 shy shied pemalu 1577 sicken sickened jatuh sakit 1578 sidle sidled berjalan dgn malu 1579 sift sifted menyaring 1580 sigh sighed mendesah 1581 sight sighted melihat 1582 sign signed tanda 1583 signal signaled sinyal 1584 signify signified menandakan 1585 silence silenced keheningan 1586 simmer simmered membara 1587 simplify simplified menyederhanakan 1588 simulate simulated mensimulasikan 1589 sin sinned dosa 1590 single singled tunggal 1591 sip sipped menyesap 1592 size sized ukuran 1593 sizzle sizzled mendesis 1594 skate skated sepatu luncur 1595 sketch sketched sketsa 1596 skid skidded selip 1597 skim skimmed menyendoki 1598 skip skipped melewatkan 1599 skirt skirted rok 1600 slacken slackened mengendur 1601 slam slammed slem 1602 slant slanted miring 1603 slap slapped tamparan 1604 slash slashed memotong 1605 slice sliced iris 1606 slip slipped menyelinap 1607 slow slowed lambat 1608 slug slugged siput 1609 slump slumped kemerosotan 1610 smack smacked menampar 1611 smash smashed menghancurkan 1612 smell smelled bau 1613 smile smiled senyum 1614 smoke smoked asap 1615 smolder smoldered membara 1616 smooth smoothed halus 1617 smother smothered melimpahi 1618 snag snagged sobekan 1619 snake snaked ular 1620 snap snapped jepret 1621 snarl snarled kekusutan 1622 snatch snatched merebut 1623 snicker snickered kekek 1624 sniff sniffed menghirup 1625 snort snorted mendengus 1626 snow snowed salju 1627 snuggle snuggled merapat 1628 soak soaked merendam 1629 soar soared membubung 1630 sober sobered tenang 1631 soften softened melunakkan 1632 soil soiled tanah 1633 solder soldered patri 1634 solve solved memecahkan 1635 soothe soothed menenangkan 1636 sort sorted jenis 1637 sound sounded suara 1638 sow sowed menabur 1639 space spaced ruang 1640 span spanned span 1641 spare spared senggang 1642 spark sparked percikan 1643 spear speared tombak 1644 specialize specialized mengkhususkan 1645 specify specified menentukan 1646 speculate speculated berspekulasi 1647 spell spelled mengeja 1648 spice spiced bumbu 1649 spill spilled tumpahan 1650 splash splashed memercikkan 1651 spoil spoiled memanjakan 1652 sponge sponged sepon 1653 sponsor sponsored sponsor 1654 spot spotted tempat 1655 spout spouted cerat 1656 sprawl sprawled terkapar 1657 spray sprayed semprot 1658 sprinkle sprinkled percikan 1659 sprint sprinted lari cepat 1660 sprout sprouted tunas 1661 spur spurred memacu 1662 square squared persegi 1663 squat squatted berjongkok 1664 squeak squeaked mencicit 1665 squeeze squeezed meremas 1666 squint squinted juling 1667 stabilize stabilized memantapkan 1668 stack stacked tumpukan 1669 staff staffed staf 1670 stage staged tahap 1671 stagger staggered terhuyung-huyung 1672 stain stained noda 1673 stake staked pancang 1674 stalk stalked tangkai 1675 stall stalled kios 1676 stammer stammered gagap 1677 stamp stamped cap 1678 stampede stampeded penyerbuan 1679 star starred bintang 1680 stare stared menatap 1681 start started mulai 1682 startle startled mengagetkan 1683 starve starved kelaparan 1684 state stated negara 1685 stave staved juluan 1686 stay stayed tinggal 1687 steady steadied mantap 1688 steam steamed uap 1689 steer steered menyetir 1690 stem stemmed batang 1691 step stepped langkah 1692 stiffen stiffened mengeras 1693 stifle stifled menahan 1694 still stilled masih 1695 stimulate stimulated merangsang 1696 stipulate stipulated menetapkan 1697 stir stirred mengaduk 1698 stock stocked saham 1699 stoop stooped membungkuk 1700 stop stopped berhenti 1701 store stored toko 1702 storm stormed badai 1703 straggle straggled berjurai 1704 straighten straightened meluruskan 1705 strain strained ketegangan 1706 stray strayed tersesat 1707 streak streaked coret 1708 stream streamed sungai 1709 strengthen strengthened memperkuat 1710 stress stressed tegangan 1711 stretch stretched meregang 1712 strip stripped strip 1713 stroke stroked pukulan 1714 stroll strolled berjalan-jalan 1715 struggle struggled perjuangan 1716 strut strutted topangan 1717 study studied penelitian 1718 stuff stuffed barang 1719 stumble stumbled tersandung 1720 stun stuned membisingkan 1721 subdue subdued menaklukkan 1722 submit submitted menyerahkan 1723 subscribe subscribed berlangganan 1724 subside subsided surut 1725 subsidize subsidized menyubsidi 1726 substantiate substantiated memperkuat 1727 substitute substituted pengganti 1728 subtract subtracted mengurangi 1729 succed succeeded Lulusan 1730 suck sucked mengisap 1731 sue sued menuntut 1732 suffer suffered menderita 1733 suffice sufficed mencukupi 1734 suffuse suffused menutupi 1735 suggest suggested menyarankan 1736 suit suited setelan 1737 sulk sulked merajuk 1738 sum summed jumlah 1739 summarize summarized meringkaskan 1740 summate summated summate 1741 summon summoned memanggil 1742 superimpose superimposed menempatkan di atas 1743 supervise supervised mengawasi 1744 supplant supplanted menggantikan 1745 supplement supplemented suplemen 1746 supply supplied persediaan 1747 support supported mendukung 1748 suppose supposed mengira 1749 suppress suppressed menekan 1750 surge surged gelora 1751 surprise surprised mengherankan 1752 surrender surrendered menyerah 1753 surround surrounded mengelilingi 1754 survey surveyed penelitian 1755 survive survived bertahan 1756 suspect suspected tersangka 1757 suspend suspended menangguhkan 1758 sustain sustained menopang 1759 swagger swaggered menyombongkan 1760 swallow swallowed menelan 1761 swap swapped menukar 1762 swarm swarmed mengeriap 1763 sway swayed bergoyang 1764 swell swelled membengkak 1765 swerve swerved melencong 1766 swirl swirled keramaian 1767 swish swished desir 1768 switch switched beralih 1769 swoop swooped sambaran 1770 symbolize symbolized melambangkan 1771 sympathize sympathized ikut berbelasungkawa 1772 tackle tackled mengatasi 1773 talk talked berbicara 1774 tally tallied perhitungan 1775 tap tapped keran 1776 taper tapered lancip 1777 taste tasted rasa 1778 tax taxed pajak 1779 team teamed tim 1780 tease teased menggoda 1781 telegraph telegraphed telegrap 1782 telephone telephoned telepon 1783 tempt tempted menggoda 1784 tend tended cenderung 1785 term termed istilah 1786 terminate terminated mengakhiri 1787 terrify terrified menakuti 1788 test tested uji 1789 testify testified bersaksi 1790 thank thanked terima kasih 1791 thaw thawed mencair 1792 theorize theorized berteori 1793 thicken thickened mengentalkan 1794 thin thinned tipis 1795 thrash thrashed memukul 1796 threaten threatened mengancam 1797 thrill thrilled sensasi 1798 thrive thrived berkembang 1799 throb throbbed berdenyut 1800 thunder thundered guntur 1801 thwart thwarted menggagalkan 1802 tick ticked kutu 1803 tie tied dasi 1804 tighten tightened mengencangkan 1805 tilt tilted memiringkan 1806 time timed waktu 1807 tip tipped ujung 1808 tire tired ban 1809 toast toasted roti panggang 1810 toe toed jari kaki 1811 tolerate tolerated mentolerir 1812 top topped puncak 1813 torment tormented menyiksa 1814 toss tossed undian 1815 total totaled total 1816 touch touched menyentuh 1817 tour toured wisata 1818 trace traced jejak 1819 track tracked jalur 1820 trade traded perdagangan 1821 trail trailed jejak 1822 train trained kereta api 1823 tramp tramped gelandangan 1824 trample trampled menginjak-injak 1825 transact transacted melakukan transaksi 1826 transcend transcended melampaui 1827 transfer transferred transfer 1828 transform transformed mengubah 1829 translate translated menterjemahkan 1830 transmit transmitted mengirimkan 1831 transpire transpired terjadi 1832 transplant transplanted transplantasi 1833 transport transported transpor 1834 trap trapped perangkap 1835 travel traveled perjalanan 1836 traverse traversed melintasi 1837 treat treated memperlakukan 1838 tremble trembled gemetar 1839 trim trimmed langsing 1840 trip tripped perjalanan 1841 trot trotted berlari kecil 1842 trouble troubled kesulitan 1843 trudge trudged berangkat 1844 trust trusted kepercayaan 1845 try tried mencoba 1846 tuck tucked melipatkan 1847 tug tugged menarik 1848 tumble tumbled terguling 1849 tune tuned lagu 1850 turn turned giliran 1851 twine twined benang ikat 1852 twist twisted twist 1853 twitch twitched berkedut 1854 type typed jenis 1855 uncover uncovered menemukan 1856 underestimate underestimated meremehkan 1857 underline underlined menggarisbawahi 1858 undermine undermined merusak 1859 underscore underscored menggarisbawahi 1860 undress undressed menanggalkan pakaian 1861 unfold unfolded membuka 1862 unify unified menyatukan 1863 unite united bersatu 1864 unload unloaded membongkar 1865 unlock unlocked membuka kunci 1866 unscrew unscrewed melepaskan 1867 untie untied membuka 1868 upgrade upgraded meningkatkan 1869 urge urged mendesak 1870 use used menggunakan 1871 usher ushered mengantar 1872 utilize utilized memanfaatkan 1873 utter uttered mengucapkan 1874 validate validated mengesahkan 1875 value valued nilai 1876 vanish vanished lenyap 1877 vary varied berbeda 1878 veer veered membelok 1879 vent vented lubang angin 1880 venture ventured usaha 1881 verify verified memeriksa 1882 vex vexed menyakitkan hati 1883 view viewed melihat 1884 violate violated melanggar 1885 visit visited mengunjungi 1886 visualize visualized membayangkan 1887 voice voiced suara 1888 volunteer volunteered sukarelawan 1889 vote voted suara 1890 vow vowed sumpah 1891 wad wadded gumpalan 1892 wade waded mengarungi 1893 wag wagged pelawak 1894 wage waged upah 1895 wager wagered taruhan 1896 wail wailed meratap 1897 wait waited menunggu 1898 walk walked berjalan 1899 wall walled dinding 1900 wander wandered mengembara 1901 want wanted ingin 1902 warm warmed hangat 1903 warn warned memperingatkan 1904 warp warped melengkung 1905 warrant warranted surat perintah 1906 wash washed mencuci 1907 waste wasted limbah 1908 watch watched menonton 1909 water watered air 1910 wave waved gelombang 1911 waver wavered bimbang 1912 wax waxed lilin 1913 weaken weakened melemahkan 1914 weigh weighed menimbang 1915 welcome welcomed selamat datang 1916 well welled baik 1917 whack whacked mendera 1918 wheel wheeled roda 1919 while whiled sementara 1920 whine whined merengek 1921 whinny whinnied meringkik 1922 whip whipped cambuk 1923 whirl whirled berputar 1924 whisper whispered bisikan 1925 whistle whistled peluit 1926 whiz whizzed jagoan 1927 widen widened memperluas 1928 wield wielded menggunakan 1929 wiggle wiggled menggoyangkan 1931 wince winced kejap 1932 wind winded angin 1933 wing winged sayap 1934 wink winked kedipan 1935 wipe wiped menyeka 1936 wire wired kawat 1937 wish wished ingin 1938 wither withered meranggas 1939 witness witnessed saksi 1940 wobble wobbled goyangan 1941 wonder wondered heran 1942 work worked pekerjaan 1943 worry worried mencemaskan 1944 worship worshiped ibadah 1945 wound wounded luka 1946 wrangle wrangled bertengkar 1947 wrap wrapped membungkus 1948 wreck wrecked kecelakaan 1949 wrench wrenched kunci 1950 wrestle wrestled bergulat 1951 wrinkle wrinkled kerut 1952 writhe writhed sakit hati 1953 yank yanked sentakan 1954 yearn yearned merindukan 1955 yell yelled berteriak 1956 yield yielded hasil Daftar IRREGULAR VERB dan Arti Bahasa Indonesia Berikut ini adalah daftar irregular verb terlengkap beserta arti Bahasa Indonesia. Infinitive Verb 2 Verb 3 Arti A abide abided / abode abided Tunduk alight alighted / alit alighted / alit Turun arise arose arisen Timbul awake awakened / awoke awakened / awoken Bangun B backbite backbit backbitten Memfitnah backslide backslid backslidden / backslid Kembali mengerjakan kebiasaan lama yg tercela be [ am, is, are] was, were been Ada (kata bantu) bear bore born / borne Melahirkan beat beat beaten / beat Mengalahkan become became become Menjadi befall befell befallen Menimpa beget begat / begot begotten Memperanakkan begin began begun Memulai behold beheld beheld Melihat bend bent bent Menekuk, melipat, membengkokkan bereave bereaved / bereft bereaved / bereft Kehilangan beseech besought / beseeched besought / beseeched Memohon beset beset beset Menimpa bestrew bestrewed bestrewn / bestrewed Menabur bet bet / betted bet / betted Bertaruh betake betook betaken Berangkat bethink bethought bethought Memikirkan bid (farewell) bid / bade bidden tawaran (perpisahan) bid (offer amount) bid bid Menawar (nilai tawaran) bind bound bound Mengikat bite bit bitten Menggigit bleed bled bled Berdarah blow blew blown Meniup, mengeluarkan break broke broken Memecahkan, Istirahat breed bred bred berkembang biak bring brought brought Membawa broadcast broadcast / broadcasted broadcast / broadcasted Menyiarkan browbeat browbeat browbeaten / browbeat Menggertak build built built Membangun burn burned / burnt burned / burnt Membakar burst burst burst Meledak bust busted / bust busted / bust Gagal, meledak buy bought bought Membeli C cast cast cast Melemparkan catch caught caught Menangkap chide chided / chid chided / chidden Mencaci choose chose chosen Memilih clap clapped / clapt clapped / clapt bertepuk tangan cling clung clung berpegang teguh clothe clothed / clad clothed / clad Menyandangi, membajui come came come Datang cost cost cost Biaya creep crept crept Merayap crossbreed crossbred crossbred Bastar, keturunan campuran cut cut cut Memotong D dare dared / durst dared / durst Tantangan daydream daydreamed / daydreamt daydreamed / daydreamt Melamun deal dealt dealt Berurusan dig dug dug Menggali disprove disproved disproved / disproven Membantah dive (jump head-first) dove / dived dived Menyelam (melompat kepala lebih dulu) dive (scuba diving) dived / dove dived menyelam (scuba diving) do did done Melakukan draw drew drawn Menarik dream dreamed / dreamt dreamed / dreamt bermimpi drink drank drunk Minum drive drove driven Menyetir dwell dwelt / dwelled dwelt / dwelled Tinggal E eat ate eaten Makan F fall fell fallen Jatuh feed fed fed Memberi makan feel felt felt Merasa fight fought fought Berjuang, berkelahi find found found Menemukan fit (tailor, change size) fitted / fit fitted / fit Cocok (penjahit, ukuran perubahan) fit (be right size) fit / fitted fit / fitted Cocok (bisa ukuran kanan) flee fled fled Melarikan diri fling flung flung Melemparkan fly flew flown Terbang forbear forbore forborne menahan diri forbid forbade forbidden Melarang forecast forecast forecast Ramalan forego (also forgo) forewent foregone Melepaskan (juga melupakan) foreknow foreknew foreknown Mengetahui sebelumnya foresee foresaw foreseen Meramalkan foretell foretold foretold Meramalkan forget forgot forgotten / forgot Melupakan forgive forgave forgiven Mengampuni forsake forsook forsaken Meninggalkan forswear forswore forsworn Mengingkari freeze froze frozen Membekukan frostbite frostbit frostbitten Radang dingin G gainsay gainsaid gainsaid Membantah get got gotten / got Mendapatkan gild gilded / gilt gilded / gilt Menyepuh give gave given Memberikan go went gone Pergi grind ground ground Menggiling grow grew grown Tumbuh H hamstring hamstrung hamstrung Melumpuhkan, memotong handwrite handwrote handwritten Menulis hang hung hung Menggantung hang (kill by hanging) hanged / hung hanged / hung Menggantung (membunuh dengan menggantung) have had had Memiliki hear heard heard Mendengar heave heaved / hove heaved / hove Mengangkat hew hewed hewn / hewed Menetak hide hid hidden Menyembunyikan hit hit hit Memukul hold held held Memegang hurt hurt hurt Sakit, melukai I inbreed inbred inbred memperkawinkan yg sejenis atau sebangsa inlay inlaid inlaid Menatah input input / inputted input / inputted Masukan inset inset inset Menyisipkan, Sisipan interbreed interbred interbred Mempersilangkan interweave interwove / interweaved interwoven / interweaved Menjalinkan inweave inwove / inweaved inwoven / inweaved Menjalin J jerry-build jerry-built jerry-built Serampangan-membangun K keep kept kept Menjaga kneel knelt / kneeled knelt / kneeled Berlutut knit knitted / knit knitted / knit Merajut know knew known Mengetahui L landslide landslid landslid Tanah longsor lay laid laid Awam lead led led Memimpin lean leaned / leant leaned / leant Kurus leap leaped / leapt leaped / leapt Melompat learn learned / learnt learned / learnt Belajar leave left left Meninggalkan lend lent lent Meminjamkan let let let Membiarkan lie lay lain Berbaring, terletak lie (not tell truth) REGULAR lied lied Berbohong (tidak jujur) REGULER light lit / lighted lit / lighted Bercahaya lip-read lip-read lip-read Memahami kata orang dgn melihat gerak-gerik bibir lose lost lost Kehilangan M make made made Membuat mean meant meant Berarti meet met met Memenuhi misbecome misbecame misbecome Bertindak tdk pantas miscast miscast miscast Salah pilih misdeal misdealt misdealt berlaku salah mishear misheard misheard Salah mendengar mishit mishit mishit Meleset mislay mislaid mislaid Salah meletakkan mislead misled misled Menyesatkan misread misread misread Salah membaca misspeak misspoke misspoken Salah bicara/ucap misspell misspelled / misspelt misspelled / misspelt Salah mengeja misspend misspent misspent Memboros misswear misswore missworn Salah mengenakan mistake mistook mistaken Kesalahan misteach mistaught mistaught Salah Mengajar mistell mistold mistold Salah memberitahukan misthink misthought misthought Salah berpikir misunderstand misunderstood misunderstood Salah paham miswrite miswrote miswritten Salah menulis mow mowed mowed / mown Memotong rumput O offset offset offset Mengimbangi outbid outbid outbid Mengalahkan dlm menawar outdo outdid outdone Mengalahkan outdraw outdrew outdrawn Menarik lebih banyak orang outgrow outgrew outgrown Mengatasi, menjadi lebih besar outlay outlaid outlaid Pengeluaran outlie (not tell truth) REGULAR outlied outlied outlie (tidak mengatakan yang sebenarnya) REGULER output output / outputted output / outputted Mengeluarkan, menghabiskan outride outrode outridden Mendahului outrun outran outrun Berlari lebih cepat dari outsee outsaw outseen Melihat lebih banyak outsell outsold outsold Menjual lebih banyak dr outshine outshined / outshone outshined / outshone Lebih cemerlang dr outshoot outshot outshot Menembak lebih banyak outsing outsang outsung Menyanyi lebih banyak outsit outsat outsat Tinggal lebih lama dr outsleep outslept outslept Tidur lebih lama outsmell outsmelled / outsmelt outsmelled / outsmelt Mencium lebih banyak outspeak outspoke outspoken Mengucapkan outspeed outsped outsped Melampauhi kecepatan outspend outspent outspent Menghabiskan lebih banyak outstand outstood outstood Berdiri lebih lama outswear outswore outsworn Lebih tahan dari pada outswim outswam outswum Berenang lebih lama outtell outtold outtold Bercerita labih banyak outthink outthought outthought Berpikir lebih banyak outthrow outthrew outthrown melempar outwear outwore outworn Lebih tahan dr overbear overbore overborne / overborn Menindih overbuild overbuilt overbuilt membangun tambahan overbuy overbought overbought Membeli banyak overcast overcast overcast Mendung overcome overcame overcome Mengatasi overcut overcut overcut Memotong banyak overdo overdid overdone Melebih-lebihkan overdraw overdrew overdrawn Berlebih-lebihan melukiskan peranan overdrink overdrank overdrunk Minum lebih dr overeat overate overeaten Makan terlalu banyak overfeed overfed overfed Meloloh overhang overhung overhung Menganjur overhear overheard overheard Menguping overleap overleaped / overleapt overleaped / overleapt Berlompat-lompat melalui overlie overlay overlain Berbaring di atas overpay overpaid overpaid Membayar lebih banyak dr yg semestinya override overrode overridden Mengesampingkan overrun overran overrun Membanjiri oversee oversaw overseen Mengawasi oversell oversold oversold Terlalu banyak menjual overset overset overset Membingungkan overshoot overshot overshot Melampaui oversleep overslept overslept Kesiangan overspeak overspoke overspoken Terlalu banyak berbicara overspend overspent overspent Menghabiskan banyak uang overspill overspilled / overspilt overspilled / overspilt Sesuatu yg dicurahkan overspread overspread overspread Menyebarkan overtake overtook overtaken Menyusul overthrow overthrew overthrown Menggulingkan overwrite overwrote overwritten Menimpa P partake partook partaken Mengambil bagian pay paid paid Membayar plead pleaded / pled pleaded / pled Mengaku prepay prepaid prepaid Prabayar proofread proofread proofread Mengkoreksi cetakan percobaan prove proved proven / proved Membuktikan put put put Menaruh Q quick-freeze quick-froze quick-frozen Membekukan cepat-cepat quit quit / quitted quit / quitted Berhenti R read read (sounds like “red”) read (sounds like “red”) Membaca rebuild rebuilt rebuilt Membangun kembali recast recast recast Merombak recut recut recut Memotong kembali redeal redealt redealt Berurusan lagi redo redid redone Melakukan kembali refit (replace parts) refit / refitted refit / refitted Mereparasi (mengganti bagian) refit (retailor) refitted / refit refitted / refit Mereparasi (retailor) regrow regrew regrown Tumbuh kembali relay (for example tiles) relaid relaid relay (misalnya keramik) relay (pass along) REGULAR relayed relayed relay (berjalan terus) REGULER relearn relearned / relearnt relearned / relearnt belajar kembali relight relit / relighted relit / relighted bernyala lagi remake remade remade Membuat kembali rend rent / rended rent / rended Membelah repay repaid repaid Membayar kembali reread reread reread Membaca kembali rerun reran rerun Memutarkan lagi resell resold resold Menjual kembali resend resent resent Mengirim ulang retake retook retaken Merebut kembali retell retold retold Menyadur rethink rethought rethought Memikirkan kembali retread retread retread Mempulkanisir rewin rewon rewon Menang kembali rewind rewound rewound Mundur rewrite rewrote rewritten Menulis kembali rid rid rid Membebaskan ride rode ridden Naik ring rang rung Cincin rise rose risen Naik rive rived riven / rived Membelah roughcast roughcast roughcast Yang dibuat secara kasar run ran run Menjalankan S sand-cast sand-cast sand-cast Pasir-cor saw sawed sawed / sawn Melihat say said said Mengatakan see saw seen Melihat seek sought sought Mencari self-sow self-sowed self-sown / self-sowed Menabur diri sell sold sold Menjual send sent sent Mengirim set set set Mengatur sew sewed sewn / sewed Menjahit shake shook shaken Gemetar shave shaved shaved / shaven Mencukur shear sheared sheared / shorn Geser shed shed shed Gudang shine shined / shone shined / shone Bersinar shit shit / shat / shitted shit / shat / shitted omong kosong shoe shoed / shod shoed / shod Sepatu shoot shot shot Menembak show showed shown / showed Pertunjukan shrink shrank / shrunk shrunk Menyusut shrive shrived / shrove shriven Mendengarkan pengakuan dosa dan mengampuni shut shut shut Menutup sight-read sight-read sight-read Melihat-membaca sing sang sung Menyanyi sink sank / sunk sunk Wastafel sit sat sat Duduk slay (kill) slew / slayed slain / slayed Membunuh (membunuh) slay (amuse) REGULAR slayed slayed Membunuh (menghibur) REGULER sleep slept slept Tidur slide slid slid Meluncur sling slung slung Ambin slink slinked / slunk slinked / slunk Mengendap-endap slit slit slit Celah smell smelled / smelt smelled / smelt Bau smite smote smitten / smote Memukul sneak sneaked / snuck sneaked / snuck Menyelinap sow sowed sown / sowed Menabur speak spoke spoken Berbicara speed sped / speeded sped / speeded Kecepatan spell spelled / spelt spelled / spelt Mengeja spend spent spent Menghabiskan spill spilled / spilt spilled / spilt Tumpahan spin spun spun Berputar spit spit / spat spit / spat Meludah split split split Berpisah spoil spoiled / spoilt spoiled / spoilt Memanjakan spoon-feed spoon-fed spoon-fed Menyuap spread spread spread Menyebar spring sprang / sprung sprung musim semi stand stood stood Berdiri stave staved / stove staved / stove Juluan steal stole stolen Mencuri stick stuck stuck Tongkat sting stung stung Sengat stink stunk / stank stunk Bau strew strewed strewn / strewed Menaburi stride strode stridden Langkah strike (delete) struck stricken Mogok (menghapus) string strung strung Tali strip stripped / stript stripped / stript Strip strive strove / strived striven / strived Berusaha keras sublet sublet sublet Menyewakan lagi sunburn sunburned / sunburnt sunburned / sunburnt Berjemur swear swore sworn Bersumpah sweat sweat / sweated sweat / sweated Keringat sweep swept swept Menyapu swell swelled swollen / swelled Membengkak swim swam swum Berenang swing swung swung Ayunan T take took taken Mengambil teach taught taught Mengajar tear tore torn Menangis telecast telecast telecast Menyiarkan tell told told Menceritakan test-drive test-drove test-driven Menjalankan sbg percobaan test-fly test-flew test-flown Uji-terbang think thought thought Berpikir thrive thrived / throve thrived / thriven Berkembang throw threw thrown Melemparkan thrust thrust thrust Dorongan tread trod trodden / trod Tapak troubleshoot troubleshot troubleshot Memecahkan typecast typecast typecast menetapkan sbg pemain peranan dr tipe tertentu typeset typeset typeset Mengeset typewrite typewrote typewritten Mengetik U unbear unbore unborn / unborne Unbear unbend unbent unbent Meluruskan unbind unbound unbound Memperlonggar underbid underbid underbid menawarkan harga yg lebih rendah undercut undercut undercut menjual dgn harga yg lebih rendah underfeed underfed underfed kurang memberi makanan undergo underwent undergone Mengalami underlay underlaid underlaid Mendasari underlie underlay underlain Mendasari underrun underran underrun Underrun undersell undersold undersold menjual dgn harga yg lebih rendah undershoot undershot undershot menembak terlalu rendah dr understand understood understood Memahami undertake undertook undertaken Melakukan underwrite underwrote underwritten Menanggung undo undid undone Membuka unfreeze unfroze unfrozen Mencairkan unhide unhid unhidden Jangan sembunyikan unlade unladed unladen / unladed Memperturunkan unlearn unlearned / unlearnt unlearned / unlearnt belajar meninggalkan unwind unwound unwound Beristirahat uphold upheld upheld Menegakkan upset upset upset Bingung V vex vexed / vext vexed / vext menyakitkan hati W wake woke / waked woken / waked Bangun waylay waylaid waylaid Mencegat wear wore worn Memakai weave wove / weaved woven / weaved Menenun wed wed / wedded wed / wedded Mengawinkan weep wept wept Menangis wet wet / wetted wet / wetted Basah whet REGULAR whetted whetted mengasah REGULER win won won Menang wind wound wound Angin withdraw withdrew withdrawn Menarik withhold withheld withheld Menahan withstand withstood withstood Menahan wring wrung wrung Memeras write wrote written Menulis