BAHASA INGGRIS SARTOWI

noreply@blogger.com (Modal Tlaten) — Thu, 2 Apr 2026 19:51:00 +0700

PENGGUNAAN GERUND (KATA KERJA + ING)

Gerund adalah bentuk kata kerja yang berakhiran -ing (seperti reading, swimming, eating) namun secara fungsi berubah haluan menjadi kata benda (noun).

Bayangkan Gerund sebagai "bunglon": bentuknya kata kerja, tapi jiwanya kata benda. Seringkali kita terkecoh dan menganggap semua yang berakhiran -ing adalah "sedang dilakukan" (Present Continuous), padahal tidak selalu begitu.

Berikut adalah panduan lengkap penggunaan Gerund agar kamu tidak tertukar lagi:

1. Gerund sebagai Subjek Kalimat

Saat kamu ingin membicarakan suatu aktivitas sebagai topik utama, gunakan Gerund.

Reading is my hobby. (Membaca adalah hobi saya.)
Smoking is bad for your health. (Merokok buruk untuk kesehatanmu.)
Running a marathon requires stamina. (Berlari maraton membutuhkan stamina.)

2. Gerund Setelah Kata Kerja Tertentu

Ada beberapa kata kerja di bahasa Inggris yang "wajib" diikuti oleh Gerund, bukan to-infinitive. Beberapa yang paling sering muncul:

Enjoy: I enjoy dancing. (Bukan I enjoy to dance)
Avoid: She avoids meeting him.
Finish: Have you finished writing?
Mind: Would you mind closing the window?
Suggest: He suggested going to the beach.

3. Gerund Setelah Preposisi (Prepositions)

Ini adalah aturan emas: jika ada kata kerja yang muncul tepat setelah preposisi (in, on, at, with, without, about, of, before, after, by), maka kata kerja tersebut harus berbentuk Gerund.

I am interested in learning photography.
Thank you for coming.
She left without saying goodbye.
He is good at playing guitar.

4. Gerund Setelah Ungkapan Khusus (Idiomatic Expressions)

Ada beberapa frasa yang secara tata bahasa memang "sepaket" dengan Gerund:

Can't help: I can't help falling in love with you. (Tidak bisa menahan diri)
Look forward to: I look forward to meeting you. (Sangat menantikan — hati-hati, 'to' di sini adalah preposisi, bukan bagian dari infinitive)
It’s no use / It’s no good: It’s no use crying over spilled milk.
Go + Activity: Let’s go swimming, shopping, or hiking.

5. Perbedaan Gerund vs. Present Participle

Jangan sampai tertukar! Meskipun bentuknya sama-sama -ing, fungsinya berbeda:

Fitur	Gerund (Noun)	Present Participle (Verb/Adj)
Fungsi	Sebagai benda/topik	Sebagai aksi yang sedang berlangsung
Contoh	Swimming is fun.	I am swimming right now.
Posisi	Subjek atau Objek	Setelah to be (is/am/are)

Tips Singkat: Kalau kamu bisa mengganti kata berakhiran -ing tersebut dengan kata benda lain atau kata ganti "it" dan kalimatnya masih masuk akal, berarti itu adalah Gerund.

Contoh: "I like reading" à "I like it" (Masuk akal = Gerund).

noreply@blogger.com (Modal Tlaten) — Fri, 16 Jan 2026 07:42:00 +0700

KATA BENDA DALAM BAHASA INGGRIS

Memahami kata benda (Noun) adalah langkah awal paling krusial dalam belajar bahasa Inggris. Secara sederhana, noun adalah kata yang digunakan untuk menamai orang, tempat, benda, hewan, tumbuhan, ide, atau konsep.

Berikut adalah panduan lengkap mengenai konsep kata benda dalam bahasa Inggris:

1. Jenis-Jenis Kata Benda (Types of Nouns)

Dalam bahasa Inggris, kata benda dikelompokkan menjadi beberapa kategori utama:

A. Common Nouns vs. Proper Nouns

Common Nouns: Kata benda umum (tidak menggunakan huruf kapital kecuali di awal kalimat).
- Contoh: city, man, car, day.
Proper Nouns: Nama spesifik untuk orang, tempat, atau merek (selalu menggunakan huruf kapital).
- Contoh: Jakarta, John, Toyota, Monday.

B. Countable vs. Uncountable Nouns

Ini adalah bagian yang paling berbeda dengan bahasa Indonesia:

Countable (Dapat dihitung): Bisa berjumlah tunggal (singular) atau jamak (plural).
- Contoh: one book, two books.
Uncountable (Tidak dapat dihitung): Tidak memiliki bentuk jamak dan biasanya dianggap tunggal.
- Contoh: water, sugar, love, money, information.

C. Concrete vs. Abstract Nouns

Concrete: Bisa dirasakan oleh panca indera (dilihat, disentuh, dicium).
- Contoh: table, flower, rain.
Abstract: Merujuk pada ide, kualitas, atau kondisi yang tidak berwujud.
- Contoh: freedom, courage, time, happiness.

2. Perubahan Bentuk: Singular & Plural

Berbeda dengan bahasa Indonesia yang menggunakan pengulangan (buku-buku), bahasa Inggris mengubah akhiran kata untuk menunjukkan jumlah lebih dari satu.

Aturan	Singular (Tunggal)	Plural (Jamak)
Umumnya tambah -s	Cat	Cats
Akhiran -ch, -s, -sh, -x tambah -es	Bus	Buses
Kata benda tidak beraturan (Irregular)	Child	Children
Kata benda tidak beraturan (Vokal berubah)	Man	Men

3. Fungsi Noun dalam Kalimat

Kata benda memiliki peran penting dalam struktur kalimat:

Sebagai Subjek: Pelaku aksi.
- "The cat sleeps."
Sebagai Objek: Penerima aksi.
- "I bought a laptop."
Sebagai Objek Preposisi:
- "She is in the garden."

4. Perbedaan Penting dengan Bahasa Indonesia

Agar tidak bingung, ingat dua perbedaan besar ini:

Gender: Bahasa Inggris memiliki sedikit perbedaan gender pada kata benda tertentu (misal: actor vs actress), namun sebagian besar bersifat netral.
Artikel (a, an, the): Kata benda countable tunggal hampir selalu membutuhkan artikel. Kita tidak bisa hanya bilang "I have car", melainkan harus "I have a car".

Catatan Kecil: Beberapa kata benda bisa menjadi countable atau uncountable tergantung konteksnya. Contohnya, "hair" (rambut secara keseluruhan) adalah uncountable, tapi "two hairs" (dua helai rambut) adalah countable.

daftar Kata Benda Tidak Beraturan (Irregular Plural Nouns) yang paling sering digunakan dalam bahasa Inggris.

Berbeda dengan kata benda biasa yang tinggal ditambah akhiran -s atau -es, kata-kata ini berubah bentuknya secara total atau bahkan tidak berubah sama sekali.

1. Perubahan Huruf Vokal

Beberapa kata benda berubah bunyinya di bagian tengah ( kata benda tunggal --->kb. jamak)

Man (pria) $\rightarrow$ Men
Woman (wanita) -------> Women
Foot (kaki) ---------------->Feet
Tooth (gigi) -------------> Teeth
Goose (angsa) ---------> Geese
Mouse (tikus) -----------> Mice

2. Perubahan Bentuk yang Unik

Child (anak) --------> Children
Person (orang) ---> People (bisa juga persons dalam konteks hukum, tapi people jauh lebih umum)
Ox (sapi jantan) ----> Oxen

3. Kata yang Tidak Berubah Sama Sekali

Bentuk tunggal (singular) dan jamaknya (plural) tetap sama:

Sheep (domba) --------> Sheep
Fish (ikan) -------->Fish (kadang fishes digunakan untuk jenis ikan yang berbeda-beda, tapi secara umum tetap fish)
Deer (rusa) --------> Deer
Series (seri) --------> Series
Species (spesies) --------> Species

4. Akhiran -f atau -fe berubah menjadi -ves

Leaf (daun) ----------> Leaves
Knife (pisau) --------> Knives
Life (hidup) ----------> Lives
Wife (istri) ------------> Wives
Thief (pencuri) ------>Thieves

Tips Belajar:

Karena kata-kata ini tidak mengikuti pola standar, cara terbaik untuk menguasainya adalah dengan menghafal sambil mempraktikkannya.

noreply@blogger.com (Modal Tlaten) — Fri, 16 Jan 2026 07:14:00 +0700

KALIMAT PASIF DALAM BAHASA INGGRIS

Kalimat pasif adalah bentuk kalimat di mana subjeknya menerima tindakan, bukan melakukan tindakan. Memahami kalimat pasif sangat penting untuk menulis karya ilmiah, laporan berita, atau sekadar memvariasikan gaya bahasa agar tidak membosankan.

Berikut adalah panduan lengkap cara memahami dan membuat kalimat pasif dalam Bahasa Indonesia dan Bahasa Inggris.

1. Perbedaan Dasar: Aktif vs. Pasif

Untuk memahami kalimat pasif, kita harus membandingkannya dengan kalimat aktif.

Kalimat Aktif: Subjek adalah pelaku.
- Contoh: Budi (S) memakan (P) apel (O).
Kalimat Pasif: Subjek adalah penerima tindakan.
- Contoh: Apel (S) dimakan (P) oleh Budi (O).

2. Kalimat Pasif dalam Bahasa Indonesia

Dalam Bahasa Indonesia, ciri utama kalimat pasif adalah perubahan imbuhan pada kata kerja (predikat).

A. Menggunakan Imbuhan di-

Ini adalah bentuk yang paling umum. Kata kerja aktif berawalan me- diubah menjadi di-.

Aktif: Ibu memasak nasi.
Pasif: Nasi dimasak (oleh) ibu.

B. Menggunakan Imbuhan ter-

Menunjukkan tindakan yang tidak disengaja atau sudah terjadi.

Contoh: Gelas itu terinjak oleh adik. (Tidak sengaja).

C. Bentuk Pasif Person (Kata Ganti Orang)

Jika pelakunya adalah "Saya", "Aku", "Kamu", atau "Kita", rumusnya sedikit berbeda. Kita tidak menggunakan di-, melainkan memindahkan subjek ke depan kata kerja dasar.

Aktif: Aku sudah membaca buku itu.
Pasif: Buku itu sudah aku baca. (Bukan: Buku itu dibaca oleh aku).

3. Kalimat Pasif dalam Bahasa Inggris (Passive Voice)

Dalam Bahasa Inggris, rumus utamanya adalah:

Subject + To Be + Verb 3 (Past Participle)

Berikut adalah perubahan berdasarkan tenses yang paling sering digunakan:

Tense	Rumus Pasif	Contoh Kalimat
Present Simple	am/is/are + V3	The cake is eaten by him.
Past Simple	was/were + V3	The letter was written yesterday.
Future Simple	will be + V3	The job will be finished soon.
Present Continuous	am/is/are + being + V3	The car is being repaired.

4. Kapan Kita Harus Menggunakan Kalimat Pasif?

Jangan gunakan kalimat pasif di setiap kalimat karena bisa membuat tulisan terasa "berat". Gunakan hanya jika:

Pelaku tidak diketahui: "Rumah itu dirampok semalam." (Kita tidak tahu siapa perampoknya).
Pelaku tidak penting untuk disebutkan: "Jembatan ini dibangun pada tahun 1990." (Fokusnya pada jembatan, bukan kuli bangunannya).
Ingin lebih sopan/formal: "Kesalahan telah dibuat." (Terasa lebih halus daripada "Kamu membuat kesalahan").
Menekankan objek: Jika apelnya lebih penting daripada si Budi yang memakannya.

5. Tips Mengubah Kalimat Aktif ke Pasif

Tukar Posisi: Pindahkan Objek (di kalimat aktif) menjadi Subjek (di kalimat pasif).
Ubah Kata Kerja: Sesuaikan imbuhan (di- dsb) atau tambahkan to be + V3.
Tambahkan "Oleh" (By): Masukkan pelaku di akhir kalimat jika memang perlu diketahui.

Catatan Penting: Hanya kalimat yang memiliki objek (Kalimat Transitif) yang bisa diubah menjadi pasif. Kalimat seperti "Saya tidur" tidak bisa dipasifkan karena tidak ada objek yang menerima tindakan.

Latihan 1: Bahasa Indonesia

Ingat aturan imbuhan di- dan aturan khusus untuk kata ganti orang (saya/kamu).

Aktif: Ayah memperbaiki sepeda motor di garasi.
- Pasif: ...
Aktif: Saya sudah mengirim surat itu tadi pagi.
- Pasif: ...
Aktif: Kucing itu menangkap seekor tikus besar.
- Pasif: ...

Latihan 2: Bahasa Inggris

Gunakan rumus: Subject + To Be + Verb 3.

Active: Rina eats an apple. (Present Simple)
- Passive: ...
Active: They are cleaning the classroom. (Present Continuous)
- Passive: ...
Active: The mechanic fixed the car. (Past Simple)
- Passive: ...

Tips:

Identifikasi dulu mana Objek-nya, lalu pindahkan ke depan.
Perhatikan tenses (waktu) pada kalimat bahasa Inggris agar tidak salah memilih To Be (am/is/are/was/were).

Silakan tulis jawabanmu di sini, atau kalau ada yang bingung, tanya saja ya!

noreply@blogger.com (Modal Tlaten) — Tue, 28 Jan 2025 07:59:00 +0700

MEMAHAMI TUJUAN PENULISAN TEKS

Untuk menyatakan maksud tertentu, kita dapat mengungkapkan dalam ragam teks tertentu, seperti contoh-contoh berikut ini :

1. TUJUAN REPORT TEXT (ANIMAL)

· To describe its life

· To highlight its specialty

· To make people aware of them ?

· To ask/persuade people to protect them

· To inform its reducing number

· To talk about their thread

· To share its uniqueness

2. TUJUAN RECOUNT TEXT

· To share unique or unusual experience

· To make the reader learn something

· To give lesson from one’s struggle in his/her life

· To retell something unforgettable

· To give information about an accident

· To retell to give warning

3. TUJUAN NARRATIVE TEXT

· To amuse the reader

· To teach us to have a good characters (strong, patient, honest, kind, wise)

· To make us learn something from the story

· To make known local story

· To preserve cultural heritage

4. TUJUAN PROCEDURE TEXT

· To give guidance in using appliance

· To avoid a danger in operating certain appliance

· To make easier in operating ceratin appliance

· To avoid the false operation of certain appliance

· To give guidance step by step in operating certain appliance

· To know how the appliance works correctly

5. TUJUAN DESCRIPTIVE TEXT

· To attract people to observe/enjoy/come

· To persuade people to protect /preserve

· To introduce something

· To make people love or interested

· To inspire the readers

KALIMAT PASIF (PASSIVE VOICE)

noreply@blogger.com (Modal Tlaten) — Wed, 3 Oct 2018 16:14:00 +0700

Kalimat pasif adalah kalimat yang obyek (sasaran) dari suatu pekerjaan/kegiatan berada di awal kalimat. Sehingga, kata kerjanya menggunakan imbuhan DI... (misalnya : dipukul, diberi). Tujuan dari kalimat pasif adalah untuk memberi penekanan makna pada obyek suatu kegiatan.
Misalnya:
Pemerintah telah membangun jembatan. (Kalimat aktif) Penekanan makna pada kegiatan pemerintah.

Jembatan telah dibangun oleh pemerintah. (Kalimat pasif) Penekanan makna pada Pembangunan jembatan.

   Dalam bahasa Inggris, perubahan dari kalimat aktif menjadi kalimat pasif juga diikuti dengan perubahan waktu. Secara singkat perubahan bentuk kata kerja dalam kalimat pasif dapat diringkas sbb.:

1. Waktu sekarang berlangsung (present continuous tense):
     Subyek+is/are+being+kata kerja III (past participle)+obyek/keterangan

Contoh kalimat :

A bridge is being built in my village

(Jembatan sedang dibangun di desaku).

My car is being repaired now.

(Mobilku sedang diperbaiki sekarang).

2. Waktu sekarang selesai (present perfect tense):

Subyek+have/has+been+kata kerja III (past participle)+obyek/keterangan

Contoh kalimat :

A bridge has been built in my village.

(Jembatan telah dibangun di desaku)

3. Waktu lampau/yang lalu (past tense)

Subyek+was/were+kata kerja III (past participle)+obyek/keterangan

Contoh kalimat :

A bridge was built in my village last year.

(Jembatan dibangun di desaku tahun lalu).

My car was repaired yesterday

(Mobilku diperbaiki kemarin).

4. Waktu sering diulang/kebiasaan (present tense).

Subyek+is/are+kata kerja III (past participle)+obyek/keterangan

Contoh kalimat :

My car is usually being repaired every year.

(Mobilku biasanya diperbaiki tiap tahun ).

The bridge is usually being painted every year.

(Jembatan itu biasanya dicat setiap tahun).

5. Waktu yang akan datang (Future tense)

Subyek+will+be+kata kerja III (past participle)+obyek/keterangan

Contoh kalimat :

My car Will be repaired tomorrow.

(Mobilku akan diperbaiki besok).

The bridge will be painted tomorrow.

(Jembatan itu akan dicat besok).

CATATAN :

1. Dalam kalimat pasif, kata kerja (verb) selalu menggunakan kata kerja III (kata kerja yang ada di
kolomketiga dari daftar kata kerja)

2. Kata kerja bantu (auxiliary verb) selalu merujuk pada subyek tunggal (singular noun) atau
subyek jamak (plural noun).

3. Adapun rincian penggunaan kata kerja bantu adalah sbb. :

Subyek tunggal Subyek jamak

is --------------are

was ----------- were

has ------------have

does ----------do
4. Kata kerja bantu (auxiliary verb) berfungsi untuk membantu kata kerja utama (verb) dalam
membentuk, misalnya : kalimat pasif, kalimat tanya, kalimat perintah/larangan.

5. Selain DO/DOES, HAS/HAVE, IS/ARE, WAS/WERE, kata kerja bantu (auxiliary verb) tidak
membedakan subyek tunggal atau subyek jamak dari suatu kalimat.

Sekian dulu postingan tentang kalimat pasif yang termasuk kategori grammar (tata bahasa).

TEKS NARATIF

noreply@blogger.com (Modal Tlaten) — Mon, 1 Oct 2018 17:02:00 +0700

Tujuan utama teks naratif pada umumnya adalah mendidik dengan cara yang menyenangkan. Pelajaran tentang hidup dan kehidupan disampaikan oleh penutur atau penulis naratif dengan cara yang cenderung sederhana dan disesuaikan dengan dunia anak yang penuh imajinasi. Karena itulah teks naratif memiliki daya tarik yang tinggi bagi anak-anak, sehingga dapat dikatakan bahwa jenis teks ini berperan penting pada tahap-tahap awal pengembangan kemampuan literasi.

Tujuan dari unit ini adalah agar siswa kelas 9 SMP mengetahui lebih jauh tentang teks naratif, agar minat mereka terhadap jenis teks ini meningkat. Dampak yang diharapkan timbul dari ini tidak lain adalah untuk peningkatan kemampuan literasi mereka dalam bahasa Inggris. Pemahaman mendalam tentang teks naratif tercermin dalam kemampuan siswa mengidentifikasi unsur-unsur berikut ini:

struktur jenerik atau skematik
ciri-ciri leksikogramar yang menonjol
Fungsi sosial

Struktur Jenerik Test Naratif
Pada umumnya teks naratif dikembangkan dalam beberapa tahap, yakni:
1. Orientasi
Pada tahap ini penulis memperkenalkan tokoh-tokohnya: namanya, tempat tinggalnya, waktu hidupnya, keadaannya, keinginannya, dsb. Dengan kata lain, konteks terjadinya cerita perlu dikenalkan kepada pembaca atau pendengar pada awal cerita, karena tanpa pemahaman konteks ini akan sulit bagi pembaca untuk memahami terjadinya hal-hal yang terjadi pada tahap-tahap berikutnya. Orientasi bisa pendek ataupun panjang tergantung panjang pendeknya cerita.
2. Komplikasi
Komplikasi mengacu pada kejadian atau peristiwa yang tidak diharapkan terjadi terjadi pada tokoh cerita. Komplikasi ini nanti akan dapat diselesaikan oleh salah satu tokoh lainnya. Dalam satu cerita, dapat terjadi hanya satu komplikasi dan solusi, tetapi seringkali lebih dari satu kali. Dalam cerita petualangan, tokohnya biasanya mengalami komplikasi bertubi-tubi, namun tetap saja akhirnya dapat diselesaikan.
3. Resolusi
Tahap ini adalah tahap penyelesaian dari komplikasi yang telah muncul sebelumnya. Cerita yang biasanya memberikan penyelesaian masalah atau krisis secara logis dan menarik pembaca. Penyelesaian dari suatu masalah adalah kembalinya ke keadaan normal yang kurang lebih sama dengan keadaan semula.
4. Evaluation
Dalam beberapa narasi, terutama yang agak kompleks, terdapat bagian Evaluasi. Di bagian ini pembaca diajak untuk memikirkan tentang makna atau nilai dari suatu kejadian atau peristiwa. Dengan teknik ini penulis tidak perlu lagi menguraikan kejadian secara panjang lebar, tetapi cukup memberikan komentar tentang apa yang telah terjadi atau akan terjadi berikutnya. Hal ini dapat dilakukan melalui penuturan salah satu tokohnya.
5. Reorientasi atau Coda
Tidak semua naratif diakhiri dengan tahap ini, yakni tahap untuk menyimpulkan isi cerita. Tahap ini lebih sering digunakan pada naratif yang disampaikan secara lisan daripada yang tertulis. Dengan kata lain, bagian ini bersifat opsional.
Untuk lebih memahami penjelasan ini, marilah kita analisis cerita berjudul The Golden Tree dibawah ini. Untuk itu, bacalah dulu cerita tersebut dengan seksama.

ONCE upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He traveled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it. It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

"Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!" Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.

Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

Anda lihat bahwa pembagian cerita tersebut ke dalam beberapa paragraph ternyata tindak sembarangan, tetapi dilakukan secara sengaja berdasarkan makna dan fungsi setiap bagian. Jika diperhatikan lebih cermat lagi, isi setiap setiap paragraph juga masih dapat dipecah-pecah ke dalam beberapa bagian makna.
Perhatikan analisis struktur jenerik dari cerita tersebut di bawah ini.

Struktur jenerik	The Princess and the Pea
ORIENTASI	ONCE upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess.
KOMPLIKASI	He traveled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
RESOLUSI	One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it. It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.
KOMPLIKASI	"Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
RESOLUSI	Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds. Nobody but a real princess could be as sensitive as that.
RE-ORIENTASI	So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

ARTI KATA THAT DAN THOSE

noreply@blogger.com (Modal Tlaten) — Mon, 13 Mar 2017 11:50:00 +0700

Banyak cara yang bisa kita tempuh dalam upaya mendukung kemampuan berbahasa Inggris baik secara lisan maupun secara tertulis. Dalam artikel ini, kita akan mempelajari makna kata THAT dalam kalimat. Kalau kita teliti dalam kamus bilingual (dua bahasa), arti kata itu (that) sebenarnya juga sudah ada. Namun secara tata bahasa, makna akan bergeser bila kalimat yang digunakan berbeda.

Berikut ini penjelasannya :
1. Kata THAT artinya ITU bila dipakai didepan nama benda tunggal (singular noun).
Contohnya. :
- Many people don't like THAT animal. (Banyak orang tidak menyukai binatang itu).

-THAT book ia very expensive. (Buku itu sangat mahal).

-THAT is a good idea ! (ITU ide yang bagus !).

2. THAT artinya bisa BAHWA bila dipakai diantara dua kalimat yang memiliki subyek dan predikat.
Contohnya:
- He said THAT he had no money. (Dia mengatakan bahwa dia tidak punya uang).

3. THAT juga bisa diartikan YANG dalam bahasa Indonesia bila digunakan dalam sebuah frasa penjelas. Frasa adalah sekumpulan kata yang memiliki satu makna. Misalnya : anak yang rajin, siswa yang pandai.
Contohnya:
- He helped a boy THAT had a stomach ache. (Dia menolong seorang anak laki laki yang sakit perut).

Catatan:
1. Kata THOSE merupakan bentuk jamak dari THAT. Misalnya kita mengatakan "THAT book is mine" dan "THOSE books are mine" artinya sama, hanya yang membedakan subyek tunggal (THAT book) dan subyek jamak (THOSE books).

2. Ada kata idiom yang digunakan bersama kata THAT sehingga membentuk arti baru, misalnya
SO THAT artinya sehingga. Kata THAT tersebut tidak termasuk bahasan di atas.

Sekian dulu, terima kasih atas kunjungannya.

ARTI KATA IS dan ARE

noreply@blogger.com (Modal Tlaten) — Tue, 28 Feb 2017 20:35:00 +0700

PENGGUNAAN KATA BANTU IS DAN ARE

Dalam bahasa Inggris, "is" dan "are" adalah bagian dari To Be yang berfungsi sebagai kata kerja bantu.

Karena bahasa Indonesia tidak memiliki sistem To Be yang identik, terjemahannya memang sangat bergantung pada kata yang mengikutinya. Berikut adalah ringkasan dan tambahan sedikit detail untuk memperjelas pemahaman Anda.

Kata IS artinya bisa bervariasi sesuai dengan struktur kalimat yang digunakan. Contoh kalimat dibawah ini mewakili penggunaan kata IS dalam kalimat.

1. The flower is beautiful (Bunga itu indah).
2. The flower is picked up by her. (Bunga itu dipetik olehnya)
3. The flower is blooming (Bunga itu sedang mekar)
4. Is the flower expensive ? (Apakah bunga itu mahal ?)

Dari keempat contoh kalimat di atas, kata IS artinya (terjemahannya) dalam bahasa Indonesia berbeda beda sesuai struktur kalimat yang menyertainya.

Penjelasan :
1. IS digunakan dalam pola kalimat SUBYEK+IS+KETERANGAN artinya "adalah" atau kadang tidak ada artinya dalam bahasa Indonesia karena kata itu berfungsi sebagai jembatan untuk menjelaskan subyek.

2. IS yang diikuti kata kerja Verb 3 (kata kerja kolom ke 3 dalam daftar kumpulan kerja ) artinya "di......." misalnya dibuat (IS made), diminum (IS drunk), dilarang (IS prohibited). Selanjutnya, pola kalimat itu juga disebut kalimat pasif.

3. IS diikuti kata kerja infinitive+ING (kata kerja kolom pertama dalam daftar kumpulan kata kerja) artinya "sedang melakukan sesuatu kegiatan", misalnya sedang makan (IS eating) , sedang tidur (IS sleeping).

4. IS yang ditempatkan di awal kalimat dan diikuti subyek artinya "apakah" atau ".....kah" , yang berupa pertanyaan dengan jawaban "ya" atau "tidak". Contohnya : IS he sick? (Apakah dia sakit? atau Sakitkah dia ? ), IS she angry ? (Apakah dia marah ? atau Marahkah dia ?)

IS dan ARE artinya dalam konteks kalimat kalimat di atas adalah sama. Bila subyek keempat kalimat di atas diganti kata benda jamak (bendanya lebih dari satu) maka kata IS harus diganti ARE dengan tidak merubah arti kalimat dalam bahasa Indonesia.
Jadi, subyek jamak + ARE , dan subyek tunggal + IS.

Sekian dulu postingan tentang pemakaian kata IS dan ARE dalam struktur yang berbeda.

Unit 11 Simple Past Tense (Waktu Lampau)

noreply@blogger.com (Modal Tlaten) — Tue, 18 Oct 2016 23:37:00 +0700

Unit 12

RECOUNT TEXT ( Part II )

On Mother’s Day

by Mary
On Sunday it was Mother’s day. I woke up at 7:00. I wanted to make breakfast for mum. I wanted her to have breakfast in bed.
I got a present for mum and wrapped it up. I put a bow on it.
Then I went to the kitchen and made two pieces of toast. I put some butter and jam. I also made a cup of tea. Then I put everything on a tray.
Then I brought the breakfast to mum’s bed. I said, “Happy Mother’s day, Mummy.” And she said, “Thank you so much.”
Then my dad came and said, “You don’t have to cook on Mothers’ day”. So we went to Pizza Hut for dinner.

Activity 3

Work in pairs to answer these questions:

What was the story about?
Who were in the story?
Where did the story take place?
When did the story happen?
When was the Mothers’ Day?
Why did the writer wake up at 7:00?
Why did she make breakfast for his mother?
What does the writer want with this text?

a. To tell things that happened in the past
b. To tell the listeners how to do something
a. To describe something as it is
b. To explain why things happen
Here is another story about a personal experience telling past events. This time Mary wrote on a post-card for Anita, her pen friend. She wrote about her experience during her trip to Mount Bromo in East Java.
Activity 4
Before you read try to answer these questions.
o How does Mary begin her story?
o How does she make her story easy to follow?
o How does she end her story?
Read all about it.
Text

Structure
Orientation

Event
Event

Reorientation

Answer these questions.

1. Why did Mary write the letter?

2. Who did she write to?

3. How many days did she go on the trip?
4. Where did they go?
5. Here are the words that Mary uses to tell the order of events. Find the words/phrases in Mary’s story and circle them.
in the afternoon on Saturday then on Friday on Sunday
6. Now, write these words in the order they appear in the story (recount).
_______________________________________________________
7. Are the verbs in the present or past tense?
8. Write all the action verbs you find.
______________ _____________ ____________ _______
9. Mary wrote the events of the day in the order they happened.
Check her story again. Then number these sentences in their correct order.
_____ I went home on Saturday afternoon.
_____ I stayed at Nida’s house.
_____ We saw some cockatoos.
_____ I went to Mount Bromo in East Java.
_____ We took some pictures.
_____ Nida and I saw Gunung Batok with Nida.
10. At the end of Mary's recount she tells us what she thinks about the trip. This is called the reorientation.
11. Underline the sentences that make up the reorientation in Mary's story.

Activity 5

Discuss these questions in pairs.

· Have you ever gone on a study tour?
· Did you tell your experience to your Dad or Mum?
· Did you write a postcard to your friends?
· Did you also keep what you experienced in a diary?
· What places did you visit during your study tour?
· Did your teacher ask you to write a recount or story after the trip?

Activity 6

Nida wrote about her school's trip to the Botanic Gardens for the school magazine. Read all about it.
a. Then, write the text structure of her recount on the space provided.

Text
Structure

_____________

_____________

__Event______

_____________

_____________

b. Answer these questions.

What is the text about?
‘We’ in the text above refer to ___________________________________

Did Nida tell what Year Seven students do?
When did they do it? Where?
What was the first thing they did when they arrived?
What did they do next?
Who do you think Mrs. Rita was?
What did she do?
Where did Year Seven go next?
How did they return to school?

Activity 7
Now let’s study the text more closely. Discuss in groups of four.
1. The time conjunctions in the story are used to order the events.
Underline the time conjunctions in Nida's recount.
Then, write them down in the order they appear in the text.
__On Thursday 27 April ______________ _____________
_______________________ ______________ ______________
2. Why did Nida write the story to the school magazine?
3. Does she put the events in the story in the order they happened?
4. Circle the verbs that Nida uses to tell the events.
5. Do the verbs show the actions you can see?
6. Are the verbs present tense or past tense?
7. Which part of the text is meant to end her story?
8. What is it called?

Activity 8

Discus these questions with a partner.
1. At the beginning of Nida’s recount, she told who the characters are, where the event took place and when it happened. This is called orientation.
Underline the answers to these questions in Nida’s recount.
· Who took part in this trip?
· When did it take place?
· Where did it take place?
2. How many sentences did Tina take for this orientation? ______________
3. In the next part of her story Nida tells the events during her trip one after another. She tells them in the order they happened. This makes her story easy to follow.
This part of the story is called event or series of events.

Guess what

What are onions?
Nida wrote the events of the day in the order they happened.
4. Check his story again. Then number these sentences in their correct order.

We got on the bus and returned to school.
We went to a little spot to have morning tea.
We went around the farm to see beautiful orchids.
We walked down to the Education Centre.
We got on the bus to go to the Botanic Gardens.
We went back to the Education Centre to have lunch.
At the end of Nida's recount she tells us how the day ended. This is called the reorientation.
5. Underline the sentences that make up the reorientation in Nida's story.
Nida made her story more interesting by telling us what she thought or felt about different things she saw, for example, she says:

This is one of her personal comments on she experienced on that day.
6. Now read again Mary’s post-card to Anita above. Find all the personal comments from her recount. One Mary’s personal comment is given as an example.
___It has a big garden with lots of colourful flowers and a fishpond.____
__________________________________________________________________________________________________________________

Guess what

What do you wear
on your head?

NOUNS THAT ALWAYS BEGIN WITH CAPITAL LETTERS

Activity 9

All sentences begin with capital letters.
Some nouns always begin with capital letters although they do not appear at the beginning of a sentence.
a. List all the nouns in Nida’s story that begin with capital letter.
Thursday, April, Year Seven, …
These nouns are the special names given to
a. people (Mrs Rita, Year Seven, etc)
b. animals (Mickey Mouse, Teddy Bear, etc.)
c. places (the Botanic Gardens, Jakarta),
a. things (Thursday, Mars, etc).
b. With a partner find more nouns that always begin with capital letters. You may find them from the stories that you just heard or read.

Names of People Roosevelt	Names of Places New York	Names of Things Pisa	Names of Animals Bobo
Nida …………………………… …………………………… …………………………… …………………………… …………………………… …………………………… ……………………………	Botanic Garden …………………. ………………………… ………………………… ………………………… ………………………… ………………………… …………………………	Mount Bromo ………………….. …………………………… …………………………… …………………………… …………………………… …………………………… ……………………………	Scooby Do …………………. ………………………… ………………………… …………………………

Guess what

What are daisies?

Unit 11 Simple Past Tense

noreply@blogger.com (Modal Tlaten) — Thu, 21 May 2015 20:02:00 +0700

Unit 11

RECOUNT TEXT ( Part I )

Section One

Activity 1

Your teacher may ask these questions.
Discuss with a friend.

Do you tell stories to a friend?
What do people say to start a story ?
Do people sometimes write their stories?
Do you write a diary?
Do you write your experience on a post-card? Why?
Do some of you also write it for the school magazine?

Vocabulary Building

Activity 2

The words in the box are things people write on. Match the words with the questions.

1. What is a thin book that you buy each week or month?
2. What is a newspaper with a lot of photographs in it?
3. What is a story of someone’s life written by someone else?
4. What is a book that tells you about past events?
5. What is a small notebook in which you write what has happened during your day?
6. What do you call sheets of paper with words and pictures printed on them? You read this to find out about world events.
7. What is a list of words and their meanings arranged in alphabetical order?

Grammar Focus

1. The Simple Past Tense

To tell something that happened in the past you use simple past tense.

- How do you do that?
- It’s quite simple. Change the verb into the past tense form.
Verbs in the past tense often end in –ed or -d.
The verbs are called regular verbs.

Activity 3

a. Change these regular verbs from the present tense to the past tense.

Today we	Yesterday we
stay
look
start
ask
bake

b. Now try these tricky ones. These are irregular verbs.
They don’t get –ed to change into the past tense.

Today he	Yesterday he
goes
eats
makes
is
lose

Activity 4

Complete these irregular verbs. Use your dictionary to get help. Then compare your list with a partner’s.
Base Form Simple Past Tense
a. do did
b. come ____________
c. see ____________
d. wake ____________
e. feel ____________
f. ____________ drove
g. make ____________
h. ____________ wrote
i. buy ____________
j. ____________ read
k. have ____________
2. Simple past: questions and negatives
We make questions and negatives with did and didn’t.
Example:

Did you get up early yesterday? Yes, I did.
Did Tina get up early yesterday? No, she didn’t.
We didn’t watch football match last week.
They didn’t watch football match last week.

Simple Past Question

· Simple Past Negative

Activity 5
With a partner, try to ask questions and answer based on the pictures below. Do as the examples.

Examples:
1. A: Did Tina get up late yesterday?
B: Yes, she did. She got up at seven.
2. A: Did she go to school?
B: No, she didn’t. She stayed at home.
3. A: Did she have breakfast at 8:00?
B: No, she didn’t. She had breakfast at 7:30.
These pictures show what Tina did on a holiday last weekend.

a. get up at 7.00 b. have breakfast c. wash the dishes
d. wash her clothes e. watch TV f. stay at home
a. Now, take turn with a partner to tell what Tina did that holiday.
You may begin the story as the following. Don’t forget to change the verbs into the past tense form.

Activity 6
Tina’s aunt, Najwa Shihab, worked late last night.
On her way home, she was robbed. She reported the crime to the police. The police asked her questions and wrote a report.
a. Complete the police report with the past tense of the verbs. Make sure you spell the past tense correctly.

b. These statements about the police report are all wrong. Discuss with a pair to correct them. Number 1 is done for you.

Example:

Najwa left the office early last night.

Najwa didn’t leave the office early last night. She left the office late.

She went home by taxi. _____________________________________
The robbery happened near her office. _________________________
A man pulled her. __________________________________________
The thief took the purse away. ________________________________
The police caught the thief. __________________________________
Najwa cried. _______________________________________________
She walked toward a taxi. ____________________________________
The thief stopped at Sudirman Street. __________________________
The robbery happened before 10:00 p.m. _______________________

Guess what
What do zebras have?
Section Two

Activity 1

a. Tina’s father had his birthday last night. Tina told her friends about what she did with the family.
· Find out how her father celebrated his birthday.
· What did Tina eat at the restaurant?

Tina also wrote the experience in her diary.
b. Answer these questions with a partner.
· How did Tina’s father celebrate his birthday?
· What did Tina eat at the restaurant?
· What did Tina and the family do after dinner?
· How did Tina begin her story?
· What did she tell her friends about?
· Did she tell the events in the order they happened?
· In conversations, people usually use expressions like: Hi, every body, and well. Find the rest in Tina’s story.
________________ _______________ ______________
· How did Tina end her story?
· Do you like the story?
Guess what

What do you wear?

Activity 2

Tina wrote what she told in her diary.
Your teacher will read the entry for you.
But some words in the entry are missing.

Listen to your teacher and write the missing words in the blank spaces.

b. Answer these questions.
1. Is the message in Tina’s story and diary different?
2. What expressions were not used in her diary? Why?
3. What words or phrases are used to order the events?
When you write in a diary you often use past tense. This is because you usually tell what happened in the past.
4. Write the verbs in Tina’s diary here.
_____________ _____________ _____________ _____________
The verbs above are past tense. They tell us that the actions happened in the past.
Tina did these things one after another.
5. Put these in the order they happened.
____ She went home.
____ She went to a restaurant.
____ She ate some ice cream.
____ She ate a pizza and salad.

Section Three

Activity 1

Let’s create a story.

This is your basic story.
Try to add details.
The words in (brackets) should help you.
Do this in groups of four.

Example:
(Your group may come up with something like this.)
A truck driver stopped for a lunch at a small restaurant one afternoon. The driver was eating fried rice and drinking coffee when some young men from a motorcycle gang came in and started causing trouble. ….

Activity 2

Choose one of the group members to tell the class. Let him or her practice reading it aloud in the group before telling it to the class.

Section Four

Activity 1

Meet five of your friends.

Ask them where they were and what they did last weekend.
Then, fill up the table below.
Number one is done as an example.

You may use these questions to ask your friends.

· Where were you last weekend?
· What did you do? What time?
· What did you after that?
· What did you do then?

Name	Event/Where?/When?	Event/Where?/When?
1. Tina	Tina went to the market in the morning to buy some fruit.	Then, she bought a tabloid at a newsstand. After that she went home.
2.
3.
4.
5.

Activity 2

Then, tell your friend sitting next to you about what your five classmates did at last weekend.

Activity 3

With a friend, discuss what you can tell about what you did yesterday or last weekend. Then, take turn to tell about what you did.
Follow these:
a. Use what Tina did last Sunday as a model.
b. Tell you what you did first, what next, … and last.
c. Take turn to practice telling to your friend.
d. Tell to the class.
Activity 4
Get ready to tell to your class.
Remember that you should:
a. begin your story by telling
- when and where it happened
- who the character was/were
b. tell the happenings in order they happened
c. end your story with good ending.
You could:

Section Five

Activity 1

Discuss these questions.
· Do you send a post-card to friends?
· Do you tell a friend about a trip you had?
· Do you keep a diary?
· Some people keep a diary. They write their interesting events. They want to keep them as memories.
· Do you read history books?
· Do you like reading biographies?
When we talk or write about past events, we are giving a recount. So what you write on a postcard telling a friend about your trip, for example, is a recount.
Writings in some history books, biographies, and
diaries also use recounts. It’s because they tell
about past events.
Activity 2
Discuss with your friends what other writings can be recounts? Consider your daily experience with various texts.

Vocabulary Building

Activity 3

We use adjectives to describe things. Match the words with the meaning.
big having many colours
colourful not small
scenic nearer
beautiful very good to look at
closer having beautiful views

Activity 4

We use groups of words to describe things we saw or experienced.
Examples:
big garden, colourful flowers, closer look, beautiful sceneries.

We call this group of words a noun group or noun phrase. This noun group is made up of mostly nouns and describing adjectives.
Find three more noun groups from what we have in the classroom. Examples are a good book, blue pencils, a thick dictionary, etc. Write them in the boxes below.

Guess what
What do apples
grow on?

Grammar Focus

1. Time Conjunctions

Activity 1
In her diary, Tina used special words when
she told about her father’s birthday.
This is because she wanted to tell the reader
what happened first, second, next … and so on.
1. Find the following words in Tina's story diary above. Circle them.
then after dinner last night
2. Now write these words in the order they appear in the recount.
____________________________________________________________

2. Action Verbs

Activity 2

Every one of Tina's sentences has a verb in it.
Without a verb each sentence would not be complete.
Tina has used many action verbs in his recount;
for example, went and stayed.
What are action verbs?
These verbs show the actions when you do them, like ….

a. Now, with a partner see how many more action verbs you can find in Mary’s article On Mother’s Day in Section Six.
We found action verbs.
Guess what

What do you carry?
b. Read the following story and underline the four action verbs in it.

c. How many different action verbs can you think of to make this sentence complete?
Mary ____________________ Mount Bromo.
Write them in this space.
____________________ _________________ ____________________ __________________
_________________ __________________
Section Six
Mary tells about what she did for her mother on a Mothers’ day. She wrote this on her school magazine.
Activity 1

Discuss these questions with a friend. Your teacher may ask these:
1. Do you celebrate a Mothers’ day?
2. Do you do something special for your mother?
3. Do we sometimes have breakfast in bed?
4. Have you seen a person having breakfast in bed?
5. Why do they have breakfast in bed?
6. What date is Mother’s Day?
7. Is there any Father’s Day?
8. What do you do for your Dad?
Guess what

What do men grow
on their chins?

Activity 2

Try to answer these questions.

How does Mary begin her story?
How does she end the story?
Can you follow the story easily?

In pairs, read Mary’s article about the events on a Mother’s Day.

UNIT 10

noreply@blogger.com (Modal Tlaten) — Wed, 28 Aug 2013 20:26:00 +0700

Section One

Activity 1

Answer these questions.

·
Do you have a cake on your birthday?
· What does the number of candles tell you?
· What is your birthday?
· Who have birthdays this month?
· Who had birthdays last month?
· Did you get presents?
· Did you give a party?

Activity 2

Say these months in a year.
Stress the underlined syllables.
Check how the months say in
your dictionary.

Activity 3
a. Listen and match these numbers. b. Listen and match the years.
1^st third 1825 nineteen ninety-two
2^nd tenth 1992 eighteen twenty-five
3^rd fifth 1950 nineteen fifty
4^thsecond
5^th seventh 2004 two thousand and ten
6^thninth 2000 two thousand
7^th first 2010 two thousand and four
8^th eighth

9^th sixth
10^th fourth
11^th thirty-first
12^th fifteenth
13^th thirtieth
15^th twelfth
21^st twenty-first
30^th thirteenth
31^st eleventh

Activity 4

a. Your teacher will say these dates. Write down how you say them. Then, practice saying the dates with a partner.
We write We say
21/7/1990 the twenty-first of July nineteen ninety__________
28/10/1928 _____________________________________________
1/1/2004 _____________________________________________
22/3/1989 _____________________________________________
17/8/1945 _______________________________________________
23/12/2000 _____________________________________________

b. Now write down your date of birth. Then, say it loud to your partner.
___________________________________________________

c. Practice with a partner. Do as the example.

Vocabulary Building

Activity 5
a. Your teacher may ask you these questions. Discuss with your pair.

· Is this food or drink familiar to you?
· Which of them have you eaten?
· Do you know what they are?
· Where can you get them?

_________ _________ _________ __________
____________ __________ __________ __________
________ ________ _______ ________ _____________

b. Say the words in the box. Stress the underlined syllables.
Then match and write the words of the food and drink.

c. Answer the questions.
· Which of the food and drink did you already know?
· Which are new to you?
· Which ones are the same or nearly the same in Indonesian?
· Where could you have them?
· Do people everywhere have the same food as we do?

Activity 6

a. With a partner, think about food and drink you already know. Say them loudly. Then, write them down. Mind your spelling.
FOOD DRINK
__rice,________________________ __water,__________________________
_______________________________ __________________________________
_______________________________ __________________________________
_______________________________

Work in groups of four. Make a list of the food and drink you have got. Display your group work on your classroom wall. Illustrate with pictures.

Guess what

What do people grow
on their heads?

Section Two

Story Telling

Activity 1

Here’s an interesting story. You may interrupt the teacher to ask questions.
a. Before you listen to the story, answer these questions:

· Do you know what a clown is?
· What does he do for a living?
· Mention some clowns you know.
· Did they appear on TV lately?
· Who were they?
· Did they tell funny stories?
· Did they make you laugh?
b. Listen to your teacher telling this story. Fill up the missing words. They are all irregular verbs in past tense.

The Clown Who Lost His Laugh
Once upon a time there was a clown. The clown was sad because he had lost his laugh.
He didn’t think anything was funny anymore. So he went into the woods.
He wanted to see if he could find his laugh.

In the woods he _________ the three bears. He asked the bears, “Do you know where my laugh is?”
The bears _________, “A girl with golden hair came into our house. She _________ porridge, broke a chair
and _________ in our beds. The girl might have stolen your laugh.” So the clown _________ into the woods.
He looked for the girl with golden hair.
He _________ lucky. The girl with golden hair was walking through the woods on her way to
her grandmother’s house.
When the clown asked, “_________ you find my laugh?” She said, “I only saw three very angry,
very hairy, grizzly bears.”
The clown _________ this was very funny and started to laugh.

Activity 2

With a partner, answer these questions:

What was the story about?
Who are the characters in the story?
Where did the story take place?
Did the clown have a problem?
Did the three bears help him?
Who helped the clown find his laugh back?
What made the clown laugh at last?
Is it a happy ending story?
Do you like it?

Activity 3

a. Talk to four or five of your friends.

Ask them these questions:
· When were you born?
· When did you start school?
· When did you start to study English?

Write the answers down in the table below.

NAME	DATE OF BIRTH	STARTED SCHOOL	STARTED TO STUDY ENGLISH
1. Tina	16/7/91	She started primary school in 1997.	She started to study English in 2000.
2.
3.
4.
5.

Guess what

What do cats have?

b. Based on the table, tell your pair about your friends. Do it as the example.

Activity 4

Opening and closing a conversation
Conversations like other texts have opening and closing.
We usually begin a conversation by saying hi, hello, or excuse me.
That is what we normally do.
Tina met her classmate, Michael. He is an exchange student from Australia.
a. Pay attention to these questions. They would help you know how to begin
and close the conversation.
· How does Tina open the conversation?
· What is the conversation about?
· What did Michael say to end the conversation?
c. Your teacher will read the dialogue for you. Listen carefully.

Tina: Hi, Mike. Were you at Andy’s party?
Michael: Yes, it was fun.
Tina: Was it?
Michael: He’s seventeen now.
Tina: Really? Are you kidding? I thought he was just about fifteen like us.
Michael: Why?
Tina: You know, we are in the same grade. And he looks younger.
Michael: Well, Arman is waiting for me. I must go now. Bye.
Tina: Bye. See you.
c. Answer these questions.
1. Tina opens the conversation by saying ___________.
2. Did Tina go to Andy’s party?
3. What did Tina want to know about?
4. How old is Andy?
5. Was Tina surprised to know Andy’s age?
6. What did they say to end the conversation?
7. Were Tina and Michael nice to each other?
8. How do you know this?

Interpersonal exchange

9. Notice the expressions: “Was it?”, “Really?”, “Are you kidding?”, “Well, …”
in the dialogue above. This kind of expressions is what makes a conversation go on and on.
Always try to use the expressions in your conversation.

Activity 5

Asking for another person’s opinion

Tina met her Australian friend, Mary. They are pen friends. Mary is in Indonesia for a holiday.
a. These questions will help you understand the dialogue. Answer the questions.
· Have you ever been to Mount Bromo?
· Did anyone tell you about it?
· Do you know where it is?
· Do you know how to ask for others’ opinion?
· How do you open a conversation?
· How do you end a conversation?
Guess what

What do ducks have?

Listen carefully. Pay attention to how your teacher says the dialogue.
A

TINA : Hi, Mary! I thought you were in Australia.
MARY : I’m going home next week.
TINA : Where were you last week?
MARY : Well, I was visiting Mount Bromo.
TINA : That sounds great! What do you think of it?
MARY : It was very beautiful, you know.
TINA : Was it?
MARY : Yeah. The scenery was very amazing. Well, Tina, I must go now. Bye bye.
TINA : See you, Mary.
B

MARY : Hello, Tina. How are you?
TINA : Fine, thanks. And you? Tell me. What did you see at Mount Bromo?
MARY : The beautiful sunrise. The sky was yellow, orange, and red. It was really beautiful.
TINA : Wow! I want to go there too.
MARY : Well, Tina, I must be leaving. Bye for now.
TINA : Ciao.
b. Answer these questions.

How did Tina and Mary open the conversations?
Do you think they enjoyed the conversation?
Are they nice to one another?
What expression is used to ask for information?
What did Tina say to ask for Mary’s opinion?
Say the expressions used to close the conversations.

c. Openings and Closings in Conversations
How do you open or close conversations?
Write O (opening), or C (closing) beside each expression, as in the example.
.O.. Hi! ……. Hey! ……. Good night.
……. See you! ……. Goodbye. ……. Ciao.
……. Bye! ……. Hello. ……. Bye for now.
Activity 6

Making a request

The following are some expressions you can you use to make requests
Study the requests and the answers.
a. Match these requests and the answers.
May I borrow your book? It’s ten past nine.
Can I go now? Here you are.
Excuse me. What’s the time? Sure.
Can you speak Indonesian? It’s salad.
What’s this called in English? Up to you.
Excuse me. Where’s the dictionary? Yes, a little.
b. Work with a partner. Practice the dialogues.
You may give different answers to the request.
- No. I’m sorry. I can’t.
- I’m sorry. I don’t know.
- No, I’m sorry. I don’t have.
c. Work with a partner. One of you makes a request and the other answers.

Section Three
Activity 1

a. These are Andy and his sisters. Discuss the pictures with a partner.

· Which of the four is the eldest?
· Which is the youngest?
· Which comes third in the family?
· Which comes fourth?
Guess what
What do squirrels have?

DATES OF BIRTH

Ella Tina Andy Nida
born on born on born on born on
5.4.92 15.7.91 21.6.98 6.12.89

b. With a partner, answer these questions.

1. When was Tina born?
She was born on the fifteenth of July nineteen ninety-one.
2. When was Nida born?
She was born on ____________________________________________
3. When was Ella born?
_______________________________________________________
4. How old is Andy now?
He is ________________ years old.
5. What is Ella’s date of birth?
Her date of birth is __________________________________________
6. What is Andy’s date of birth?
_______________________________________________________
c. Among the four children above, find out who was born first, second, third and the last.
Put them in the order they were born. Tell how old they are now.
Ella is given as an example.
5/4/92
__|________________|______________|______________|__
______________ Ella _____________ _______________
______________ _____ years _____________ _______________
Activity 2
Tina met Michael on a train going to Jakarta.
They happened to sit on the same seat on the train.
a. Discuss these questions with a partner.
o What expression is used to open the conversation?
o Does Tina really want to know about Mike?
o What are the expressions “Really?”, “Yes, why?”, “Oh, yeah?” for?
A
Tina : Hello, my name is Tina.
Mike : Hi. I’m Michael. Just call me Mike.
It’s nice to meet you.
Tina : Nice to meet you, too. Are you an American?
Mike : No, Australian. I’m on holiday here.

B
Tina : Are you with some friends?
Mike : No, I’m alone.
Tina : Really?
Mike : Yes, why?
Tina : Nothing. I think you’re brave.
Mike : Oh, yeah? Thanks.
Tina : Do you like Indonesia?
Mike : I do. It’s beautiful.

Activity 3

Read this dialogue in pairs. Play role as Tina and Mike in turn. Do it until you feel comfortable.

Activity 4

Imagine you were on a train. You meet an Australian girl.
Talk to her and make the conversation go on and on.
You may do these things:

Talk about the weather
Use the expressions such as ‘Really?’, ‘Are you kidding?’, etc.
to show your interest.

Section Four
Activity 1
Fill up the blank part in the dialogue with a partner.
What possible responses you may have.
Mike, an Australian boy, met you on a bus leaving for Bandung. You sat next to Mike. He started conversation.
Mike : Hello, my name is Tina.
You : _______________________________________________________
Mike : Nice to meet you, too.
You : _______________________________________________________
Mike : Are you on your own?
You : _______________________________________________________
Mike : Really?
You : _______________________________________________________
Mike : Oh, yah. Thanks.
You : _______________________________________________________
Mike : Very much. That’s why I’m here for my holiday.

Activity 2

Play role as Mike and ‘You’ in turn. Practice it until you feel comfortable. Try to keep the conversation going.

Activity 3

a. Asking for information

Read this Andy’s schedule. It is what he did after school in a week.

b. In pairs, practice asking and answering questions based on the diary above.
Example:

Q: Where was Andi on Monday?
A: He was at the Sport Centre.
Q: What did he do on that day?
A: He played badminton.

Now you do it in pairs. Ask what he did and where in a week.

Q: Where was he on Tuesday?
A: ____________________________________________
Q: What did he do?
A: ____________________________________________
c. In pairs, take turn asking and answer questions.
Ask and tell where you were on the different days in a week.
Do as the example.

Q: Where were you on Monday?
A: I was at (Tell where you were) on Monday.
Q: And what did you do?
A: I (Tell what you did on Monday).

Q: What about on Tuesday? Where were you?
A: On Tuesday I was at __________________________________________
Q: What did you do on that day?
A: I

UNIT 9 : IT LOOKS GREAT !

noreply@blogger.com (Modal Tlaten) — Wed, 19 Jun 2013 19:06:00 +0700

Section One

Activity 1
a. With a friend, read the riddle below carefully.
Fill in the blank spaces.
Who am I?
I am green. I live in a pond. I eat mosquitoes.
I jump high. I have four legs.
You are a …………………….
I am an animal. I am black and white.
I am fat. I live in North Pole.
You are a …………………….
I am an animal.
I am the king of the jungle.
You are a ……………………
I am an animal. I am black and white.
I look like a stripy horse.
You are a ……………..

b. Check what each animal has. Talk about the chart with your
friend. Make a simple sentence to describe each animal

	Little Legs	Short Neck	Big Ears	Long Nose	Long Tail
Lion
Elephant
Monkey
Giraffe

1. ……………………………………………………………………………………………….
2. ……………………………………………………………………………………………….
3. ……………………………………………………………………………………………….
4. ……………………………………………………………………………………………….

Activity 2

a. The pronoun in each sentence pair is bold typed. Choose the letter a, b, or
c that gives the correct noun it replaces.
1. Lions and tigers live in the jungle. They are wild animals.
a. lions b. tigers c. lions and tigers
2. I have a pet at home. It is a cat.
a. I b. a pet c. home
3. My cat and I sleep together on my bed. We wake up early in the morning.
a. My cat and I b. My cats c. My family
b. Write the letter of the correct pronoun for each blank.
1. Monkeys like bananas. ….. don’t like meat
a. they b. them
2. My family loves Bombi very much. It is a loyal cat. It always waits for …… near the front door.
a. us b. we
3. He looks very sad to leave …. alone.
a. she b. her

Vocabulary Building

Activity 3
Match the words with their meanings.
A. School

a. classmate _____ special clothes you wear

b. principal ____ a person who helps you in the library

c. uniform ____ time-table

d. schedule ____ a student who is in the same class as you

e. librarian _____ a head of a school

What are the Indonesian words for these?
Look up the words in the dictionary.

B. Canteen

a. snacks = ……………………………………………..
b. soft drink = ……………………………………………..
c. food seller = ……………………………………………..
d. meat ball = ……………………………………………..
e. fried chicken = ……………………………………………..

Grammar Focus
Object pronouns

Singular Examples

I - me It makes me cry.

You - you I love you very much.

He - him She gives him much money.

She - her He borrows a book from her.

It - it I don’t like it.

Plural

We - us He always laughs at us.
You - you I always wait for you all.
They – them There are many victims. The people help them.

Activity 4

The object pronoun is singular or plural.

a. My parents sometimes get angry with me.
b. Children are sometimes naughty, but their parents still love
them.
c. I can’t reach the top it.
d. Don’t disturb us.
e. I will invite her.

Activity 5

a. Change the following nouns into pronouns
Example:
Erlang gets a new book from his father every month.
Erlang gets it from his father every month.

The boys swim in the swimming-pool every week.
Johanes is a Christian. He goes to church
Ali is a Moslem. He goes to the mosque.
La Rose is a famous writer. She writes books.
My mother is a diligent person.

b. Copy each underlined noun. Tell whether it is in the subject
or object
Example:
They were almost done. (subject)
People like it very much. (object)
1. He loves her very much.
2. She cooks rice every day.
3. I like to study English.
4. She sends me cakes once a week.
5. They play football every Sunday.
6. He gives them drink.
7. We fight for freedom.
8. She makes us happy.

Grammar Focus

Activity 6

a. Find two pictures of famous people, cut and paste them here.

Write some sentences about them.

b. Complete the sentences below with these words.

She’s it’s are he’s am
‘re not is

1. Are you David?
2. ______ my sister.
3. Are you Anggi? No, I’m ______
4. You _______ Merry, aren’t you?
5. Are you Luke? Yes, I ________
6. Where’s Raynor? ________ in the car.
7. Hello! My name ________ Dea?
8. ________ great to be here.
Possessive verb: has/have

Activity 7

a. Complete the sentences below with these words.

She has We have It has They have no She hasn’t He has

1. The cat is cute. _________ a long tail.
2. Edsar is a student. __________ some books.
3. The people are poor. __________ houses.
4. Maharani is rich. __________ much money.
5. Nida and I like drawing. ___________ some colour pencils.
6. The woman is poor. ___________ anything.
b. In turn, ask your friend questions what he/she has at home.
Respond to your friend’s questions.

Example :

A: Do you have a cat?
B: No, I don’t.
A: Do you have a bike?
B: Yes, I do.

Section Two

Activity 1
Nida describes her close friend, Dea.
The teacher will read Dea’s description aloud.
Listen and answer the questions orally.
Dea

Dea is a very good and helpful student.
She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her
because she is very good at Mathematics, English and Science. Her friends often ask for
her helps to solve math problems. All her friends and teachers like her.
Now she is thirteen years old. She is tall. Her hair is long. She is not fat.
She is diligent and kind. She is also very helpful to her friends.
She likes reading stories, cycling and playing badminton.
Answer these questions.

What kind of student is Dea?
What school does she go?
What subjects is she good at?
Do her friends like her?
How old is Dea?
How does she look?

These questions help you answer how Dea looks:
· What colour is her hair?
· Is her hair long?
· Is she fat?

Is she tall?

You use adjectives when you describe someone or something.

Underline all the adjectives in the text. Then write them down.

______________ ______________ _____________ _____________
______________ ______________ _____________ _____________
These questions help you describe behaviour.

Is she kind?
Is she diligent?
Is she helpful?

8. Underline all the being/having verbs in the text above.
Then write them down here.
___________ ____________ ___________
You describe something using adjectives.
9. Circle all the adjectives in the text above.
Then, write them down here.
__________ __________ __________ _________ ________
__________ __________ __________ _________ ________
10. You may describe a thing, person, or place using a noun phrase, such as my playful black cat and a long tail.

Activity 3

Read the text carefully.
Vanessa-Mae

Vanessa-Mae Vanakorn Nicholson is a famous musician.
She is only sixteen years old, but she is a world-famous violinist.
When she plays classical violin concertos on her electric violin, the world listens.
Vanessa-Mae is Thai-Chinese. Her mother is Chinese and her natural father is Thai.
She is from Singapore, but she now lives in London with her mother and her English stepfather. S
he’s got cousins, aunts, uncles and grandparents in Thailand, Singapore, China, and England.
(Adopted form Snapshot, Starter page 46)

Answer the questions below.
1. Who is Vanessa-Mae?
2. What musical instrument does she play?
3. Is she famous?
4. Does she live with her natural father?
5. Where does her mother live now?
6. Which part of the text is Identification?
7. Which part of the text is Description?
In a description text you use a lot of being/having verbs.
8. Underline all the being/having verbs in the text. Then, write them down
_____________ ______________ ______________ _____________
_____________ ______________ ______________ _____________

Grammar Focus

Simple Present Tense

Present Perfect Tense

He She It	has got a new motorcycle.
I We They You	Have got a new motorcycle

Activity 4
a. Write sentences using the correct form of the verb like.
Examples:
you/chocolate (?)
Do you like chocolate?
She/London (X)
She doesn’t like London.
The children/chocolate/ (V)
The children like chocolate
1. She/chocolate/ (X)
2. I/cold tea/(X)
3. She/her English teacher/a lot/ (V)
4. They/swimming/(X)
5. Tini/Tono/(?)
6. You/sweet-tea/(?)
7. We/sport/(V)
8. He/cheating/(X)
b. Choose the correct word in each sentence.
Examples: What sort of car have/has she got?
1. I haven’t/hasn’t got a bike.
2. Have/has you got a pen?
3. We hasn’t/haven’t got any brothers or sisters.
4. Rini has/have got long hair.
5. Who/is/has got Tono’s pencil?
6. He haven’t/hasn’t got a girlfriend.
7. Have/has you got a good mark?

Section Three

Activity 1
Complete the following text by using words in the box. Do this in pairs.

Students home parents engineer
Morning play family favourite

Justin Gleeson is a dancer. He’s 16 and he’s a
student at the Liverpool School of Music and
Dance. He isn’t from Liverpool. His …1… is
in London.
The ..2…. have dance lessons in the
afternoon, but in the ….3…. they must do
other school subjects. Justin’s …..4…. subjects
are Science, French, and Music. He can’t sing,
but he can ….5…. the guitar.
Justin has got a brother and a sister, but he is
the only dancer in the …6….. His brother is
an ….7…. and his sister is a doctor. His
…..8….. are both teachers.

Activity 2
Make your own text together with your friend next to you.
Describe her or their appearance and habits.
1). Britney Spears

2). Sheila on 7
Section Four

Activity 1
Describe one of the following noun phrases in five sentences. Consult your teacher.
1. My close friend
2. My favorite teacher
3. My pet
4. My School

Activity 2

Constructing a short functional text.

Write a short invitation for your own birthday. Consult your

teacher.

Find the names of these singers
and groups in the square
Elton John The Police Dire Straits
The Beatles The Rolling Stones Queen
Madonna Bob Dylan ABBA
Status Quo George Michael Phill Collins
Genesis Diana Ross Sting
ZZ Top Rod Stewart Cher
Eric Clapton Gloria Estefan

Unit 8

noreply@blogger.com (Modal Tlaten) — Fri, 26 Apr 2013 12:59:00 +0700

Section One

Activity 1
Your teacher may ask you these questions.
Answer the questions orally.

1. Do you have a close friend?
2. What is her name?
3. Is she beautiful?
4. Is she tall or short?
5. What color is her hair?
6. Does she like music?
7. What food does she like?
8. What color is her skin?
9. What color are her eyes?
10. Is she kind?
Vocabulary Building

Here are the words that you use to describe people, animals, things or places. These words are called adjective.

Activity 2
Look at the pictures.
Read the sentences below the pictures.
With a partner, discuss the meanings of the words in italic.

The girl on the left is tall. The dog on the left is big.
The girl on the right is short. The dog on the right is small.

The bridge on the left is high. The man on the left is fat.
The bridge on the right is low. The man on the right is thin.

The train on the left is fast. The plates on the left are clean.
The train on the right is slow. The plates on the right are dirty.

The glass on the left is full. The road on the left is wide.
The glass on the right is empty. The road on the right is narrow.

Activity 3
With a friend, find more adjectives with their opposites.

Beautiful	ugly

Activity 4
Describe your classroom condition with your friend.
Choose one that really describes your classroom.
1. The floor is ___________________. (wide/narrow)
2. The blackboard is _________________. (clean/dirty)
3. Your friend is ________________. (fat/thin)
4. Your bag is _________________. (full/empty)
5. The ceiling is _________________. (high/low)
6. The clock on the wall is _______________. (big/small)
7. The windows are _______________. (open/closed)
8. The light on the ceiling is _______________. (on/off)

Activity 5

With a partner describe 8 things around you with the words in italics above.
Examples:
The wall is wide.
The floor is dirty.
My school bag is big.

Activity 6
Look at your friend sitting next to you.
And in turn, describe his/her appearance or habits.
Do as the example.
Example:
You are a good student.
You are diligent.
You are not lazy.
You are tall.
You are not short.
You are thin.
You are not fat.

Activity 7

Describing Physical States and Emotions
With a friend, practice asking and answering questions.
Do as the examples.
Examples:
sick happy

A: Is the man healthy? A: Is the woman sad?
B: No, he isn’t. He’s sick. B: No, she isn’t. She’s happy.

1. hungry 2. thirsty

3. hot 4. cold

5. Full 6. Sad

Activity 8
Ask your friend these questions.
Example:
A: Are you hungry?
B: Yes, I am.
or
No, I’m not. I’m full.

a. Are you thirsty?
b. Is it hot?
c. Are you tired?
d. Is it cold?
e. Are you happy?
f. Are you sad?

Section Two

Story Telling

Activity 1
Dea describes her grandma’s home for the wall magazine.
Your teacher will read the description for you.
a. Before you listen to the story, answer these questions:

· Do you have a grandma?
· Is she old?
· Does she live with you?
· Is she kind?
· Is she healthy?
· Does she love you?
b. Listen to your teacher reading Dea’s description of her Grandma’s home.
Fill up the missing words.

11

Activity 2
With a partner, answer these questions.

What is the story about?

2. Who is the character in the story?
3. Where does she live?
Activity 3

a. It is an invitation for a birthday party from Dea to Dara.

Questions:

Who is watching TV?
Who is going to celebrate the birthday?
When will be the birthday?
Who is Raynor?

b. Write an invitation for a birthday party from you to:

Your close friend

Your Grandma

Activity 4
a. Your two friends will read the dialogue for you.
Listen carefully.
Talking about personal details
Brilly : Excuse me, what’s her name?
Hanum : It’s Diajeng.
Brilly : How do you spell that?
Hanum : D-I-A-J-E-N-G.
Brilly : Where is she from?
Hanum : She’s from Semarang.
Brilly : What is her telephone number?
Hanum : It’s (024) 8315843.
Brilly : Thanks
b. Answer these questions.
1. Brilly opens the conversation by saying ………
2. What does Brilly want to know about?
3. Who answers Brilly’s questions?
4. Does she know her name?
5. Does she know her telephone number?
6. What does Brilly say to end the conversation?

Activity 5
Borrowing something

a. Your two friends will read the dialogue.
Listen carefully
Dani : Excuse me, Sam.
Sam : Yes, what’s up?
Dani : Well, could you lend me your dictionary please?
Sam : Certainly. Here you are.
Dani : Thank you very much.
Sam : You’re welcome.
b. Students do the same thing in pairs.

Activity 6
a. Your two friends will read the dialogue.
Listen carefully
Student A is asking the teacher about a test.
Student : Excuse me, Sir!
Teacher : Yes, Intan. What can I do for you?
Student : Do we have test next week ?
Teacher : Yes, I think so.
Student : My sister is getting married next week.
May I take it some other time?
Teacher : Sure, you may.
Student : Thank you, Sir.
Teacher : You’re welcome.

Students do the same thing in pairs

Section Three

Activity 1

Look at the list of the things below.
Student A asks questions where the objects are.
student B answers them.
Example:
A : Where is the pencil?
B : It’s on the table.

1. atlas 3. bag 5. umbrella
2. video 4. dictionary 6. video camera

Activity 2
Two of your friends will read the dialogue.
Listen carefully.
Giving your telephone number
A: What’s your telephone number?
B: It’s 024 8315843.
A: Sorry, Can you repeat that please?
B: Sure. It’s oh -- twenty-four -- eight -- thirty-one -- fifty-eight -- forty-three.

Do the same thing in pairs

b. Ask five people for their telephone numbers and write them in your notebook.
c. Answer the teacher’s questions orally.
A: What is your telephone number?
B: It’s …..

Activity 3
Your two friends will read the dialogue.
Listen carefully

A: Excuse me, Tom. Do you have a watch?
B: Yes, I do.
A: What time is it now?
B: It’s twelve o’clock sharp.
A: Thank you.
Make your own dialogue with your friends in pairs.

Section Four

Activity 1

The teacher reads the story aloud.

The students listen carefully

Write down your own story.
It is about your own grandma, father, mother, sister, or brother.
You may choose one of them

Activity 2

Fill up the blank spaces in the dialogue with a partner.

Making an appointment

Activity 3

Play role as Dea and her friend.

Activity 4

Performing a dialogue

Perform the dialogue with your friend in front of the class
A: How old are you Martha?
B: I’m twelve. Are you twelve too?
A: Yes, I am. I’m going to be twelve next week.
B: Oh, really?
A: Yes, sure.
B: Will you invite me for your birthday party?
A: Sure, I will. I plan to invite all of my classmates.
B: Thank you Martha. Looking forward to having birthday party next week.
A: You’re welcome.

Tell your friend about your dress you want to wear to the party

Some information about you

What’s your full name? Put your photograph here

What do your friends call you?
Are you male or female?
How old are you?
Where are you from?
What colour are your eyes?
What colour is your hair?
How tall are you?

Your likes and dislikes

Who is your favourite pop star?
Who is your least favourite pop star?
What is your favourite food?
What is your favourite colour?
What is your favourite TV programme?
What are your favourite things?
What is the worst thing in the world?

Yourself

Lastly, which of these do you think you are?

Good-looking fun happy
Interesting boring bossy
Intelligent friendly shy
Quiet nice honest

noreply@blogger.com (Modal Tlaten) — Sun, 28 Oct 2012 16:58:00 +0700

KATA SANDANG ( ARTICLE )

I. JENIS KATA SANDANG

Dalam bahasa Inggris ada dua jenis kata sandang, yaitu :
1. Kata Sandang Tidak Tentu ( Indefinite Article ) , yaitu : A dan AN artinya "sebuah", "seorang".
2. Kata Sandang Tertentu ( Definite Article ), yaitu : THE artinya "itu" atau secara langsung tidak memberi arti kamus, hanya penunjuk makna "tertentu".

Kedua kata sandang tersebut digunakan di depan kata benda (noun). Misalnya : a book (sebuah buku), a car (sebuah mobil), the book (buku itu), the car (mobil itu ). Yang perlu diingat bahwa penggunaan kata sandang (article) mengikuti beberapa aturan yang baku dalam Bahasa Inggris.

Kata sandang tak tentu (indefinite article) hanya dipakai di depan kata benda tunggal ( singular noun ), sebaliknya kata sandang tertentu (definite article) boleh dipakai baik kata benda tunggal maupun kata benda jamak (plural noun). Contoh : a man, an egg, the man, the egg, the men, the eggs.

II. PENGGUNAAN KATA SANDANG

1. Kata sandang tak tentu "a" digunakan bila huruf awal dari kata benda berupa huruf mati (consonant), atau yang dibaca konsonan meskipun wujudnya berupa vokal (huruf hidup). Sedangkan "an" digunakan di depan kata benda yang memiliki huruf awal konsonan atau dibaca konsonan.

Contoh :
a student ( seorang siswa)
a blog ( sebuah blog)
a university ( sebuah universitas)
a European league ( kumpulan negara eropa)
an hour ( satu jam)
an honour ( suatu penghormatan)
an egg ( sebuah telur)
an article (sebuah artikel)

2. Kata sandang tak tentu digunakan untuk menunjukkan suatu hal atau benda yang belum jelas identitasnya.
Misalnya :
There is a bag on the table. ( Ada sebuah tas di atas meja)

Dalam kalimat di di atas, kata "bag" hanya diberi "a" karena ciri khusus tentang tas itu tidak disebutkan, seperti : milik siapa, warna apa, dsb.

3. Kata sandang tak tentu digunakan didepan kata benda tunggal untuk menunjukkan wakil kelompok benda yang disebutkan tadi.

A goat is an animal (Kambing termasuk jenis binatang)
A dog eats meat (Anjing termasuk pemakan daging)

Kata "a" yang ada di depan dog dan goat maknanya adalah "kelompok" bukan "sebuah".

4. Kata sandang "a" juga lazim digunakan dalam ungkapan-ungkapan tertentu yang maknanya "setiap", misalnya :

six times a year ( enam kali setahun)
one thousand rupiahs a month ( seribu rupiah per bulan)
three times a day (tiga kali sehari)

ungkapan di atas sebenarnya juga bisa menggunakan kata "per" seperti kalimat di bawah ini, namun kurang populer pemakaiannya :

six times per year
one thousand rupiahs per month
three times per day

5. Kata sandang tak tentu juga digunakan bersama ungkapan-ungkapan jumlah seperti ini, namun artinya tetap jamak :

a little of ( sedikit)
a number of ( sejumlah)
a few (sedikit)
a lot of (banyak)
a pair of (sepasang)

Kata - kata itu selalu bermakna jamak (lebih dari satu), lebih lanjut, silakan pelajari kata benda yang tak dapat dihitung (uncountable noun) dan kata benda yang dapat dihitung (countable noun)

Bersambung ....................

PENGGUNAAN KATA KERJA ING (GERUND)

noreply@blogger.com (Modal Tlaten) — Wed, 26 Sep 2012 22:49:00 +0700

Gerund adalah kata kerja asal (infinitive) yang mendapat akhiran ING. Adapun penggunaan kata kerja ING dalam kalimat adalah sebagai berikut :

1.Gerund digunakan sebagai subyek kalimat, contohnya :
   Swimming is my hobby (Berenang adalah hobi saya)
   Smoking is a bad habit (Merokok adalah kebiasaan jelek)
   Learning language is not difficult (Belajar bahasa tidak sulit)

2.Gerund biasa dipakai untuk mengungkapkan larangan singkat :
   No smoking (Dilarang merokok)
   No Parking (Dilarang parker)

3.Gerund juga digunakan setelah kata depan (preposition) :

Instead of saying “shop”, we can use “store”
(Sebagai gantinya kata shop, kita dapat menggunakan kata store)

I look forward to hearing you
(Saya menunggu kabar darimu)

They object to working on Sunday
(Mereka keberatan bekerja pada hari Minggu)

4.Gerund digunakan setelah kata kerja tertentu, misalnya :
   stop artinya berhenti
   avoid artinya menghindari
   suggest artinya memberi saran
   enjoy artinya menyukai
   dislike artinya tidak menyukai
   keep artinya menjaga

Contoh kalimatnya :
They stop walking under the tree
(Mereka berhenti berjalan di bawah pohon)

He keep talking about education
(Dia selalu berbicara tentang pendidikan)

You should avoid going alone in the evening
(Kamu seharusnya menghidari pergi sendiri malam hari)

Terima kasih atas kunjungannya dan artikel ini terus bersambung !

PERBEDAAN KATA SIFAT DAN KATA BENDA

noreply@blogger.com (Modal Tlaten) — Sun, 23 Sep 2012 21:17:00 +0700

Mempelajari Bahasa Inggris memang tidak perlu bersusah payah mencari perbedaan seperti yang tertera pada judul di atas. Yang penting banyak berlatih, beres ! Namun dalam rangka memperdalamilmu pengetahuan bahasa, kiranya tidaklah salah kalau kita mengetahui pernik-pernik bahasa, sehingga akan bisa menambah wawasan.

Sebenarnya, pengertian kata sifat (adjective) itu sendiri sudah sangat beda dengan kata benda (noun). Kata sifat mempunyai beberapa fungsi dalam kalimat:
1. Sebagai penjelas kata benda, dengan susunan frase : adjective + noun. Contohnya : green house
     (rumah hijau), black list (daftar hitam), white house (rumah putih).

2. Kata sifat sebagai penjelas subyek suatu kalimat, khususnya kalimat yang memakai kata kerja IS,
    AM, ARE, look, seem. Misalnya :
    The building is tall (Gedung itu tinggi). ---> Kata "tall" memberi penjelasan "building"
     You look pale (Kamu kelihatan pucat). ----> kata "pale" memberi penjelasan subyek "you"

3. Kata sifat digunakan bersama kata sandang (article) THE, artinya berubah menjadi kata benda atau
    kata sifat yang dibendakan. Misalnya :
    The rich have much money (Orang kaya itu mempunyai banyak uang) ---> the rich=orang kaya
    The poor need our help (Orang miskin itu membutuhkan pertolongan kita) ---> the poor=orang
     miskin
.
4. Kata sifat digunakan untuk menyatakan tingkat perbandingan (comparative degree). Jelasnya, bila
    kita ingin mengungkapkan, misalnya, "ini lebih .... daripada itu", maka kata sifat ditambah huruf
    ER.
    Contohnya :

    - The tree is taller than the other. (Pohon itu lebih tinggi daripada yang lain). Kata "tall" artinya
       "tinggi", sedangkan "taller" artinya "lebih tinggi" .

    - The office is bigger than the house. (Kantor itu lebih besar daripada rumah itu) . Kata "big"
       artinya "besar" dan "bigger" artinya "lebih besar".

5. Kata sifat digunakan dalam membentuk kata gabungan yang memiliki pengertian khusus, atau
     membentuk arti baru. Misalnya : well-known, well-done.

     "well-known" artinya terkenal, contohnya "He is a well-known man" artinya Dia orang yang
     terkenal.

6. Sedangkan kata benda menempati posisi sebagai subyek (subject) atau obyek (object) dalam
     sebuah kalimat.  Kata benda juga membutuhkan kata sifat seperti penjelasan di atas.

    Sekian dulu , terima kasih atas kunjungannya. Bersambung ...............

KATA KERJA BERATURAN (REGULAR VERB) BAGIAN II

noreply@blogger.com (Modal Tlaten) — Fri, 14 Sep 2012 17:07:00 +0700

Pada posting tentang kata kerja beraturan (regular verb) bagian I, telah dijelaskan beberapa cara pembentukannya. Selanjutnya, dalam Bahasa Inggris, pembentukan kata kerja beraturan ini tidak sekedar dengan menambah huruf ED atau D saja, manun ada beberapa penjelasan tambahan seperti berikut ini :

1. Kata kerja yang hanya terdiri satu suku kata, huruf yang paling akhir ditulis dobel (dua) sebelum ditambah ED :

INFINITIVE FORM           PAST FORM        PRESENT PARTICIPLE

          stop                              stopped                 stopped                           artinya berhenti
          plan                                planned                 planned                           artinya merencanakan
          hop                                hopped                  hopped                         artinya meloncat
          clip                                 clipped                  clipped                           artinya memotong
          con                                 conned                conned                         artinya mengemudikan

　
2. Kata kerja yang terdiri dari dua suku kata dan bila diucapkan tekanan kata itu jatuh pada suku kedua serta dikahiri huruf konsonan, maka sebelum ditambah ED, huruf akhir itu ditulis dobel (dua)

INFINITIVE FORM              PAST FORM            PRESENT PARTICIPLE

        admit                                  admitted                     admitted                     artinya mengakui
        permit                                 permitted                    permitted                   artinya mengijinkan
        refer                                    referred                      referred                     artinya menunjukkan
        submit                                 submitted                   submitted                   artinya menyerahkan

Sekian dulu, bersambung ........

KATA KERJA TIDAK BERATURAN (IRREGULAR VERB) Bagian II

noreply@blogger.com (Modal Tlaten) — Fri, 3 Aug 2012 19:53:00 +0700

Pada bagian kedua ini, pembahasan akan difokuskan pada pola perubahan kata kerja tidak beraturan, dengan tujuan agar mudah menghafalnya.

1. Perubahan dari bentuk asal menjadi bentuk LAMPAU (PAST) dan PRESENT PARTICIPLE (KINI
    SELESAI) sama :

     INFINITIVE                     PAST                         PRESENT PARTICIPLE
     buy                      --           bought            --         bought                             artinya : membeli
     teach                    --           taught             --         taught                               artinya : mengajar
     think                     --          thought         --          thought                          artinya : berfikir
     seek                     --           sought            --          sought                             artinya : mencari
   sleep    -- slept --    slept artinya : tidur

2. Perubahan dari bentuk asal menjadi lampau dan kini selesai wujudnya sama.
    read                     --            read                --          read                                 artinya : membaca

3. Perubahan yang sama sekali tidak beraturan :
    do                       --             did                 --          done                                 artinya : bekerja
    write                    --             wrote             --          written                               artinya : menulis

Pola perubahan seperti yang dicontohkan di atas sangat membantu para pemula Bahasa Inggris.
Selamat belajar semoga sukses !

KATA KERJA BERATURAN (REGULAR VERB)

noreply@blogger.com (Modal Tlaten) — Thu, 2 Aug 2012 12:27:00 +0700

Dalam Bahasa Inggris dikenal dua jenis kata kerja (verb) yaitu : kata kerja tak beraturan (irregular verb) dan kata kerja beraturan (regular verb). Posting yang lalu pernah memuat daftar kata kerja tak beraturan, sedangkan pada posting kali ini akan difokuskan tentang pembahasan kata kerja beraturan.

Kata kerja beraturan adalah kata kerja yang perubahan dari bentuk dasar (infinitive) menjadi bentuk lampau atau present participle cenderung sama, yaitu hanya dengan menambah huruf ED atau D dibelakangnya.

Contoh :
INFINITIVE FORM                  PAST FORM                 PRESENT PARTICIPLE

cook                         ------         cooked             -------   cooked                    artinya memasak
divide                        ------         divided             -------   divided                     artinya membagi
stay                           ------         stayed              -------    stayed                     artinya tinggal
look                          ------          looked             -------    looked                    artinya melihat

Meskipun hanya menambah huruf D atau ED seperti pada contoh diatas, kenyataannya ada beberapa perkecualian yang berlaku tentang penambahan huruf D atau ED.

1. Kata kerja yang 2 huruf terakhir berupa VOKAL DAN HURUF Y, tetap ditambah ED.

                     play -- played -- played
                     stay -- stayed -- stayed

2. Kata kerja yang 2 huruf terakhir berupa KONSONAN DAN HURUF Y, huruf Y dirubah menjadi I dulu sebelum ditambah ED.

                     study -- studied -- studied
                     marry -- married -- married

Oleh karena itu, tidak semua kata kerja diberlakukan aturan yang sama.

Bersambung ...............

PERBEDAAN KATA BENDA (NOUN) DAN KATA SIFAT (ADJECTIVE)

noreply@blogger.com (Modal Tlaten) — Wed, 1 Aug 2012 19:40:00 +0700

Kata Benda (Noun) dalam kalimat bisa menempati posisi sebagai subyek dan obyek, sedangkan kata sifat berfungsi sebagai penjelas dari kata benda atau frase tertentu, yang tempatnya dalam kalimat bisa setelah TO BE (is, am, are, was, were) atau kata kerja tertentu.

Contoh :
The girl is pretty (gadis itu cantik) -----> pretty memberi penegasan/penjelasan kepada kata benda girl.
The flower looks beautiful (Bunga itu nampak indah) -----> beautiful menjelaskan kata benda flower

Dari segi maknanya, kata benda dalam bahasa Inggris berfungsi untuk mewakili wujud suatu obyek/benda. Sebaliknya, kata sifat berfungsi untuk menunjukkan sifat, ciri atau hal yang bersifat khusus dari suatu obyek atau benda.

Selanjutnya, dalam Bahasa Inggris juga dikenal adanya kata bentukan, yaitu kata benda yang asalnya dari kata sifat. Hal itu harus kita fahami agar kosa kata yang kita kuasai semakin mantap.

Contoh :

kind (ramah) ------------> kindness (keramahan)
poor (miskin) -----------> the poor (orang miskin)
humid (lembab) ---------> humidity (kelembaban)

Pertanyaannya adalah apakah ada kata bentukan kata sifat yang asalnya dari kata benda ?

Bersambung ya ............

APA BEDANYA KATA KERJA BERATURAN ( REGULAR VERB) DAN KATA KERJA TAK BERATURAN (IRREGULAR VERB)

noreply@blogger.com (Modal Tlaten) — Sun, 29 Jul 2012 22:48:00 +0700

Secara prinsip, mengetahui perbedaan antara kata kerja beraturan (regular verb) dan kata kerja tidak beraturan (irregular verb) sangat membantu dalam hal , yaitu untuk mempermudah koreksi penulisan dan atau pengucapan kata yang benar dalam Bahasa Inggris. Yang ini juga perlu tahu bahwa kita akan lebih percaya diri dalam menggunakan bahasa Inggris secara lisan maupun tulis.

Kata kerja beraturan artinya bahwa setiap perubahan kata kerja dari satu bentuk ke bentuk lain , wujudnya sama , yaitu hanya ditambah huruf D atau ED dibelakangnya.

KATA KERJA ASAL KATA KERJA LAMPAU KATA KERJA KINI SELESAI

Visit visited visited (mengunjungi)

Look looked looked (melihat)

Play played played (bermain)

Kata kerja tak beraturan artinya bahwa perubahan dari satu bentuk waktu ke bentuk waktu yang lain wujudnya tidak sama. Contoh:

KATA KERJA ASAL KATA KERJA LAMPAU KATA KERJA KINI SELESAI

Go went gone (pergi)

Write wrote written (menulis)

Do did done (mengerjakan)

Buy bought bought (membeli)

Selanjutnya, lihat juga DISINI

ADJECTIVE ( KATA SIFAT )

noreply@blogger.com (Modal Tlaten) — Fri, 27 Jul 2012 23:29:00 +0700

Adjective merupakan bagian dari part of speech yang secara umum dipakai dalam kalimat untuk memberi penjelasan terhadap kata benda atau frase pembentuk noun. Sedangkan arti adjective adalah kata sifat.

Penggunaan kata sifat :

1. Kata sifat ( adjective ) digunakan untuk menjelaskan kata benda.
Contoh :
green house = rumah hijau ----> green dipakai untuk menjelaskan house.
black list = daftar hitam -----> black digunakan untuk menjelaskan list.

Yang perlu diingat bahwa susunan kata di atas, dalam Bahasa Inggris, selalu mengikuti hukum MD (Menerangkan-Diterangkan), sebaliknya, dalam Bahasa Indonesia, mengikuti hukum DM (Diterangkan - Menerangkan). Jadi, ya kebalikannya dengan Bahasa Indonesia.

2. Dalam kalimat sederhana, kata sifat bisa dipakai setelah TO BE ( is, am, are, was, were, been), dengan susunan kalimat : SUBYEK + TO BE + KATA SIFAT. Fungsi kata sifat disini adalah untuk menjelaskan subyek.
Contoh :
The house is big (Rumah itu besar) -----> kata "big" memberi penjelasan subyek "house".
I am a farmer ( saya seorang petani) ----> kata "farmer" memberi penjelasan kepada kata "I"

BIG memberi penegasan atau penjelasan tentang subyek HOUSE, demikian juga A FARMER menjelaskan subyek I.

3. Kata sifat yang didepannya ditambah kata THE menjadi kata benda (noun).
Contoh :
The rich have some cars. (Orang kaya itu punya beberapa mobil) ----> the rich = orang kaya (kata benda)
The poor have no house. (Orang miskin itu tidak punya rumah) -----> the poor = orang miskin (kata benda)

Bandingkan penggunaan kata poor dan rich dalam kalimat berikut ini :

Mr. Black is very rich. (Pak Black sangat kaya)-----> rich = kaya (kata sifat)
Mr. John is poor. (Pak John miskin) ------> poor = miskin (kata sifat)

4. Kata sifat (adjective) yang diberi imbuhan LY berubah menjadi kata keterangan (adverb).
Contoh :
careful (berhati-hati) ------ carefully (dengan hati-hati) ----> carefully disebut adverb.

Contoh dalam kalimat :
He is a careful boy (Dia seorang anak yang punya sifat hati-hati)
He did the exam carefully (Dia mengerjakan ujian dengan hati-hati)

Pada kalimat pertama, "careful" memberi penjelasan kata benda "boy" dan pada kalimat kedua carefully memberi penjelasan kepada kata kerja "did".

Bedanya kata sifat (adjective) dan kata keterangan (adverb) adalah:
Kalau kata sifat digunakan untuk menjelaskan kata benda (lihat contoh di atas) sedangkan kata keterangan digunakan untuk menjelaskan kata kerja (verb).

Bersambung ya ........

Penggunaan TO BE ( Bagian II )

noreply@blogger.com (Modal Tlaten) — Sat, 14 Jul 2012 13:40:00 +0700

TO BE artinya mengikuti susunan kalimatnya, dan salah satu digunakan untuk membentuk kalimat pasif. Dalam Bahasa Indonesia kalimat pasif memiliki ciri khas yaitu : kata kerjanya diberi imbuhan DI, misalnya : diberi, ditanya, diatur dsb.

Selanjutnya, pembentukan kalimat pasif dalam Bahasa Inggris melibatkan TO BE, dengan susunan sebagai berikut :

SUBYEK + TOBE + KATA KERJA PRESENT PARTICIPLE + OBYEK /KETERANGAN

Kata kerja past participle menempati kolom ketiga dalam daftar kata kerja ( verb list ).
Contohnya :
DO -- DID -- DONE artinya mengerjakan
GO -- WENT -- GONE artinya pergi
WRITE -- WROTE -- WRITTEN artinya menulis

Lihat posting lengkap tentang daftar kata kerja di sini

Conto kalimat aktif dan kalimat pasif :

The man write a letter every week ( Orang itu menulis surat setiap minggu) --> kalimat aktif
A letter is written by the man every week. ( Sebuah surat ditulis oleh orang itu tiap minggu ) --> kalimat pasif

Perubahan TO BE dalam kalimat pasif selalu mengikuti waktu pemakaiannya ( TENSE).
Bersambung..................................

Perbedaan kata DISCOVER dan INVENTION

noreply@blogger.com (Modal Tlaten) — Thu, 5 Jul 2012 17:50:00 +0700

Secara umum, kata DISCOVER dan INVENTION artinya PENEMUAN. Namun demikian ada perbedaan penggunaan, yaitu : discover digunakan untuk mengungkapkan penemuan dari hal/barang yang sudah ada sebelumnya. Misalnya : penemuan tambang emas, fosil, planet dsb. Sedangkan, kata invention merujuk pengertian tentang penemuan yang baru yang sebelumnya belum ada. Misalnya, penemuan tentang listrik, tenaga nuklir.

Penggunaan kata TOO, SO, EITHER dan NEITHER

noreply@blogger.com (Modal Tlaten) — Wed, 13 Jun 2012 14:22:00 +0700

Kata TOO dan SO, EITHER dan NEITHER artinya sama, yaitu JUGA. Dalam Bahasa Indonesia contohnya seperti ini :

Ana : Apakah kamu haus ?
Ani : Ya, tentu saja, karena cuaca sangat panas.
Ana : Demikian juga saya. (Maksudnya: saya juga haus saat ini)

Kata JUGA digunakan untuk menyingkat kalimat "Saya juga haus saat ini". Dalam Bahasa Inggris, penggunaannya agak beda. Kata TOO dan SO digunakan khusus kalimat berita, sedangkan kata EITHER dan NEITHER untuk kalimat negatif, dengan susunan kalimat yang berbeda juga. Susunannya sbb. :

SO + kata kerja bantu (auxiliary) + subyek kata ganti orang
subyek kata ganti orang + kata kerja bantu (auxiliary) + TOO

Contohnya :
Ana : Are you thirsty ? (Apakah kamu haus ?)
Ani : Of course. It is very hot today. (Ya, cuaca sangat panas hari ini)
Ana : So am I ( atau bisa dijawab I am too) artinya : demikian juga saya.

Berikutnya, bila berupa kalimat negatif, digunakan EITHER atau NEITHER

Ana : I am not hungry, (Saya tidak lapar)
Ani : Neither am I atau I am not either ( Demikian juga saya)

Perlu diingat bahwa kata kerja bantu (auxiliay) yang digunakan dalam jawaban singkat menyesuaikan dengan bentuk waktunya, lamapu , sekarang atau yang akan datang.Misalnya :

Ana : I didn't go to school yesterday. (Saya tidak masuk sekolah kemarin)
Ani : I did not either atau bisa dijawab Neither did I (Demikian juga saya)

Lihat juga pembahasan tentang TENSES.

BAHASA INGGRIS SARTOWI

1. Jenis-Jenis Kata Benda (Types of Nouns)

A. Common Nouns vs. Proper Nouns

B. Countable vs. Uncountable Nouns

C. Concrete vs. Abstract Nouns

2. Perubahan Bentuk: Singular & Plural

3. Fungsi Noun dalam Kalimat

4. Perbedaan Penting dengan Bahasa Indonesia

1. Perubahan Huruf Vokal

2. Perubahan Bentuk yang Unik

3. Kata yang Tidak Berubah Sama Sekali

4. Akhiran -f atau -fe berubah menjadi -ves

1. Perbedaan Dasar: Aktif vs. Pasif

2. Kalimat Pasif dalam Bahasa Indonesia

A. Menggunakan Imbuhan di-

B. Menggunakan Imbuhan ter-

C. Bentuk Pasif Person (Kata Ganti Orang)

3. Kalimat Pasif dalam Bahasa Inggris (Passive Voice)

4. Kapan Kita Harus Menggunakan Kalimat Pasif?

5. Tips Mengubah Kalimat Aktif ke Pasif

Latihan 1: Bahasa Indonesia

Ingat aturan imbuhan di- dan aturan khusus untuk kata ganti orang (saya/kamu).

Latihan 2: Bahasa Inggris

KALIMAT PASIF (PASSIVE VOICE)

TEKS NARATIF

Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.

ARTI KATA THAT DAN THOSE

ARTI KATA IS dan ARE

Unit 11 Simple Past Tense (Waktu Lampau)

On Mother’s Day

Activity 3

Answer these questions.

1. Why did Mary write the letter?

2. Who did she write to?

Activity 5

Activity 6

Activity 8

NOUNS THAT ALWAYS BEGIN WITH CAPITAL LETTERS

Activity 9

Nida

Botanic Garden

Mount Bromo

Scooby Do

Unit 11 Simple Past Tense

Activity 1

Vocabulary Building

Activity 2

The words in the box are things people write on. Match the words with the questions.

Grammar Focus

To tell something that happened in the past you use simple past tense.

Activity 3

Activity 4

Activity 1

Activity 2

Section Three

Activity 1

Activity 2

Choose one of the group members to tell the class. Let him or her practice reading it aloud in the group before telling it to the class.

Section Four

Activity 1

Meet five of your friends.

Activity 2

Activity 3

Activity 1

Vocabulary Building

Activity 3

Activity 4

Grammar Focus

2. Action Verbs

Activity 2

Activity 2

UNIT 10

Activity 1

Activity 2

Vocabulary Building

Activity 6

Activity 1

Activity 2

Activity 3

Interpersonal exchange