CRITICAL BOOK REPORT

ENGLISH GRAMMAR

Lecturer :
Prof. Dr. Sumarsih, M,Pd.

Arranged by :

Fauziyah Syakira Sinaga (2223321012)

Meilin Rahel Dewani Lubis (2223121036)

Melinda Septiani (2223121021)

DIK 2022 I

ENGLISH EDUCATION STUDY PROGRAM

ENGLISH AND LITERATURE DEPARTMENT

MEDAN STATE UNIVERSITY

2022/2023
 PREFACE

Prays and gratitude we say the presence of God Almighty because of the blessing we can
complete the task of Critical Book Report exactly at the time set. This Critical Book Report aims
to complete the task of the lecturer, ma’am Prof. Dr. Sumarsih, M.Pd the Grammar lecture.
This Critical Book Report contained summary about the book, the strength and the
weakness of the book and also opinion of the authors. Hopefully this Critical Book Report can
provide insight and knowledge to the readers, and in accordance with the authors expectations.
Criticism and suggestion are certainly expected. For the attention, we say thank you.

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 TABLE OF CONTENT

PREFACE .......................................................................................................................... 1

TABLE OF CONTENT ........................................................................................................ 2

CHAPTER I CONJUCTIONS AND PASSIVE VOICE

1. MEANING ...................................................................................................................... 4

1. EXAMPLES ..................................................................................................................... 6

CHAPTER II INDIRECT SPEECH

1. MEANING .............................................................................................................. 9

2. EXAMPLES ............................................................................................................... 10

CHAPTER III PURPOSE

1. MEANING ........................................................................................................... 11

2. EXAMPLES .......................................................................................................... 12

CHAPTER IV ClOSING

4.1 CONCLUSION ........................................................................................................ 13

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 CHAPTER I
INTRODUCTION

1.1 Background

English grammar lessons for most students and ordinary people become the stumbling
blocks that hold them from within explore English. In English grammar lessons students can
learn how to arrange words. besides that students can learn what is the passive voice, Indirect
Speech, Conjuctions, and Purpose which really helps students in mastering the English language.
Apart from this material students can also learn about antonyms and synonyms, in this material
the same thing as Indonesian, students are also taught about word opposites and word
equations.but besides that it becomes an obstacle for students to learn English because some
students think that English grammar boring because it is no different from other learning
theories. In practice, the teacher or teacher requires students to memorize English grammar
formulas that are not inferior to physics lesson formulas. So with that, it's no wonder the
grammar English is a barrier when learning English.

1.2 Formulation of the problem

1. What are the passive voice, Indirect Speech, Conjuctions, and Purpose?

2. How to use the passive voice, Indirect Speech, Conjuctions, Purpose?

3. What is the example of the passive voice, Indirect Speech, Conjuctions, Purpose?

1.3 The Purpose

This critical book report aims to:

1) Review (examine) the definition of the passive voice, Indirect Speech, Conjuctions, Purpose;

2) Train to think critically in finding the information provided by each topic;

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 CHAPTER I
Conjuctions and Passive Voice
1. Conjunctions

1.1 What is a conjunction?

A conjunction is a part of speech that is used to connect words, phrases, clauses, or

sentences. Conjunctions are considered to be invariable grammar particle, and they may or may
not stand between items they conjoin.

1.2 Types of Conjunctions

There are several different types of conjunctions that do various jobs within sentence
structures. These include:

• Subordinating conjunctions – Also known as subordinators, these conjunctions join

dependent clauses to independent clauses.

• Coordinating conjunction – Also known as coordinators, these conjunctions coordinate or

join two or more sentences, main clauses, words, or other parts of speech which are of the same
syntactic importance.

• Correlative conjunction – These conjunctions correlate, working in pairs to join phrases

or words that carry equal importance within a sentence.

• Conjunctive adverbs – While some instructors do not teach conjunctive adverbs

alongside conjunctions, these important parts of speech are worth a mention here. These adverbs
always connect one clause to another, and are used to show sequence, contrast, cause and effect,
and other relationships.

When people first learn to write, they usually begin with short, basic sentences like these:
“My name is Ted. I am a boy. I like dogs.” One of the most important jobs conjunctions do is to
connect these short sentences so they sound more like this: “I am a boy named Ted, and I like
dogs.”

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1.3 Conjunction Rules

There are a few important rules for using conjunctions. Remember them and you will
find that your writing flows better:

• Conjunctions are for connecting thoughts, actions, and ideas as well as nouns, clauses,
and other parts of speech. For example: Mary went to the supermarket and bought oranges.

• Conjunctions are useful for making lists. For example: We made pancakes, eggs, and
coffee for breakfast.

• When using conjunctions, make sure that all the parts of your sentences agree. For
example: “I work busily yet am careful” does not agree. “I work busily yet carefully” shows
agreement.

1.4 Conjunctions List

Here is a list of conjunctions commonly used in American English:

 And
 As
 Because
 But
 For
 Just as
 Or
 Neither
 Nor
 Not only
 So
 Whether
 Yet

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1.5 Examples of Conjunctions

In the following examples, the conjunctions are in bold for easy recognition:

 I tried to hit the nail but hit my thumb instead.

 I have two goldfish and a cat.
 I bought a new bag for my upcoming trip.
 You can have peach ice cream or a brownie sundae.
 Neither the black dress nor the gray one looks right on me.

2. The passive voice

2.1 What is Passive Voice?

Passive voice is a type of English sentence that emphasizes the object ( receiver of
action ). While the active sentence emphasizes the subject or actor of the activity ( doer of
action ). In addition to focusing on the object, passive voice is also useful as a statement when
the subject or actor is not clearly known or indicates that the subject is an inanimate object.

Passive Voice Formulas and Examples;

1. Simple Present Tense

S + is/am/are + V3/past participle

Example:

Liana is allowed to wash the car by her father .

2. Simple Past Tense

S + was/were + V3/Past Particle

Example:

She was phoned by her friend to bought some fruit .

3. Simple Future Tense

S + will be + V3/Past Particle

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Example:

We will be taught by Mr. Gilman .

4. Simple Past Future Tense

S + would be/should be + V3/Past Particle

Example:

You should be gone .

5. Present Continuous Tense

S + is/am/are being + V3/Past Particle

Example:

They are being punished by their teacher .

6. Past Continuous Tense

S + was/were being + V3/Past Particle

Example:

Patrick said they were being stalked .

7. Future Continuous Tense

S + is/am/are going to be + V3/Past Particle

Example:

This car is going to be bought by Alex.

8. Present Perfect Tense

S + has/have been + V3/Past Particle

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 Example:

This restaurant has been opened .

9. Past Perfect Tense

S + had been + V3/Past Particle

Example:

I had been warned to stay away from this place .

10. Future Perfect Tense

S + will have been + V3/Past Particle

Example:

He will have been moved to another class .

2.2 Passive Voice Function

Passive voice can be used to explain a number of things, such as;

1. Explain and describe the process

Example: After cocoa have been picked, they are washed and roasted.
2. Emphasize the news so that it feels more objective
Example: Several people were arrested. They will be held in custody overnight.
3. Provide an introduction to more academic or formal activities, such as letters, reports,
essays, and lectures.

Example: It is thought that the cause of the sudden increase in...

Passive Voice Example Sentences

 The food is cooked by Lily.

 The car was driven by my brother.
 I noticed that the door had been left open.

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 CHAPTER II
Indirect Speech

1. INDIRECT SPEECH

a. Definition

Indirect speech, also referred to as reported speech, is the interpretation or modification of

the words of the original source. Since indirect speech reports on the words of another source, it
cannot be a question; it is always a statement. Moreover, there are no quotation marks around an
indirect statement.

b. Direct vs. Indirect Speech

In direct speech, a person's exact words are placed in quotation marks and set off with a
comma and a reporting clause or signal phrase, such as "said" or "asked." In fiction writing,
using direct speech can display the emotion of an important scene in vivid detail through the
words themselves as well as the description of how something was said. In nonfiction writing or
journalism, direct speech can emphasize a particular point, by using a source's exact words.

Indirect speech is paraphrasing what someone said or wrote. In writing, it functions to move
a piece along by boiling down points that an interview source made. Unlike direct speech,
indirect speech is not usually placed inside quote marks. However, both are attributed to the
speaker because they come directly from a source.

c. How to Convert

In the first example below, the verb in the present tense in the line of direct speech (is) may
change to the past tense (was) in indirect speech, though it doesn't necessarily have to with a
present-tense verb. If it makes sense in context to keep it present tense, that's fine.

• Direct speech: "Where is your textbook?" the teacher asked me.

• Indirect speech: The teacher asked me where my textbook was.

• Indirect speech: The teacher asked me where my textbook is.

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 Keeping the present tense in reported speech can give the impression of immediacy, that
it's being reported soon after the direct quote,such as:

• Direct speech: Bill said, "I can't come in today, because I'm sick."

• Indirect speech: Bill said (that) he can't come in today because he's sick.

d. Future Tense

An action in the future (present continuous tense or future) doesn't have to change verb tense,
either, as these examples demonstrate.

• Direct speech: Jerry said, "I'm going to buy a new car."

• Indirect speech: Jerry said (that) he's going to buy a new car.

• Direct speech: Jerry said, "I will buy a new car."

• Indirect speech: Jerry said (that) he will buy a new car.

Indirectly reporting an action in the future can change verb tenses when needed. In this
next example, changing the am going to was going implies that she has already left for the mall.
However, keeping the tense progressive or continuous implies that the action continues, that
she's still at the mall and not back yet.

• Direct speech: She said, "I'm going to the mall."

• Indirect speech: She said (that) she was going to the mall.

• Indirect speech: She said (that) she is going to the mall.

Other Changes

With a past-tense verb in the direct quote, the verb changes to past perfect.

• Direct speech: She said, "I went to the mall."

• Indirect speech: She said (that) she had gone to the mall.

Note the change in first person (I) and second person (your) pronouns and word order in
the indirect versions. The person has to change because the one reporting the action is not the
one actually doing it. Third person (he or she) in direct speech remains in the third person.

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 CHAPTER III
Purpose
1. Meaning of purpose

To psychologists, purpose is an abiding intention to achieve a long-term goal that is both

personally meaningful and makes a positive mark on the world. The goals that foster a sense of
purpose are ones that can potentially change the lives of other people, like launching an
organization, researching a disease, or teaching kids to read.

Our sense of purpose will change over the course of our lifetime. As we grapple with our
identity as teens, settle into the responsibilities of adulthood, and make the shift to retirement, the
research finds that our sense of purpose will naturally wax and wane.

Like happiness, purpose is not a destination, but a journey and a practice. That means it’s
accessible at any age, if we’re willing to explore what matters to us and what kind of person we
want to be—and act to become that person.

If we’re able to revisit and renew our sense of purpose as we navigate milestones and
transitions, suggests this research, then we can look forward to more satisfying, meaningful lives.

2. Purpose in text

The purpose of the text is the message the author intends to communicate. Authors write for
different purposes. For example, a text may present an argument.

3. How to analyze the purpose of a text

To determine a text's purpose, readers should ask themselves the following series of questions.

1. Is the text a novel, a story, or a poem?

2. Does the text offer a set of facts?

3. Does the text provide a series of steps to accomplish a specific task?

4. Does the text tell how something works?

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 4. Why purpose is important in writing

Focusing on your purpose as you begin writing helps you know what form to choose, how to
focus and organize your writing, what kinds of evidence to cite, how formal or informal your
style should be, and how much you should write.

Writing Effective Purpose Statements

1. Specific and precise - not general, broad or obscure.

2. Concise - one or two sentences.

3. Clear - not vague, ambiguous or confusing.

4. Goal-oriented - stated in terms of desired outcomes.

5. Purpose statement examples

Example 1: "Our purpose is to inspire every family in the world to enjoy Sunday dinner
together."

Example 2: "Our purpose is to support the health and well-being of our planet and everyone who
lives here."

6. Expression of Purpose

1. To + verb 1

I’m going to the markte to buy some fruits.

2. In order to be + adjective

I would like to study english in order to be good in my speaking skill.

3. So that + subjek

I want to join some english course so that I can improve my pronounciation.

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 CHAPTER IV
CLOSING
4.1 Conclusion
A conjunction is a part of speech that is used to connect words, phrases, clauses,
or sentences. Conjunctions are considered to be invariable grammar particle, and they may or
may not stand between items they conjoin. Passive voice is a type of English sentence that
emphasizes the object ( receiver of action ). While the active sentence emphasizes the subject or
actor of the activity ( doer of action ). In addition to focusing on the object, passive voice is also
useful as a statement when the subject or actor is not clearly known or indicates that the subject
is an inanimate object.

Indirect speech, also referred to as reported speech, is the interpretation or modification

of the words of the original source. Since indirect speech reports on the words of another source,
it cannot be a question; it is always a statement. Moreover, there are no quotation marks around
an indirect statement.

The purpose of the text is the message the author intends to communicate. Authors write
for different purposes. For example, a text may present an argument.

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