Program Studi

Pendidikan
Keagamaan Katolik
STP DON BOSCO
TOMOHON

LECTURE
NOTES

ENGLISH

Menjadi Lembaga Pendidikan Tinggi

Keagamaan Katolik yang unggul dan
kompetitif di era globalisasi.

Menjadi Program Studi Pendidikan

Keagamaan Katolik yang unggul dan
kompetitif yang menghasilkan tenaga
pendidik profesional dalam bidang
Ilmu Pendidikan Agama Katolik di era
globalisasi.
PERTEMUAN 1

GREETING
AND
INTRODUCTI
ON

First impressions are a really

important aspect of cultures around
the world. It is important to know
the correct way of introducing
yourself and others. In English, as
in all languages, there are different
ways to greet people in formal and
informal situations. The response
you give should have the same
level of formality as the
introduction. Once you have been
introduced to someone, the next
time you see that person or when
you leave that person, it is
important to greet them.

If you follow the correct

etiquette, you will leave a good first
impression on others.

A. Read the statements below and

write T (true) or F (false) for British
etiquette:
1. In social situations, a woman is
traditionally introduced to a man.
2. In business, the person who is
the lowest-ranking person is
introduced to the person who is
the highest-ranking person.
3. When formally introducing
yourself to a new colleague or
an associate, just extend your
hand and say your full name:
“Hello, I am Silvia Smith.
4. The British usually shake hands
when parting.
5. In social situations, older people
are introduced to younger
people.
6. If you shake hands with people
and they give you their name
straight, without saying “Hello”, it
is considered to be rude.
7. If you want others to call you by
your first name, simply stress
your first name: "Hello, I’m
Anne. Anne Kay."
8. When meeting someone formally
for the first time, we shake their
hand and say "How are you?"
9. When young people meet
informally, they sometimes say
"Give me five!" and slap their
hands together.

Page | 1
 PERTEMUAN 1

Greeting Introducing

Sample sentences Sample Response Sample sentences Sample Response Saying goodbye Replying

Hey, Hi Hey, Hi Anna, this is Jim. Hi Jim, nice to meet Nice meeting you
He’s in my class you
You too.
How are you? I’m good all right Hi, my name’s John I’m Dave. Nice to Take it easy
meet you.
How are things? Pretty good Take care

How’s it going? OK, not bad I’m off Ok, bye

How are you doing? I’m doing good I have to go

What’s up? So long See you,

Nothing much, see you
What’s happen? See you bye
Not a whole lot
What are you up to? See you later
Nothing, nothing

What’s going on? Special. Not much Bye

Page | 2
PERTEMUAN 2

THE ROAD
TO
DEREGULAT
ION

The period since the early

1980s has been the most
momentous in the history of
telecommunications. A series of
major technological advances such
as optical fibers, Integrated
Services, Digital Network, (ISDN),
Asynchronous Transfer Mode,
(ATM), and Asymmetrical Digital
Subscriber Loop, (ADSL) has led to
spectacular achievements in
products and services. In addition,
legislation has helped to create an
environment of liberalization and
deregulation which is shaping the
markets of the future. In some
respects, regulatory issues have
assumed more importance than the
purely technological questions in
telecommunications. As a senior
manager from PTT-Nederland
admits:
“When I came here, people
were convinced that we sold
technology, but to me, that's just
nonsense. No-one is interested in
opening up a telephone set to look
at the circuit boards and admire
their quality. What people want is
reliable, quick and imaginative
service. At the end of the day, it's
just like McDonald's. They don't
just sell hamburgers, they sell
services as well.”

1984 was a pivotal year for

world telecommunications. In the
USA, AT&T's monopoly was
broken up with the creation of the
seven Regional Bell Operating
Companies (RBOC's), while the
same year saw the privatisation of
British Telecom in the UK. Most of
Europe's state telecommunications
companies are likely to he
privatised before the year 2000.
This pressure to privatise stems
from the fact that many state
telecommunication networks are
currently under-resourced, that
many state budgets are
overburdened and that national and
international telecommunications
markets are being liberalized, thus
undermining the position of state
monopoly Public Telephone
Operators. (PTO's)
The balance of pressure varies
between countries but no country is
immune, and with the European
Union (EU) now resolved to
liberalize

Page | 3
national markets for voice
telecommunications from January
1999, 1999, the pressure can only
increase (Spain, Ireland. Greece
and Portugal will not "join the voice
liberalization club)" until 2003.)
Competition is imminent in every
European country, but the
regulatory structure in each nation
will influence the speed with which
it advances and the strength of rival
operators.

Liberalization is shaking up the

way that operators conduct their
business and is bringing about a
"culture change" within companies.
The philosophy of "being a civil
servant and having a job for life" is
rapidly disappearing. Personal
performance-related criteria and
individualized objectives are
influencing the lives, of executives
and employees oI' previously state-
dominated PTTs, where results
often counted for very little.

"Down-sizing," "Right-sizing,"
"Rationalization" and "Outsourcing"
have become the buzz-words
associated with liberalization and
competition. and in many countries
Trade Unions interpret these
expressions as the desire of the
bosses to get rid of as many
employees as possible in the quest
to make their businesses more
profitable, possibly at the risk of
creating the "haves" and the "have-
nots."
B. GLOSSARY

- momentous : penting
- shaping : membentuk
- reliable : dapat
dipercaya
- service : jasa
- overburdened : membebani
- thus : dengan
demikian
- undermining : mencari,
menggali
- immune : kebal
- civil servant : pegawai
negeri
- down-sizing : perampingan
- outsourcing : penggunaan
sumberdaya dari luar
- rationalization : penyesuaian
- buzz-words : kata-kata yang
sering didengungkan

Page | 4
C. READING COMPREHENSION
Identify
a. two reasons for the global changes in
telecoms since the 80s.
b. 6 concrete results of these changes.
c. what telecoms have in common with
McDonalds.
d. the two major telecom events of 1994.
e. what may have happened to most
European telecom companies by 2000
f. the three main sources of the move
towards privatisation.
g. what will happen to voice
telephony in most EU countries
on 1st January 1998.
h. three results of the "culture change”
within companies.
i. the interpretation Trade Unions give to
terms such as "Downsizing" and
"Outsourcing”
C. LANGUAGE DEVELOPMENT
(STRUCTURE)

1. Present Perfect and Simple Past

Subyek + has/have + Verb III (past

participle)

a. Digunakan untuk menyatakan suatu

peristiwa/perbuatan yang telah
selesai terjadi/dilakukan pada waktu
lampau (waktunya tidak tertentu) dan
masih ada hubungannya dengan
waktu kini.
Contoh :
1. They have written a letter.
2. Betty has taken my pencil.
3. His father has bought a new
car.
 b. Sering digunakan dengan For atau
Since.
3
Since (= sejak) menunjukkan arti
“dari suatu saat tertentu pada waktu
lampau hingga kini”
Misalnya :
Since January
Since I left school
Since the last ten years = sejak
10 tahun terakhir.

3
W. Stanard Allen, Living English Structure, Longman
Group, London, 1974, p. 79.

Page | 5
 Since 1980, dan sebagainya.
For (= selama) menunjukkan arti
“lamanya jangka waktu hingga
kini, karena itu, for selalu diikuti
sejumlah jangka waktu tertentu.
Minggu :
For a week for
three days
For a long time for
six years
For five months dan
sebagainya.
Contoh :
1. I haven’t seen you since Monday.
2. She hasn’t seen me for a week.
3. Tuti has been here since 6
o’clock.
4. I have lived in Yogyakarta since
1980.
5. We have
worked in the
company for two
years. c. Sering
digunakan dengan
4
adverb berikut ini .
So far until now
up to now up to the
present
almost just (now)
already still
never dan
sebagainya

Contoh:
1. Umar has almost finished the
work.
2. She has just gone away.
3. Have you ever eaten apples?
4. The money has finally arrived.
5. We have finised five chapters so
far.
 6. Up to now, we haven’t found
the kinds of paint we need for
the door.
d. Sering digunakan dengan
keterangan waktu berikut:
This-this week, this month, this year,
this Saturday, dan sebagainya.
Contoh:
1. He has been quite ill this year.
2. They have gone shopping this
morning.

4
Marcella Frank, Modern English, Prentice-Hall, New
Jersey, 1972, p. 80.

Page | 6
 e. Sering digunakan dengan keterangan
berikut:
Recently = baru-baru ini
Lately = akhir-akhir ini
Not…yet = belum
Contoh:
1. What have you read recently?
2. She hasn’t finised the work yet.
3. What has she done lately?
4. He has recently come out of the
hospital.
Apabila dalam sebuah kalimat
predikatnya berupa selain kata kerja
(verb), yang biasanya dissebut
kalimat nominal, maka kita harus
menambahkan auxiliary verb
sebagai berikut:
She has been…… I have
been……
He has been…… You have
been……
It has been…… They hve
been……
We have
been ……
Contoh:

1. I have been in this office since I

Left school.
2. He has never been here since the
last ten years.
3. She has been a teacher for 15
years.

Present Perfect Continuous (Progressive)

Tense

Subyek + has/have + been

+ verb ing
a. Digunakan untuk menyatakan
suatu perbuatan yang telah mulai
dilakukan pada waktu lampau
(waktunya tidak tertentu), dan
sekarang masih akan dilakukan
atau hanya untuk menyelesaikan.
Contoh:
1. We have been listening to the
radio for two hours.
2. She has been learing English for
4 years.
3. Maryam has been living in Solo
since 1967.
4. How llong have you been waiting
for the bus.
5. The professor has been lecturing
for over an hour.

Page | 7
Keterangan:
1. Kita telah mendengarkan
radio selama 2 jam, dan
sekarang hinggga nanti
kita masih
mendengarkan.
(Atau kita hanya akan
mendengarkan sampai acara
selesai).
2. Maryam tinggal di Solo sejak
tahun 1967,dan sekarang dia
masih tinggal di Solo.
b. Digunakan untuk menyatakan
perbuatan yang diulang-ulang
dalam Present Perfect Tense,
biasanya selalu memakai a time
phrase
(keterangan waktu) seperti:
Since……For……Never……

Contoh:

1. I have written six letters

breakfast.
* I have been writing letters
since breakfast.
2. she has knocked at the door for
there minutes.
*** She has beeeeen knoking
the door for three minutes.
Perhatikan
1. I have written a letter for an
hour.
(Saya telah menulis sebuah
surat selama 1 jam; … dan
sekarang telah selesai).
2. I have been writing a letter for
an hour. (Sekarang masih
 sedang menulis sebuah
surat).
3. I have been reading your book.
(maksudnya: I haven’t finished
it).
4. I have read your book. (artinya
= I have finished it)

2. Past Tense
5 Past Indefinite Tense /Simple Past
Tense

Subyek + Verb II +
(kata kerja bentuk II)

a. Digunakan untuk menyatakan

perbuatan / peristiwa yang
dilakukan atau yang terjadi pada
waktu masa lampau (waktunya
tertentu).

Page | 8

Contoh:
1. I met her two days a go.
2. Mary played tennis last week.
3. Ali went to Yogyakarta
yesterday.
b. Digunakan untuk
menyatakan kebiasaan
yang dilakukan pada waktu
lampau.
Contoh:
1. He always carried an umbrella.
2. They never drank wine.
3. We usually spoken English.
4. Las year it rained Frequently in
this area.
5. When I was young, I went
swimming every day.
c. Digunkan untuk menyatakan
suatu perbuatan yang jelas
dilakukan pada waktu lampau
(waktunya tertentu) tetapi tidak
disebutkan
k
e
t
e
r
a
n
g
a
n

w
a
k
t
u
n
y
a
.

C
o
n
t
o
h
:
1. I bought this car in jakarta .
(Mobil ini jelas dibeli pada
waktu yang lampau di
Jakarta pada waktu
tertentu).
 2. When did you see me ?
(berarti
you telah
melihat
saya, ……
kapan?) 3.
The train
was ten
minute late.
Keterangan waktu yang biasa
dipakai antara lain:
Yesterday = kemarin the other day = dulu
Last…… = ……yang lalu in 1982 = pada ta
Last week = minggu yang lalu
Last year = tahun yang lalu dan sebagainya.
……ago = ……yang lalu
2days ago = 2 hari yang lalu
Di dalam Simple Tense, bentuk
interrogative (kalimat Tanya) dan kalimat
negative (menyangkal), selalu
menggunakan kata kerja bantu (auxiliary
verb)
DID untuk semua jenis subyek, apabila
predikatnya kata kerja.

Page | 9
 Contoh:
1. Did you play tennis yesterday?
2. We did not study last night.
3. Did the dog bark this morning?
Dengan memperhatikan contoh-
contoh tersebut dapat kita ketahui bahwa
dalam kalimat negative (menyangkal) dan
kalimat tanya, kata kerja (predikat) dalam
kalimat Simple Tense selalu kembali pada
bentuk I (Simple Present).
Apabila predikatnya berupa selain
kata kerja, sehingga boleh jadi noun
seperti: teacher, postman, doctor, house,
building, dan sebagainya ; atau adjective,
seperti: busy, lazy, happy, tired, dan
sebagainya; atau dapat juga berupa
adverbn (kata keterangan), seperti: here,
there, at home, at the station dan
sebagainya, yang dalm bahasa Indonesia
dinamakan kalimat nominal, maka kita
harus menggunakan kata kerja bantu
(auxiliary), To Be yaitu Was atau Were.
Contoh:
1. Was john tired yesterday?
2. We were very busy last night.
3. Ali was here this afternoon.
Catatan:
Untuk membentuk verb I menjadi
bentuk II, perlu diperhatikan aturan-aturan
sebagai berikut:
1. Kata kerja beraturan (reguler
verb) akhirnya ditambah dengan
ed.
Miasalnya : to work ……. Worked
To play ……. Played
To happen ……. Happene
 To finish ……. Finised, e
2. Verb yang berakhiran dengan
Y dan sebelumnya konsonan
(huruf mati), diubah dulu dari Y
menjadi I kemudian ditambah
ed.
Misalnya: to carry …… carried
To cry …… cried
To apply …… applied,

Page | 10
 Verb yang berakhiran dengan Y tetapi
sebelumnya vokal, tidak ada
perubahan, dan langsung ditambah dengan ed.
Misalnya: to obey …… obeyed
To play …… played
3. Verb satu suku kata dan hanya
berakhiran dengan sebuah
konsonan, maka konsonan
tersebut didobelkan dalam
bentuk ing
maupun dalam bentuk II dan ditambah ed.
Misalnya: to hit …… hitting …… hi
To stop …… stoping…… st
To spel …… speling …
6. Past Continous / Progresive
Tense

Subyek +
was/were + Verb
ing

a. Digunakan untuk menyatakan

perbuatan yang sedang terjadi /
berlangsung pada waktu yang
lampau ketika perbuatan lain
terjadi.
Contoh:
1. My mother was cooking when it
began to rain.
2. We were studying English while
the bell rang.
3. When the teacher came, the
boys were playing chess.
4. Betty was sleeping when I
visited her.
5. When I was crossing the street,
I saw an accident.
C. Modal Verbs
1
1. Linking (copulation) verbs
 Adalah kata kerja bantu yang befungsi
untuk menghubungkan antara subyek
dan predikat.
Adapun kata kerja bantu
yang dapat berfungsi
sebagai linking
(copulative)verb yaitu:
To Be = (am, is, are, was, were, be,
being, dan been).

1
Arthur Waldhorn & Arthur Zeiger, English Made
Simple, Cadillac Publishing Co., New York, 1954, p.
25.

Page | 11
Contoh:
1. I am a student 5. Pleasebe here tomo
2. We are happy 6. She is well
3. She was here yesterday 7. He has been here fo
4. I am sorry for being late
Keterangan:
Dalam kalimat tersebut di atas,
misalnya nomor 1 dan 2, “am” dan
“are” dipakai sebagai kata kerja biasa
yang berfungsi sebagai linking verb
(copulative), yaitu kata kerja
penghubung antara subyek dan
predikat. Demikian pula dengan to be
yang lain dalam kalimat di atas. Dan
To Be dipandang sebagai “auxiliary
verb”bila untuk :
1. M
e
m
b
e
nt
u
k
te
n
s
e
(di
lih
at
ba
b
te
ns
 e)
.
C
on
to
h:
1. I am studying English Now.
2. She is reading a newspaper.
3. He has been working here for 2
months.
2. Membuat
kalimat
pasif (lihat
bab kalimat
pasif)
Contoh:
1. The car is being repaired.
2. She will be promoted soon.
3. Ali was called by his teacher.
2. To do, does, did dan done
1. Dapat berfungsi sebagai kata kerja
biasa yang berarti mengerjakan.
Contoh:
1. She didi her homework yesterday.
2. I do my homework every day.
3. Sebagai kata kerja bantu dalam
membentuk kalimat tanya, kalimat
menyakangkal (negative), atau
jawaban singkat.
Contoh:
1. Did you go to school yesterday?
2. Does he come here?
3. Do you know about her? Yes, I do.

Page | 12
 4. They didn’t go to the party last
night.
5. Did you see my sister? No, I didn’t
3. Have – has dan had
1. Berfungsi sebagai kata kerja
biasa yang berarti “mempunyai”.
Contoh :
1. I have a new motorcyle.
2. She has no money.
3. He had a car last year.
2. Sebagai kata kerja bantu dalam
membentuk Tense, misalnya
present perfect tense, Past
perfect tense, dan sebagainya.
Contoh:
1. She has bought a new book.
2. He had studies English.
3. She has been working here for 2
years.
4. I have sent a postcard to her.
Penggunaan Modal Auxiliary
Perhatian!
1. Dalam sebuah kalimat tidak boleh
ada dua buah modal auxiliary.
2. Verb sesudah modal auxiliary
selalu dalam bentuk asal (V-I).
4.1. CAN dipakai untuk menyataka:
1. kesan
ggupa
n atau
kemah
iran
seseor
ang.
Conto
h:
1. She can sing Beautifully.
 2. I can speak English.
3. You can drive a car.
2. M
i
n
t
a

i
z
i
n
.

C
o
n
t
o
h
:
1. Can I borrow your book?
2. Can I come to your house?
3. Kemungkinan.

Page | 13
Contoh:
1. She can be at home at noon.
2. He can be ill. (mungkin dia sakit).
4.2. COULD adalah bentuk past tense
dari CAN dan bentuknya sama untuk
semua subyek. Namun dalam
penggunaannya tidak selamanya
berarti past time (masa lalu).
COULD dipakai untuk menyatakan:
1. Bentuk lampau dari Can.
Contoh:
1. Mary could sing a song when she
was young.
She could not come here yesterday
because she was ill.
2. Permintaan dengan sopan.
Contoh:
1. Could you help me now?
2. Could you take that book for
me?
3. Kemungkinan.
Contoh:
1. She could be at home now, but she
usually plays volleyball.
2. He could be very busy at that time.
5.1. SHALL digunkan untuk menyatakan:
1. Berarti “ akan” dalam bentuk future
tense.
Contoh;
1. I Shall go to Londan tomorrow.
(Saya akan pergi ke London
besok).
2. We shall buy a new motorclye
next week.
Catatan :
Dalam British English, untuk subyek
“I” dan “WE” dipakai “shall”,dan
 untuk selainya yaitu You, She, He,
dan They digunakan “ Will”.
2. M
e
n
a
w
a
r
k
a
n

b
a
n
t
u
a
n
.

C
o
n
t
o
h
:
1. Shall I open the window?
2. Shall I make coffee for you?
3. Janji (perjanjian).

Page | 14
Contoh:
1. You shall have a motorcycle.
2. I shall meet her tomorrow.
2. SHOULD digunakan untuk
menyatakan:
1. B
e
n
t
u
k

l
a
m
p
a
u

d
a
r
i

s
h
a
l
l
.

C
o
n
t
o
 h
:
1. When he come to my house I
should go
2. I should visit to your house
before you came to my house.
2. A
n
j
u
r
a
n

–
s
e
b
a
i
k
n
y
a
.

C
o
n
t
o
h
:
1. You are ill, you should go to the
doctor soon.
2. She is tired, she should take a
rest.
3. Keharusan
atau yang
seharusny
 a
dilakukan.
2
Dalam
hal ini
SHOULD
= Ought
to.
Contoh:
1. You should (or ought to) do your
homework every day.
2. He should (or ought to) study
hard.
3. She sould (or ought to) be here
soon.
4. Dalam bentuk lampaunya (masa
lampau), berarti menunjukan suatu
kegiatan yang seharusnya
dikerjakan tetapi kenyataannya
tidak dikerjakan.
Contoh:
1. You should (or ought to) have
studied hard before take an
exam. Anda seharusnya
belajar dengan keras
sebelum mengikuti ujian.
(Dalam kenyataannya Anda
tidak belajar dengan keras,
tetapi tetap mengikuti ujian)
4. Tomi would rather stay at
home. = Tomi would prefer
to stay at home. (Tomi lebih
suka tinggal di rumah).
6. 1. MAY adalah kata kerja bantu yang
berarti “boleh/mungkin” yang
digunakan untuk menyatakan :

2
Marcella Frank, Modern English, Prentice-Hall. Inc.
New Jersey, 1972, p. 98.
Page | 15
1. P
e
r
m
o
h
o
n
a
n

i
z
i
n
.

C
o
n
t
o
h

:
1. May I borrow your car
? Yes, you may.
(Bolehkah aku pinjam
mobilmu ?)
2. May I go home now ?
No, you may not.
(Bolehkah aku pulang
sekarang ?)
3. She may be late.
(Mungkin dia
terlambat)
2. P
e
r
m
o
h
o
n
a
n

a
t
a
u

h
a
r
a
p
a
n
.

C
o
n
t
o
h

:
1. May you both the
happy. (Mudah-
mudahan anda
berdua bahagia)
2. May God bless you.
(Mudah-mudahan
Allah memberi rahmat
kepada Anda).
 2. MIGHT adalah bentuk
lampau (past tense) dari
MAY, namun pemakaiannya
juga dapat untuk masa kini
atau masa datang.
Contoh :
1. She might be late
yesterday. (Mungkin dia
terlambat kemarin).
2. Please take an umbrella
with you, It might rain.
(Bawalah payung, hari
mungkin hujan).
3. I told him that he might
go home.
(Saya beritahukan
kepadanya bahwa ia
boleh pulang)
4. You might try to be more
careful.
8. MUST adalah kata kerja bantu
yang berarti harus atau wajib,
digunakan untuk menyatakan :
1. Keharusan/mesti.
Contoh :
1. You must go now. (Anda
harus pergi sekarang !)
2. I must do my homework
soon
(Saya harus segera
mengejakan pekerjaan
rumahku).
3. She must study hard.
(Dia harus belajar keras)

Page | 16
2. Dalam kalimat menyangkal
(negative) dan membuat
jawaban dari kalimat tanya,
selalu digunakan NEED NOT
atau Needn’t bukan
musn’t (must not).
Contoh :
1. Must I go now ? Yes, you
must atau yes, you need.
2. Must she pay it ? No, she
needn’t.
3. You needn’t go now.
(Anda tidak perlu pergi
sekarang) bukan musn’t.
4. She need not come here
again. (Dia tak perlu lagi
datang ke sini).
3. Must not (musn’t) menunjukkan
(berarti) larangan atau tidak
boleh.
Contoh :
1. You must not smoke in the
class.
(Anda dilarang merokok di
dalam kelas).
2. He mustn’t go there alone.
(Dia tidak boleh (dilarang)
pergi ke sama sendirian).
4. Must = Have to (she/he has to)
berarti harus.
Contoh :
1. Y
o
u
m
us
t
(o
r
h
av
e
to
)
re
a
d
thi
s
b
o
ok
.
(A
n
d
a
h
ar
us
m
e
m
b
ac
a
b
uk
u
ini
).
2. She must (or has to) go to
school today.
3. They must (or have to) work
hard. (Mereka harus bekerja
keras).
5. Must tidak mempunyai bentuk
past tense.
Bentuk lampau yang berarti
“harus/mesti” adalah HAD TO,
dan bentuknya sama untuk
semua obyek.
Contoh :
1. I had to meet my sister
yesterday.
(Saya kemarin harus
berjumpa saudara
perempuanku).
2. She had to leave for Jakarta
last week.
(Dia harus meninggalkan
Jakarta pekan lalu).

Page | 17
9. OUGHT TO = SHOULD.
1. Adalah kata kerja bantu
yang berarti sebaiknya,
seyogyanya, sewajarnya
dan bahkan seharusnya
(yang agak lunak).
Contoh :
1. She ought to be here
now (Dia seharusnya
ada di sini sekarang).
2. Ought she to come here
again? (Haruskah dia
dating ke sini lagi?)
3. She asked me what
ought to be typed.
(Dia bertanya kepadaku
apa yang harus diketik).
2. Menyatakan
tugas/pekerjaan yang tidak
terselesaikan/terpenuhi atau
ter
ab
aik
an
4
.
O
ug
ht
an
d
th
e
pe
rfe
ct
infi
niti
ve
5
.
Co
nt
oh
:
1. The work ought
to have been
 finished last
week. (Pekerjaan
itu seharusnya
sudah
diselesaikan
pekan lalu).
2. Your ought not (oughtn’t)
to have crossed the road
when the lights were red.
(Anda seharusnya tidak
menyeberang jalan
ketika lampu berwarna
merah).
3. You ought to have told
him that the paint on that
seat is wet.
(Anda seharusnya sudah
memberi tahu dia bahwa
cat pada tempat duduk
itu masih basah).
10. USED TO adalah kata kerja
bantu yang digunakan untuk
menyatakan suatu pengertian
kebiasaan atau perbuatan yang
dilakukan berulang-ulang pada
masa lampau, tetapi kebiasaan
itu kini tidak lagi dilakukan.
Contoh :
1. S
h
e

u
s
e
d

t
o

s
i
n
g

w
h
e
n

s
h
e

w
a
s

y
o
u
n
g
.
(
D
i
a

b
i
a
s
a

m
 e
n
y
a
n
y
i
k
e
t
i
k
a

d
i
a

m
u
d
a
)
.
2. He used to cry when he was
a child.
(Dia biasa menangis ketika
dia masih kecil).
3. S
h
e

u
s
e
d

t
o

c
o
m
e

h
e
r
e

e
v
e
r
y

w
e
e
k
.

(
D
i
a

b
i
a
s
a

d
a
 t
i
n
g

k
e

s
i
n
i

s
e
t
i
a
p

p
e
k
a
n
)

4 AJ Thomson and AV Martinet, A

Practical English Grammar, second edition,
OUP, London, 1968, p.90.
5 Ingat bahwa ought to = should

Page | 18
PERTEMUAN 3

ASYNCHRONOUS
TRANSFER MODE
(ATM)

The hottest topic in the IT

industry is Asynchronous Transfer
Mode (ATM) which is the first
technology to provide a common
format for high-speed data as well
as for the typical voice phone call.
In addition, the format it uses, the
cell, is equally at home in any
network: public or private, the Local
Area Network (LAN) or the Wide
Area Network (WAN). ATM
provides a means for integrating
voice, video and data as well as
knitting local and wide area
networks and services into a
seamless whole. It is the first
communications technological
"vision" that has not only managed
to unite the communication and
computer worlds, but also North
America, Europe and Japan. Under
ATM, networks need no longer be
optimized for one particular service,
unable to accommodate the
parameters required by another.
This breakthrough does more
than just make the world a tidier
place. It provides a potentially huge
market for ATM equipment. A large
market attracts high, upfront
investment, which translates into
highly-integrated silicon, mass-
produced components, low prices
and even larger markets, as the law
of supply and demand suggests.
In the long term, ATM will play
a crucial role in the information
superhighway in which It is likely to
provide the link between the
network-resident servers supplying
information or video-streams to the
local exchanges. In this field, ATM
should link up efficiently with
another technology called
"Asymmetrical Digital Subscriber
Loop" (ADSL) which will turn the
boring old "slow lane" telephone
line to the domestic home into, at
lean, a fast lane.
Huge transmission rates can be
sent over one single optical fibre,
but ATM provides the key to
unlocking the contents of that
stream of' bits and processing each
individual one. Thus, the total flow
of cells arriving at a switch-port
divides into hundreds or thousands
of separate connections, each one
separately routed through the
switch and beyond. Each
connection may include
characteristics like "bursty" (sudden
irregular) flows or steady flows at

Page | 19
different rates. ATM provides the
switching and traffic control
functions to support this complex
problem.
ATM is clearly a sophisticated,
well-designed technology. But, if it
is to be successful, it has to fill a
genuine need. Who needs it today,
and for what? ATM fans reel off
lists of exotic applications best
served by ATM: Multimedia,
teleradiology, distance-learning,
desktop videoconferencing,
imagearchiving, the paperless
office, video electronic mail, global
workshop collaboration. All of these
applications need either the speed
of ATM or its flexibility in handling
mixtures of data, video and such
timing-sensitive traffic as voice.
ATM technology is certainly
attractive, but a number of
obstacles are holding users
back. Among their reasons:
 ATM
applicati
ons and
related
softwar
e that
support
them
are not
ready.
 Standards are not mature.
  Prices are still too high.
 ATM
lacks a
single
applicatio
n to drive
mass-
market
demand.
B. GLOSSARY :
- provide : menyediakan
- breakthrough : terobosan
- tidier : lebih rapi
- upfront : di depan
sekali
- crucial : penting
- switching : pengubah
- sophisticated : canggih
- genuine : asli, dasar
C. READING COMPREHENSION
Identify
a. the type of communication for
which ATM provides a common
format.
b. what ATM has united.
c. what investment in a large ATM
market leads to.
d. 8 ATM applications.

Page | 20
e. 4
re
as
on
s
wh
ich
hol
d
pot
ent
ial
us
ers
ba
ck.
No
w
an
sw
er
tru
e
or
fal
se
(T/
F):
f. ATM software is ready.
g. standards have been agreed
world wide.
h. users see the price of ATM as
being exorbitant.
i. ATM applications arc obviously
here.
C. LANGUAGE DEVELOPMENT
(STRUCTURE)
PASSIVE VOICE

Some book are to be tasted, others

to be swallowed and some few to
be chewed and digested.
(Francis Bacon)
Sebuah kalimat dapat
berbentuk dalam kalimat aktif yang
subyeknya melakukan pekerjaan
atau kalimat pasif yang subyeknya
dikenai pekerjaan.
Untuk membuat kalimat aktif
menjadi kalimat pasif, perhatikan
beberapa langkah berikut ini :
1. Letakkan obyek dari kalimat
aktif di awal kalimat pasif,
perhatikan beberapa langkah
berikut ini :
2. Jika dalam kalimat aktif tidak
ada auxiliary (to be), maka
tambahkanlah To Be yang
sesuai dengan subyek dalam
kalimat pasif tersebut, dan yang
sesuai dengan bentuk Tense-
nya.
3. Letakkanlah kata kerja utama
dari kalimat aktif sesudah
auxiliary (to be) dalam bentuk
Past Participle.
4. Letakkanlah preposition By
sesudah kata kerja utama
dalam kalimat pasif
sebelum subyek. (Dalam
beberapa keadaan tertentu, By
dapat dihilangkan karena
 dianggap sudah dimengerti
maksudnya)
Pedoman Pemakaian BE dalam
Kalimat Pasif
1. Present Tense am, is, are
2. Present Continuous Tense am, is, are +
3. Present Perfect Tense has, have +
4. Past Tense was, were

Page | 21
5. Past Perfect Tense had been
6. Past Continuous Tense was, were +
7. Future Tense shall, will +
8. Future Perfect Tense shall/will + h
9. Modal modal + be
10. Modal + Perfect modal + hav
Berikut ini uraian selengkapnya mengenai kalimat pasif.
1. Present Tense
Contoh :
1. Aktif : Ahmad writes a letter.
S P O
Pasif : A letter is written by Ahmad
S P O
Aktif : Ahmad menulis sepucuk surat.
Pasif : Sepucuk surat ditulis oleh Ahmad
Aktif : Ali writes three letters.
Pasif : Three letters are written by Ali.
2. Aktif : Ahmad doesn’t write a letter.
Pasif : A letter isn’t written by Ahmad. (Sepucuk
oleh Ahmad)
3. Aktif : Does Ahmad write a letter ?
Pasif : Is a letter written by Ahmad.
4. Aktif : Who writes a letter ?
Pasif : Who is a letter written by ?
5. Aktif : What does Ahmad write ?
Pasif : What is written by Ahmad? (Apa yang ditu
6. Aktif : Who beats Ali ? (Siapa memukul Ali ?)
Pasif : Who is Ali beaten by ? ( Ali dipukul oleh si
7. Aktif : Who does Ali beat ? (Siapa Ali pukul ?) / (A
Pasif : Who is beaten by Ali ? (Siapa dipukul ole

Page | 22
2 Present Continuous Tense
Contoh :
1. Aktif : Ahmad is writing a letter.
Pasif : A letter is being written by Ahmad
2. Aktif : Ahmad isn’t writing a letter.
Pasif : A letter isn’t being written by Ahma
3. Aktif : Is Ahmad writing a letter ?
Pasif : Is a letter being written by Ahmad
4. Aktif : Who is writing a letter ?
Pasif : Who is a letter being written by ?
5. Aktif : What is Ahmad writing ?
Pasif : What is being written by Ahmad ?
6. Aktif : Who is beating Ali ?
Pasif : Who is Ali being beaten by ?
7. Aktif : Who is Ali beating ?
Pasif : Who is being beaten by Ali ?
3. Present Perfect Tense
Contoh :
1. Aktif : Ahmad has written a letter.
Pasif : A letter has been written by Ahma
2. Aktif : Ahmad hasn’t written a letter.
Pasif : A letter hasn’t been written by Ahm
3. Aktif : Has Ahmad written a letter ?
Pasif : Has a letter been written by Ahma
4. Aktif : Who has written a letter ?
Pasif : Who has a letter been written by ?
5. Aktif : What has written by Ahmad ?
Pasif : What has been written by Ahmad
6. Aktif : Who has beaten Ali ?
Pasif : Whi has Ali beaten ?
7. Aktif : Who has Ali beaten ?
Pasif : Who has been beaten by Ali ?

Page | 23
4. Past Tense
Contoh :
1. Aktif : Ahmad wrote a letter.
Pasif : A letter was written by Ahmad.
2. Aktif : Ahmad didn’t write a letter.
Pasif : A letter wasn’t written by Ahmad.
3. Aktif : Did Ahmad write a lette ?
Pasif : Was a letter written by Ahmad ?
4. Aktif : Who wrote a letter ?
Pasif : Who was a letter written by ?
5. Aktif : What did Ahmad write ?
Pasif : What was written by Ahmad ?
6. Aktif : Who beat Ali ?
Pasif : Who was Ali beaten by ?
7. Aktif : Who did Ali beat ?
Pasif : Who was beaten by Ali ?
5. Past Continuous Tense
Contoh :
1. Aktif : Ahmad was writin g
Pasif : Ahmad was being written by Ahm
2. Aktif : Ahmad wasn’t writing a letter.
Pasif : A letter wasn’t being written by Ah
3. Aktif : Was Ahmad writing a letter ?
Pasif : Was a letter being written by Ahm
4. Aktif : Who was writing a letter ?
Pasif : Who was a letter being written by
5. Aktif : What was Ahmad writing ?
Pasif : What was being written by Ahmad
6. Aktif : Who was beating Ali ?
Pasif : Who was Ali being beaten beaten
7. Aktif : Who was Ali beating ?
Pasif : Who was being beaten by Ali ?

Page | 24
6. Past Perfect Tense
Contoh :
1. Aktif : Ahmad had written a letter.
Pasif : A letter had been written by Ahma
2. Aktif : Ahmad hadn’t written a letter.
Pasif : A letter hadn’t been written by Ahm
3. Aktif : Had Ahmad written a letter ?
Pasif : Had a letter been written by Ahma
4. Aktif : Who had written a letter ?
Pasif : Who had a letter been written by ?
5. Aktif : What had Ahmad written ?
Pasif : What had been written by Ahmad
6. Aktif : Who had beaten Ali ?
Pasif : Who had Ali been beaten by ?
7. Aktif : Who had Ali beaten ?
Pasif : Who had been beaten by Ali ?
7. Future Tense
Contoh :
1. Aktif : Ahmad will write a letter.
Pasif : Ahmad will be written by Ahmad.
2. Aktif : Ahmad will not write a letter.
Pasif : A letter will not be written by Ahma
3. Aktif : Will Ahmad write a letter ?
Pasif : Will a letter be written by Ahmad ?
4. Aktif : Who will write a letter ?
Pasif : Who will a letter be written by ?
5. Aktif : What will Ahmad write ?
Pasif : What will be written by Ahmad ?
6. Aktif : Who will beat Ali ?
Pasif : Who will Ali be beaten by ?
7. Aktif : Who will Ali beat ?
Pasif : Who will be beaten by Ali ?

Page | 25
8. Future Perfect Tense
Contoh :
1. Aktif : Ahmad will have written a letter.
Pasif : A letter will have been written by A
2. Aktif : Ahmad will not have written by Ah
Pasif : A letter will not have been written b
3. Aktif : Will Ahmad have written a letter ?
Pasif : Will a letter have been written by A
4. Aktif : Who will have written a letter ?
Pasif : Who will a letter have been written
5. Aktif : What will have Ahmad written ?
Pasif : What will have been written by Ah
6. Aktif : Who will have beaten Ali ?
Pasif : Who will Ali have been beaten by
7. Aktif : Who will Ali have beaten ?
Pasif : Who will have been beaten by Ali ?
9. Modal. Modal + be + Verb III (Past Participle)
Contoh :
1. Aktif : We can solve this problem.
Pasif : This problem can be solved by us
2. Aktif : We can’t solve this problem.
Pasif : This problem can’t be solved by u
3. Aktif : Can we solve this problem ?
Pasif : Can this problem be solved by us
4. Aktif : Who can solve this problem ?
Pasif : Who can this problem be solved b
5. Aktif : What can we do ?
Pasif : What can be done by us ?

Page | 26
Sebagai latihan, gantilah Can
dengan Must dalam kalimat-kalimat
tersebut di atas.

10. Modal Perfect. Modal Perfect +

been + Verb III.
Contoh :
A. 1. Aktif : Somebody should have waited Am
Pasif : Amir should have been waited this
2. Aktif : Somebody shouldn’t have waited
Pasif : Amir shouldn’t have been waited t
3. Aktif : Who should have waited Amir ?
Pasif : Who should Amir have been waite
4. Aktif : Where should we have waited Am
Pasif : Where should Amir have been wa
B. 1. Aktif : He could have written two books.
Pasif : Two books could have been writte
2. Aktif : Who could have written two books
Pasif : Who could two books have been w
3. Aktif : When could he have written two b
Pasif : When could two books have been
Catatan :
1. Bentuk pasif biasanya juga
dapat digunakan untuk
menyatakan/mengungkapkan
perbuatan yang dilakukan tidak
dengan sengaja, atau dalam
bahasa Indonesia sepadan
dengan arti ter dalam kalimat
berikut ini :
1. Saya terbangunkan oleh
suara gaduh itu. I was wake
up by that noise.
2. S
a
y
a

h
e
r
a
n

(
t
e
r
k
e
j
u
t
)

m
e
l
i
h
a
t

d
i
a
.

w
a
s
s
u
r
p
r
i
s
e
d

t
o

s
e
e

h
i
m
.
3. He was interested in foreign
language. [Dia tertarik
(berminat) dalam bahasa
asing].
4. He was accustomed to cold
weather. (Kita terbiasa dengan
musim dingin).

Page | 27
2. Kadang-kadang bentuk aktif
(terutama infinitive) sering
mempunyai arti atau
dimaksudkan untuk
menyatakan keadaan pasif.
Contoh :
1. This book is easy to
understand. (Buku ini
mudah untuk dipahami).
2. He has a large family to
support. (which he must
support).
(Dia mempunyai keluarga
besar yang harus dibantu).
3. I have bought a new book to
read.
(Saya telah membeli sebuah
buku baru untuk dibaca).
4. There are many problems to
solve.
5. There are many difficulties
to overcome.
3. Jika dalam kalimat aktif terdapa
dua object, maka kedua-duanya
dapat dijadikan subject dalam
kalimat pasif.
Contoh :
1. Aktif : He gave me a book.
Pasif : a. I was given a book by him.
b. A book was given to me by him.
2. Aktif : She is bringing them a parcel.
Pasif : a. They were being brought a parce
b. A parcel was being brought to the
Page | 28
PERTEMUAN 4
Compan
y
Organiz
ation

Most organizations have a

hierarchical or pyramidal structure,

with one person or group of people

at the top, and an increasing

number of people below them at

each successive level. There is a

clear line or chain of command

running down the pyramid. All the

people in the organization know

what decisions they are able to

make, who their superior (or boss)

is (to whom they report), and who

their immediate subordinates are

(or whom they can give instruction).

Some people in an

organization have colleague who

help them: for example, there might

be an Assistant to the Marketing

Manager. This known as staff

position: its holder has no line

authority, and is not integrated into

the chain of command, unlike, for

example, the Assistant Marketing

Manager, who is number two in the

marketing department.

Yet the activities of most

companies are too complicated to

be organized in a single hierarchy,

shortly before the first world war,

the French Industrialist Henry Fayol

organized his coal-mining business

according to the function that it had

to carry out. He is generally

credited with inventing functional

organization. Today, most large

manufacturing organization have a

functional structure, include (among

others). Production, finance,

marketing, sales and personnel or

human resources department, this

means, for example that the

production and marketing

department cannot take financial

decision without consulting the

finance department.

Page | 29
Vocabulary :
1………………………………………
…….
11……………………………………..
2………………………………………
…….
12……………………………………..
3………………………………………
…….
13………………………………………
4………………………………………
……..14………………………………
………
5………………………………………
……..15………………………………
………
6………………………………………
……..16………………………………
………
7………………………………………
……..17………………………………
………
8………………………………………
……..18………………………………
………
9………………………………………
……..19………………………………
………
10………………………………………
…….20…………………………………
…..
Exercise 1. Read the whole
text and then complete the
organization chart:

I think we have a fairly typical

organization for a
manufacturing firm.

We’re divided into Finance,

Production, Marketing and Human

Resources departments. The

Human Resources department is

the simplest. It consists of two

sections. One is responsible for

recruitment and personnel matters,

the other is in charge of training.

The Marketing department is

made up of three sections: Sales,

Sales Promotion, and Advertising,

whose heads are all accountable to

the marketing manager. The

Production department consists of

five sections. The first of these is

Production Control, which is in

charge of both Scheduling and

Materials Control. Then there’s

Purchasing, Manufacturing, Quality

Control, and Engineering Support.

Manufacturing contains three

sections: Tooling, Assembly, and

Fabrication. Finance is composed

of two sections:
Page | 30
Financial Management, which is responsible for capital requirements, fund

control, and credit, and Ac

Company Structure

Page | 31
PERTEMUAN 5

THE
INFORMATION
SUPERHIGWAY
S

"We now have at hand the

technological breakthroughs find
economic means to bring all the
communities of the world together.
We can create a planetary
information network that transmits
messages and images with the
speed of light from the largest city
to the smallest village on every
continent. To accomplish this
purpose, legislators, regulators and
businesspeople must build and
operate a Global Information
Infrastructure." (GII)

These words, spoken by US

Vice-President Al Gore, during his
address to the World
Telecommunication Development
Conference of the International
Telecommunication Union (ITU) in
Buenos Aires, Argentina, on 21
March 1994, brought the notion of a
Global Information Infrastructure to
the attention of a worldwide
audience. Public awareness about
telecommunications has probably
never been higher and buzzwords
such as 'multimedia' and
'information superhighway' appear
on the front pages of many national
newspapers, bought by readers In
shops from which they have
difficulty in emerging through the
roadworks brought about by the
installation of cable networks and
optical fibre systems under the
pavement.
The Multimedia Revolution can
be counted in 'Mega-bucks' and
has instigated a multitude of
mergers, alliances and joint
ventures as operators strive to
design and install networks from A
to Z, from the producer to the
consumer/user.
Mutimedia Revolusi dapat
dihitung dalam 'Mega-dolar dan
telah menghasut banyak merger,
aliansi dan joint venture sebagai
operator berusaha untuk
merancang dan menginstal
jaringan dari A sampai Z, dari
produsen ke konsumen /
pengguna.
The Information
Superhighways arc high-rate,
interactive networks capable of
transporting any kind of
information: computer data, video,
voice, movies. In the words of one
specialist, they will not just be one
network, but

Page | 32
many... ‘The network of networks.' They will be based on the optical fibre
whose high capacity, small size, lack of sensitivity to electromagnetic
interference (EMI) and, low cost will be a considerable rival to the satellite,
another key player in the development of the Information Superhighways.
They will concern the following activities :

INFORMATION Multimedia Maii

SUPERHIGHWAY Virtual Reality
Telecommuting GLOBAL
Desktop Conferencing INFORMATIO
N
Advanced Pay-Per-View SOCIETY
Interactive Video
GLOBAL INFORMATION Hypermedia
INFRASTRUCTURE Video-On-Demand (VOD)
Edutainment (Education + Entertainment)
Telecooperation

MULTIMEDIA
COMMUNICATION

B.GLOSSARY
- emerging : menggabungkan
- awareness : kesadaran
- pavements : trotoar
- instigated : menganjurkan
- strive : berusaha
- multitude : banyak

Page | 33
C. READING COMPREHENSIONS
Identify
1. the meaning of these initials :
GII ISDN ITU
CO EMI LAN
2. two definitions of the
Superhighways
3. the four main characteristics
of optical fibres.
4. the future main actors in the
GII future according to Al
Gore?
5. a social need which the
superhighways will create.

D. LANGUAGE DEVELOPMENT
(STRUCTURE)
QUESTION TAGS
1. Pengertian
Question Ta adalah suatu kata
atau ungkapan yang digunakan
oleh seseorang untuk memberikan
pernyataan dan meminta orang lain
yang diajak bicara, setuju atau
menyetujui dengan pendapatnya.
Dalam bahasa Indonesia, mirip
dengan kata “bukan” dalam suatu
kalimat, misalnya:
- Jakarta ibukota Indonesia, bukan?
- Bahasa Inggris itu penting,
bukan?
2. Beberapa Pedoman Membuat
Question Tags
Pedoman 1
Apabila pernyataan positif,
maka question tag-nya
negatif (menyangkal) Contoh:
1. We shall be late, shan’t we?
2. It’s a nice day, isn’t it
3. Ali can swim, can’t he?
4. She is reading a book, isn’t she?
5. Fatimah comes late, doesn’t
she?

Page | 34
Pedoman 2
Apabila
pernyataan
negatif, maka
question tag-
nya positif.
Contoh:
1. Ali cannot speak English, can
he?
2. She will not go home, will she?
3. Mary didn’t like swimming, did
she?
4. We are not happy, are we?
5. She doesn’t come late, does
she?
Pedoman 3
Kata yang dapat digunakan dalam
question tags, hanyalah: I, you,
she, he, it, we, they, dan there.
“It” biasanya digunakan dalam
question tags untuk menunjuk pada
kata-kata berikut:
Everything, nothing, this., that…
his..your…etc
“they” biasanya digunakan dalam
question tags untuk menunjuk pada
kata-kata berikut:
everyone no one
someone nobody
somebody
Perhatikan kalimat berikut:
Contoh:
1. Ali doesn’t like milk, does he?
2. This film is not good, is it?
3. His name is Udin, isn’t it?
4. Your sister always gets up early,
doesn’t she?
5. Everything is ready, isn’t it?
6. There are two men in the
garden, aren’t there?
7. Nobody called on the phone, did
they?
8. This is your book, isn’t it?
9. These are yours, aren’t they?
10. Nobody was watching me, were
they?

Page | 35
Pedoman 4
Dalam kalimat verbal (pedikatnya
berupa kata kerja) yang berbentuk
simple present dan past tense,
tambahkan do, does atau did,
untuk membuat question tags-nya.
Contoh:
1. They want to watch TV tonight,
don’t they?
2. She visited my sister yesterday,
didn’t she?
3. Ali usually comes late, doesn’t
he?
Pedoman 5
Bila dalam suatu kalimat ada
auxiliary dan modal, maka question
tags-nya dibuat dengan auxilary
atau modal yang terletak paling
depan (paling dekat dengan
subjeknya).
Contoh:
1. Your house is being painted, isn’t
it?
2. He has never been in Bali, hasn’t
he?
3. She will have gone to Jakarta
before Friday, won’t she?
4. They will be a doctor next year,
won’t they?
Pedoman 6
Dalam pernyataan: I am….,
question tags-nya adalah: aren’t I?
Contoh:
1. I am a student’t, aren’t I?
2. I am ill, aren’t I?
3. I am working hard, aren’t I?
B
a
n
d
i
n
g
k
a
n

d
e
n
g
a
n

k
a
l
i
m
a
t

b
e
r
i
k
u
t

i
n
i
:

C
o
n
t
o
h
:
1. I am not a doctor, am I?
2. I am not ready, am I?
Pedoman 7
Kata-kata yang mempunyai arti
negatif (not) atau setengah negatif,
questiqn tagnya selalu positif.
Never : tidak pernah
Seldom : jarang

Page | 36
Hardly ever : hanpir tidak
By no mean : sama sekali tidak
Few : sedikit
No/none : not any
Contoh :
1. She never goes to the
movies, does she?
2. He’s never been in Bali, has
she
3. You seldom get up early, do
you?
4. They hardly ever go to town,
do they?
Pedoman 8
Bentuk question tag khusus yang
digunakan untuk menyatakan:
A. Perintah, baik positif atau
negatif (melarang) question
tag-nya adalah : will you?
Contoh :
1. Stop that noise, will
you?
2. Give me a hand, will
you?
3. Don’t forget, will you?
B. Ajakan dengan : let’s,
question tagnya adalah :
shall we?
Contoh:
1. Let’s go for a walk,
shall we?
2. Let’s sing together,
shall we?
3. Let’s visit Umar
tonight, shall we?
Pedoman 9
Untuk kalimat majemuk, maka
question tagnya dibuat
berdasarkan kalimat utamanya.
Contoh:
1. I Believe he will come soon,
won’t he
2. I wish she skew what I
mean, didn’t she?

Page | 37
PERTEMUAN 6
B
U
SI
N
ES
S

Business is an organized
approach to providing customers
with the goods and services they
want. The word business also
refers to an organization that
provides these goods and services.
Most businesses seek to make a
profit - that is, they aim to achieve
revenues that exceed the costs of
operating the business. Prominent
examples of for-profit businesses
include Mitsubishi Group, General
Motors Corporation, and Royal
Dutch/Shell Group. However, some
businesses only seek to earn
enough to cover their operating
costs. Commonly called nonprofits,
these organizations are primarily
nongovernmental service providers.
Examples of nonprofit businesses
include such organizations as
social service agencies,
foundations, advocacy groups, and
many hospitals.
Business Operations
A variety of operations keep
businesses, especially large
corporations, running efficiently and
effectively. Common business
operation divisions include (1)
production, (2) marketing, (3)
finance, and (4) human resource
management
1. Production includes those
activities involved in
conceptualizing, designing,
and creating products and
services. In recent years
there have been dramatic
changes in the way goods
are produced.
2. Marketing is the process of
identifying the goods and
services that consumers
need and want and providing
those goods and services at
the right price, place, and
time. Businesses develop
marketing strategies by
conducting research to
determine what products
and services potential
customers think they would
like to be able to purchase.
3. Finance involves the
management of money. All
businesses must have
enough capital on hand to
pay their bills, and for-profit
businesses seek extra
capital to expand their
operations. In some

Page | 38
 cases, they raise long-term
capital by selling ownership
in the company.
4. Businesses rely on effective
human resource
management (HRM) to
ensure that they hire and
keep good employees and
that they are able to respond
to conflicts between workers
and management.

Vocabulary :
1………………………………………
…….
11……………………………………..
2………………………………………
…….
12……………………………………..
3………………………………………
…….
13………………………………………
4………………………………………
……..14………………………………
………
.
5………………………………………
……..15………………………………
………
.
6………………………………………
……..16………………………………
………
.
7………………………………………
……..17………………………………
………
.
8………………………………………
……..18………………………………
………
.
9………………………………………
……..19………………………………
………
.
10……………………………………
……….20……………………………
………
…

Exercise 1. Discuss the

following questions
1. Give definition to the word
‘business.’
2. What is the difference
between for-profit and non-
profit organizations?
Support your answer with
relevant examples.
3. What is production?
4. What is marketing?
5. What does the HRM involve?

Page | 39
Exercise 2. Discussion.
How do you see your
future profession?
Please answer the
following questions:
What kind of work are you
interested in:
1. Well paid work
2. Interesting work
3. Work in a large and famous
company
4. Quiet work
5. Work in an industry which has
future prospects
6. A kind of work such as not to sit
the whole day in the office
7. To travel a lot
Please, discuss
advantages and
disadvantages of
your future
profession:
1. Do you think that your future
profession is prestigious?
2. Do you think it will be still
prestigious and well paid
by the time you
graduate?
3. How difficult is it to find a
good work in your field?
4. Is there a competition in
your group?
5. Do you think that
competition among your
coeds is a good stimulus
to study well or it just
makes communication
between you more
difficult?

Page | 40
PERTEMUAN 8

BIG
BUS
INES
S

In 1993 the top 50 suppliers of

telecoms equipment earned an
estimated $130 billion,
approximately the same as in
1992. The top ten suppliers
remained the same, as the chart
shows.
Behind this apparent similarity,
however, lies a rapidly changing
situation for telecoms suppliers
both large and small. They have
been affected by the massive
developments taking place in three
major areas:
Deregulation, beginning in the
early 80’s in the USA and Britain, is
breaking up the old operator
monopolies and introducing a
whole range of new competitors. By
1998 the voice market will be open
to competition in most of the
European union (eu), and the same
trend is occurring in the rest of the
world. One effect of this trend has
been to break the comfortable
relationship that the main national
telecom operator usually had with
one large national supplier. The
operators must compete in their
own markets on cost, so their
purchasing policy is to buy from
virtually any supplier who can meet
their constantly changing demands
– at the right price. And the
suppliers themselves are keen to
break into new, potentially lucrative
markets. Operators and suppliers
alike find themselves in a new
business environment which is full
threats – and of wonderful new
opportunities.
The ICE age is coming back.
Technology, developing
increasingly fast, is bringing
together the previously separate
industries of information.
Communication and
education/entertainment
Specialization in just one area or
the other is increasingly difficult. So
telecoms suppliers have to be
ready with total solutions; and be
ready to develop – or buy in – new
skills and competencies in a range
of activities which were previously
of only limited interest to them. At
the same time, equipment is
becoming more and more user
friendly, so It can be understood
more quickly by client and supplied
more and more easily by the
manufacture. The technical
expertise develop by traditional
suppliers is of less value – the new
suppliers can compete in
Page | 41
other ways. Service, speed and innovation can be more attractive than pure
technical background.
The market Globalization has seen the growth of major alliances of
telecom operators across international borders, to help the increasing
number of companies, large and small, which need to communicate ever
wide geographical areas. So, the characteristics and size of the suppliers
typical costumer are constantly changing.
The capacity to deal with and adapt to such an unprecedented degree of
change in these areas is what will determine the relative success of the
telecom suppliers of the future.
A. What do these words mean in Indonesian? Use a dictionary to check.
Across
adapt
Affect
alliances
apparent
Approximately
attractive
compete
competencies
Deregulation,
equipment
estimated
expertise
lucrative
occurring
purchasing
pure
separate
threats
unprecedented

Page | 42
B. Language Development
Adjectives ending in –ing and –ed (boring/bored etc.)

1. There are many adjectives ending in –ing and –ed. For example, boring
and bored . Study this example situation:

Jane has been doing the same job for a very long time. Every day
she does exactly the same thing again and again. She doesn’t enjoy
it any more and would like to do something different.
Jane’s job is boring.
Jane is bored (with her job).

Somebody is bored if something (or somebody else) is boring. Or, if

something is boring, it makes you bored. So:
 Jane is bored because her job is boring.
 Jane’s job is boring, so Jane is bored. (not ‘Jane is boring’)
If a person is boring, this means that they make other people bored:
 George always talks about the same things. He’s really boring.
2. Compare adjectives ending in –ing and –ed:

You can say: You can say:

boring.  I’m bored with my job.
interesting.  I’m not interested in my job any
 My job is tiring. more.
satisfying.  I’m always tired when I finish
depressing. (etc.)  work.
 I’m not satisfied with my job.
 My job makes me depressed.
The –ing adjective tells you about the (etc.)
job.
The –ed adjective tells you how
somebody feels (about the job).

Compare these examples: Interested

Page | 43
 expected it
to be
much
better.
Shocking
Interesting
 The news
 Juli was
a shocking.
thin
ks
polit
ics
is
very
inte
rest
ing.
 Did you
meet
anyone
interesting
at the
party?
Surprising
 It was
quite
surprisi
ng that
he
passed
the
examinat
ion.
Disappointing
 The film
was
disappointi
ng. I
 surprised
that he
passed
 Julia is the
very examinati
intere on.
sted in Disappointed
politics  I was
. (not disappo
‘interes inted
ting in with the
politics film. I
’) expecte
 Are you d it to be
interested much
in buying a better.
car? I’m Shocked
trying to sell  We were
mine. very
shocked
Surprised when we
 Everybody heard the
was news.

EXERCISE
A. Complete the sentences for
each situation. Use the word
given + the ending –ing or –ed.
1 The film wasn’t
as good as we
had expected.
(disappoint-) a
The film was
disappointing.
b We were disappointed
with the film.
2 Diana teaches young
children. It’s very hard job
but she enjoys it.
 (exhaust-)
a She enjoys her job but it’s
often . . . . . . . . . . . . . . . . . . .
...
b At the end of a day’s
work, she
often . . . . . . . . . . . . . . . . . . .
...
3 It’s been
raining all
day. I hate
this weather.
(depress-) a
This weather
is . . . . . . . . .
...........
..
b This weather makes me .
.....................
c It’s silly to
get . . . . . . . . . . . . . . . . . . . .
. . because of the weather.

Page | 44
 4 Clare is going to the United States next month. She has never been
there before. (excit-)
a It will be an . . . . . . . . . . . . . . . . . . . . . . experience for her.
b Going to new places is always . . . . . . . . . . . . . . . . . . . . . .
c She is really . . . . . . . . . . . . . . . . . . . . . . about going to the United
States.
B. Choose the correct word
1 I was disappointing / disappointed with the film. I had expected it to be
better.
2 Are you interesting / interested in football?
3 The football match was quite exciting / exited. I enjoyed it.
4 It’s sometimes embarrassing / embarrassed when you have to ask
people for money.
5 Do you easily get embarrassing / embarrassed?
6 I had never expected to get the job. I was really amazing / amazed
when I was offered it.
7 She has really learnt very fast. She has made astonishing / astonished
progress.
8 I didn’t find the situation funny. I was not amusing / amused.
9 It was a really terrifying / terrified experience. Afterwards everybody
was very shocking / shocked.
10 Why do you always look so boring / bored? Is your life really so boring
/ bored?
11 He’s one of the most boring / bored people I’ve never met. He never
talking and he never says anything interesting / interested.
C. Complete the sentences using one of the words in the box.

amusing / amused confusing / confused exhausting / exhausted

annoying / annoyed disgusting / disgusted interesting / interested
boring / bored exciting / excited surprising / surprised

Page | 45
1 He works very hard.
It’s
not . . . . . . . . . . . . . . .
. . . . . . . that he’s
always tired.
2 I’ve got nothing to do. I’m . . .
...................
3 The teacher’s explanation
was . . . . . . . . . . . . . . . . . . .
. . . Most of the student
didn’t understand it.
4 The kitchen hadn’t been
cleaned for ages. It was really . .
..........
I seldom visit art galleries.
I’m not
particularly . . . . . . . . . . . . . . . in
art. 5 There’s no need to
get . . . . . . . . . . . . . . . . . . . . . .
just because I’m a
few minutes late.
6 The lecturer
was . . . . . . . . . . . . . . . . . . . . . .
I fell asleep.
7 I asked Emily if she wanted
to come out with us but she
wasn’t . . . . . .
8 I’ve been working very hard
all day and now I’m . . . . . . . . . .
........
I’m starting a new job next
week. I’m quite . . . . . . .. . . . . . . .
. about it. 9 Tom is very good at
telling funny stories. He can be
very . . . . . . . . . . .
Liz is a
very . . . . . . . . . . . . . . .
. . . . . . . person. She
 knows a lot, she’s
traveled a lot and
she’s done lots of
different things.

Adjectives and adverbs (1)

(quick/quickly)
A. Look at these examples:
 Our holiday was too
short – the time went
very quickly.
 The driver of the car
was seriously injured in the
accident. Quickly and
seriously are adverbs.
Many adverbs are made
from an
adjective + -ly:
Adjective: quick serious careful quie
Adverb: quickly seriously carefully quie
Not all words ending in –ly
are adverbs. Some
adjectives end in –ly
too, for example:
Friendly lively
elderly
lonely
silly
lovely

Page | 46
B. Adjective or adverb?
Adjectives (quick/careful etc.) tells Adverbs (quickly/carefully etc.) tell
us about a noun. We use adjectives us about a verb. An adverb tells us
before nouns and after some verbs, how somebody does something or
especially be: how something happens:
 Tom is a careful driver. (not ‘a  Tom drove carefully along the
carefully driver’) narrow road. (not ‘drove careful’)
 We didn’t go out because of the  We didn’t go out because it was
heavy rain. raining heavily. (not ‘raining
 Please be quiet. heavy’)
 I was disappointed that my exam  Please speak quietly. (not ‘speak
results were so bad. quiet’)
 I was disappointed that I did so
We also use adjectives after the badly in the exam. (not ‘did so
verbs look/feel/sound etc.: bad’)
 Why do you always look so
seriously?
Compare:
 She speaks perfect English.Why do you nevertakeme
Adjective + noun seriously?
Compare these sentences with look:
 Tom looked sad when I saw  She speaks English perfectly.
him. (= he seemed sad, his Verb + object +adverb
expression was sad)
 Tom looked at me sadly. (=he
looked at me in a sad way)

C. We also use adverbs before adjective and other adverbs. For

example:
reasonably cheap (adverb + adjective)
terribly sorry (adverb + adjective)
incredibly quickly (adverb + adverb)

Page | 47
  It’s a reasonably
cheap restaurant
and the food is
extremely good.
 Oh, I’m terribly
sorry. I didn’t mean
to push you. (not
‘terrible sorry’)
 Maria learns
languages incredibly
quickly.
 The examination was
surprisingly easy.
You can also use an adverb
before a past participle
(injured/organized/written
etc.)
 Two people were
seriously injured in
the accident. (not
‘serious injured’)
 The meeting was very
badly organized.
EXERCISE

A. Complete the sentences with

adverbs. The first letter(s) of
each adverb are given.
1 We didn’t go out because it
was raining heavily.
2 Our team lost the game
because we played very ba. . . .
...........
I had little difficulty finding a
place to live. I found a flat
quite ea. . . . . .
3 We had to wait for a long time
but we didn’t complain. We
waited pa. . Nobody knew
 George was coming to see
us. He arrived unex. . . . . . .
4 Mike keeps fit by playing
tennis reg. . . . . . . . . . . . . . . . . .
..
B. Put in the right word.
1 The driver of the car was
seriously injured.
(serious/seriously)
2 The driver of the car had
serious injuries.
(serious/seriously)
3 I think you behaved
very . . . . . . . . . . . . . . . .
(selfish/selfishly)
4 Rose is . . . . . . . . . . . . . . .
upset about losing her job.
(terrible/terribly)
5 There was a . . . . . . . . . . . . .
. . change in the water.
(sudden/suddenly)
6 Everybody at the party was .
. . . . . . . . . . . . . . dressed.
(colorful/colorfully)
7 Linda likes
wearing . . . . . . . . . . . . . . .
clothes. (colorful/colorfully)

Page | 48
C. Complete each sentences using a word from the list. Sometimes you
need the adjective (careful etc.) and sometimes the adverb (carefully
etc.).

careful(ly) complete(ly) continuous(ly) financial(ly) fluent(ly)

happy/happily nervous(ly) perfect(ly) quick(ly) special(ly)

1 Our holiday was too short. The time passed very quickly.
2 Tom doesn’t take risks when he’s driving. He’s always . . . . . . . . . . . . .
Sue works . . . . . . . . . . . . . . . . she never seems to stop.
3 Alice and Stan are very . . . . . . . . . . . . . . . married.
4 Monica’s English is very . . . . . . . . . . . . . . . although she makes quite
a lot of mistakes.
5 I cooked this meal . . . . . . . . . . . . . . . for you, so I hope you like it.
D. Choose two words (one from each box) to complete each sentence.

absolutely reasonably unusually cheap enormous planned

badly seriously unnecessarily changed ill quite
completely slightly damaged long

1 I thought the restaurant would be expensive but it was reasonably

cheap.
2 George mother is . . . . . . . . . . . . . . . . . . . . . . . . . . in hospital.
3 Wha a big house! It’s . . . . . . . . . . . . . . . . . . . . . . . . . .
4 It wasn’t a serious accident. The car was only . . . . . . . . . . . . . . . . . . . .
The children are normally very lively but they’re . . . . . . . . . . . .. today.
5 When I returned home after 20 years, everything had . .. . . . . .
Adjectives and adverbs (2) (well/fast/late, hard/hardly)
A. Good/well
Good is an adjective. The adverb is well:
 Your English is good. but You speak English well.
 Susan is a good pianist. but Susan plays the piano
well.
We use well (not ‘good’) with past participles (dressed/known etc.):
Well-dressed well-known well-educated well-paid

Page | 49
 But well is also an adjective
with the meaning ‘in good
health’:
 ‘How are you today?’
‘I’m very well, thanks.’
(not ‘I’m very good’)
B. Fast/hard/late
These words are both
adjectives and adverbs:
adjective adverb
 Jack is a very fast runner. Jack can
 Ann is a hard worker. Ann works har
hardly’)
 The train was late. I got up
Lately = ‘recently’
 Have you seen Tom
lately?
Hardly
Hardly = very little, almost not.
Study these examples:
 Sarah was rather
unfriendly to me at the
party. She hardly
spoke to me.
(= she spoke to me very
little, almost not at all)
 George and Hilda want
to get married yet. They
hardly know each other.
(= they know each other
very little)
Hard and hardly are completely
different. Compare:
 He
trie
d
har
d
 to
find
a
job
but
he
ha
d
no
luc
k.
(=
he
trie
d a
lot,
wit
h a
lot
of
eff
ort)
 I’m not surprised he
didn’t find a job. He
hardly tried to fine
one. (= he tried very
little)
C. We often use hardly +
any/anybody/anyone/anythin
g/anywhere:
 A: how much money
have you got?
B: Hardly any. (= very
little, almost none)
 I’ll have to go shopping.
We’ve got hardly any
food.
 The exam results
were very bad.
Hardly anybody in
our class passed. (=
 very few students
passed, almost
nobody passed)
 She ate hardly
anything. She wasn’t
feeling hungry. (= she
ate very little, almost
nothing)

Page | 50
 Note the position of hardly. You
can say:
 She ate hardly anything. or S
anything.
 We’ve got hardly any food. or We’ve h

D. We often use can/could
+ hardly. I can hardly
do something = it’s
almost impossible for me
to do it:
 Your writing is
terrible. I can
hardly read it.
(=it is almost
impossible for
me to read it)
 My legs was hurting me.
I could hardly walk.
Hardly ever = almost never
 I’m nearly always at home
in the evenings. I hardly ever
go out.
EXERCISE

A. Put in good or well.

1 I play tennis but I’m not very
good.
2 Your exam results were very
.............
3 You did very . . . . . . . . . . . . .
in your exams.
4 The weather was very . .
. . . . . . . . . . . while we
were on holiday. 5 I didn’t
sleep
 very . . . . . . . . . . . . . last
night.
6 How are you? Are you . . . . .
........?

B. Complete these sentences

using well + one of the following
words:
balanced behaved
done
dressed
informed
kept known
paid

1 The children were very good.

They were well-behaved.
2 I’m surprised you haven’t
heard of her. She quite . . . . . . .
..........
Our neighbors’ garden is
neat and tidy. It is very . . . . .
............
3 You should eat different
types of food. Your diet should
be . . . . . . . . .
Ann knows a lot about many
things. She
quite . . . . . . . . . . . . . . . . . . .
4 His clothes are always smart.
He is always . . . . . . . . . . . . . . . . . .
....

Page | 51
C. Are the underlined words right
or wrong? Correct the ones that
are wrong.
1 I’m tired because I’ve been working hard. RIG
2 I tried hard to remember her name but I couldn’t.
3 This coat is practically unused. I’ve hardly worn it.
4 She’s good tennis player. She hits the ball hardly.
5 Don’t walk so fast! I can’t keep up with you. . . . .
6 Why are you walking so slow? Are you tired? . .

D. Write sentences with hardly.

Use one of the following verbs (in
the
correct form):
change hear know
recognize say
sleep speak
1 George and Hilda have only
met once before. They
hardly know each other.
2 You’re speaking very
quietly. I
can . . . . . . . . . . . . . . . . .
. . . you. 3 I’m very tired
this morning.
I....................
last night.
4 We were so shocked when
we heard the news, we
could . . . . . . . . . . .
Kate was very quiet
this evening. She . . . .
................a
word.
5 You look the same now as you
looked 15 years ago.
You’ve . . . . . . . .
E. C
o
m
pl
et
e
th
es
e
se
nt
e
nc
es
wi
th
h
ar
dl
y
+
a
n
y/
a
n
y
b
o
d
y/
a
n
yt
hi
n
g/
a
n
y
w
h
er
e/
ev
er
.
1 I’ll have to go shopping. We’ve got hardly any
2 It was a very warm day and there was . . . . . . . . .
3 ‘do you know much about
computers?’ ‘No, . . . . . . . . .
. . . . . . . . . . ..’
4 The hotel was almost empty.
There
was . . . . . . . . . . . . . . . . . . .
.
staying there.
5 Our new boss is not very
popular. . . . . . . . . . . . . . . . . .
. . . likes her. 6 I listen to the
radio quite often but I . . . . . . .
. . . . . . . . . . . . . watch
television.

Page | 52
PERTEMUAN 9
VISIONS OF THE FUTURE
“To be the best telecom company by 1998”; “To be the world leader in
st
telecoms by 2001”; “To be the most successful operator for the 21 century”.
These are some of the aims, goals, missions or visions of many today’s
leading telecoms organizations. As monopoly becomes a thing of the past,
the market is thrown open to anybody who wants to complete – and the
costumer is at last able to choose the supplier she or he wants. The
challenge is to meet the costumer’s needs.
There are three main groups of competitors in the brave new world:
Public telephone operators (PTOs), who once monopolized the supply of
lines and of most equipment, now are just another – if privileged – supplier of
both.
Equipment manufactures, who used to supply mainly to the PTOs, now
can, in many cases, supply direct to the customer.
Services providers, including computer companies supplying sophisticated
switches and value-added services, find an increase market for their product
as telecoms become a vital strategies business tool. The increase in demand
is real – data communications are expanding at a rate of 25% - 30% per
annum, voice at about 9% per annum.

Who is the customer?

A customer-focused business must first know who the customer is. In telecoms
four main types of customer are emerging.
Multi-national companies operating across national frontiers, and using
sophisticated and high-capacity networks for the transfer of voice, image, data
and television.
Small and medium enterprises (SME’s) who have less extensive links but who are
looking for increasingly sophisticated telecommunications facilities, particularly if
they are “user friendly”, and so do not need highly specialized staff to use them.

Residential customers, the ordinary citizens usually using one telephone line for
basic telephony, but increasingly aware of the enormous potential of
telecommunications for work and leisure.
Public administration. Hospitals, universities, schools, emergency services and
If they could all be “the best”, the telecom companies would be happy.
similar bodies who find more and more applications in telecommunications to help
them do their work more efficiently and cost-effectively.

Page | 53
 Unfortunately they can’t, but there is one area in which they are all trying
to gain the competitive advantage: costumer service. The customer is now
the focus of all attention in the telecoms business. Operators, manufactures
and service providers alike have to change the way they work, in order to
succeed in the new business environment. And none more so than the
operators, many of whom were once government departments acting like
bureaucrats, responding to legislation rather than to the market. If
competition had not been forced upon them, many might still be acting in the
same way today.
A. What do these words mean in Indonesian? Use a dictionary to check.
Aims
Annum
brave
Bureaucrats
Citizens
competitors
demand
direct
Emerging
Enormous
Enterprises
Equipment
expanding
Frontiers
gain
Leisure
ordinary
privileged
Residential
sophisticated
switches

Page | 54
If I do . . . and If I did . . .
A. Compare these examples:
(1) Sue has lost her watch. She thinks it may be at Ann’s house.
SUE: I think I left my watch at your house. Have you seen it?
ANN: No, but I’ll have a look when I get home. If I find it, I’ll tell you.
In this example, Ann feels there is a real possibility that she will find the
watch. So she says: If I find. . . , I’ll. . . .
(2) Ann says: if I found a wallet in the street, I’d take it to the police.
This is a different type of situation. Here, Ann is not thinking about a real
possibility; she is imagining the situation and doesn’t expect to find a wallet
in the street. So she says: If I found. . . , I’d (= I would). . . (not ‘If I find. . .,
I’ll. . .’)
When you imagine something like this, you use if + past
(If I found / if you were / if we didn’t etc.). But the meaning is not past:
 What would you do if you won a million pounds?
(we don’t really expect this to happen)
 I don’t really want to go to their party, but I probably will go. They’d
be offended if I didn’t go.
 Sarah has decided not to apply for the job. She isn’t really qualified
for it, so she probably wouldn’t get it if she applied.
B. We do not normally use would in the if-part of these sentence:
 I’d be very frightened if somebody pointed a gun at me. (not ‘if
somebody would point’)
 If I didn’t go to their party, they’d be offended. (not ‘If I wouldn’t
go’)
But it is possible to say ‘if. . . would’ when you ask somebody to do
something:
 (from a formal letter) I would be grateful if you would send me
your brochure as soon as possible.
 ‘Shall I close the door?’ ‘Yes, please, if you would.’

Page | 55
C. In the other part of the sentence
(not the if-part) we use would
(‘d) / wouldn’t:
 If you took more
exercise, you’d (= you
would) probably feel
healthier.
 Would you mind if I
used your phone?
 I’m not tired enough to
go to bed yet. I wouldn’t
sleep (if I went to bed
now).
Could and might are also
possible:
 If you took more
exercise, you might feel
healthier. (=it is possible
that you would feel
healthier)
 If it stopped raining, we
could go out. (=we
would be able to go out)
D. Do not use when in sentences
like those on this page:
 They would be offended
if we didn’t accept their
invitation. (not ‘when we
didn’t’)
 What would you do if you
were bitten by snake?
(not ‘when you
were bitten’)
EXERCISE
A. Put the verb into the correct
form.
1 They would be rather
offended if I didn’t go to see
them. (not/go)
2 If you took more exercise,
you would feel better. (feel)
3 If I was offered the job,
I think I . . . . . . . . . . . .
. . . . . . . . . . . . . it
(take)
4 I’m sure Amy will lend you
the money. I’d better very
surprised if she .
.......................
. (refuse)
5 If I sold my car, I . . . . . . . . . .
. . . . . . . . . . much money for it.
(not/get) 6 A lot of people
would be out of work if the
factory . . . . . . . . . . . . . . . . .
. . . . . . . . (close down)
7 What would happen if I . . . . .
. . . . . . . . . . . . . that red
button? (press) 8 Liz gave me
this ring. She . . . . . . . . .. . . . . .
very upset if I lost it. (be) 9
Mark and Carol are expecting
us. They would be
disappointed if we . .
.......................
(not/come)

Page | 56
 10 Would Tim mind if I . . . . . . . . . . . . . . . . . . . . . . . . . his bicycle without
asking him? (borrow)
11 If somebody . . . . . . . . . . . . . . . . . . . . . . . . . in here with a gun, I’d be
very frightened. (walk)
12 I’m sure Sue . . . . . . . . . . . . . . . . . . . . . . . . . if you explained the
situation to her. (understand)
B. You ask a friend questions. Use what would you do if. . .?
1 (May be one day your friend will win a lot of money.)
What would you do if you won a lot of money?
2 (Your friend’s car has never been stolen but perhaps one day it
will be.)
........................................................
(Perhaps one day your friend will lose his/her passport.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
3 (There has never been a fire in the building.)
........................................................
C. Answer the questions in the way shown.
1 A: Shall we catch the 10.30 train?
B: No. (arrive / too early) If we caught the 10.30 train, we’d arrive
too early.
2 A: Is Ken going to take the examination?
B: No. (fail) If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A: Why don’t we stay at hotel?
B: No. (cost too much money) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A: Is Sally going to apply for the job?
B: No. (not / get it) If . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .
3 A: Let’s tell them the truth.
B: No. (not / believe us) If . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
4 A: why don’t we invite Bill to the party?
B: No. (have to invite his friend too)
........................................................

Page | 57
D. Use your own ideas to
complete these sentences.
1 If you took more exercise,
you’d feel better.
2 I’d feel very angry if . . . . . . . .
..........................
......
3 If I didn’t go to work
tomorrow, . . . . . . . . . . . . . . . . .
...............
Would you go to the party if .
.......................
..........
4 If you bought some new
clothes, . . . . . . . . . . . . . . . . . . .
...........
Would you mind
if . . . . . . . . . . . . . . . . . . . . . .
...................
Page | 58
PERTEMUAN 10

WOR
LDS
APAR
T
As we enter the age of global
electronic communication, more
than half the world’s population has
no access even to the “Plain Old
Telephone Services” (POTS) that is
the basis of the new information
networks. Global division between
the “information rich” and the
“information poor” is now more
sharply defined than ever.
Three kinds of barrier deny the
majority of the world access to the
new information sources.
Economic factors are the
most important. Many people live
and work in places lacking the
necessary communications to
make links with other users. It can
take three days to place an
international call from India to
Bangladesh, and even then, the
connection is often not good
enough for the computer
communications.
Of the technical barriers, by
far the most excluding is language:
most of the world cannot use
computer communications in their
own language. Finally, there are
political question, which centre on
access to affective education and
training to enable people to use the
technology…in particular, the
notion that computer technology
has a greater bias towards men. As
one commentator summarized the
situation:
“To make the most of the
information age, you need to be
male, speak
English and live in an industrialized
country.”
Seventeen of the world’s
fastest-growing phone networks are
African. At the same time, thirty-five
of the world’s forty-nine countries
with the last developed
communications systems are also
on the African continent. Although
the number of subscriber lines
installed over the past ten years
has been the second highest in the
world as a region, Africa also holds
the global record for the fastest-
growing population. Demand is well
ahead of supply and the number of
those waiting for connection is
growing by 7% per year.
What is the relationship
between “teledensity” (the number
of telephone lines per 100
inhabitants) and wealth? The chart
beneath plots GDP (Gross

Page | 59
Domestic Product) per capita
against teledensity for the 105
countries recently surveyed by the
International Telecommunications
Union (ITU).
Each square represents a
country and the overwhelming
concentration in the bottom left-
hand corner represents the very
low teledensity in the poorer
countries. Economists think that it
should be relatively easy to
increase teledensity for low-income
countries. According to the ITU, this
fact suggest that: “telecoms
investment brings higher social and
economic rewards in low-income
countries than in high-income ones,
at least in terms of benefits per
extra dollar spent.”
The message is clear: investing
in low-income countries in Africa,
Asia and China offers the prospect
of creating markets for the future.
But are the investors listening?
Page | 60
 A. What do these words mean in Indonesian? Use a dictionary to check.
barrier
benefits
bias
continent
Demand
competitors
demand
deny
division
investment
lacking
majority
necessary
notion
overwhelming
region
square
subscriber
towards
Wealth

Page | 61
PERTEMUAN 11
IN
T
E
R
N
E
T
Created 25 years ago as a
nuclear-attackproof American
military communications network,
the Internet”s growth-rate is starting
to rival that of bacteria. Connecting
42,000 computer networks
sprawled across 90 countries; the
Net had about 32 million users at
the beginning of 1995, with one
million more people becoming
“netizens” every month. Now two
recent developments will cause
Internet’s popularity to skyrocket,
bringing with it a host of thorny
social and legal problems.
The changes ahead stem
primarily from two groundbreaking
Internet innovations: the World
Wide Web (WWW) and software
called Mosaic. The
“Web,” as it is known, turns
disparate fragments of data into
“hypertext,” which is similar to
touching a footnote in a book and
seeing the page magically blossom
with the referenced material. When
a Web-user selects a highlighted
word on a screen, hypertext quickly
connects the computer directly to
the proper information source … no
matter where in the world it resides.
Mosaic software allows people
to transform the Internet’s prosaic
text-only world into colourful
potographs, artwork, sound and
video. Web “surfers” can see vivid
pictures from the Louvre, view the
latest Hubble telescope phoos from
NASA, download sound-bittes of
music, even watch movie clips from
the lates Hollywood blockbuster or
go shopping in a virtual mall. We-
browsing softwareis doing for the
Internet what Macintosh and
Windows did for persnal computing
… making it easier, lively and fun
for ordnary users.
Thousands of schools, libraries,
business and ordinary indivisuals
are making off territory in
cyberspace. In 1995, MCI (one of
the three major long-distance
carriers in the US whose telephone
networks already easy-to-install
software, a Web browser, a virtaul
shopping-center and a business
consulting service.
But there are likely to be a few
problems. Internet’s success
will force
Society to confront traditional
notions of free speech and
intellectual property rights. What
will happen to “community
standads” when almost anyone
with a
Page | 62
computer and a modem can
become a self-publisher with global
distribution? Unscrupulous dealers
in pornographic material have
already used Internet, while there
are also likely to be problems with
data security and a boom in
computer crime. As the Net opens
its doors, the real world will come
rushing in.
A. Language Development
A. What do these words mean in
Indonesian? Use a dictionary to
check.

No. English Indonesian

a

n
u
c
l
e
a
r
-
a
t
t
a
c
k
p
r
o
o
f

n
e
t
w
o
r
k
g
r
o
w
t
h
-
r
a
t
e

r
i
v
a
l

s
p
r
a
w
l

n
e
t
i
z
e
n
s

r
e
c
e
n
t

d
e
v
e
l
o
p
m
e
n
t
s

s
k
y
r
o
c
k
e
t
h
o
s
t

t
h
o
r
n
y

a
h
e
a
d

s
t
e
m

p
r
i
m
a
r
i
l
y
g
r
o
u
n
d
b
r
e
a
k
i
n
g

i
n
n
o
v
a
t
i
o
n
s

s
o
f
t
w
a
r
e
d
i
s
p
a
r
a
t
e

f
r
a
g
m
e
n
t
s

h
y
p
e
r
t
e
x
t
f
o
o
t
n
o
t
e

m
a
g
i
c
a
l
l
y
b
l
o
s
s
o
m

r
e
f
e
r
e
n
c
e
d

m
a
t
e
r
i
a
l

h
i
g
h
l
i
g
h
t
screen
Page | 63
p
r
o
p
e
r

i
n
f
o
r
m
a
t
i
o
n

s
o
u
r
c
e

r
e
s
i
d
e
s
transform
I
n
t
e
r
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e
t
’
s

p
r
o
s
a
i
c

t
e
x
t
-
o
n
l
y

w
o
r
l
d
Artwork
Surfers
vivid pictures
d
o
w
n
l
o
a
d

s
o
u
n
d
-
b
i
t
t
e
s

o
f

m
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s
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v
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r
t
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m
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W
e
b
-
b
r
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s
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f
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s

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a
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u
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.

m
a
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f
f

t
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r
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t
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c
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b
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p
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l
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g
-
d
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s
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a
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e

c
a
r
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s

c
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n
f
r
o
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t
notions
i
n
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t
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a
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p
r
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r
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c
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s
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m
o
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r
u
p
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d
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p
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 i
n

Phrasal verbs (get up / break

down / fill in etc.)
B. We often use verbs with the
following words:
in on up away round about
out off down back through along

Page | 64
 So you can say put out / get
on / take off / run away etc.
these verbs are phrasal verbs.
We often use out/off/up etc.
with verbs of movement. For
example:
get on
drive off  The bus was full. We couldn’t g
come back
A
woman got into the
car and drove off.
turn round
 Sally is
leaving
tomorrow
and
break down
look out coming
take off back on
Saturday.
get up
get on  When I
get by touched
him on
the
shoulder,
he turned
round.
But often the second word
(out/off/up etc.) gives a special
meaning to the verb. For
examples:

 Sorry I’m
late. The
car broke
down.(=
the
engine
stop
working)
 Look out!
There’s a car
 coming. (= be
careful)
 It was my
first flight.
I was
nervous
as the
plane
took off.
(= went
into the
air)
 I was tired
this
morning. I
couldn’t
get up. (=
get out of
bed)
 How was the
exam? How
did you get
on? (= how
did you do?)
 My
French
isn’t very
good but
it’s
enough to
get by. (=
to
manage)
C. Sometimes a phrasal verb is
followed by a preposition. For
example:

phrasal verb preposition

run away from  Why did you run away
keep up with
look forward to  You’re walking too fas
cut down on
with you.
 A
r
e
 y
o
u
l
o
o
k
i
n
g
f
o
r
w
a
r
d
t
o
y
o
u
r
h
ol
id
a
y
?
 J
a
c
k
is
tr
yi
n
g
t
o
c
u
t
d
o
w
n
o
 n
s
m
o
ki
n
g
.
(
=
r
e
d
u
c
e
s
m
o
ki
n
g
)
D. Sometimes a phrasal verb has
an object. Usually there are two
possible positions for the object.
You can say:
Page | 65
 Object object

I turned off the light. or I turned the light off.

If the object is a pronoun
(it/them/me/him etc.), only one
position is possible:
I turned it off. (not ‘I turned off
it’)
Some more examples:
f
i
l
l

i
n

t
h
i
s

f
o
r
m
?

f
i
l
l

t
h
i
s

f
o
r
m

i
n
?
 Could you
but They gave me a form and told me to fill it in
 breakin
 The police got into the house by breakin

but The door wasn’t locked.

Why did the police break it
down? (not
‘break down
t
h
r
o
w
i
t
’
)
a
w
a
y
t
h
e
s
e
n
e
w
s
p
a
p
e
r
s
.
t
h
r
o
w
t
h
e
s
e
n
e
w
s
p
a
p
e
r
s
a
w
a
 y
.
 I think I’ll
but Do you want these
newspapers or shall I throw
them away? (not
‘throw
a
w
a
y
w
a
k
e
t
h
e
m
’
)
u
p
t
h
e

b
a
b
y
.

w
a
k
e

t
h
e

b
a
b
y

u
p
.
 Don’t
but The baby is asleep.
Don’t wake her up. (not ‘wake
up her’)
EXERCISE
A. Complete the sentences using
one of these phrasal verbs (in the
correct
form):
break down drop out (=
something)
clear up (= become brighter-for weather) m
in a house etc.)
close down (= go out of business) show off (=
are)
doze off (= fall asleep) turn up (= appe
1 Sorry I’m late. The car broke
down on the way here.

Page | 66
 2 I arranged to meet Jane after
work last night but she didn’t . . .
......
3 ‘We’ve bought a new house.’
‘Oh, have you? When are
you. .. . . . . ?’
4 There used to be a shop at
the end of the street but
it . . . .. . .a year ago.
5 I ran in a marathon last week
but I wasn’t fit enough.
I.............
. . . . . . . . . after 15
kilometers.
6 We all know how wonderful
you are. There’s no need
to .. . . . . . . . . .
7 I was very tired. I sat in an
armchair
and . . .. . . . . . . . . . . . . . . . .
..
8 The weather is horrible at
the moment, isn’t it? I hope it
.........
.later.
B. Complete the sentences using
a word from list A and a word
from list B. you need to use
some words more than once.
A: away back forward on
out up B: at of to with

1 You’re walking too fast. I

can’t keep up with you.
2 My holidays are nearly over.
Next week I’ll
be . . . . . . . . . . . . . . . work. 3
We’ve nearly run . . . . . . . . . . . .
. . . . . . . . . . . money. We’ve got
very
 little left.
4 Martin isn’t very happy in his
job because he doesn’t get . . . .
.......
. . his boss.
5 I love to took . . . . . . . . . . . . .
. . . . . . . . . . the stars in the sky
at night. 6 Are you looking . . . .
. . . . . . . . . . . . . . . . . . . the
party next week?
7 There was a bank robbery
last week. The robbers
got . . . . . . .
₤30,000.
C. Complete the sentences using
one of these verbs (in the
correct form) +
it/them/her/you:
cross out give away make up turn dow
fill in give back show round see off (
leave)
1 They gave me a form and told me to fill it in.
2 If you make a mistake on the form, just . . . . . . . .
3 The story she told you wasn’t true. She . . .. . . . .

Page | 67
 4 I don’t like people who
borrow things and
don’t . . .. . . . . . . . . . . . .
5 Katy is going to Australia
tomorrow. I’m going to the
airport to . .. . . . . .
6 I had a lot of books that I
didn’t want to keep, so
I................
to a friend.
7 Would you like to see the
factory? Would you like me
to .. . . . . . . . . ..
8 Sue was offered a job as a
translator but
she . . . . . . . . . . . . . . . . . . . .
D. Complete the sentences. Use
the word in brackets (away/up
etc.) with one of the following:
that box your cigarette a jacket the television a
them him

1 Don’t throw away that box (or that box away). I

(away)
2 ‘Do you want this box?’ ‘No, you can throw it aw
3 Shhh! The children are asleep. Don’t wake . . . . .
4 We can turn . . . . . . . . . . . . . . . . . . . . . . . . . . . N
(off)
5 Tom got very angry and started shouting. I tried to
. . (down)
6 I
tried . . . . . . . . . . . . . . . . . . . . . .
. . . . in the shop but I didn’t buy
it.
(on)
7 Please
put . . . . . . . . . . . . . . . . . . . .
. . . . . . . this is no-smoking
area. (out)
8 It was only a small fire. I was
able to
put . . . . . . . . . . . . . . . . . .
quiet easily. (out)
9 You can
look . . . . . . . . . . . . . . . . . . .
. . . . . . . in a dictionary if you
don’t know what it means.
(up)
10 You’re doing very well. Keep
..........................
! (up)

Page | 68
PERTEMUAN 12
Business
Correspon
dence
(Lett
er
Writi
ng)

I. Meaning of Business
Correspondence
Communication through
exchange of letters is known as
correspondence. We
communicate our feelings,
thoughts etc. to our friends and
relatives through letters that may
be called personal
correspondence. A
Businessman also writes and
receives letters in his day to-day
transactions, which may be
called business correspondence.
Business correspondence or
business letter is a written
communication between two
parties. Businessmen may write
letters to supplier of goods and
also receive letters from the
suppliers. Customers may write
letters to businessmen seeking
information about availability of
goods, price, quality, sample etc.
or place order for purchase of
goods. Thus, business letters
may be defined as a media or
means through which views are
 expressed and ideas or
information is communicated in
writing in the process of
business activities.
I
I
.

P
a
r
t

o
f

B
u
s
i
n
e
s
s

L
e
t
t
e
r

D
i
f
f
e
r
e
n
t

p
a
r
t
s

o
f

b
u
s
i
n
e
s
s

l
e
t
t
e
r
-
1). Heading 2). Date 3).
Reference 4). Inside Address 5).
Subject 6). Salutation 7). Body
 of the letter 8). Complimentary
close 9). Signature 10).
Enclosures 11). Copy
Circulation 12). Post Script
The essential parts of a business
letter are as follows:
1. Heading -The heading of a
business letter usually contains
the name and postal address of
the business, E-mail address,
Web-site address, Telephone
Number, Fax Number, Trade
Mark or logo of the business (if
any)
2. Date - The date is normally
written on the right hand side
corner after the heading as the
day, month and years. Some
examples are 28th Feb., 2003
or Feb. 28, 2003.

Page | 69
3. Reference- It indicates letter
number and the department
from where the letter is being
sent and the year. It helps in
future reference. This reference
number is given on the left hand
corner after the heading. For
example, we can write reference
number as AB/FADept./2003/27.
4. Inside address - This includes
the name and full address of the
person or the firm to whom the
letter is to be sent. This is written
on the left hand side of the sheet
below the reference number.
Letters should be addressed to
the responsible head e.g., the
Secretary, the Principal, the
Chairman, the Manager etc.
Example:

M/S Bharat The Chief

Fans Manager,
Bharat State Bank
Complex of India
Hyderabad Utkal
Industrial University
Campus
Complex
Bhubanesw
Hyderabad
ar,
Andhra
Orissa-
Pradesh -
500032 751007

5. Subject - It is a statement in
brief, that indicates the matter to
which the letter relates. It
 attracts the attention of the
receiver immediately and helps
him to know quickly what the
letter is about. For example,
Subject: Your
order No.
C317/8 dated
12th March
2003. Subject:
Enquiry about
Samsung
television
Subject: Fire Insurance policy
6. Salutation - This is placed below
the inside address. It is usually
followed by a comma (,). Various
forms of salutation are:
Sir/Mada
m: For
official and
formal
correspon
dence
Dear
Sir/Mada
m: For
addressin
g an
individual
Dear Sirs/Dear Madam: For
addressing a firm or company.
7. Body of the letter- This comes
after salutation. This is the main
part of the letter and it contains
the actual message of the
sender. It is divided into three
parts.
Page | 70
 (a) Opening part - It is the
introductory part of the letter.
In this part, attention of the
reader should be drawn to the
previous correspondence, if
any. For example with
reference to your letter no.
326 dated. 12th March 2003, I
would like to draw your
attention towards the new
brand of television.
(b) Main part - This part usually
contains the subject matter of
the letter. It should be precise
and written in clear words.
(c)Concluding Part - It contains a
statement the of sender’s
intentions, hopes or
expectations concerning the
next step to be taken. Further,
the sender should always look
forward to getting a positive
response. At the end, terms
like Thanking you, With
regards, With warm regards
may be used.
8. Complimentary close - It is
merely a polite way of ending a
letter. It must be in accordance
with the salutation. For example:
Salutation Complementary close
i. Dear Sir/Dear Madam Yours
faithfully
ii. Dear Mr. Raj Yours sincerely
 iii. My Dear Akbar Yours very
sincerely (express very
informal relations.)
9. Signature - It is written in ink,
immediately below the
complimentary close. As far as
possible, the signature should be
legible. The name of the writer
should be typed immediately
below the signature. The
designation is given below the
typed name. Where no
letterhead is in use, the name of
the company too could be
included below the designation
of the writer. For example:
Yours faithfully
For M/S Acron
Electricals
(Signature)
JASON

Page | 71
10. Enclosures - This is required
when some documents like
cheque, draft, bills, receipts,
lists, invoices etc. are attached
with the letter. These
enclosures are listed one by
one in serial numbers. For
example:
Encl : (i) The list of goods
received
(ii) A cheque for Rs.
One Thousand dtt.
Feb. 27,2003
(Cheque No........)
towards payment
for goods supplied
11. Copy circulation - This is
required when copies of the letter
are also sent to persons apart of
the addressee. It is denoted as
C.C. For example,
C.C. i. The Chairman, Electric
Supply Corporation
ii. The Director, Electric
Supply Corporation
iii. The Secretary, Electric
Supply Corporation
12. Post script - This is required
when the writer wants to add
something, which is not
included in the body of the
letter. It is expressed as P.S.
For example,
P.S. - In our offer, we provide
two years warranty.
Page | 72
 Format of a Business Letter

Tel. Name of the firm E-mail:

Fax. Postal Address Website:
Ref. Dated:
To
Name and …………………………
Address of the letter to whom letter is sent
Subject:
Salutation,

Opening part

Main part

Concluding Part

Complementary close
Signature
(name)
Designation
Enclosures
CCPS

Page | 73
PERTEMUAN13

Job
Advertiseme
nt and
Interview

A. Job Advertisement
A job advertisement is a
notice to a selected group or the
e public, informing them that
there is a job vacancy available.
A job advertisement usually
contains such details as the job
title, responsibilities and roles of
the successful candidate, and
requirements for hopeful
candidates. Job adverts can be
found in newspapers, magazines
or online.
Purpose
The main purpose of a job
advertisement is to attract suitable
candidates for the position. An
effective ad reduces the time
companies spend interviewing
unsuitable candidates by providing
a precise statement of job
requirements. A job advertisement
also plays a secondary role by
helping to position the company as
a growing organization staffed by
quality people. This can help create
awareness and interest from
qualified people who might be
attracted to the company for future
vacancies.
Types of Advertisement
Job advertisements typically
take two forms: display and
classified advertisements. Display
advertisements include bold
headlines, copy and photographs
or illustrations. They come in
various sizes, from small boxes to
full-page or even double-page
advertisements. Through size and
creativity, ad designers aim to
create impact with display
advertisements. Classified
advertisements are much simpler.
They feature a subject headline
and text and appear under a job
category heading with other
advertisements of similar
appearance. Classified ads offer
little opportunity for creative
treatment or impact.
Content
A job advertisement has five
main elements. Information on the
job opening describes the duties
and responsibilities of the position.
A candidate profile outlines the
experience, education and other
attributes required for the

Page | 74
job. Company information provides insight into the working environment and
the opportunities for the right candidate. The advertisement should also
describe the salary range and benefits for the successful candidate. Finally,
the advertisement should explain the application process, including how and
where to apply.
Media
Job advertisements appear in different media, including local and
national newspapers, industry magazines and job websites. In newspapers
and magazines, job ads typically appear in a recruitment section, although
advertisements for prestige senior positions might be placed in another
section, such as business or finance, for additional impact. Companies also
use social media such as Facebook and Linkedin to communicate with
potential candidates for current and future vacancies.
B. Job Interview

A job interview is your chance to show an employer what

he or she will get if you’re hired. That is why it is essential to

be well prepared for the job interview. There exist five basic

types of interviews:

A job interview is your chance to show an employer what he or she will

get if you’re hired. That is why it is essential to be well prepared for the job

interview. There exist five basic types of interviews:

The Screening Interview

This is usually an interview with someone in human resources. It may
take place in person or on the telephone. He or she will have a copy of your
resume in hand and will try to verify the information on it. The human
resources representative will want to find out if you meet the minimum
qualifications for the job and, if you do, you will be passed on to the next
step.

Page | 75
The Selection Interview
The selection interview is the
step in the process which makes
people the most anxious. The
employer knows you are qualified
to do the job. While you may have
the skills to perform the tasks that
are required by the job in question,
the employer needs to know if you
have the personality necessary
to “fit in.”
The Group Interview
In the group interview, several
job candidates are interviewed at
once. The interviewer or
interviewers are trying to separate
the leaders from the
followers. The interviewer may also
be trying to find out if you are a
“team
player.” The type of personality the
employer is looking for determines
the outcome of this interview. There
is nothing more to do than act
naturally.
Sample Interview
Interviewer: Good morning, Miss.
Sue Jones: Miss Jones. Good
morning.
Interviewer: Miss Jones, yes, right.
Hi. Um.now, you’d like to join our
team, I gather. Sue Jones: Yes, I
would.
Interviewer: That’s.that’s very
good. Er.I’d like to know a little bit
about you.
Perhaps you could tell me..
.perhaps we could start.. .if you
could tell me a bit about your
education.
Sue Jones: Oh yes, right. Well, I
left school at 18 and for the first
two years I went to Gibsons, you
might know them, they’re an
engineering firm.
Interviewer: Ah, yes, right.
Sue Jones: Um.and after that, I
wanted to do a course, so I.I did a
one-year full-time PA course and
went back to Gibsons. I was PA to
the Export Director. I stayed there
for another two years and.and then
moved on to my present company.
Um.that’s Europa
Marketing.um.Mr. Adair, the
marketing director, offered me a
job because Gibsons had...had
worked quite a lot with Europa
Marketing.
Interviewer: Oh, yes, Europa
Marketing...yes.
Sue Jones: And I’ve been with
them for three years now. um.first
with the Marketing Director
and...and now I’m with the Sales
Director.
Interviewer: That’s all very
interesting, Miss Jones. Urn.I. I’d
like to know, what did you enjoy
most at school? What was the
course that you enjoyed most?
Sue
Jone
s:
Ah...
forei
gn
lang
uag
es I
liked
best.
Inter
view
er:
Fore
ign
lang
uag
es?

Page | 76
Sue Jones: We did French and
German. Yes.
Interviewer: Mhm. And are you
quite fluent in those now or.?
Sue Jones: Yes, a bit rusty now,
but...um...obviously the more travel
I can do the more I can use my
languages and I’d like to learn
another language. I’d like to add
Italian as well. Interviewer: Italian?
Sue Jones: Yes.
Interviewer: Very good, very good,
that...that might be very useful.
Now.. .er..
.tell me a little bit about.. .er.. .the
work you’re doing at present.
Sue Jones: Um.well Europa
Marketing is a marketing and
public.public relations company.
Interviewer: Yes, I’ve heard of it.
Sue Jones: And they do.they do
consultancy work for companies
operating in the UK and European
markets. Er.. .our clients come
from all over the world.. .um.. .we
deal with some of them by.. .by
post, but most of them come to our
offices and at least once during a
project. I assist the Sales Director
by arranging these visits, setting up
meetings and presentations and
I...I deal with all her
correspondence. I’ve not been able
to go with her on any.. .on any of
her trips abroad, but I.. .I’ve been
to firms in this country, several
times on my own.. .um.. .to make
these arrangements.
Interviewer: It sounds as if you’re
very happy there, Miss Jones. I’m
curious why you’d like to leave
them and join our company?
Sue Jones: Well...um...I know the
reputation of Anglo-European and
it has a very good reputation. And I
feel that I would have more scope
and opportunity in your company
and the work would be more
challenging for me. I might be able
to possibly travel and use my
languages because at the moment
most of my work is. is rather
routine secretarial-type work and I
like the idea of more.. .um...
challenges in my life really.
Interviewer: Yes, aha, aha.

Page | 77
REFERENCES:
Close, RA. 1978. A Reference
Grammar for Students of
English. Hong Kong:
Commonwealth Printing Press
Ltd.
Cobuild. 2004. English Grammar.
London: HarperCollins Publishers.
Leech, Geoffrey. 1989. An A-Z of
English Grammar & Usage.
London: An International
Thomson Publishing
Company.
Page | 78