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CHAPTER 11

Giving Advice and Expressing Warnings (context: Natural Disaster)

Objectives

1. Learners are able to understand the expressions of giving advice.

2. Learners are able to use expressions of giving advice.
3. Learners are able to understand the expressions of giving warnings.
4. Learners are able to use expressions of giving warnings.

Learn about it!

https://www.youtube.com/watch?v=NlgYqVcB4LY

Now, pay attention to the underlined sentences:

 Make sure we dispose the garbage in the proper places.

 Do not throw your garbage in the wrong place.

Those two sentences were used by the teacher to warn the students not to do something. The
sentences are called warnings. A warning means giving information about something bad that may
happen if someone does something.

The reason for giving warnings is the people who give warning wants the person become more careful.
On the text, the teacher warns the students not to throw the garbage in the wrong place because the
improper garbage disposal will cause flood.

The following are utterances generally used to give warning:

 Be careful of ....
 Don’t ....
 Beware!
 Beware of ....
 Look out!
 Watch out!
 Watch out for ....
 Make sure + subject + verb ....

Now pay attention to the underlined sentences. Those sentences were used by Wina to advise Tony that
if Tony went through Diponegoro street, he would get trapped in the traffic jam due to the landslide
happening in Diponegoro street. You can use the following expression if you want to give advice to
someone.

Lets Practice!

Question 1
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This text is for question number 1-4.

Pay attention to the following dialogue between a teacher and students in the classroom. They are
talking about what they should do when an earthquake happened.

Teacher : Did you watch news this morning? Last night, about 10 p.m, a magnitude 7 earthquake
struck West Sumatera.

Aldo : Yes, mam. I also read the news on the internet that the earthquake happened exactly in
Padang.

Teacher : Now, what I want to discuss with you all is, what we should do if an earthquake occurs. The
most important thing when an earthquake occurs is you should keep calm. Why we should
keep calm?

Dian : To be able to think well, mam.

Teacher : Yes, that is right. You can think well if you are not in a hurry. Then, the next important thing
is you should protect yourself. You’d better protect your head by using a cushion or a
helmet. Then if you are inside a room, you should quickly hide in a safe place such as under
a table. Do not go outside and beware of the roof tiles and glass which might fall on you. So,
what should we do when we are outside?

Tiara : We’d better stay away from buildings to avoid falling object such as broken windows or
walls.

Teacher : Good. Overall, the most important is making sure that you stay calm. Do not be panic.

From the conversation above, the teacher’s advice when an earthquake occurs when you are inside a
room is....
A.   Protect our head with cushion or a helmet and run outside the room quickly.
B.   Hide in a safe place to stay away from roof tiles and glass which might fall on you.
C.   Be panic to find the way out to protect our own self, especially to protect our head.
D.   Protect our head with a helmet and don’t stay under the table to avoid the roof tiles.
E.   Do not stay inside because the roof tiles and glass might fall on you.

Explanation
B. It is clearly stated on the text that when an earthquake happens and you are inside a room, you have
to hide in a safe place to stay away from roof tiles and glass which might fall on you. 

Question 2
The one who gave advice about what you should do when an earthquake occurs and you are outside the
room is....
A.   Tiara
B.   Dian
C.   Aldo
D.   Tiara and Aldo
E.   Aldo and DIan

Explanation
A. The one who gave advice when the teacher asking, “what should we do when we are outside?” is
Tiara. Therefore the answer is Tiara. 

Question 3

People should be calm when earthquake happens because....

A.   People can think well when they are calm.
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B.   People can protect their self when they are calm.
C.   People can run fast when they are calm.
D.   People can move easily when they are calm.
E.   People cannot think when they are calm.

Explanation
A. It is clearly stated in the text that people can think well when they are calm.
The answer can be found in the following utterance:

Teacher : Why we should keep calm?

Dian : To be able to think well, mam.
Teacher : Yes, that is right. You can think well if you are not in a hurry. 

Question 4

The following are warnings which are found on the text, EXCEPT....
A.   You should keep calm when an earthquake occurs.
B.   Do not panic when an earthquake happens.
C.   Make sure that you are in a calm condition.
D.   Beware of the roof tiles and glass which might fall on you.
E.   Do not go outside when you are inside while earthquake occurs.

Explanation

A. “You should keep calm when an earthquake occurs” is an advice.

Question 5
The following are included as advice, EXCEPT....
A.   Do not go outside.
B.   I think you should stay at home.
C.   If I were you I would stay at home.
D.   You’d better take another street.
E.   You should not go through that way.

Explanation
A. Do not go outside! is a warning.

Question 6
The following are included as warning, EXCEPT....
A.   You’d better stay at home.
B.   Be careful of the landslide.
C.   Do not go outside.
D.   Beware of the barking dog.
E.   Stay away from the falling glass.

Explanation
A. You’d better stay at home is an advice.

Question 7
Pay attention to the following dialogue.

A : What should we do when an earthquake occurs?

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B : You should be calm....

The underlined sentence can be replaced by the other advices. The following are advices can be used to
replace the sentence, EXCEPT....
A.   Don’t be panic or you will be in trouble.
B.   You’d better hide under the table.
C.   You should cover your head with helmet.
D.   It is better for you to be calm.
E.   If I were in your position, I will be calm.

Explanation
A. “Don’t be panic, or you will be in trouble” is not an advice. It is a warning.

Question 8
Pay attention to the following dialogue.

A : The water of Banten River is overflowing its bank. I cannot pass Tirtayasa street. What should I do?

B : ....

From the dialogue, the best advice to complete the dialogue is....
A.   Be careful of that street.
B.   Stay away from Tirtayasa street.
C.   If I were you, I would take another street.
D.   Do not pass that street.
E.   Do not stay at home.

Explanation
C. The statement, “If I were you, I would take another street,” is the advice; while the rests are
warnings. 

Question 9
Situation: Diana has to go to the airport when suddenly a blizzard made her cannot go out.

The following are appropriate advices given by Luna to Diana, EXCEPT....

Single Answer
A.   Do not go out, you’ll get in trouble due to the blizzard.
B.   You’d better stay at home until the blizzard has gone.
C.   If I were you, I will reschedule my flight.
D.   It is better for you to cancel the flight.
E.   You should not go out due to the blizzard.

Explanation
A. “Do not go out, you’ll get in trouble due to the blizzard” is not an advice. It is a warning.

Question 10

From the following situation, make the most appropriate warning.

Situation: Ari was throwing garbage not in the appropriate place and the teacher warns him. The
following is the best warning expressed by the teacher.
A.   You’d better not to throw it there, it will cause flood.
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B.   Please throw the garbage in its place so flood will not occur.
C.   Do not throw the garbage in the wrong place, it will cause flood.
D.   You should place the garbage in the litter bin to avoid flood.
E.   It is better for you to keep the garbage in your pocket if you cannot find trash bin.

Explanation
C. The statement, “Do not throw the garbage in the wrong place, it will cause flood” is included as
warning, while the rest are advices.
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CHAPTER 12

PAST TENSE VS PRESENT PERFECT TENSE

Objectives
Understand the distinctions between simple past and present perfect

Learn about it!

https://www.youtube.com/watch?v=7HBvN5DDQ3A

Welcome to study English, in this series we will study about Present Perfect Tense. Lets watch the
video!

Link video camping

Miss Carol : OK everyone, this is your biggest challenge yet.

Jess : A day when we mustn't argue?
No, no. The challenge will take longer than a day. A day and a
Miss Carol : night in fact. You're going to go camping.
Debbie : Camping!
Pete : Wicked! Are you coming too, Miss?
No. You have to plan the trip yourselves, and go on it yourselves,
Miss Carol : too. You're going to be on your own.
Right, I've written out everything we need for the camping trip.
I've listed the things you need for yourself and then some stuff for
Jess : you to bring for all of us.
Debbie : Baked beans? I hate those.
Pete : Never mind, Debbie, I love them. You're bringing them for me!
There's loads of stuff here. Do we really need it all, Jess? I've got
Joel : hardly any money at the moment.
OK, then, you can sell your guitar! No, seriously, you can borrow
Pete : some money from me. But I want it back, though.
It's really important to be prepared. We don't want anything to go
Jess : wrong.
Jess : Joel, Joel, hi! Have you got everything on your list yet?
Joel : Not yet. Give me a chance!
Jess : How are you getting on with the camping list, Debbie?
Debbie : Um, OK. What about you?
Jess : Oh, I've finished mine. All done!
Jess : Pete! Have you got everything on your list?
Pete : List? What list?
Jess : Pete!
Pete : No, only joking. Don't worry. I'm going to get everything together
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tonight.
I'm going to take you all to the campsite and then leave you. You'll
Miss Carol : be on your own, OK?
Jess : Let's just check we've got everything before we go.
Joel : No. Not again, Jess.
Debbie : Eurgh, my feet are all wet.
Joel : Put your boots on.
Debbie : I didn't bring any.
Jess : hey were on your list.
Debbie : I forgot them, OK.
Jess : I said let's check everything, but no one wanted to.
Debbie : Oh be quiet, Jess. Ouch!
Jess : Oi! Help me get this back up. Can you guys light the fire?
Pete : No problem. Have you got the matches?
Joel : Jess, have you got the matches?
Jess : No but they were on someone's list.
Debbie : I didn't bring any.
Pete : I didn't either.
Joel : Nor me.
Jess : I don't believe it!
Oh come on, Jess. Calm down. I know things are going wrong, but
Pete : we can still have fun.
Joel : Yeah, let's ask the farmer for some matches.
Pete : I'm on my way!
Pete : It's a good thing the farmer had some matches.
Debbie : And some milk!
Joel : And a tin opener! We're really bad campers, aren't we?
Jess : No, you're not.
Debbie : That's right, we're not. We're still here, aren't we?
“To be continue”  

Right, I've written out everything we need for the camping trip. I've listed the things you need for
yourself and then some stuff for you to bring for all of us.

The above sentences (*red color) are use Present Perfect Tense

Present Perfect Tense is used to express an event that started in the past and the impact of the event is
now continuing (or a long-running event that started in the past and is still going on). This tense is used
to express actions completed recent past. In this tense, it is important whether the event occured or
not. ( or the result of the event is important, not the time of the event )

The Present Perfect Tense is formed by putting “to have  ( have or has )” before the past participle of the
verb.

POSITIVE FORM (+) :  Subject ( I, YOU, WE, YOU, THEY ) + HAVE + V3 ( third form of main verb – past
participle )

Subject ( HE, SHE, IT ) + HAS + V3 ( third form of main verb – past participle )
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NEGATIVE FORM (-) : Subject ( I, YOU, WE, YOU, THEY ) + HAVE  + NOT + V3 ( third form of main verb –
past participle )

Subject ( HE, SHE, IT ) + HAS + NOT + V3 ( third form of main verb – past participle )

QUESTION FORM (?) : HAVE  + Subject ( I, YOU, WE, YOU, THEY ) + V3 ( third form of main verb – past
participle )

HAS + Subject ( HE, SHE, IT ) + V3 ( third form of main verb – past participle )

USE OF PRESENT PERFECT TENSE:

1. Present Perfect Tense is used to express an action that happened at an unspecified time in the
past and the impact of the event is now continuing.

( Finished Actions —-Past Event & Present Result )

Examples:

She has lost her wallet ( She can’t find it )

We can’t reach Paul by phone. Have you seen him?
Tom isn’t at school. I think he has gone to the theater.
My sister has broken her arm. Her arm is still broken.

2. Present Perfect Tense is used to express an action that ended recently. We often use words like
“just” or “recently” for the events taking place a very short time before now.

( Recent Completed Actions )

Examples:

 I have just finished my project.
 My mother has just cleaned the house.
 We have recently eaten dinner.

3. Present Perfect Tense is used to talk about unfinished actions or states or habits that started in the
past and continue to the present. In such sentences, it is emphasized that how long the action has
continued. So we usually use ‘since’ or ‘for’ to express “how long”.  We often use stative verbs / non-
continuous verbs / mixed verbs in such sentences).

( Unfinished Actions / Duration from Past until Now )

Examples:

 The student has studied maths for three months.

 I have lived in Paris for five years.
 My son has been sick since Monday.
 He has worked in Berlin since he graduated from the university.
 She haven’t been calm since the accident.
 Teachers have thought this subject for hours.
 They have had many cars since I can remember.

4. Present Perfect Tense is used to express repeated actions in an unspecified time between the past
and now. 

( Repeated or Multiple Actions at Different Times )

Examples:
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 We have watched that movie three times.

 I have seen David several times.
 She have had six exams so far this semester.
 They have called him four times this month.

5. Present Perfect Tense is used when we talk about life experiences.

( Life Experiences )

Examples:

 I have been to England in my life. 

 Have you ever eaten Sushi before?
 We have never tried to invent something new. 

6. Present Perfect Tense is used when we talk about accomplishments.

( Accomplishments )

Examples:

 My father has spoken five languages.

 Scientists have found a new way to get cancer cells to self-destruct.
 Man has walked on the Moon. 

7. Present Perfect Tense is used when we talk about changes that has occurred over periods of time.

( Changes Over Time )

Examples:

 Our english has improved a lot when we moved to England.

 Her behavior and attitudes have changed a lot since you last saw her.
 I have become more interested in medical issues.
 For Differences Between Present Perfect Tense and Simple Past Tense click here
 For Differences Between Present Perfect Tense and Present Perfect Continuous Tense click here

Attention 1:

1. “Present Perfect Tense” is used with “an unfinished time word ( this week, today, etc. )“. The period
of time is still continuing. 

 Examples:
 We haven’t called him this week. 
 I have eaten lots of plumps today.
 They have had several tests this month.
2.“Present Perfect Tense” is not used with “a finished time word ( yesterday, last week, etc. )“. In such
sentences, we use “Simple Past Tense”

Examples:

 I haven’t seen you yesterday. ( wrong )                         * I didn’t see you yesterday. ( correct )

 We have finished the project last week. ( wrong )      *  We finished the project last week. ( correct )
 He has bought a new house last year. ( wrong )          * They bought a new house last year. ( correct )
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Attention 2:

We often use the present perfect with some time adverbials ( adverbs of time ). Some of them are
mentioned here. 

1. “Since”  is used with a point ( previous point ) in time in the past.

Examples:

   Since last week / month / year / summer, etc.

   Since one o’clock / two o’clock / six o’clock, etc. 
   Since  Sunday, Monday, Friday, etc.
   Since April, June, January, etc. 
   Since 1950, 1999, 2017, etc
   Since they moved / we talked to him, etc.
2. “For” is used with a period of time in the past, present or future.

Examples:

   For one minute / ten minutes, etc.

   For  two hours / five hours, etc.
   For a day, four days, six days, etc.
   For three weeks, seven weeks, etc.
   For two months, three months, etc.
   For five years, ten years, etc.
   For hours, more than a week, ages, a couple of months, etc.
3. “Already” is used to emphasise that something was completed before something else happened. It is
also used to show surprise about things that have happened or will have happened earlier than we
expected. It usually comes between the auxiliary verb ( have or has ) and the main verb.

( We use “already” in affirmative ( positive ) sentences and questions but not usually in negative
sentences )

Examples:

   She has already come.
   The plane has already landed.
   I have already done it.
   Have you already written to John?
   Has the train already left?
4. “Yet” is used to refer to a time which starts in the past and continues up to the present. It usually
comes at the end of a sentence.

( We use “yet” mostly in negative sentences and questions but not usually in positive sentences )

Examples:

    It hasn’t stopped snowing yet.

    They haven’t opened it yet.
    Have they arrived yet?
    Has she driven her new car yet?
5. “Just” is used to refer to a short time before the moment of speaking.  It usually comes between the
auxiliary verb ( have or has ) and the main verb.

(We use “just” in affirmative ( positive ) sentences and questions)

Examples:

    We have just decided to sell our car.

    The plane has just arrived.
    Have they just left?
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6. “Ever” is used to refer to at any time. It usually comes between the auxiliary verb ( have or has ) and
the main verb.

(We use “ever” mostly in questions)

Examples:

    Have you ever met her?

    Have you ever cooked cheesecake?
    Have you ever heard this sound?
7. “Never” is used to refer to not at any time. It usually comes between the auxiliary verb ( have or has )
and the main verb.

(We use “never” in negative sentences ( negative meaningful ))

Examples:

    I have never been to America.

    We have never heard anything so stupid.
    She has never flown in a plane before

PAST TENSE

In the previous lesson, you have learned about simple past tense and past continuous tense. Now in this
lesson, you will learn how to use those tenses in a conversation. However, before that let’s review what
you have learned. Do you still remember when do we use simple past tense or past continuous tense in
English?

Simple past tense is used to tell an event that happened in the past. For example: “My mother made a
cake.” Past continuous is also used to tell an event that happened in the past, but it happened at a
particular time. For instance: “I was doing my homework.” It means that I was doing my homework at a
particular time in the past or in a specific time in the past I was doing my homework. That was how you
say a statement in past tense.

Now, when you want to say the interrogative sentence, how do you use the tenses? How do you ask
people using the past tense? In order to answer those questions, you need to listen to the following
dialogue between Silva and Hera. They talk about their holiday experience.

Pay attention to how Silva asked Hera about her holiday. Silva asked Hera “what did you do during your
holiday?, Did you go somewhere?, What did you do there?”

When asking someone about their past experience, you use ‘did’ and the verb is not in its past form, but
it comes back to its present form. For instance, in the example above the verb is ‘do’ and ‘go’. How so?

Because the interrogative sentence (the sentence that you use to ask the question) in past tense
requires the auxiliary verb ‘did’ in order to indicate past tense. So, if there is an auxiliary verb ‘did’, you
do not have to use the past form of a verb, you use ‘did’ and present form of a verb instead. Here are
other examples for you:

Where did you go?

What did you bring?

How did you get there?

Now let’s pay attention to the response said by Hera to Silva. In order to respond to Silva’s question,
Hera said “Yes, actually I went to Bandung with my family.” Since Silva asked her using simple past
tense, the answer must be in simple past tense as well.
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To answer a question using past tense, the pattern is more or less the same with the pattern of simple
past tense that we have already learnt before. ‘Went’ is the past form of ‘go’. This sentence indicates
that Hera told Silva about the event that happened in the past.

Silva: Did you go somewhere? (did + Verb1)

Hera: Yes, actually I went to Bandung with my family. (Verb2)

Now, listen again to another conversation.

In the dialogue, the teacher asks Lili about her holiday by asking “So, did you go somewhere on your last
holiday?” This phrase can be used when you want to ask people about their holiday experience. You can
also use “How was your holiday? / “Where did you go last holiday?” or else.

From the dialogue, we can also find out Lili’s response to the teacher’s question about her holiday. In
order to response to the question about her holiday experience, Lili says “it was fun”. This sentence can
be used to tell people about your experience. You can also use the following expressions as your choice.

 It was great.
 Not so bad/good.
 It was wonderful/amazing/good.
 Now, can you tell find out what type(s) of tense(s) are used in the dialogue? What are they?
 Here is the transcript of the previous dialogue. Try to identify which sentences that use past
tense.
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CHAPTER 13

Conditional Sentences Type 1

Objectives
• Learners are able to understand the use of conditional if (type I) in sentences
• Learners are able to guess possible result from certain present condition or do logic reasoning.

Learn about it!

Look at the following statements and learn what they mean:

If the voters are not satisfied, the election will likely be repeated.

The above sentence means that re-election will likely be done if the voters are not happy with the result.

If the oil price keeps raising, other prices will increase immediately.

The above sentence means that prices of other products will improve very soon if the oil price keeps raising.

If she keeps studying hard, she will pass the exam with good results.

The above sentence means that she will pass the examination with good results if she keeps studying hard.

Conditional Sentences Type 1 is used to make prediction that may happen in the future when certain condition
is fulfilled in the present. 

The predicted situation is as the most possible result to occur. However, when the present condition cannot meet
the requirement, the future result won’t exist.

Conditional sentence has two parts: the ‘if clause’ and the main clause. The ‘if clause’ belongs to the present
condition that needs to be fulfilled and the main clause belongs to future condition that occurs as the result.

Simple Present Tense Present Future Tense

Verbal Nominal Verbal Nominal

(+) Subject + (+) Subject + Will/

is/am/are + shall + be +
Adjective/ noun/ (+) Subject + Adjective/ noun/
adverb Will/shall + Verb 1 + adverb
(+) Subject + Verb 1 Object
(-) Subject + (-)Subject + Will not /
(es/s) + Object
is/am/are + not + (-) Subject + Will shall not + be +
(-) Subject + do not / Adjective/ noun/ not / shall not + not + Adjective/ noun/
does not + Verb 1 + adverb Verb 1 + Object adverb
Object
(?)is/am/are + (?) Will/ shall + (?)Will/ shall Subject
(?) Do/Does + Subject Subject + Adjective/ Subject + Verb 1 + + be + Adjective/
+ Verb 1 + Object? noun/ adverb? Object? noun/ adverb?
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Keypoints
 Conditional If (type I) is used to make prediction that may happen in the future when certain condition is
fulfilled in the present.
 The pattern is If + Simple Present for the if clause, and followed by main clause in future tense (will).
 You need to put a comma when the if clause comes first, but you don not need one when the main clause
comes first.
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CHAPTER 14

Understanding Poem

Welcome to study English

In this series we will share about Understanding Poem

There are 4 points which we will discuss in this video
 Distinction between poem, poetry, and prose
 Structure of the poem
 The example of the poem
 Exercises

The distinction between poem, poetry, and prose will be explained in this order.
To make it clear let's watch this video below!

WHAT IS POEM?
Poem is a piece of writing that partakes of the nature of both speech and song that is nearly always
rhytmical, usually methaporical. Jika dalam bahasa indonesia, sajak hampir sama dengan puisi, bahkan
banyak yang sulit membedakan antara keduanya. Sejatinya, sajak merupakan suatu bentuk tulisan yang
penyajian nya memiliki sifat teratur dan terikat dalam baris antara satu sama lainya.

William Henry Davies

Here’s an example from A Butterfly;
That on a rough, hard rock Happy can lie; 
Friendless and all alone 
On this unsweetened stone.

Now let my bed be hard No care take I; 

I’ll make my joy like this Small Butterfly; 
Whose happy heart has power 
To make a stone a flower.

The rhime sceme of the poem above is AABB (stanza 1) and AACC (stanza 2)

WHAT IS POETRY?
Poetry is literary work in which special intensity is given to the expression of feeling and ideas by the use
of distinctive style and rhytm. Dalam bahasa Indonesia, Poetry merupakan suatu bentuk karya tulis yang
biasanya merupakan ekspresi jiwa dengan nilai estetika yang berkualitas dan memiliki makna yag
mendalam. Poetry dalam bahasa indonesia disebut dengan puisi.

william Shakespear
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date.
Sometime too hot the eye of heaven shines,
 16

And often is his gold complexion dimmed,

And every fair from fair sometime declines,
By chance, or nature’s changing course untrimmed

WHAT IS PROSE?
Prose is written or spoken language in its ordinary form, without metrical structure. Jika dalam bahasa
indonesia, prose disebut dengan prosa dan memiliki arti sebuah bentuk karya tulis dengan ritme yang
besar dan biasanya digunakan untuk menuangkan sebuah ide, fakta, pendapat ataupun gagasan.

Charlotte Brontë

The ledge, where I placed my candle, had a few mildewed books piled up in one corner; and it was
covered with writing scratched on the paint. This writing, however, was nothing but a name repeated in
all kinds of characters, large and small—Catherine Earnshaw, here and there varied to Catherine
Heathcliff, and then again to Catherine Linton. In vapid listlessness I leant my head against the window,
and continued spelling over Catherine Earnshaw—Heathcliff—Linton, till my eyes closed; but they had
not rested five minutes when a glare of white letters started from the dark, as vivid as spectres—the air
swarmed with Catherines; and rousing myself to dispel the obtrusive name, I discovered my candle wick
reclining on one of the antique volumes, and perfuming the place with an odour of roasted calf-skin.

Perbedaan Antara Poem, Poetry Dan Prose 

 Poem : Merupakan sebuah sajak dalam bahasa inggris yang setiap barisnya saling memiliki
keterikatan.
 Poetry : Merupakan sebuah puisi (karya tulis) dalam bahasa inggris yang memiliki sebuah
estetika dan makna yang mendalam.
 Prose : Prose atau prosa merupakan karya tulis yang memiliki ritme yang besar dan biasanya
digunakan untuk menuagkan ide atau gagasan akan suatu hal.

*Ritme : aksen suara yang teratur (Irama)

STRUCTURE

There are so many! And every culture/language has its own forms! To list them all would be
impossible. However, if you are going to start somewhere, I would suggest learning a few basic
terms first so that when you encounter complex structures. I would start with the following
terms:

Rhythm

 Stressed syllable
 Unstressed syllable
 rhyme scheme
 consonant rhyme: when the last two syllables rhyme with the same consonant falling
between them.
Example in English: “Humpty Dumpty”
 assonant rhyme: When the last two vowels of the last two syllables rhyme, but the
consonant between them is different. This form of rhyme is pretty rare in English, but is
very common in Romance languages. Example in Spanish: “ala / brava”
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 slant rhyme: AKA “half-rhyme” - these are words that can “rhyme” when written, but do
not when spoken. For example, “wind / find” when “wind” refers to a gust of air.
Otherwise, slant rhyme can be words that are *nearly* alike, but don’t quite rhyme. Emily
Dickinson used this with some frequency.
 meter: the number of syllables in one poetic verse
 foot: two syllables make up a foot, and a verse is composed of a number of feet, having a
pattern of emphasis (unaccented and accented syllables)
 Example of a type of meter: iambic pentameter: A metrical line consisting of five feet in
unaccented/accented sequence for a total of ten syllables. Much of Shakespeare's plays
and poems employ iambic pentameter with consonant rhyme.
 stanza: a grouping of any number of individual lines/verses, followed by a break, or that
stand on their own as a single poem.
 couplet: Two verses.
 tercet: Three verses.
 quatrain: Four verses.
 form: the collection/pattern of stanzas that comprise a poem. Form can be strictly or
loosely defined.
 An example of strict form: the sonnet: A poem with strict form obeys rules of rhyme,
meter, and stanzas. The Shakespearean sonnet often consists of fourteen lines: three
quatrains and then a couplet. The meter is iambic pentameter. The rhyme scheme is
(abab cdcd efef gg) where each letter represents the rhyming of the last syllable(s).)
 Looser forms of poetry have stanzas that are more intuitive, and lack the formal
structures (rhyme, meter, stanzas) as defined by tradition. Free verse is an example of
poetry that lacks formal structures, obeying only the logic of the poem's content.

Let's Practice!

SPRING

In the early part of spring

You will hear, many birds sing
They are just letting, the rest of us know
Winter is over, spring melted the snow

You will notice, a beautiful scene

The trees will slowly, begin to turn green
Chipmunks and bunnies will come out and play,
Bears will no longer, sleep during the day

It’s exciting, when spring finally arrives

Bees will make honey, inside their hives
So much to do, so much to see
Insects and animals are happy and free
 18

1. What is the poem about?

Answer: Spring Time/ The beauty of sring

2. How many stanzas does the poem have?

Answer: 3 stanzas

3. What is ‘spring, sing, know, snow’ (stanza 1) called?

Answer: rhyme scheme

4. How many lines does the poem have?

Answer: 12 lines

5. What is the rhyme scheme of the poem above?

Answer: Stanza 1: AABB Stanza 2: CCDD Stanza 3 EEFF
 19

CHAPTER 15

How to Write A Narrative Text: Sad Stories

see: Understanding Narrative : Myth or Legend

Learning Objectives
Expressing meaning and generic structure in an essay by using written text accurately and fluently in
daily life context in a text form: Narrative. In this lesson, you will learn more about narrative text and
you will learn how to write a narrative text.

Lesson
How to Write A Narrative Text: Sad Stories

Do you like reading stories? What kind of stories do you like? There are a lot of types of stories. There
are drama, romance, mystery, comedy, etc. At school, you might call this kind of story as narrative text.
Narrative basically means spoken or written story. A narrative text is a written story which happened in
the past.The story is often fictional. It doesn’t always tell about human beings. There are also narrative
stories about animals, fairies, and other creatures.

        Narrative text has a purpose to entertain or to amuse the readers which means a narrative should
be entertaining or amusing. This means, writing a narrative is not as easy as reading it. There are some
things that make a narrative text different from other genres. Before you learn how to write a narrative
text, read the following story.

Read

The Lonely Rabbit

Once upon a time, there lived a rabbit in a forest. He liked running around the meadow, but he was
always alone. He looked for a friend, but he never found any other rabbit. He only had a parrot which
came flying around the meadow once a day. He always thought of leaving the place he was living so that
he could meet other animals, but he was too afraid of what was out there.

        One day, the parrot sat on a branch of a tree while the rabbit sat under it. “It must be fun to be able
to fly.” said the rabbit to the parrot. “Yes, it is. I can meet other birds and other animals, too.” said the
parrot. “Aren’t you scared?” asked the rabbit.

“No, I am not. I can look everything from above.”The parrot answered.

The rabbit said, “Please teach me how to fly. I am all alone here. I want to see other rabbits.”

        The parrot advised him to stay on the ground. The rabbit could not fly because he did not have
wings. Nevertheless, the rabbit did not listen. He climbed the tree. “What are you doing?” asked the
parrot “You will fall." The rabbit jumped off the tree hoping he could fly. Sadly, he instantly fell down
and injured himself. The parrot took him to the rabbit’s place. The rabbit was very sad. Since then, he
could not run around the meadow anymore. The rabbit regretted what he did. He wished he could turn
back the time and listened to what his only friend ever said.

image source: www.gwenburn.co.uk
 20

Do You Understand?
There are three main parts, and another one, in a narrative text:

 The first part is called orientation. In this part, you tell the readers about the main character of the story
and his or her condition (happy, sad, poor, rich, etc.), where the story took place, and when it happened.
This part always comes in the first paragraph. As in the story of The Lonely Rabbit, the rabbit is the main
character.
 The second part is called complication. This is where you tell the problem which arises in the story. For
example, when the rabbits wanted to fly and asked the parrot to teach him, that is the problem of the
story.
 The third part is called resolution. This is where you tell the readers how the problem is solved. In the
rabbit story, the rabbit tried to fly but he failed and ended up injured himself. That is how the problem is
solved although it doesn’t end with a happy result, but it is how the story ends.
 In writing narrative story you might also want to add re-orientation. This is optional. This is the part
where you can add closing statement or give moral value, because a narrative text should have a moral
value.

Key Points
Furthermore, there are several things you should note about writing a narrative text:

* In writing narrative text you should use past tense.

* A narrative text usually starts with adverb of time such as: once upon a time, a long time ago, etc.

* You can add dialogues in direct speech form (e.g. “What are you doing?” asked the parrot.)

Lets Practice!
Soal 1

A narrative text is mainly written in ....

a. Past tense
b. Future tense
c. Present tense
d. Future perfect
e. Present perfect

 Petunjuk: The story happened in the past.

 Pembahasan: The tense used in a narrative text is past tense. Narrative stories tell
about events, conditions, that happened in the past. To show this, using past tense is
the most appropriate way to write a narrative text.
Soal 2

We write a narrative text to ....

a. amuse the readers

b. describe something
c. tell about future events
d. explain how things work
e. tell how to do something

 Petunjuk: The basic purpose of narrative

 21

 Pembahasan: A narrative text is aimed to amuse the readers. It means that the story
is entertaining the readers. Although the genre is sad, it still can entertain readers in
terms of taking readers away to the imagination of the writer. The plot, nature of the
characters and setting are all the elements that can entertain readers.
Soal 3

The part where the problem arises is called ....

a. Resolution
b. Orientation
c. Description
d. Complication
e. Re-orientation

 Petunjuk: The part in which there is a conflict.

 Pembahasan: The part where the problem happens is called complication. A
complication contains conflicts. Conflicts can appear in many forms and many ways,
such as conflicts between characters (external conflicts) or conflicts within an
individual (internal conflicts).
Soal 4

The part where you can add moral value is called ....

a. Crisis
b. Resolution
c. Orientation
d. Complication
e. Re-orientation

 Petunjuk: This part is optional

 Pembahasan: You can add moral value to the story in re-orientation part. This is
usually placed at the end of a story. Story ending is contained in re-orientation,
including the moral value.
Soal 5

These adverbs of time can be used to open a narrative, except ....

a. Once
b. One day
c. Next year
d. Long time ago
e. Once upon a time

 Petunjuk: The story happened in the past.

 Pembahasan: The adverbs of time which doesn’t indicate past event is “next year”.
Although what you mean is the following year, in writing a narration, use the year
after or the following year to keep the context in the past. Beware of choosing the
right adverbs of time.
Soal 6

The following things are there in the orientation part except ....
 22

a. The solution of the problem

b. The condition of character’s life
c. The time when the story happened
d. The place where the story took place
e. The introduction of the main character

 Petunjuk: Orientation is the opening of the story which tells introduction.

 Pembahasan: The solution of the problem comes in the resolution part. This is where
problem solving takes place. The solution usually comes after the climax or peak of a
problem.
Soal 7

Arrange these sentences into a good paragraph:

1. Every day she came to a river bank to read a book.

2. There once a pretty little girl who lived in a village.
3. The old lady didn’t have anything to eat.
4. One day, she met an old lady near sleeping the river.
5. She looked so pale that the girl felt pity for her.

a. 2-1-3-4-5
b. 2-1-4-5-3
c. 2-1-5-3-4
d. 2-1-5-4-3
e. 2-1-4-3-5

 Petunjuk: The story is about a little girl who met an old lady.

 Pembahasan: The correct arrangement is: “There once a pretty little girl who lived in
a village (2). Every day she came to a river bank to read a book (1). One day, she met
an old lady near sleeping the river (4). She looked so pale that the girl felt pity for her
(5). The old lady didn’t have anything to eat.” (3)
Soal 8

The following text is for questions no 8 to 10.

Choose the correct words to fill in the blanks.

Days passed away and his father . . . (8) being ill. He had to leave the city in go back to the
village to take care of his father. He was afraid of losing his father. This is where he . . . his mind
(9). He didn’t want to go back to the city anymore. Since he left the village his father lived
alone. No one . . . (10) care of him.

The correct word to fill in the blank no 8 is ....

a. start
b. starts
c. started
d. will start
e. have started

 Petunjuk: The action happened in the past.

 Pembahasan: The past form of start is started.
 23

Soal 9

The following text is for questions no 8 to 10.

Choose the correct words to fill in the blanks.

Days passed away and his father . . . (8) being ill. He had to leave the city in go back to the
village to take care of his father. He was afraid of losing his father. This is where he . . . his mind
(9). He didn’t want to go back to the city anymore. Since he left the village his father lived
alone. No one . . . (10) care of him.

The correct word to fill in the blank no 9 is ....

a. left
b. lost
c. ended
d. changed
e. stopped

 Petunjuk: He thought differently.

 Pembahasan: “He didn’t want to go back to the city anymore” indicates that he
changed his mind.
Soal 10

The following text is for questions no 8 to 10.

Choose the correct words to fill in the blanks.

Days passed away and his father . . . (8) being ill. He had to leave the city in go back to the
village to take care of his father. He was afraid of losing his father. This is where he . . . his mind
(9). He didn’t want to go back to the city anymore. Since he left the village his father lived
alone. No one . . . (10) care of him.

The suitable word to complete the paragraph is ....

a. took
b. asked
c. saved
d. looked
e. wanted

 Petunjuk: Take after
 Pembahasan: His father lived alone. No one took care of him.
 24

CHAPTER 16

TELEPHONE COURTESY (SOPAN SANTUN BERTELEPON)

Learn About It!

In this series you will practise your English skills a lot.

To make you able to speak nature as a native speaker you have to use the variety of words that you are
speaking. Don’t forget to practice your sentence rhythm and pronunciation of the words. By practicing a
lot, you will be better. The more you are practicing the better you are.

To study In this lesson you have to read a lot about the topic that you are studying. You are searching for
the information needed by googling will improve your knowledge and make you be literate.

Listening to the telephone conversation below.

then read the tapescripts below to give you some information about the topic that you are studying.

JANICE : Hello … Flagstone

JON : Oh hello; is that Flagstone Properties?

JANICE : Yes, that's right. Flagstone here. How can I help you?

Hello. I'm ringing just to make inquiries about renting a house. My name's Jon
JON : Anderson.

JANICE : Yes, Mr. Anderson. What sort of thing were you looking for?

JON : Two-bedroomed house with garden.

Well… yes, sir, that shouldn't be any problem … just to let you know that our main
JANICE : areas, the main areas, we deal with, are the city center itself…

JON : City center… uh-huh

JANICE : And the north suburbs.

JON : Oh well … were most interested in the northern areas actually.

JANICE : Right … yes … What sort of price were you thinking of?

JON : Well … could you give some idea?

JANICE : Certainly. It really ranges from £250 per month.

JON : Only £250?

JANICE : Yes, to about £500 depending on a number of different factors.

JON : What does it depend on?

JANICE : Well, obviously the quality of the area. And then whether there's a garden.

JON : Well. As I said, we'd want a garden.

 25

JANICE : And a garage pushes up the price.

Right … well, we wouldn't necessarily need one. I think about £350 a month would
JON : be our limit.

JANICE : OK well … would you like to have a look at a couple of properties, sir?

JON : Yes, that'd be great.

JANICE : Looking at our files … I think we've got two which might suit you …

JON : Hang on. I 'll just get a pen. Right.

JANICE : OK. Well, there's one West Park Road which is £325 a month.

JON : Are the bills included?

JANICE : Well, that one just includes the water bill.

JON : OK, right

JANICE : And the second house is in Tithe Road. I'll just spell that for you …OK

JON : Yep.

JANICE : T-I-T-H-E Road

JON : Got that. And how much is that one?

JANICE : That's £380

JON : 380. It that including water?

JANICE : No, I'm afraid not, but it does include the telephone rental.

JON : Oh well, that's not too bad then. So, …

JANICE : So, when would you be available to see them?

JON : Well, I'll be in town next week …say …Thursday?

No, I'm sorry we don't have any availability for Thursday. How about Wednesday
JANICE : afternoon?

JON : OK. That's fine. Would 5.00 be OK?

JANICE : Yes, fine. 5.00 it is. Just come to the Flagstone Offices.

JON : Oh, before I forgot. What sort of things do I need to get done … to rent with you?

JANICE : Well, the most important thing is a letter from your bank …

JON : No problem …

JANICE : And then a reference letter from your employer.

JON : Yes, that's OK

JANICE : Great, and then we would need you to give 2 weeks' notice of moving in …

JON : Right … 2 weeks' notice. And what about a deposit?

JANICE : That's one month's rent, whatever the amount is.

JON : OK. One month, Is that it?

 26

JANICE : No, sorry, one more … you will have to pay for the contract.

JON : Oh yes. I'd forgotten about that. OK, fine. Do I'll start arranging those, and I'll …

JANICE : … I'll see you next week.

JON : Yes. Thank very much. Bye

JANICE : Goodbye

When you're working in customer support, you know that answering phone calls becomes the
bread and butter of your position. A frontline worker typically is hired for their strong
communication skills.

While it may seem obvious — just pick up the phone and say "Hello?" — answering professional
calls is very different from answer personal calls. It's easy to slip up and accidentally speak to your
customers the way you would to your best friend or mother. Thay why phone etiquette is very
important to be learned. The Phone etiquette will be presented in this order.

1.       Answer the call within three rings.

2.       Immediately introduce yourself.

3.       Speak clearly.

4.       Only use speakerphone when necessary.

5.       Actively listen and take notes.

6.       Use proper language. 

7.       Remain cheerful.

8.       Ask before putting someone on hold or transferring a call.

9.       Be honest if you don't know the answer.

10.    Be mindful of your volume.

11.    Check for and respond to voicemails.

Why they are necessary would be explained below.

1. Answer a call within three rings.

If your position entails always being available to callers, you should actually be available. That
means staying focused and answering calls immediately. The last thing you want to do is keep a
customer waiting after a string of endless ringing or send them to voicemail when you should've
been able and ready to reply.

As long as you're alert and at your phone at all times — excluding breaks — this rule should be fairly
simple to follow. However, we recommend responding within three rings in order to give yourself
enough time to get in the zone and prepare for the call. Picking up the phone right away might
leave you flustered.

2. Immediately introduce yourself.

Upon picking up the phone, you should confirm with the person whom they have called. In personal
calls, it's sufficient to begin with a "Hello?" and let the caller introduce themselves first. However,
you want to allow the caller to know if they've hit a wrong number, as well as whom they are
speaking with.
 27

Practice answer the phone with, "Hi, this is [Your first name] from [Your company]. How can I help
you?" Your customer will be met with warmth, which will encourage a positive start to your call.
And, if it ends up being an exasperated college student trying to order pizza, they'll at least
appreciate your friendliness.

3. Speak clearly.
Phone calls, while a great option for those who detest in-person interaction, do require very strong
communication skills. For one, the person on the other end of the line can only judge you based on
your voice, since they don't get to identify your body language and — hopefully — kind smile.

You always want to speak as clearly as possible. Project your voice without shouting. You want to be
heard and avoid having to repeat yourself. A strong, confident voice can make a customer trust you
and your support more. In case of bad cell service or any inability to hear or be heard, immediately
ask to hang up and call back.

4. Only use speakerphone when necessary.

We all know the trials of the speakerphone. It's easier for you because you can use your hands to
multitask. However, for the other caller, it's like trying to hear one voice through a honking crowd
of taxis in Manhattan — impossible and frustrating.

Give your customers your full attention, and avoid speakerphone. This will make it easier for both
parties to be heard, and it will ensure that you're actually paying attention to them. You may need
to use speakerphone at rare occasions, such as when it's a conference call or when you're trying to
troubleshoot on the phone. While speakerphone may be appropriate at these times, it's always
better to use a headset to remain hands-free.

5. Actively listen, and take notes.

Speaking of paying attention to your customers, it's essential that you're actively listening to them
throughout the conversation. Actively listening means hearing everything they have to say and
basing your response off of their comments, rather than using a prescribed script. This proves to
your customers that you're present and are empathetic to their inconveniences.

It's helpful to take notes during support calls. You'll want to file a record post-conversation, and
notes will be immensely helpful. It also ensures that, during long-winded explanations from
customers, you can jot down the main points and jump into problem-solving without requiring
them to repeat.

6. Use proper language.

The key difference between professional and personal phone calls is obvious — the language. It
might be acceptable to use slang and swears when talking on the phone with your friends, but this
kind of language can cause you to lose a customer for life.

Always be mindful and respectful when on the phone. You never know what customers might be
offended by something you say, so it's best to use formal language. It's okay to throw in humor if
appropriate, but never crack a joke that could upset a customer.

7. Remain cheerful.

You never know when a customer is having a bad day. When someone is rude to you on the phone,
your immediate reaction may be to put them in your place. First, though, take a moment to step
into their shoes and recognize why they're so upset.

The point is to always remain positive and friendly, especially in the face of negativity. Your
optimistic outlook may be enough to turn a failing phone call right around. Remind yourself that the
last thing your customer probably wanted was to spend their afternoon on the phone with
customer support. So, make that call the best it can be, and it may create a loyal, lifetime customer.
 28

8. Ask before putting someone on hold or transferring a call.

There's often nothing more infuriating than being put on hold. After waiting on hold for ten or
fifteen minutes to speak with a real-life human being, you finally get to explain your problem. Then,
you're immediately put back on hold and then transferred to someone else to whom you must re-
explain the whole problem. Talk about exhausting.

However, if you must put a customer on hold or transfer their call, always ask for their permission
first. Explain why it's necessary to do so, and reassure them that you — or another employee — are
going to get their problem solved swiftly. By keeping your customer in the loop, they'll be less
inclined to complain about a long wait time.

9. Be honest if you don't know the answer.

You might need to put a customer on hold or transfer their call if the dreaded occurs — you don't
know the solution. Perhaps you've tried everything you can or simply have no idea what they're
talking about. Don't panic; customer support representatives are humans, too, and it's okay not to
be the omniscient voice of reason.

It's best to admit when you don't know something, rather than making excuses or giving false
solutions. However, tell them that you're going to do everything you can to find an answer and get
back to them momentarily, or find a co-worker who does know the answer. Customers don't
typically expect you to have all the solutions at hand, but they will expect you to be transparent.

10. Be mindful of your volume.

You may be so focused on your phone call with a customer that you're barely paying attention to
your present setting. When working in a call center, things can get pretty loud. You always want to
be mindful of your volume and ensure that you're not disrupting the ability of your co-workers to
speak to customers and get their work done.

If you are on a call that requires you to speak louder due to a bad connection or a hard-of-hearing
customer, simply step out of the room and speak with them separately. Your customers are always
your main concern, but you don't want to inhibit the work ethic of others in your workplace.

11. Check for and respond to voicemails.

It's quite possible that a customer might reach out to you when you're on a break or after you've
left work for the day. If it's possible for you to receive voicemails, make sure you're always checking
for them. It's easy for a voicemail to slip under the radar, but the customer won't easily forget.

Start and end each day by checking your voicemail. It takes just a few minutes and can avoid a lost
customer support request. Your customers will appreciate your prompt response, and you can get
on to doing what you do best — providing knowledgeable and friendly support.

These tips should provide you and your team with basic guidelines for phone etiquette and, if
executed properly, your company should see significant improvement in costomer experience.

However, there will be some interactions where these actions may not be enough to defuse the
situation. Some customer interactions will require your team to take special measures to ensure
you're meeting the customer's immediate and long-term needs. In the next section, we'll break
down a few of these scenarios and what you can do to resolve them.

Do You Understand?
As well as speaking clearly when talking on the phone, it is vital to use the right level of formality. If you
are too formal, people might find it difficult to feel comfortable when talking to you. If you are too
informal, they might think you are being rude!
 29

Generally speaking, when you are calling in a business context (making calls related to employment,
finances, law, health or applications of any sort), you should show politeness by using words like:

         could

         would

         can

         may

when making a request. When you ask for something, or receive help or information, you should use:

         please

         thank you 

         thank you very much.

It is also okay to use some of the informal features of the English language such as short forms, phrasal
verbs and words like okay and bye – in other words, everyday English! So phrases like:

If it is more of an informal phone conversation (speaking to a friend, family member, close work
colleague or even a friend of a friend), then a high level of formality is usually not required, but you
should still speak with a polite manner, as it is seen as respectful.

It’s fine to use less formal phrases in these conversations, such as

         ‘thanks’

         ‘cheers’

         ‘bye’

         ‘okay’

         ‘no problem’

Another useful thing to remember is, it’s better to ask for help or clarification when you’re having a
telephone conversation, than to pretend you understand something that you didn’t. It is absolutely fine
to use phrases like:

         ‘Could you repeat that please?’

         ‘Could you speak a little more slowly please?’

         ‘Would you mind spelling that for me please?’

Using phrases like these will help you to have a more successful phone call, and may save you from any
problems later on. You could always say:

         ‘I’m afraid the line is quite bad’,

if you can’t hear very well.

It also a good idea to practise words, phrases and vocabulary that you might need to use, before the
call! So to help you out a little, here is a list of commonly used phrases:

Introduction / Making Contact

If answering a business call, start by introducing yourself or if the caller fails to identify themselves,
then you could ask them to state who they are by using the following phrases:

Formal
 30

         ‘Hello’

         ‘Good Morning’

         ‘Good Afternoon’

         ‘This is ___ speaking’

         ‘Could I speak to ___ please?’

         ‘I would like to speak to ___’

         ‘I’m trying to contact ___’

Informal

         ‘Hello’

         ‘Hi, it’s ___ here’

         ‘I am trying to get in touch with ___’

         ‘Is ___ there please?’

Giving more information

This would probably be used in a business context mainly, but could sometimes be helpful in an
informal conversation too. It is good to specify where you are calling from, if you feel it may be
helpful to the person you are calling.

Formal

         ‘I am calling from ___

         I’m calling on behalf of ___’

Informal

‘I’m in the post office at the moment, and I just needed ___’

Taking / Receiving a Call

You may need to use these if you are answering someone else’s phone, because they are unable to
answer it themselves, or if you are answering an office phone.

Formal

         ‘Hello, this is ___ speaking’

         ‘___ speaking, how may I help you?’

Informal

         ‘Hello, John’s phone’

 31

Asking for more information / Making a request

If you need to ask for a specific person, then phrase your request as a polite question, if you only
have an extension number and no name, you can say so. If you’re calling for a specific reason, just
explain briefly what it is.

Formal

         ‘May I ask who’s calling please?’

         ‘Can I ask whom I’m speaking to please?’

         ‘Where are you calling from?’

         ‘Is that definitely the right name/number?’

         ‘Could I speak to someone who ___?’

         ‘I would like to make a reservation please’

         ‘Could you put me through to extension number ___ please?’

Informal

         ‘Who’s calling please?’

         ‘Who’s speaking?’

         ‘Who is it?’

         Whom am I speaking to?

Asking the caller to wait / Transferring a call

If you are transferring a caller to someone else, you should let them know that you are doing so,
just so they know what is happening, as the silent tone could be mistaken for a disconnected line! If
you are the one being transferred, you will often hear the person use the following phrases:

Formal

         ‘Could you hold on a moment please’

         ‘Just a moment please’

         ‘Hold the line please’

         ‘I’ll just put you through’

         ‘I’ll just transfer you now’

Informal

          ‘I’m off to a conference, okay, bye’,

 32

 ‘Hang on a moment, I’ll put you through’

 ‘Hold on a minute’
         ‘Just a minute’
         ‘Okay, wait a moment please’

are perfectly acceptable, as long as the overall tone of your voice is polite and friendly.

Giving Negative Information

If you are the one answering a call, you might not be able to help the caller. You can use some of
the following phrases in these circumstances:

Formal

         ‘I’m afraid the line is busy at the moment’

         ‘That line is engaged at the moment, could you call back later please?’

         ‘I’m afraid ___’s busy at the moment, can I take a message?’

         ‘I’m sorry, he’s out of the office today’

         ‘You may have dialled the wrong number’

         ‘I’m afraid there’s no one here by that name’

Informal

         ‘Sorry, ___’s not here’

         ‘___ is out at the moment’

Telephone Problems

If you don’t understand everything the other person is saying, be honest. Tell the other person
immediately, otherwise you might miss some important information! Most people will appreciate
your honesty, and will be happy to oblige.

Formal

         ‘I’m afraid I can’t hear you very well’

         ‘Would you mind speaking up a bit please?’

         I’m afraid my English isn’t very good, could you speak slowly please?’

         ‘Could you repeat that please?’

Informal

         Sorry, I didn’t catch that’

 33

         ‘Sorry, this line is quite bad’

          ‘Say that again please?’

          ‘I can’t hear you very well’

Leaving / Taking a Message

If the person you’re calling is not available, be prepared to leave a message. This could be
a voicemail, (which is a digital voice recording system), or an answering machine (this records
messages onto a tape). If you’re leaving a message with another person, they’ll either ask if you
want to leave a message, or you could request to leave a message with them. Be sure to leave your
number, if you want the other person to call you back!

Formal

         ‘Can I take your name and number please?’

         ‘Can I leave a message please?’

         ‘Could you please ask ___ to call me back?’

         ‘Could you spell that for me please?’

         ‘Can I just check the spelling of that please?’

Informal

         ‘I’ll ask him to ring you when ___ gets back’

         ‘Could you tell ___ that I called please?’

         ‘I’ll let ___ know that you rang’

Saying Goodbye

The easiest part of the conversation! Simply be polite, and speak with a friendly manner.

Formal

         ‘Thank you for calling’

         ‘Have a good day’

         ‘Goodbye’

Informal

         ‘Bye!’

         ‘Talk soon’
 34

         ‘Speak to you again soon’

Common Phrasal Verbs

1. hold on
means wait

         ‘Could you hold on a moment please?’

2. hang on
also means wait! (informal)

         ‘Could you hang on a moment please?’

3. put (a call) through

means to connect one caller to another

         ‘I’m just going to put you through now.’

4. get through
to be connected to someone on the phone

         ‘I can’t get through to his line at the moment, could you call back later please?’

5. hang up
means to put the receiver down

         ‘I think the operator hung up on me, the line just went dead!’

6. call up
is to make a telephone call (mainly used in American English or slang)

         ‘I’ll call up the theatre, and find out about tickets.’

7. call back
is to return someone’s call

         ‘I’ll ask him to call you back, when he gets home.’

8. pick up
means to answer a call / lift the receiver to take a call

         ‘No one is picking up, maybe they’re not at home.’

9. get off (the phone)

means to stop talking on the phone

         ‘When he gets off the other phone, I’ll pass on your message.’

10. get back to (someone)

means to return someone’s call

         ‘When do you think she’ll be able to get back to me?’

11. cut off

to be disconnected abruptly during a telephone conversation

         ‘I think we got cut off, I can’t hear her anymore.’

12. switch off/turn off

is to deactivate (a cell phone/mobile phone)
 35

         ‘Sorry you couldn’t get through to me. My phone was switched off, because the battery had died.’

13. speak up
means to talk louder

         ‘I’m afraid I can’t hear you very well, could you speak up a little please?’

Hold on means ‘wait’ – and hang on means ‘wait’ too. Be careful not to confuse hang on with hang
up! Hang up means ‘finish the call by breaking the connection’ – in other words: ‘put the phone down.’

Another phrasal verb with the same meaning as hang up is ring off, but this isn’t as commonly used as
some of the other phrasal verbs listed above.

The opposite of hang up / ring off is ring up – if you ring somebody up, you make a phone call.  And if
you pick up the phone (or pick the phone up), you answer a call when the phone rings.

“Hang on a second…”

If you are talking to a receptionist, secretary or switchboard operator, they may ask you to hang
on while they put you through – put through means to connect your call to another telephone. With
this verb, the object (you, me, him, her etc.) goes in the middle of the verb: put you through.

But if you can’t get through to (contact on the phone) the person you want to talk to, you might be able
to leave a message asking them to call you back.

Call back means to return a phone call – and if you use an object (you, me, him, her, etc.), it goes in the
middle of the verb: call you back.

Now you can start making those calls!

Key Points
Remember your manners!

         It’s very important to be polite on the telephone, use phrases like could you, would you like to, and to
make requests, use please. Always remember to finish a conversation with thank you and good bye.

Write it down!

         If you’re nervous about speaking on the phone in English, then it may be helpful to write a brief script or
a few bullet points on that you need to say.

         If you will be speaking to someone you don’t know, it helps to have things written down in front of you,
to calm your nerves!

         If you have a brief outline of what you need to say, it will help to organise your thoughts beforehand,
and to use it as a reference during the call, if you get confused.

Phrasal verbs

         One thing you could do to improve your telephone skills is to learn some of the phrasal verbs that are
commonly used in English telephone conversations.

Let's practice!
https://www.youtube.com/watch?v=FP2rEgTmX08&t=1s
 36

CHAPTER 17

Understanding General Characteristics of

Poster, Pamphlet, & Banner

Objectives
Responding to meaning in short formal and informal functional texts (banner, poster, pamphlet,
etc.) by using variation of written text fluently and accurately in the daily life context

Learn about it!

Nowadays, there are a lot of ways to do a publication. There is a lot of media to spread
information. The fastest ones are probably through phone calls, text messages, and the
internet. But, how do we spread to those who do not use telecommunication devices? We use
paper! Among some kinds of written publications, there are pamphlets, posters, and banner.
What are the differences?

Pamphlet
The pamphlet is a kind of information which is written in a piece of paper. Some pamphlets
have pictures and some of them do not have. The information on pamphlets can be printed on
one side of the paper or on both sides. There is no exact size of a pamphlet. The paper can be
folded into two, three or even five. The idea is to make it easy to carry and to give it to people;
also people can read it anywhere. Even though it can have many pages, a pamphlet does not
like a book. It comes without hardcover or binding. People use pamphlets to spread news,
promote an event, or as an advertisement. Here is the example of a pamphlet:

Poster
The poster is a kind of pamphlet, but with a bigger size. It can be written in a fabric or big size
paper. A poster should be big so it is easy for people to see. People place posters in strategic
places. They are usually stuck on the wall. In a poster, you can see pictures and words although
a poster may not contain graphics. Posters' designs are both eye-catching and informative.
People use posters for many purposes. They are a tool of advertisers for particularly of events
such as musicians and film, or to communicate a message. Here is the example of a poster:
 37

Banner
A banner is a flag or other piece of cloth bearing a symbol, logo, slogan or other messages. If
you happen to see a demonstration, the demonstrators usually bring banners. According to the
Oxford dictionary, the banner is a long piece of cloth, often stretched between two poles, with
a sign written on it, usually carried by people taking part in a march. But, now we can find the
banner in many places. On the internet, the banner can be used as advertisements that appear
across the top of a web page. The banner can be also in the form of written text. It is usually a
slogan to raise people's awareness of the current issue. It can be also about the rule that people
should obey. Here is the example of a banner:

Keypoints
Pamphlet, poster, and banner can serve the same purpose. There is no exact rule on how to use
three of them. Any information can be spread through these media. However, if there is much
information, you can use pamphlet. If you want it easy for people to see, use a poster or
banner.

CHAPTER 18

Giving Examples

Objective of Study
students are expected able to make and use the expression in giving examples in spoken or
written ways.
 38

 Learn About It.

 Phrases/Words to Introduce Examples

Dalam bahasa Inggris, ada beberapa frase atau kata yang dapat kita gunakan untuk mengawali
contoh-contoh yang akan kita berikan, misalnya :

FOR EXAMPLE dalam bahasa Indonesia artinya ‘contohnya....’ . Setelah frase example

berikan beberapa contoh yang sesuai. Jika ‘for example’ berada di awal kalimat, beri tanda
koma (,) setelahnya. Jika ‘for example’ ini kita pakai di tengah kalimat, letakkan koma (,) di
depan dan belakangnya.

Contoh :

 At first, Henry Ford was not very satisfied with his automobile innovation. For example, the car
did not look impresive and were not provided with a brake system, as well as they were still
expensive.
 English was also spoken by the UK ex-occupied countries, for example, the United States,
Canada, Australia and New Zealand.

Saat frase ‘For example’ digunakan di awal kalimat, itu artinya kita akan mencoba memberi
contoh dengan kalimat yang lebih lengkap, tidak hanya berupa daftar beberapa items saja.

Ketika frase dipakai di tengah kalimat, frase tersebut diikuti daftar beberapa items sebagai
contoh. Perhatikan contoh kedua diatas : The United States, Canada, Australia and New
Zealand  - itu hanya berupa daftar contoh negara bekas jajahan UK, berupa daftar saja bukan
berupa kalimat lengkap.

FOE INSTANCE Penggunaannya sama dengan frase ‘for example’.

Contoh :

 There are many interesting places to visit in the city. For instance, the botanical garden has
numerous displays of plants from all over the world.
 There are many interesting places to visit in the city, for instance, the botanical garden, the
central park or the art museum.

SUCH AS Frase ‘such as’ hanya dipakai di tengah kalimat. Beri tanda koma sebelum ‘such as’
dan tidak usah diberi tanda koma sesudahnya.
Contoh:

 I prefer to wear casual clothes, such as jeans and T-shirts.

 Some countries, such as Brazil and Canada, are big.
 39

e.g. dan i.g Frase e.g. berasal dari bahasa Latin yaitu ‘exempli gratia’ yang artinya :
contohnya. Frase ini digunakan untuk memberi daftar beberapa contoh.
Sedangkan frase i.g. singkatan dari ‘id est’ yang artinya ‘that it’.
Contoh :

 The names of some newspapers are nationally known here in Indonesia, e.g., Kompas, Tempo
and Jawa Pos.
 Boys and girls between 13 and 19 years old are fickle, i.e., they are easily influenced by the
environments, friends and current trends. 

Bisa juga frase ini diletakkan dalam tanda kurung  (parentheses) contoh :
My bussiness plans involve trips to several cities (e.g., Toronto, Montreal, Winnipeg, Saskatoon
and Calgary)

Do you Understand?
 

Dalam memberi contoh, kita sebaiknya memilih contoh yang sesuai dengan hal yang akan kita
jelaskan. Jangan melenceng dari kalimat utamanya. Tapi juga jangan terlalu bertele-tele.
Contoh sebaikya secukupnya saja dan mendukung kalimat utamanya.

Coba perhatikan contoh kalimat berikut, perhatikan contoh mana yang tidak sesuai. Nomor
satu menjadi contoh:

1. My mom plans to buy some new kitchen utensils, such as knife, steamer,screwdriver
and frying pan. We cook  a lot at home during this pandemi outbreak.   The example
which is not suitable is : screwdriver. Yess, benar screwdriver itu tidak termasuk
peralatan dapur, jadi tidak cocok untuk dijadikan contoh.
2. The famous emperors, for instance, Alexander the Great, Julius Caesar, Napoleon
Bonaparte and George Washington, are written in most textbook for History subject.
3. By the end of the 5th century, English was spoken not only by peoples of the British
Isles, but also the UK ex-occupied countries, for example, the United States, Canada,
Thai, New Zealand, Australia and South Africa.

Read the short conversation below, then determining the use of various language choice for
giving examples in the text.
Joel : Hi Pete, What's up?
Pete : I'm Ok Joel. How about you?
Pretty well Pete. By the way, some people think that it's necessary
to prohibit people from using phone calls in some places. Others
believe that it's inconvenient if phone calls are forbidden in some
Joel : places. Which opinion do you prefer?
Pete : In my view people must be free to use their phones everywhere
for a few reasons:

First, there may be an emergency:

For example two weeks ago a car accident happened in a remote

 40

area around Tehran, so my a friend called for help, but nobody

answered his calls, and unfortunately the driver died.

That’s why I feel that way.

Joel : I see, then …
Second, it may be an opportunity: For instance, two years ago,
when I was in an economics class At the University of Tehran, my
cell-phone rang but I didn’t answer, later I noticed it was from a
job company and they found a job for me, but because of I didn’t
Pete : answer at the moment they replaced another person.
Joel : It could be understood why you support this
Pete : How about you, Joel?
I love my phone always in my pocket, Let's go Pete Before the sun
Joel : climbs the tree
Pete : Ok we have to be in rush

Marilah kita analisa percakapan di atas. Percakapan tersebut terdiri dari bagian yang kita namai
Opening atau pembukaan, Transakction atau isi percakapan dan Closing penutup.

1.      Opening: Hi Pete, What's up? ……….

2.      Transaction:

a.      Asking Question/essay question:  some people think that it's necessary to prohibit people from
using phone calls in some places. Others believe that it's inconvenient if phone calls are
forbidden in some places. Which opinion do you prefer?

b.      Giving Opinion

·         Thesis: In my view, people must be free to use their phones everywhere

·         Reason 1: First there may be an emergency

o   Example: For example two weeks ago a car accident happened in a remote area around Tehran,
so my friend called for help, but nobody answered his calls, and unfortunately, the driver died.

·      Reason 2: Second, it may be an opportunity

o  Example: For instance, two years ago, when I was in an economics class at the University of
Tehran, my cell-phone rang but I didn’t the answer, later I noticed it was from a job company
and they found a job for me, but because I didn’t answer at the moment they replaced another
person.

Here is another example of conversational, can you identify the expression in giving example?
Jass : Hi Debie, Have you watched the debate last night?
Debie : I did, It was a great debate.
Which of the following statements do you agree with? Some
believe that TV programs have a positive
influence on modern society. Others, however, think that the
influence of TV
Jass : programs is negative.
Debie : In my view TV programs have positive
 41

effects on modern societies for a few reasons:

First, People get knowledge from TV: For example when I was 6
years old, I had lots of information about the wild animals like
leopards and lions, However, I didn’t attend school yet, but I
learned the information from TV. So I think we always get lots of
knowledge and information from TV.
Jass : I see, then …
Second, It is fun: For example, movie makers always try to tell
fascinating and pleasurable stories through the movies and they
show awesome pictures from all aspects of the world so they make
TV programs fun and exciting.

Debie : That’s why I feel that way.

Jass : It could be understood why you support this
Debie : How about you, Jass?
Jass : I refute this For some reasons, I will tell you after the break
See you then
Debie :

CHAPTER 19

A Hortatory Exposition Text

Objectives
Learners are able to comprehend the information given on the text.
Learners are able to understand the aim of a hortatory exposition text.

Learn about it!

 https://www.youtube.com/watch?v=cjo0HHwXbKQ
 42

What is a Hortatory Text

Hortatory exposition text is a text containing arguments or reasons of the writers in order to
persuade the readers. It tells the reader what they should or should not do about a particular case.

What is the function of hortatory exposition texts?

Answer: to persuade the reader or listener about something which should or should not be the
case.

Generic structure of hortatory exposition texts

Thesis statement: The announcement of issue.
Arguments: Reasons for concern that lead to recommendation.
Recommendation: Statement of what should or should not to happen

Characteristics of hortatory exposition texts

Focusing on the writer.
Using action verb: eg. run, jump, kick, eat, cry, break, smile, walk, drink, talk.
Using adverb: eg. Surely, certainly.
Using modals: eg. May, can, could, will.
Using temporal connectives: eg. Firstly, secondly, however, therefore, etc.
Using evaluative words: eg. Important, trustworthy, valuable.
Using simple present tense.
Using passive voice.

Do you understand?
Listen to the following example of a hortatory exposition text.

Students and Their Cellphones

Cellphones or mobile phones has become obligatory things to be brought by people nowadays. The
reason behind it is the use of cellphones is not only for communication, but also for several things.
Today’s cellphones can be used for taking pictures, taking videos, listening to the music, recording
voice, storing documents, and playing games. Therefore, most of people use cellphone as their
mobile storage devices. Adult, teenagers, children, working people, or students have cellphone in
 43

their pocket. However should the students be allowed or be banned to bring cellphones to their
school?

Nowadays many students bring cellphones to their school. Many schools allow their students to
bring cellphones so their students can communicate with their parents easily. But some other
schools ban the use of cellphones at school. It is quite reasonable since bringing cellphones to
school may cause several disturbance in the teaching and learning process. Many students who
bring cellphone use it irresponsibly during learning activities. For example, they use cellphone for
listening to the music during the learning activities. Some others use it to chat with other students.
Some girls use the front camera to take selfie when their teacher are explaining learning materials.
Those use of cellphones will distract the students’ concentration.

Besides using cellphone during learning activities, the students may use cellphone as a media for
cheating. Many students use cellphone to text their friends during the examination. The students
may also see their learning notes in their cellphone during the examination. Therefore, many
schools should make a strict rule for students who bring cellphones to their school. For example, all
cellphones should be turned off or should be switched into vibrated mode during the learning
process. If a student has to answer a call during the learning process, she or he has to get
permission from the teacher and pick the phone outside the classroom. When doing examination,
all the students have to turn off their cellphone. Their teacher may also collect all cellphones during
the examination. From the aforementioned explanation, the students need to use cellphone wisely
so cellphone will not become disturbance during the learning activities or during the examination.

After listening to the example of a hortatory exposition text, now pay attention to the following
explanation:

The recording was started by an issue whether the use of cellphones at school should be banned or
not. This issue is the example of a thesis statement of a hortatory exposition text.
After that, the speaker proposed several arguments related to the issue. The first argument is that
the use of cellphones can distract students’ concentration if the students use cellphones in the
classroom.

The second argument is that cellphones can distract students’ concentration during final
examinations.

Finally, in the end of the recording, the speaker proposed several recommendations related to the
problem explained before.

Writing an Argument Essay

Objectives
Understanding how to write an argument essay in context daily life
· Able to construct the outline of an argument essay
· To know how to developing the outline of an argument essay
 44

· Able to link one paragraph to another paragraph

· Able to create an argument essay.

Learn about it!

Previous meeting we have learned how to make an opinion and facts. To make an opinion we can
use phrases such as in my opinion …., in my view …., in my mind …, it is believed that …and use the
modal verbs such as might, should, could, and ought to. We can use our opinion in our argument.
Argument is reason or reasons why you support or oppose an idea or action.
Argument can be presented in form of spoken or written. In this occasion I would like to introduce
how to present an argument in form of an essay. Essay is group of paragraph which has link one
paragraph to another paragraph. Paragraph is group of sentences which develop topic sentence.
Sentence is group of words which stand up of at least subject and predicate.
Writing an essay we should follow some steps of writing such as drafting, rough draft, proof
reading, revising and publishing. Drafting can be done by several strategy such as mind mapping,
listing or charting. Rough draft is done after doing drafting to develop the sentences to make some
paragraph writing. Proof reading is done to make sure that the essay has good quality in term of
mechanic, content, and organization of paragraph, grammar, unity and coherence. You can do
proof reading by yourself or your peer. After getting feedback of your writing you continue to
revising step and publishing your essay.

1. Drafting
In this essay I will use listing to develop my essay.

INTRODUCTION
· Background sentence: Muhajir Effendy release full day school program
· Detail background: Full day school program is the extended school hour starting form 8 to 4 pm
· Thesis: I agree with full day school program (it is believed that full day school should be supported)
· Transition Sentence: there are two reasons which would be discussed in this order

SUPPORTING PARAGRAPH 1 (reason 1)

· Topic sentence
· Supporting sentence
· Developing sentence
· Conclusion

SUPPORTING PARAGRAPH 2 (reason 2)

· Topic sentence
· Supporting sentence
· Developing sentence
· Conclusion

CONCLUDING PARAGRAPH
· Summary
· Restatement of thesis/reiteration
· Recommendation
 45

2. Rough draft
3. Proof Reading
4. Revising
5. Publising

Do you understand?
Lets practice!

The presence of technology in the classroom has become more and more apparent and offers
students tremendous resources with which to supplement their education. Given time, technology
will completely replace the conventional teachers in the classroom. Do you agree or disagree with
this statement?

Before writing an essay we should determine the scope of discussion. The scope of the statement
above are:Technology/////Classroom/////Teachers////Students////
So we may not discuss the topic out of the scope of discussion above. The statement above asking
whether we agree or disagree with the statement. I would like to oppose this statement. So I will
make disagree essay. There are some topic that I presented such as:
1. The teacher can cater the need of the students (technology cannot do this)
2. Teacher can give motivation and discipline to the students (technology cannot do this)
3. Teacher can include the current news and personal stories. (technology cannot do this)
From the statement above we can make our argument essay by following the writing steps. First
you should do drafting. In this occasion I will use listing. From three topic stating above I select two
of them. They are no 1 and 2

INTRODUCTION
· Background
· Detail background
· Thesis
Today, technology has become more and more apparent and offers the students tremendous
resourches in teaching learning process. We can find a lot of information by using technology such
as computerize in education which supported by internet. It is disagreed that technology will
replace the conventional teachers. It is proven by the teachers can cater the students need and also
give the discipline and moral value in teaching learning process but technology cannot do this.

SUPPORTING PARAGRAPH 1
· Topic
· Example
· Discussion
· Conclution
Teachers can replace their approaching or technique in teaching when the students feel difficulties
in understanding the topic given. As an example, when students are having trouble in memorizing
the irregular verb in English, the teacher can use game strategy in teaching or the other fun
technique. Computerize cannot paraphrase the topic given or changing the approach and the
technique in learning topic of the classroom. Technology cannot replace the conventional teachers
in teaching and learning.

SUPPORTING PARAGRAPH 2
· Topic
 46

· Example
· Discussion
· Conclution
Teachers in teaching not only tranfer knowledge and train the students skill bur also improve
students’ attitude such as discipline and moral value.As an example, Teacher could give the reward
or punishment to the students. When student made mistake like not making homework, she/he is
given punishment to make her/him more discipline. Computerize in education cannot do the
reward and punishment approaching in which believed that improve the students quality on their
attitude.Technology cannot replace the conventional teachers.

CONCLUDING PARAGRAPH
· Summary
· Restatement of thesis
· Recommendation
The presence of technology in education is very essential because it can be knowledge resources in
fulfill the students need. However, Technology in form of Computerize or others in education
cannot replace the existence of the teachers in the classroom. Such the above explanation, teachers
can cater the students need and give moral value and discipline but not for the technology. It is
recommended that technology and teachers are two aspect that cannot be separated. Teachers use
technology as media in teaching and learning to improve students’ quality in education.

2. Rough Draft of Argument Essay

Today, technology has become more and more apparent and offers the students tremendous
resources in the teaching-learning process. We can find a lot of information by using technology
such as computerize in education which supported by internet. It disagrees that technology will
replace conventional teachers. It is proven by the teachers can cater the students' need and also
give the discipline and moral value in the teaching-learning process but technology cannot do this.

Teachers can replace their approaching or technique in teaching when the students feel difficulties
in understanding the topic given. As an example, when students are having trouble in memorizing
the irregular verb in English, the teacher can use game strategy in teaching or the other fun
technique. Computerize cannot paraphrase the topic given or changing the approach and the
technique in learning topic of the classroom. Technology cannot replace conventional teachers in
teaching and learning.

Teachers in teaching not only transfer knowledge and train the students skill bur also improve
students’ attitude such as discipline and moral value. As an example, Teacher could give the reward
or punishment to the students. When student made mistake like not making homework, she/he is
given punishment to make her/him more discipline. Computerize in education cannot do the
reward and punishment approaching in which believed that improve the students quality on their
attitude. Technology cannot replace conventional teachers.
The presence of technology in education is very essential because it can be knowledge resources in
fulfill the students need. However, Technology in form of Computerize or others in education
cannot replace the existence of the teachers in the classroom. Such the above explanations,
teachers can cater the students need and give moral value and discipline but not for the
technology. It is recommended that technology and teachers are two aspect that cannot be
separated. Teachers use technology as media in teaching and learning to improve students’ quality
in education.
 47

The above essay is in form of rough draft, you can make this essay better by doing proof reading
and revising it before publishing to the readers. That all for today don’t forget to study English and
goodbye.

Keypoints
1. There are two ways in stating the opinion. They are
· Phrases (I think …; In my opinion …; It is believed …)
· Modal verbs (should…; could…; might….; would…)
2. Steps of writing are
· Drafting
a. Listing
b. Mind Mapping
c. Charting
· Rough draft
· Proof reading
· Revising
· Publishing
3. Listing can be presented as follow
INTRODUCTION
· Background
· Detail background
· Thesis

SUPPORTING PARAGRAPH 1
· Topic
· Example
· Discussion
· Conclusion

SUPPORTING PARAGRAPH 2
· Topic
· Example
· Discussion
· Conclusion

CONCLUDING PARAGRAPH
· Summary
· Restatement of thesis
· Recommendation

4. Make sure with the content, organization, grammar, and mechanic on your writing.
 48

CHAPTER 20

UNDERSTANDING SONGS II

LEARN ABOUT IT!

 https://www.youtube.com/watch?time_continue=2&v=XV8lkAiYQO0&feature=emb_logo

There are some reasons why many people use songs to learn English. First, song are authentic
materials. If we want to learn English, we should listen to English songs. Second, English songs also
contain culture and history.

The reason is that song contain repetitions and repetitions enhance learning. The next reason is it’s
a good way to learn vocabulary and pronunciation. And last, English songs are fun and they can
easily energize the listeners.

DEFINITION
Song is a short poem or other set of words set to music or meant to be sung or  a single work of music
intended to be sung by the human voice with distinct and fixed pitches and patterns using sound and
silence and a variety of forms that often include the repetition of sections.

SOCIAL FUNCTION
The social functions of song are:

a.   To entertain the listeners.

b.   To teach moral value through the lyrics of the songs.

c.   To provide a way of managing the relationship between our public and private emotional life.

d.   To express personal feeling and cultural values.

e.   To give someone to not only shares their emotions with others, but also to have an emotional connection
that just can’t be experienced in any other way.
 49

GENERIC STRUCTURE
The general structure of a song consists of verse-chorus-verse-bridge-chorus. It is better for us to learn
more about the complete structure of songs.

a. Intro

The introduction establishes melodic, harmonic, and/or rhythmic related to the main body of song.

b. Verse

It is the section of the song structure that tells the story. This is the exposition, describing the scene or
the person, or an emotion. There are usually two or three verses in a row that have the same musical
structure, the same rhyme and poetic meter, but different words. The second verse builds on the picture
painted in the first verse, etc.

c. Chorus of Refrain

A chorus is the most repeated section, so it’s the easiest remembered. A chorus is the summary of the
song’s story. All the verses have been leading up to the chorus, and is usually the part of the song people
sing along with. A chorus can come at the beginning of the song structure; it can also start in the middle,
or come at the end. In fact, some songs don’t have choruses at all. Some people are usually confused to
differentiate between choruses and refrain. A refrain is any line that repeats in the song lyric, while a
chorus is any group of lines that repeat.

d. Break

A break is actually a brief “rest” or “pause” for the core melody within a song used to add further
dimension and excitement. It may include a quick instrumental solo or drum interlude or it may be a
brief moment of silence, or a combination of each of these elements.

e. Bridge

This is the part of the song that shifts. It can suddenly change tempo, or volume, or instrumentation. The
bridge is the section that gives the audience time to reflect on the story, or gives them the “climax” or
conclusion of the story through verses and chorus. Bridges can be used to give the singer a break.

f. Outro or Coda

This is the end of the road for the song. It can repeat the intro, chorus or a refrain as an outro, or a
bridge with an instrumental solo.

Below Are Some Forms of Song’s Structure

Intro-verse-verse-chorus-break-verse-verse-break-bridge-break-out

Verse-chorus-verse-chorus-bridge-chorus.

LANGUAGE FEATURES
The following are the language features of songs.

a. Imagery. Imagery describes about feelings and emotions. Sebuah lagu biasanya berusaha
 50

menggambarkan perasaan yang dirasakan si penulis.

b. Rhythm. Ritme disini digunakan untuk menciptakan mood. Misalnya, apabila kita sedang
bersedih dan mendengarkan lagu dengan ritme slow, maka kita akan terbawa suasana dengan lagu
tersebut. So, rhythm creates mood!

c. Figures of speech

Metaphor, comparing two things that are not alike to suggest that they actually have something in
common. Sekilas memang kedua hal yang dibandingkan tidak berkaitan, tetapi sebenarnya ada
kesamaan antara dua hal tersebut.e.g. “Time is a thief” or “Her hair was silk”.  

Simile, compares two things using “like” or “as’’. Suatu hal digambarkan dengan hal yang mirip
dengan menggunakan kata ‘like’ atau ‘as’ e.g. “My love is like a red rose”. The other simile would
be presented in this box below.

Hyperbole, a dramatic language. Big exaggeration, usually with humor. Suatu hal digambarkan
secara berlebihan, terkadang menggelitik karena terlalu berlebihan.
e.g. “That math homework took me 8 million years to finish”. 
Personification, an object appear like a person. Objek (bukan manusia) memiliki kemampuan
seperti manusia. e.g. “The wind whisper” or “The snowflakes danced in the wind”.  
Alli titration, the repetation of the same beginning sound in a series of words. Perulangan bunyi
suara yang terdapat di awal setiap kata. e.g. “Peter Parker pick a pack of pants punctually”

EXAMPLES OF THE SONG

https://www.youtube.com/watch?
time_continue=1&v=8h_PtFBgDVM&feature=emb_logo

I Remember by Mocca

 I remember...The way you glanced at me, yes I remember

Aku ingat ... Caramu melirikku, ya aku ingat.

I remember...When we caught a shooting star, yes I remember

Aku ingat ... Ketika kita melihat bintang jatuh, ya aku ingat.

I remember.. All the things that we shared, and the promise we made, just you and I

Aku ingat .. Semua hal yang kita bagi, dan janji yang kita buat, hanya kau dan aku.

I remember.. All the laughter we shared, all the wishes we made, upon the roof at dawn
Aku ingat .. Semua tawa kita bersama, semua harapan yang kita buat, di atas atap saat fajar.
 51

 
Do you remember..?

Apakah kau ingat..?.

When we were dancing in the rain in that december

Ketika kita sedang menari di tengah hujan di Desember itu.

And I remember..When my father thought you were a burglar

Dan aku ingat...ketika ayahku pikir kau pencuri. 

I remember.. All the things that we shared, and the promise we made, just you and I

Aku ingat .. Semua hal yang kita bagi, dan janji yang kita buat, hanya kau dan aku.

I remember.. All the laughter we shared, all the wishes we made, upon the roof at dawn

Aku ingat .. Semua tawa kita bersama, semua harapan yang kita buat, di atas atap saat fajar.

 
I remember.. The way you read your books,

Aku ingat .. Caramu membaca buku-bukumu.

yes I remember

ya aku ingat.
The way you tied your shoes,

Caramu mengikat sepatumu.
yes I remember

ya aku ingat.
The cake you loved the most,

Kue yang kau paling suka.
yes I remember

ya aku ingat.
The way you drank you coffee,

Caramu minum kopimu.
I remember

aku ingat.
The way you glanced at me, yes I remember

Caramu melirikku, ya aku ingat.
When we caught a shooting star,

Ketika kita melihat bintang jatuh,.

yes I remember

ya aku ingat.
When we were dancing in the rain in that december

Ketika kita sedang menari di tengah hujan di Desember itu.

And the way you smile at me,
 52

Dan caramu tersenyum padaku,.

yes I remember

ya aku ingat

Uninvited by Ulanis Morissette

Ulanis Morissette Uninvited

like anyone would be

Seperti orang yang lain..

i am flattered by your fascination with me

aku tersanjung dengan daya tarikmu terhadapku.

like any hot blooded woman

seperti wanita pada umumnya

i have simple wanted an object to crave

aku menginginkan hal sederhana untuk didambakan

but you you're not allowed

tapi kamu ,kamu tidak diizinkan

you're uninvited an unfortunate slight
sayangnya kamu tidak  diundang sedikitpun
must be strangely exciting

seharusnya itu sangat mengasikkan

to watch the stoic squirm

menyaksikan kesakithatian yang mengekang nafsu

must be somewhat heartening

seharusnya itu sedikit menggembirakan

to watch shephered meet shepherd

untuk melihat pengembala bertemu gembalanya

but you you're not allowed

tapi kamu ,kamu tidak diizinkan

you're uninvited an unfortunate slight
sayangnya kamu tidak  diundang
 like any uncharted territory

seperti suatu wilayah yang belum tersentuh

i must seem greatly intriguing

aku seharusnya terlihat sangat menarik

you speak of my love like

kamu berbicara tentang cintaku, seakan

you have experienced love like mine before
 53

kamu pernah merasakan cinta seperti cintaku sebelumnya

but you you're not allowed

tapi kamu ,kamu tidak diizinkan

you're uninvited an unfortunate slight
sayangnya kamu tidak  diundang

I don't think you unworthy

Aku tidak berfikir kamu tidak layak

i need moment to deliberate

aku butuh waktu tuk mempertimbangkan

KEY POINTS
Song is a short poem or other set of words set to music or meant to be sung.

The social functions of song are:

a.             To entertain the listeners.

b.             To teach moral value through the lyrics of the songs.

c.             To provide a way of managing the relationship between our public and private emotional life.

d.             To express personal feeling and cultural values.

e.             To give someone to not only shares their emotions with others, but also to have an emotional connection
that just can’t be experienced in any other way.

The structure of songs: Intro-verse -chorus -verse- Intro-verse -chorus -verse.

The following are the language features of songs.

a              1. Imagery

b              2. Rhythm

c              3. Figure of Speech

·        Metaphor

·        Simile

·        Personification

·        Alli titration
 54

Let's Practice!

Intro
like anyone would be
i am flattered by your fascination with me
like any hot blooded woman
i have simple wanted an object to crave
Verse
but you you're not allowed
you're uninvited
an unfortunate slight
Chorus
must be strangely exciting
to watch the stoic squirm
must be somewhat heartening
to watch shephered meet shepherd
Verse
but you you're not allowed
you're uninvited
an unfortunate slight
 Intro
like any uncharted territory
i must seem greatly intriguing
you speak of my love like
you have experienced love like mine before
Chorus
but this is not allowed
you;re uninvited
an unfortunate slight

Verse

i don't think you unworthy

i need moment to deliberate

WHAT IS THE MEANING OF THE SONG ABOVE?

Every woman would be flattered by a nice attractive man who always gives special attention to the
woman. She is doubt with this situation perhaps every woman would be in same feeling like what she
earned. She must be deliberate whether it would be good or bad for her life.

WHAT IS THE MORAL VALUE OF THE SONG?

 We should not be persuaded easily with all the persuasion or seduction that given to us although we
need its We should deliberate it whether it is good or bad for her life.
 55

Makna lagu Uninvited ( Meaning )

Lagu uninvited yang dinyanyikan oleh Alanis Morrissette mempunyai makna atau menceritakan tentang
kisah cinta seoraang wanita,dia berkata bahwa dia juga sama seperti wanita pada umumnya yang akan
tersanjung bila terdapat seorang pria yang tertarik padanya dan menyukai perhatian khusus yang
diberikan padanya.Namun pria tersebut bukan yang diinginkanya,bisa saja pria tersebut adalah kriteria
semua orang namun pria tersebut bukanlah kriteria wanita itu.Karena akan jadi masalah apabila semua
orang menyukai pria itu.Sehingga wanita tersebut tidak mengijinkanya untuk hadir dalam
kehidupanya,semua itu biarlah menjadi sebuah godaan kecil yang menghiasi hari wanita tersebut di
masa lalu.Hal ini dapat kita lihat melalui lagu ununvited pada bait berikut.

Like anyone would be

I am flattered by your fascination with me
Like any hot-blooded woman
I have simply wanted an object to crave
But you, you're not allowed
You're uninvited
An unfortunate slight

Kemudian wanita itu berfikir bahwa pria itu pasti sangat senang melihatnya menggeliat karena tak bisa
menahan rayuan dari pria itu.kalimat To watch shepherd need shepherd bukanlah diartikan melihat
pengembala yang butuh pengembala namun merujuk pada pria tersebut yang seorang pemain
membutuhkan tantangan dari pemain lain seperti wanita tersebut.Tetapi,wanita itu dengan tegas
menolak kehadiran pria itu dari kehidupanya.Apabila wanita tersebut tetap terus bersamanya dia takut
kesialan akan menimpanya.Hal ini dapat kiata lihat dari lagu ununvited pada bait berikut.

Must be strangely exciting

To watch the stoic squirm
Must be somewhat heartening
To watch shepherd need shepherd
But you you're not allowed
You're uninvited
An unfortunate slight.

Wanita yang sebelumnya belum pernah mempunyai pasangan pastilah membuat pria penasaran dan hal
yang menyenangkan untuk menjelajahi pribadinya.pria itu berbicara seolah-olah dia pernah mengalami
cinta yang dialami oleh wanita itu.Padahal wanita itu belum perna menyerahkan cintanya pada siapapun
termasuk pada pria itu.Dan sekali lagi dengan tegas menolak pria itu,pria tersebut tak pernah
diundangnya dalam perjalanan hidup dan cintanya.Hal ini dapat kita lihat dari lagu ununvited pada bait
berikut.

Like any uncharted territory

I must seem greatly intriguing
You speak of my love like
You have experienced love like mine before
But this is not allowed
You're uninvited
An unfortunate slight.

Inti dari lagu adalah menerangkan bahwa bukan tentang diri pria tersebut ataupun karakternya.Ini
semua hanya tentang wanita itu yang tak mau menerima keberadaan pria itu dalam hidupanya.Bukan
 56

karena pria itu tak layak baginya,namun hanya butuh waktu untuk mempertimbangkan semua itu
hinnga wanita itu selesai berfikir.Hal ini dapat kita lihat dari isi lagu uninvited pada bait terakhir berikut.

I don't think you unworthy

I need a moment to deliberate

our life
Pesan moral (Moral value)

            Lagu ini memiliki nilai atau pesan bahwa kita jangan sampai hanyut atau terbuai dengan segala
macam rayuan atu bujukan yang ditujukan pada kita.Meskipun pada saat itu kita sangat membutuhkan
hal tersebut kita harus tetap tegas mempertimbangkan apa yang baik dan apa yang buruk bagi
kehidupan kita.

Kelebihan dan Kekurangan dari lagu Uninvited

Dalam memberi penilain terhadap lagu ini saya memposisikan diri saya sebagai pendengar atau
penikmat lagu ini.Brikut penilaian kelebihan dan kekuragan lagu Uninvited.

·   Kelebihan

1.  Lagu ini memiliki irama yang indah untuk didengarkan.

2.  Lagu ini memiliki lirik dan musik yang mudah diingat.

3.  Lagu ini memiliki pesan moral yang penting.

4.  Makna yang terkandung dalam lagu ini sangatlah dalam.

5.  Lirik dari lagu ini sangat indah karena dipenuhi kata kias.

6.  Pembawaan lagu oleh penyanyinya penuh penghayatan.

·   Kekuranagan

1.  Sulit dalam memahami isi dari lagu karena banyaknya kata kias.

2.  Butuh referensi dari sumber lain untuk mampu memahami makna lagu.

3.  Pronounciation sulit dimengerti bagi masyarakat awam apabila tanpa melihat lirik langsung.

KELAS XII

CHAPTER 21

HomeCAUSE AND EFFECT

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CAUSE AND EFFECT

Topik Pilihan:

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Objectives
through this section, you will learn how to use cause and effect and also referents

Welcome to study English

In this series, we are going to talk about cause and effect relationships
Listen to someone who talks about Global Warming.
Try to Brainstorming, Note-taking, and developing ideas for the topic below!

Learn about it!

Let's watch this video!

What is the speaker talk about?

....................
By doing brainstorming, you can determine general information about the text.

What are the causes of global warming?

..................
you see in the clip car, factory waste, and cutting down trees

you can find specific information by doing a note-taking. It is very essential during the
 58

listening task.

Now its time for you for explaining what is global warming?
................
By developing ideas you will able to explaining what global warming is.

Here is the script for that clip.

Read the text then make cause and effect sentences!

So, what is global warming? It’s the result of billions of decisions. It's caused by decisions made by
individuals-like driving big cars rather than small cars. And it's caused by decisions made by
corporations and nations, like dumping waste into the atmosphere.

Nature is already responding to global warming. There have been changes in global weather
patterns.

Trees are flowering earlier. Birds are laying eggs earlier. Butterflies are moving up hills.

What is global warming? It's the result of billions of individual decisions. You can't manage that at
the scale of the individual.

Managing the atmosphere has to take at the global level. That's why it needs international
agreement.

OK, so you read the text about What global warming is.

What has caused global warming?

You read 'gases in the air, cars, factory waste, and people cutting trees down. So if you made notes,
you would get an idea these were the thing causing global warming.
Global warming is caused by people using cars, and people dumping waste into the atmosphere.

Now let's look for some of the effects

Driving cars causes air pollution.
 59

The others example are

1. Global warming is the result of a billion decision
2. A billion decision lead to Global warming
3. Global warming is caused by dumping waste into the atmosphere
4. Dumping waste into the atmosphere leads to global warming
5. Birds are laying eggs earlier is the result of global warming
6. Birds are laying eggs earlier is the effect of global warming

To express cause and effect we can use some logical connector

such as SO...THAT/ SUCH ...THAT. Here are the examples

Managing the atmosphere in the scale of the individual is SO difficult that ways we need
international agreement.

It is such a serious problem that ways we need international agreement.

we can use this pattern SO + ADJECTIVE/ADVERB + THAT

The sky of Jakarta is so dark that the factories are dumping waste into the atmosphere

we will try to use this pattern SUCH + NOUN + THAT

It is such a serious problem that ways we need the international agreement
 60

let's play game "Click Here"

You could practice how to use cause and effect relationship in

this order.

Traditionally, the UAE’s economy has been completely reliant on oil within the past 15 years,
however, its economy has diversified. Some believe that the UAE’s economy will collapse if Abu
Dhabi runs out oil and some refute this. This point of view will be discussed in this order.

It is believed by some that if Abu Dhabi runs out of oil the UAE’s economy would fall apart.
An idea that supports this is the historical fact that the UAE’s economy has been almost completely
dependent on its capital oil reserves. It can be argued that this history will remain true in the future.
Thus, it is clear why some people gravitate towards this point of view.

On the other hand, many argue that Abu Dhabi’s oil reserves are not the only industry
upholding the UAE’s economy, for example, industries such as tourism and construction has gained
a very strong foothold in the Emirate’s economy. Thus, these industries can be expected to support
the UAE’s economy the absence of oil. It is clear why many supported this claim.

For reason related to history and recent developments, the issue of economic stability in the
UAE without the support of Abu Dhabi’s oil is supported and refuted by many. However, after
analyzing these two points of view, it is clear that the historical condition in the Emirates has
changed. Thus, the argument that the UAE’s economy would fall apart without the support of Abu
Dhabi’s oil cannot be supported and is expected to be never be realized. It can be recommended
that keep trusting to the UAE’s economy with or without supported by Abu Dhabi’s oil reserves.

Vocabularies

1. reliant= terkantung

2. diversified = beragam

3. collapse = runtuh

4. upholding = mengangkat

5. refuted = menolak/menyangkal

6. gained = mendapatkan

7. foothold= pijakan

8. never be realized = tidak pernah terwujud

9. thus = sehingga/demikianlah
 61

10. keep trusting = tetap mempercayai

                           Ok let's focus to this sentence

Abu Dabi oil's reserves cause a drop in the UAE's economy

                          we also can say

Abu Dabi's oil reserves lead to the drop of the UAE's economy

Abu Dabi oil's reserves result in the drop of the UAE's economy
The drop of the UAE's economy is the effect of Abu Dabi's oil reserves
The drop of the UAE's economy is the result of Abu Dabi's oil reserves
The UAE's economy is such the drop that Abu Dhabi's oil reserves.
The UAE's economy is so weak that Abu Dhabi's oil reserves.

the above sentences are how to express cause and effect, you can reverse the sentence
 x....causes ....y
or
y....is the effect of x

after you studied about cause and effect expression, let's we practice our skill in determining fact
and opinion, lets we focus on this sentence.

It is believed by some that if Abu Dhabi runs out of oil the UAE’s economy would fall apart.

the above sentence using the auxiliary modal verb would

other modal verbs are will, can, could, may, might, must, ought to, have to

1. would to stating an opinion

It is believed by some that if Abu Dhabi runs out of oil the UAE’s economy would fall apart.
2. will to state fact, the example is
Global warming will make the birds are lying egg earlier
could to state an opinion
Without Abu Dabi's oil reserves, UAE's economy could survive
"can" for stating fact vs "could" for stating an opinion

STUDY TIPS

You can make your writing style more interesting by using referents and, thereby, avoiding
repetition of nouns, which would make your writing monotonous. Remember using referent is an
essential writing skill for many Writing Task. Compare these two styles of writing.
 62

Referents are words, which refer back to something that has been mentioned before. They not only
add variety to your writing and speaking but also provide cohesion.

A number of referents can be identified:

Personal Pronouns
I, you, he/she, it, we, they, one, etc.
Demonstrative Pronouns
this, that, these, those
Possessive Adjectives
my, you're, his, her, their, on's, its. our
and here's the example of the referents.
What is global warming? It's the result of billions of individual decisions. You can't manage that at
the scale of the individual.

The word 'It's' refers to global warming and the word 'that' refers to global warming.

OK, that all for today. Hope to keep enjoying your study and study English!

CHAPTER 22

ADJECTIVE CLAUSES

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Objective of Studies
In this meeting we are going to study about the adjective clause in spoken and written. After this
meeting, the students are expected

         Able to identify and use the relative pronouns such as that, which, who, whom, where spoken or
written;

Learn About It!

Today we’ll look at some words that cause a lot of confusion, the relative pronouns that, which, and
who, and then we’ll do some pronunciation practice.

Video 1

OK, let’s focus on this clip

My sister, who is a professor of French, lives in Paris.

The above sentence uses relative pronoun who , if you wonder about this topic you may ask some
questions relate to this one.

Do you understand?
How to use relative pronoun? let’s watch this clip.

Video 2

Here are the scripts of the conversation.

People have always been fascinated with death. Most of the mysteries that you see on television, the
film that you see, involve murder in one kind or another.

Crocodiles are one of the last remaining dinosaurs and the idea of a crocodile coming out of the water
and grabbing somebody is absolutely riveting.
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I read about the death of the German tourist who was taken by a crocodile. It didn’t put me off coming
to the Northern territory, quite the opposite in fact.

I think the NT is famous for its crocodiles and probably quite famous for its crocodiles attack and that
tourist who come here would like to be, of feel as though they were, involved in that danger.

Tourist want to have a story to take home and if they can say that they were in the Northern Territory
where the German tourist was taken by the croc, then it adds to their own adventure.

Most of the mysteries ‘that’ you see on TV involve murders.

I read about the death of the tourist ‘who’ was taken by a crocodile.

Relative pronouns are used to introduce adjective clauses

 a.   I read about the death of the tourist who was taken by a crocodile.

 b.   …. tourist (NOUN) who was taken by a crocodile (ADJECTIVE CLAUSE)
The tourist is subject. The ‘who clause’ gives more information
here are other example:

But how do we choose between who, which or that?

Well the relative pronoun WHO is only used with people

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WHICH is only used with thing

THAT is usually only used with the thing as well. Sometimes, in informal language, it can refer to people.

Let’s play game

CHAPTER 23

HomeADVERBS (PART OF SPEECH)

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ADVERBS (PART OF SPEECH)

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OBJECTIVE OF STUDY

LEARN ABOUT IT!

EPISODE 5

Ms Carrol : You have to run five kilometres.

Debbie : Five kilometres! We have to run five kilometres?

Ms Carrol : Yes, that's right.

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Jass : It's not very far, Debbie.

Debbie : It is for me! I don't usually run at all.

Joel : I've seen you run to catch a bus.

Debbie : That's different.

Well, as I say, this is a compulsory part of the Community Award

Ms Carrol : scheme. You have to run five kilometres in under an hour.

Joel : That's not running. That's jogging.

Ms Carrol : So it'll be easy for you, Joel. But I suggest you all do some training.

Debbie : It's easy for you but I hate sport. I've no idea what to do.

Pete : Actually, Debbie, I'm not really into sport either.

Pete : Running is too much work for me.

Debbie : That makes two of us. I bet Jess and Joel are brilliant at it.

Pete : Yeah. I know. Why don't we help each other? Let's train together.

Debbie : Really? Well, OK, I suppose we have to train.

Debbie : So, yes, let's do it together.

Pete : Great.

Debbie : When shall we start?

Pete : Tomorrow?

Debbie : Yeah. Come round to my place.

Pete : OK.

Debbie : Hi! Just a minute.

Pete : OK.

Debbie : Now what?

Pete : We run.

Debbie : OK. But not too fast, all right?

Pete : We run very slowly

Pete : What's the matter?

Debbie : I've got this pain. Ugh! Let's walk for a bit.

Pete : Yeah, all right. No one's watching us!

Pete : We need to start running again in a bit.

Pete : Same time tomorrow?

Debbie : Do we have to?

Pete : Well, it's best to do a bit each day, really.

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Debbie : Yeah, suppose so. See you tomorrow.

Pete : See you.

Pete : Now what?

Debbie : My foot hurts.

Debbie : You go on.

Pete : No, it's all right. I'll wait for you.

Debbie : No, you'll train much better on your own, Pete.

Pete : But what about you?

Debbie : I'll be fine.

Debbie : I can look after myself.

Pete : OK.

Joel : Hi Pete. Are you ready for the run tomorrow?

Pete : I've done some training. But I'm not sure about Debbie.

Joel : She hates running, doesn't she?

Pete : Five kilometres? I don't think she'll manage one.

Jass : Let's all run together as a group.

Debbie : But you and Joel are good runners. I'll just hold you up.

Pete : Yeah, me too. We'll probably stop you getting your award.

Joel : No you won't. It's more fun running together. Anyway, it's not a race.

Ms Carrol : Well done, everyone!

Jass : Good run, Debbie.

Joel : You did really well.

Debbie : Thanks. Yeah, I'm pleased.

Pete : That was amazing. How did you do it?

Debbie : I trained.

Pete : But...?

Debbie : Every day, just like you said.

Debbie : I don't let people down, you know.

Debbie : Come on, let's go and celebrate. Race you to the café!

“To be continue”

             

Let’s Focus on this clip

'We run very slowly' very slowly in this sentence is an adverb. adverbs is a modifier. The other modifier
is adjective. If we compare a sentence such as the machine of the car. The modifier is the accessories of
the car. The function if to modify. let's take a look with this sentence
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I RUN
I RUN slowly (adverb)
I (subject: noun) run (predicate: verb)....NOUN AND VERB are the main part of speech if we
compare to the car, it is the machine of the car while 'slowly' is the modifier or the accessories of
the car. Let's see the pattern below

adjective modify noun =a slow run

adverb modify verb= run slowly

a dramatic increase (adj + noun)

increase dramatically (verb + adverbs)

a slow drop= sebuah penurunan yang lambat

dropped slowly menurun dengan lambat

Kata Keterangan dalam Bahasa Inggris (Adverb)

Di dalam bahasa inggris, untuk memberikan keterangan kepada kalimat, kita harus
menggunakan Adverb. Penggunaan dari Adverb sendiri dibagi menjadi delapan jenis, berikut ini
penjelasan dari macam-macam adverb-adverb beserta contoh adverb.

Macam-Macam Adverb (kata keterangan dalam bahasa inggris) Penjelasan dan Contohnya

1. Adverb of manner
Kata keterangan dalam bahasa inggris (Adverb) jenis ini digunakan untuk memberikan penjelasan
tentang cara. Maksudnya adalah ketika kita hendak menyatakan proses terjadinya sesuatu atau
bagaimana keadaan suatu hal, maka kita menggunakan adverb jenis ini. Dalam adverb of manner, kata
“How” bisa digunakan sebagai pertanyaan atas jenis adverb ini. Pada jenis kalimat transitive, adverb of
manner tidak digunakan ditengah kalimat sebagai contoh bila mengatakan “she drives the car carefully”
tidak “she drives carefully the car”.

Berikut ini adalah contoh kalimat adverb of manner dan artinya.

Contoh Adverb of manner Artinya

Fast Dengan cepat

Beautifully Dengan cantiknya

Fluently Dengan fasihnya

Happily Dengan gembira

Hard Dengan susah payah

Contoh kalimat:

1.    My car runs fast. (mobilku melaju dengan cepat)

2.    His father speaks English fluently. (ayahnya berbicara bahasa Inggris dengan fasihnya)

3.    My brother does his homework well. (saudara laki-lakiku mengerjakan PR nya dengan baik)

4.    She celebrates her birthday happily. (dia merayakan hari ulang tahunnya dengan gembira)

2. Adverb of Place and Direction

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Adverb jenis ini digunakan untuk menyatakan tempat dan arah suatu kejadian atau suatu benda. Dalam
adverb of place and direcion, kata tanya yang dapat digunakan untuk mendapatkan jawaban adalah
“where”. Dibawah ini adalah contoh dari beberapa adverb of place and direction.

Contoh Adverb of place and

direction Artinya

Here Di sini

There Di sana

Above Di atas

Below Di bawah

Somewhere Di suatu tempat

Contoh kalimat:

1.    I put the lamp above the table. (saya meletakkan lampu diatas meja)

2.    Here, we can feel a piece. (disini, kami bisa merasakan kedamaian)

3.    They will go to Jakarta (Mereka akan pergi ke Jakarta besok)

4.    Dinda was already there. (Dinda baru saja disana)

3. Adverb of time
Kata keterangan dalam bahasa inggris jenis ini digunakan untuk menyatakan waktu. Maksudnya adalah
adverb of time digunakan oleh para penggunanya untuk menyatakan waktu dari suatu kejadian atau
sebuah kegiatan (aksi). Dalam penggunaannya, kata Tanya “when” dapat digunakan untuk menerima
pernyataan ini. Berikut ini beberapa contoh dari adverb of time.

Contoh Adverb of time Artinya

Already Sudah

Now Sekarang

Recently Baru-baru ini

Ago Yang lalu

Since Sejak

Contoh kalimat:

1.    Harry is drinking a cup of coffee now. (Harry sedang minum secangkir kopi sekarang)

2.    He has studied English since at Junior high school. (Dia sudah belajar Bahasa Inggris sejak SMP)

3.    They always drink a glass of milk before going to school. (mereka selalu minum segelas susu sebelum
pergi ke sekolah)

4.    I have done this work for a week. (saya sudah mengerjakan pekerjaan ini selama satu minggu)

4. Adverb of Degree
Penggunaan dari Adverb of degree adalah menerangkan verb, adjective, atau adverb lain pada
kalimat. Contoh adverb of degree berdasarkan posisi dan maknanya adalah sebagai berikut.

Fungsi dan posisi Contoh adverb of degree

 71

Menerangkan verb:

Setelah verb
Di antara aux verb dan verb Completely
utama Totally
Setelah verb utama Strongly

Menerangkan adjective:

Sebelum adj Very

Sebelum dan sesudah adj So … that
Sesudah adj Enough

Menerangkan adverb:

Sebelum adv So
Sebelum dan sesudah adv Too … to
Sesudah Enough

Contoh kata adverb of degree: very (sangat), enough (cukup), rather (agak), quite (agak), extremely
(teramat ekstrem), completely (seluruhnya), hardly (hampir tidak), fairly (agak), nearly (hampir), dan
pretty (cukup).

Contoh kalimat:

1.    My father is very angry with him. (ayahku sangat marah dengan dia)

2.    Our work has completely (pekerjaan kami sudah selesai seluruhnya)

3.    Her personality is good enough. (kepribadiannya cukup baik)

5. Adverb of Frequency
Adalah adverb yang digunakan untuk menerangkan tingkat keseringan dalam melakukan suatu kegiatan
atau peristiwa. Adverb of frequency dibagi menjadi adverb of quantity dan adverb of number.  Berikut
adalah penjelasan keduanya:

Adverb of quantity Artinya

Always Selalu

Often Sering

Frequently Seringkali

Adverb of number Artinya

Once Sekali

Times Beberapa kali

Contoh kalimat:

1.    He always smile to everyone. (dia selalu tersenyum terhadap semua orang)

2.    Aldi frequently visit to his grandmother’s house. (Aldi seringkali berkunjung ke rumah neneknya)

3.    Hanik has studied mathematics three times a day. (Hanik sudah belajar matematika tiap kali sehari)

4.    Mutia has gone to Surabaya twice a week. (Mutia telah pergi ke Surabaya dua kali seminggu)

6. Adverb of Interrogative
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Adverb ini adalah adverb yang digunakan sebagai pertanyaan. Contoh:

1.    Interrogative adverbs of Time: how early, when, how soon, h Interrogative Adverb dibagi menjadi dua
sifat, yang pertama adalah countable dan uncountable. Countable berarti benda-benda yang dapat
dihitung. Sedangkan uncountable adalah kata-kata yang tidak bisa dihitung. Air adalah contoh dari
“much” dan apel adalah contoh dari “many”.ow long, etc.

2.    Interrogative adverbs of Place: where

3.    Interrogative adverbs of number: how many, how much and how often

4.    Interrogative adverbs of manner: how

5.    Interrogative adverbs of degree: how far and how high

6.    Interrogative adverbs of reason: why

7. Relative Adverb

Penggunaan kata keterangan dalam bahasa inggris ini adalah untuk menggabungkan antara main clause
dengan adjective clause. Sebagai contoh adalah “Do you know the place where she is going?” Kata
“where” digunakan sebagai penghubung untuk menerangkan tempat seorang perempuan akan pergi.

CHAPTER 24

ONDITIONAL SENTENCES TYPE 1,2,3

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Conditional Sentences Type 1

Objectives
• Learners are able to understand the use of conditional if (type I) in sentences
• Learners are able to guess possible result from certain present condition or do logical reasoning.

Learn about it!

Look at the following statements and learn what they mean:

If the voters are not satisfied, the election will likely be repeated.

 73

The above sentence means that re-election will likely be done if the voters are not happy with the result.

If the oil price keeps raising, other prices will increase immediately.

The above sentence means that prices of other products will improve very soon if the oil price keeps raising.

If she keeps studying hard, she will pass the exam with good results.

The above sentence means that she will pass the examination with good results if she keeps studying hard.

Conditional Sentences Type 1 is used to make prediction that may happen in the future when certain condition
is fulfilled in the present. The predicted situation is as the most possible result to occur. However, when the
present condition cannot meet the requirement, the future result won’t exist.

Conditional sentence has two parts: the ‘if clause’ and the main clause. The ‘if clause’ belongs to the present
condition that needs to be fulfilled and the main clause belongs to future condition that occurs as the result.

The pattern can also be switched. So, the main clause comes first and then followed by the IF clause.

Keypoints
 Conditional If (type I) is used to make prediction that may happen in the future when certain condition is fulfilled in
the present.
 The pattern is If + Simple Present for the if clause, and followed by main clause in future tense (will).
 You need to put a comma when the if clause comes first, but you don not need one when the main clause comes
first.

Conditional Sentence Type 2

 74

Objectives
Understand the meaning, form, and use of type 2 conditional sentences in the daily life context.

Learn about it!

You have already learned about type 1 conditional sentence in the previous lesson. In this lesson you will learn about type 2
conditional sentence in daily life context.

Understanding the Meaning of Type 2 Conditional Sentence

Type-2-conditional sentences are commonly used to talk about unreal and impossible conditions. It is called as unreal
condition because there is no possibility that the condition stated in the sentence will happen. The sentence is on the
contrary with the facts. You may ever imagine at present time about something that is impossible to happen.

Read the following example:

You want to go hiking, but your parents do not allow you to go because of bad weather. Or you imagine you go to the moon and
build a satellite tower there, but in fact you are only common student so it is impossible to happen at present time.

Form of Type 2 Conditional Sentence

Conditional sentence consists of two clauses namely main clause and if clause. You can put the main clause as the first clause
or in the second clause. Therefore, it’s not important which clause comes first. The tense in the 'if' clause is the simple past,
and the tense in the main clause is the present. However, making type 2 conditional sentence requires to present the fact. It
happens at the present time.
To construct second conditional sentence, you should pay attention to the form below:

      IF + PAST TENSE, SUBJECT + WOULD + BARE INFINITIVE

Example:

1.     If he had a lot of money, he would buy a car.

It means that he doesn’t have much money and he couldn’t buy a car.

2.     If you brought an umbrella, you would not get wet.

It means that you get wet because you do not bring umbrella.

3.     If I were Agnes Monica, I would be famous.

It means that I am not Agnes Monica and I am not as famous as her.

The sentences above explain how you try to imagine do something is contrary with the facts.

Let's think!
If the “if” clause comes first, you should use a comma. You don’t need
to put comma if the “if” clause comes second.

Conditional Sentences Type 3

Objectives
Understanding meaning, structure, and usage of conditional sentences type 3 in daily activity.

Learn about it!

 75

Function
Have you ever regretted about things you did or did not do in the past?
Sometimes in life, we wish that something would have happened differently from reality.

To express this kind of situation in English, there is a certain sentence called ‘conditional sentence (type 3)’. This is
what you are going to learn from this lesson.

Take a look at the following example:

If she had studied law in college, she would have become a lawyer.
‘If she had studied law in college’ means she did not study law in college.
And ‘she would have been a lawyer’ means she is not a lawyer.
The sentence tells us that it is impossible for her to become a lawyer now because she did not study law in college.

Conditional sentence type 3 is used to express an impossible situation and its probable result in the past.

The situation is unreal because it did not happen. This type of conditional expresses the contrary of the reality and
most of the time it implies regret. Read another example below.

If I had eaten breakfast, I would not have fainted.

The sentence says “If I had eaten breakfast”, in reality ‘I did not eat breakfast’.
“I would not have fainted” means that in reality ‘I fainted’. The sentence implies ‘my regret for not having
breakfast’.

Conditional sentence is divided into two clauses: ‘IF CLAUSE’ and ‘MAIN CLAUSE’.

 ‘IF CLAUSE’ is the clause with the word ‘if’. It usually indicates the condition.
 ‘MAIN CLAUSE’ is the rest, the clause without ‘if’. It usually indicates the result. Take a look at the following
example:
I would have won the contest if I had practiced more often.
The main clause “I would have won the contest” indicates the probable result of the condition. The condition itself
is indicated by if clause, “if I had practiced more often”. The real situation is I did not win the contest and I did not
practice more often.

Form
The verb that is used in conditional type 3 is in ‘past participle’ form.
Look at the previous examples:

1. If she had studied law in college, she would have become a lawyer.

2. If I had eaten breakfast, I would not have fainted.
3. I would have won the contest if I had practiced more often.
 The verbs in the first example are ‘studied’ which is past participle of study, and‘become’ which is past participle of
become.
 The second one are ‘eaten’ which is past participle of eat, and ‘fainted’ which is past participle of faint.
 The last ones are ‘won’ which is past participle of win; and ‘practiced’ which is past participle of practice.
The ‘IF CLAUSE’ is always written in past perfect tense. While the ‘MAIN CLAUSE’ is always written in perfect
conditional.
Look at the ‘IF CLAUSE’ in example number 1: after the SUBJECT (She) there is always ‘had’ with ‘past participle
verb’ (studied), so the ‘IF CLAUSE’ is If she had studied.
Look at the ‘MAIN CLAUSE’ in example 1: after the SUBJECT (she), there is ‘would have’ with ‘past participle verb’
(become), so the sentence is she would have become.

The verbs in both clauses are always in past participle.

‘IF CLAUSE’ can be written first and ‘MAIN CLAUSE’ next or vice versa. It would not change the meaning.

          IF CLAUSE: IF + (Subject) + had + past participle

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          MAIN CLAUSE: IF + (Subject) + would have + past participle

CHAPTER 25

HomeGrammar Review: Conjunctions And Linking Words (Curiosity, Arguments, And Possibilities)

GRAMMAR REVIEW: CONJUNCTIONS AND LINKING WORDS (CURIOSITY,

ARGUMENTS, AND POSSIBILITIES)

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Grammar Review: Conjunctions and Linking Words (Curiosity, Arguments, and Possibilities)

Objectives

1. Comprehend the use of conjunctions and linking words by identifying them in a text.
2. Able to use conjunctions and linking words in expressing curiosity, arguments, and
possibilities in daily contextual use.

Learn about it!

In this lesson, you are going to learn about conjunctions and linking words. Conjunctions and linking
words basically have the same function. They exist to connect thoughts or ideas. So, what is the
difference? You will find it in the following explanation.

Conjunctions

Conjunctions are the words that join parts of a sentence. It joins words or phrases together in one
sentence, for instance:

1. Tantri wants to play for the regional competition, but she has trouble meeting the academic
requirements.
2. The snow melted because the sun came out.
Coordinating Conjunctions
Coordinating conjunctions are used to join two words or clauses in a sentence, that are
grammatically equal. The words that belong to coordinating conjunctions are ‘and, but, for, nor, or,
so, yet.’ It may help you to remember that coordinating conjunctions are usually shorter than four
words. To make it easier, just remember coordinating conjunctions as
FANBOYS (For And Nor But Or Yet So).

Example:

 How do you manage your time between work and family?

 People complain loudly about the traffic jam, yet they drive their own car every day.
 He thinks he will be promoted as a general manager, for his father is on the company’s board of
directors.
Subordinating Conjunctions
Subordinating conjunctions have the function to join the dependent clause to the main clause. This
will allow the writer to emphasis on the idea that is more important. Subordinating conjunctions
will show you which idea is more important and which is less important, for instance:

 The tension between China and the USA began to ease after the two parties signed the agreement.
 I could study in Europe if I got the scholarship.
The underlined clause, the clause with the subordinating conjunction, is called the subordinate
clause. This clause is dependent on the main clause, which is the clause without the subordinating
conjunction, and this is the less important one. The more important idea is shown in the main
clause or the independent clause. So, in the examples above, which clause is more important?
 78

c. Correlative Conjunctions
This type of conjunctions should combine themselves with other words. They should always be
together to join various parts of a sentence. The following table is the list of correlative
conjunctions.

Example:
- It doesn’t matter whether you win this competition or lose it, as long as you do your best.
- The smoke of the cigarette endangers not only yourself, but also those around you.

EXPRESSING CONTRAST (however, but, nevertheless, still, whereas and yet)

Learn About It!

 79

Today we will practice using ‘hyphens’ in words, and talk about showing contras using the word
‘despite’, ‘although’ and ‘but’

Let’s read the text below!

685 kilometers north of Adelaide on the Oodnadatta Track is Marree. When the old Ghan railway
closed in the 1980s it just about vanished off the map.

But despite the isolation and the population dwindling to just 80, and out-of-towner is now making
a million-dollar investment.

Robynne Taylor bought the 120-year-old pub three years ago and is about to build a two-storey
guesthouse next door.

Let's focus on this sentence

Despite the isolation and population dwindling to just 80, and out-of-towner is no making a million-
dollar investment.

Despite is one of expression to show contrast, the others are however, nevertheless, still,yet,
whereas, although,though, event if, even though, in spite of and despite. How to use these
expression will be explained in this order.

Do You Understand?

EXPRESSING CONTRAST: however, but, nevertheless, still, whereas and yet These sentence
connectors are used to emphasize the fact that the second point contradicts the first.
 80

HOWEVER : Katty couldn't cash her paycheck However, she managed to buy a new TV set. 
BUT: Oscar had a ticket, but he didn´t go to the game

NEVERTHELESS: There was little chance of success; nevertheless, they decided to perform the
surgery.

STILL He is rich. Still, he leads a miserable life.

YET: Edison dropped out of school at an early age, yet he became a famous inventor

WHEREAS. Tom thinks we´re ready to begin whereas Lisa thinks we have to wait

EXPRESSING CONTRAST: although, though even if and even though We use them to connect
contrasting ideas introducing a dependent clause

ALTHOUGH : Although it rained a lot, we enjoyed our vacation

THOUGH Maria didn´t receive a scholarship though she is an excellent student

EVEN IF: Even if you take a taxi, you'll still miss your train

EVEN THOUGH: Even though the weather was bad, the ship departed

EXPRESSING CONTRAST: despite, in spite of We use them to contrast ideas. They must be followed
by a noun phrase or an –ing form

IN SPITE OF: In spite of being a millionaire, he is very mean

DESPITE: Despite the doctor´s advice, he played football last week.

Key Points

In conclusion, we can say that linking words exist to connect the ideas between sentences or
paragraphs. Some conjunctions can function as linking words as well. You can use the following list
to help you.
 81

CHAPTER 26

HomeDiscussion Text

DISCUSSION TEXT

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 Discussion text

Objectives
In this lesson, you will learn about how to understand the Definition, Generic structure, social function of
discussion text.

Learn about it!

Do you ever discuss??? Huh, I’m sure my friends must be familiar with the discussion and
often do it. We often discuss to find a solution to a problem faced. In the discussion, of
course, there are pros and cons. Because the discussion is actually to get consensus or
agreement from others. We do discussion not only in the world of education but we also
often discuss for small things like asking for opinions. Well, actually one of the English
genres of text that is Discussion Text brings the same discourse as when we discuss
something.

When we discuss a matter, of course in our discussion there are various

arguments/opinions. Likewise in Discussion Text, this text has two different opinions; one,
agreeable opinion and, two, disagreeable opinions. Therefore we must have a broad view of
a problem if we want to make a discussion text.

For more details, let’s one by one discuss what we should understand in studying Discussion
Text.

Definition of Discussion Text

Discussion is a process of finding common ground between two different thoughts, views or
opinions. And discussion text can be defined :

Discussion text is a text which presents a problematic discourse. This problem will be
discussed from different viewpoints. Discussion is commonly found in philosophical, historic,
and social text. In other word, Discussion is a kind of genre used to present (at least) two
points of view about an issue.

General structure of Discussion Text

– Issue: stating the issue which is to discussed
– Argument pro: presenting the point in supporting the presented issue
– Argument cons: presenting other points which disagree to the supporting point
– Conclusion/recommendation: stating the writer’ recommendation of the discourse
 83

Purpose of Discussion text

– To present two points of view about issues or problems.
– To present arguments from differing points of view about the issue or problem..

Language feature of Discussion text

– Introducing category or generic participant
– Using thinking verb; feel, hope, believe, etc
– Using contrastive conjunction; however, on the other hand, but, in other side, although,
etc
– Using modalities; must, should, could, may, etc
– Using adverbial of manner; deliberately, hopefully, etc
– Simple present

Do you understand?
1.    Definition of Discussion

Discussion is a text which presents a problematic discourse. This problem will be discussed from
different viewpoints. Discussion is commonly found in philosophical, historic, and social text.

2.    Generic Structure of Discussion

         Statement of the issue; stating the issue which is to discussed

         List of supporting points; presenting the point in supporting the presented issue

         List of contrastive point; presenting other points which disagree to the supporting point

         Recommendation; stating the writer' recommendation of the discourse

3.    Language Feature of Discussion

         Introducing category or generic participant

         Using thinking verb; feel, hope, believe, etc

         Using additive, contrastive, and causal connection; similarly, on the hand, however, etc

         Using modalities; must, should, could, may, etc

         Using adverbial of manner; deliberately, hopefully, etc

4.    Examples and structures of the text

Homework

Issue I have been wondering if homework is necessary.

 84

I think we should have homework because it helps us to learn and revise our
work.
Statement of
issue and Homework helps people who aren’t very smart to remember what they have
Preview learned. Homework is really good because of it helps with our education.

But, many times, doing homework is not a great idea. I think we shouldn’t
have homework because I like to go out after school at a restaurant or the
movies. Sometimes homework is boring and not important.
Statement of
various I think homework is bad because I like to play and discuss things with my
viewpoints family.

Example of Discussion Text

The Advantage and Disadvantage of Nuclear Power

Nuclear power is generated by using uranium which is a metal mined in various part of the world.
The first large scale of the nuclear power station was opened at Calder Hall in Cumbria, England in 1956.

Some military ships and submarines have nuclear power plants for the engine. Nuclear power
produces around 11% of the world's energy needed and produces huge amounts of energy. It causes no
pollution as we would get when burning fossil fuels. The advantages of a nuclear plant are as follow:

 It costs about the same coal, so it is not expansive to make.

 It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.
 It produces huge amounts of energy from small amount of uranium.
 It produces small amount of waste.
 It is reliable.
On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for
many years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money
has to be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.
People are increasingly concerned about this matter. In the 1990's nuclear power was the fastest
growing source of power in many parts of the world.

Note on the Generic Structure of Discussion Text

Discussion is a process to find the meet point between two different ideas. It is important to to get the
understanding between the two differences. In many social activities, discussion is the effective way to
calm down any friction and difference in thought, perception and recommendation.

This example of discussion text present the two poles, between the advantage and disadvantage of
using nuclear plant to fulfill the energy needed. It is a case which need to be talked and discussed from
two points. They are represented in the generic structure which is used:

Stating the Issue: In the first paragraph, it is stated that using nuclear power can be the choice in
fulfilling the needed energy.

Supporting Point: In the second paragraph, it is presented the advantages of nuclear power plant to be
used as the source of the world's energy needed

Contrastive Point: The third paragraph shows the balance. It gives the contradictory idea in using
nuclear power plant as the resource of energy.

Recommendation: This text is ended with a similar recommendation on how people should concern in
the matter of nuclear energy.
 85

A.   Hunting Fox

Foxhunting is a subject that provokes very strong feelings. Many people believe that it is cruel to
hunt a fox with dogs and totally agree with its ban.

Many farmer and even conservationists, however, have always argue that the fox is a pest which
attacks livestock and must be controlled.

 (Taken from: www.bbc.co.uk)

Generic Structure Analysis

Stating the issue; hunting fox.

Supporting point; farmers and conservationists agree to hunt fox because they attack livestok.

Contrastive point; many people disagree hunting fox with dog because it is cruel.

Recommendation; Do not be cruel in hunting fox just control it in safe way.

Language Feature Analysis

Introducing category participant; farmer, conservationists.

Using thinking verb; believe.

Using connectives;

Using modalities; must, always

 
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CHAPTER 27

HomeConjuction Contrasting (Although, Eventhough)

CONJUCTION CONTRASTING (ALTHOUGH, EVENTHOUGH)

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Conjunctions: contrasting

Learn about it! 

The conjunctions but and although/though connect ideas that contrast. Whereas is also used but it is
not as common:

The new city hall is amazing but it’s going to cost a lot.

He’s quite short, whereas his sister is tall.

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But
But is a coordinating conjunction used to connect ideas that contrast. Coordinating conjunctions connect
items which are the same grammatical type.

main idea contrast

The meal was good expensive.

I want to lose weight I hate diets.

Lara cooked roast beef for me I don’t eat meat.

Edinburgh is an interesting place but it takes a long time to get there.

Warning:

We can’t use however as a conjunction instead of but to connect words and phrases:

My teacher is very nice but a bit strict.

Not: My teacher is very nice however a bit strict.

Although/though
Although/though can be used to contrast ideas. Although/though are subordinating conjunctions used
to connect a subordinate clause to a main clause, like after, as, before, if, since, that, even though, even
if.

main idea contrast

Grace is an excellent athlete she injured her leg recently.

although

Harry is a great friend though we don’t see each other often.

The although/though clause can come first.

contrast main idea

the car was destroyed, no one was injured in the crash.

Although

Though people say it’s dangerous, I think it’s an amazing country.

But or although?
But cannot be used in the same way as although/though. We use but to connect items which are the
same grammatical type (coordinating conjunction).

Warning:

The order of clauses connected by coordinating conjunctions cannot be reversed:

Although it rained a lot, we’ve still enjoyed our holiday.

 88

We’ve still enjoyed our holiday, although it rained a lot.

It rained a lot but we’ve still enjoyed our holiday.

Not: But it rained a lot, we’ve still enjoyed our holiday.

Although can sound more formal than but. Though is much more common in speaking than in
writing. Although is much more common in writing than in speaking.

Even though, even if
Even though and even if are also used as subordinating conjunctions in the same way
as although/though. Even though is similar to although but it makes a stronger contrast:

Even though I cycle to work, I don’t feel very fit.

Even if means ‘whether or not’:

Even if you run, you’ll still be late. (You’ll be late whether you run or not.)

I feel tired even if I go to bed early. (I feel tired whether I go to bed early or not.)

Conjunctions: typical errors

         We use and to connect words in a list and to connect phrases and clauses in a sentence:

He loves cycling, hiking and ball games.

Not: He loves cycling, hiking, ball games.

         After conjunctions referring to time, such as when, once and as soon as, we use the present simple
when we refer to the future:

It will be summer when we see you again.

Not: … when we will see you again.

They’ll leave once the lecture finishes.

Not: … once the lecture will finish.

As soon as I hear any news, I’ll call you.

Not: As soon as I’ll hear any news …

         During is a preposition, not a conjunction, so it must be followed by a noun or a pronoun:

She studies while she is on the train.

Not: She studies during she is on the train.

         When we use a so-clause to connect a cause/reason to a result, the so-clause must come second:

I bought a new computer game so I have no money left.

Not: So I have no money left I bought a new computer game.

         We use although/though, not but, to connect a subordinate clause to a main clause:

Although I’m tall, I’m not as tall as Bill.

Not: But I’m tall, I’m not as tall as Bill.

         When as well as or in addition to are followed by clauses, the verb is in the -ing form:
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[from a brochure advertising an English course in London]

As well as living with a family, you practise your English.

Not: As well as you live with a family …

In addition to being a wonderful seafood restaurant, it had an amazing view.

Not: In addition to it was a wonderful seafood restaurant …

See also:

         We cannot use however to connect words and phrases:

The area around Cannes has small but nice beaches.

Not: … has small however nice beaches.

         We only use one conjunction to connect words or phrases:

Since she had the day off work, she went out for lunch with some friends.

Not: Since she had the day off work, so she went out for lunch …

CHAPTER 28

HomeExploring Movie Reviews

 90

EXPLORING MOVIE REVIEWS

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Exploring Movie Reviews

Objectives
Understanding the meaning (function), form, and use of the adjective based on its context.

Learn about it!

In this lesson, you will learn about how to understand the Definition, Generic structure, social function, meaning,
form, and use of adjectives, especially for a movie review.

1. What is a review text?

1.    Definition

The review is one of the text genres. This classification of text types is commonly based on the structure
used by the writer to compose his text. Each text type will have a different form of generic structure. As I
said in my previous post, review text usually has a generic structure as:

2.    Generic Structure
 91

Introduction: it is the highlight of the general description of what will be reviewed. It can be the
product, services that want to be sold, or just a site which wants to be known publicly. Then it will drive
more traffic into the site.

Evaluation: the second phase is coming inside into the product in detail. It states the parts, uniqueness,
quality of the product which will be known publicly. However, too much detail description will “teach”
the will-buyer and it does not sound good. Evaluating as far as necessary for the targeted buyer is more
genuine. The term evaluation will not be far from simple words of good or bad. In this phase reviewer
will apply much evaluative word, valuable, useful, worthy, etc.

Interpretation: after writing about the objective thing of the product, it is the time for the reviewer to
write about what he thinks or impresses on the product. Of course, this phase can be done after getting
enough evaluation of the product. It is a personal idea about the product. Frequently to support and
strengthen his idea or impression, a reviewer describes a comparison to other similar products. He
states in which side the product has added value or honestly admitted that the product lacks value in a
certain side.

Summary: this phase is recommending the conclusion for the reader of the product. After a clear
explanation, a reviewer will make a final comment on whether the product is valuable or not for the
targeted buyer. This phase is the worth of the review for the reader.

3.    Dominant Language features:

1. Focus on specific participants

2. Using adjectives

3. Using long and complex clauses

4. Using metaphor

4.    Examples and structures of the text

Harry Potter: Order of the Phoenix

Pengenalan / I absolutely love the Harry Potter series, and all of the books will always hold a
Orientasi special place in my heart.

Evaluasi 1 I have to say that of all of the books, however, this was not my favorite.

When the series began it was as much of a "feel good" experience as a huge
mug of hot cocoa. The stories were bright, fast-paced, intriguing, and
Evaluasi 2 ultimately satisfying.

Tafsiran Order of the Phoenix is a different kind of book. In some instances this
(Interpretative works...you feel a whole new level of intensity and excitement by the time you
recount) get to the end. I was truly moved by the last page. Other times the book just
has a slightly dreary, depressing feel. The galloping pace of the other books has
slowed to a trot here, and parts of it do seem long, as if we're reading all about
Harry "just hanging out" instead of having his usual adventures. Reading in
detail about Harry cleaning up an old house, for example - housekeeping is still
housekeeping, magical or no, and I'm not very interested in doing it or reading
about other people doing it.

 A few other changes in this book - the "real" world comes much more in to
play rather than the fantasy universe of the previous books, and Harry has
 92

apparently been taken off his meds. I know that he had a lot to be grumpy in
this book, especially with being a teenager and all, but the sudden change in
his character seemed too drastic. He goes from being a warm-hearted,
considerate person to someone who will bite his best friend's heads off over
nothing. It just seemed like it didn't fit with his character, like he turned into a
walking cliché of the "angry teen" overnight.

The "real" story seemed to happen in the last 1/3 of the book, and this part I
loved. I actually liked the ending (and yes, I cried!) as sad as it was. It packed a
punch and it made me care about the story even more. Still a really good book,
Rangkuman with some editing it would have been great.

2. The function of adjectives in movie review

Have you ever written a movie review? Do you know what you should put into a movie review? In writing a movie
review, you do not only need to pay attention to its generic structures, but also its language features such as using
persuasive language, present tense, adjective, and complex sentences. However, in this lesson, you will only focus
on how to use an adjective in writing a movie review. Using proper adjectives in a movie review is important to
make a judgment. The adjectives describe the movie whether it is recommended or not.

3. The forms of Adjectives

An adjective is a word that modifies the noun or a pronoun. It is put after the linking verb (auxiliary). For example:

The movie is amazing.

 Noun: The movie
 Auxiliary: is
 Adjectives: amazing
I am amazed.
 Pronoun: I (the movie)
 Auxiliary: am
 Adjectives: amazed
The examples above show that the adjective “amazing” and "amazed" modify the noun and pronoun “the
movie" and "I". The adjective is put after auxiliary “is” and"am". See another example below:
1. Her character as a writer was interesting.
2. I am interested in her character as a writer in that movie.
Have you identified the difference between the first and the second sentences above? Well, the sentences above
have two meaning; an active meaning and a passive meaning. The word “interesting” and “interested” are from
“interest”, but when you put participle –ing and –ed to make an adjective, the meaning changes.

 Her character as a writer was interesting. (It means that the character as a writer interests you)
When you put participle –ing, the adjective has an active meaning.
 I am interested in her character as a writer in that movie. (It means that you have an interest or feel interested in
the character.)
But, when you put participle –ed, the adjective has a passive meaning.
Look at the table below to see another adjective with participle -ing and -ed.

To make an adjective has a stronger meaning you can use words such as very, really, absolutely, and extremely.
Those words are called as ***intensifier*. For examples:
 93

 It must be a really great movie

 They were extremely excited in watching that movie
 I think this movie won’t disappoint you. It is absolutely touching, witty, deep, and refreshing.
4. The use of adjectives
Adjectives are commonly placed after to be (am, are, is, was, were). However, there are some other verbs that can
be followed by adjectives.

To understand how to use the words above, read the following sentences:

The director is genius in making the high quality 3D movie.

The director seems genius in making the high quality 3D movie.

She is very amazed at the story in the movie.

She feels very amazed with the story in the movie.

They feel so sleepy while watching because the movie is boring.

They feel so sleepy while watching because the movie feels boring.

After reading the explanation about form and meaning of the adjective. Now, try to understand how to use the
adjective in a movie review both orally and written. Here are the examples of using adjectives in a movie review.

Do you understand?
Example of conversation:
Keyla : Have you watched ‘Letters to Juliet’ movie?
Rizal : No. What kind of movie is it?
Keyla : It is an amazing drama movie.
Rizal : What is it about?
Keyla : It tells about an old lady looks for her past boyfriend then they meet after 50 years because of letter to
Juliet.

Example of text:
‘Letters to Juliet’ is an amazing movie. I absolutely loved it. It is extremely amusing because providing a lot of
beautiful places in Verona, Italy. The story is also romantic and touching. You won’t regret it.'
 94

CHAPTER 29

HomeUnderstanding Songs (Theme: Movie Soundtrack)

UNDERSTANDING SONGS (THEME: MOVIE SOUNDTRACK)

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Understanding songs (theme: Movie

Soundtrack)

Objectives
Understand the message that is conveyed through the song
 95

Learn about it!

People say that music is a universal language.
No matter where you come from or what your native language is, music is something that we can always relate to
with people from all over the world. It is also a good and fun way to learn a language. This time you are going to
learn English from the movie soundtrack.

Movie Soundtrack or Original Soundtrack (OST)

Movie and soundtrack are inseparable. When we watch a movie, music, and songs are always there. Usually, a
movie will have its own music and songs called soundtrack to accompany and synchronize with the story.

Up to this point, some of you may be asking “How can listen to songs help us to improve our English?” The
following explanation might help you to answer the question.

Emotional Experience make your learning enjoyable.

The songs can evoke our emotions and make us enjoy the story more. Sometimes, you feel that a certain song is
made for you because it describes what happens to your life or it reflects your feeling and emotion. This is because
most of the songs are written based on real experience.

Many people could have the same experience and that is why we can relate to a certain song. When you can relate
the learning material with your experience or the things that you like, you will enjoy it more; and your brain will
work way better when you enjoy the learning process.

Try to listen to this song and feel it. See what kind of emotion that is expressed through the song and how does it
make you feel?

Do you know what soundtrack is it?

Get Acquainted with English Pronunciation.

Listening to English songs will help you to be familiar with English words and tone. You can learn how native
English speakers say the word, so you will not have any difficulties when listening to people speaking in English.
Also, try to sing along when you listen to a song. Listen carefully to what the singer says and try to say the words
the same way. Without realizing it, you learn how to pronounce English words correctly.

Learn New Vocabularies and Everyday Language.

Have you ever had a song that always plays over and over again in your mind even without you realizing it? Songs
often contain repetitive words and phrases. This will simply make them get stuck in your head. It is really an
effective way to memorize new English vocabulary and phrases. Since English songs are intended for English native
speakers, many English songs also contain up-to-date everyday language. There are a lot of useful words and
expressions that you can use for daily conversation.
 96

The Lyric Helps You Understand English.

Understanding the lyrics will help you to understand the message in that song. If you already watched the movie,
maybe it will be easier for you to understand the meaning of the song. If you have not watched the movie, you
could still get the gist of what the movie is about through the song.

When you find English songs that you like, try to catch what the singer says. If it is difficult, you can look for the
lyrics on the internet. If you do not understand the words, open your dictionary. You can also learn language
patterns or grammar from the lyrics. When you understand the grammar of the language pattern, it will help you
to have a better understanding of the lyric. In that way, not only can you enjoy the music, you can also sing
wholeheartedly because you understand the meaning.

Try it!

https://www.youtube.com/watch?time_continue=1&v=NfTS7gM7zQ0&feature=emb_logo

Here is the lyric of the song above.

Song title: A Thousand Years

By: Christina Perri

Heart beats fast

Colors and promises
How to be brave?
How can I love when I'm afraid to fall?
But watching you stand alone,
All of my doubt suddenly goes away somehow.

One step closer

[Chorus:]
I have died every day waiting for you
Darling, don't be afraid I have loved you
For a thousand years
I'll love you for a thousand more 

Keypoints
There are many benefits from learning English through songs, such as:

1. Emotional Experience Make Your Learning Enjoyable

2. Get Acquainted with English Pronunciation
3. Learn New Vocabularies and Everyday Language
 97

4. The Lyric Helps You Understand English

Evaluation
SOAL 1

This song is for question 1 and question 2

Listen to the song and fill the blanks.

It's been a ... without you, my friend

And I'll ... you all about it when I see you again
We've come a ... from where we began
Oh, I'll ... you all about it when I see you again
When I see you again

A. long way, tell, long way, tell

B. long wail, sell, long day, tell
C. long may, tell, long day, sell
D long day, tell, long way, tell
E. long day, tell, long wail, tell

 PETUNJUK

The last blank is ‘tell’

 PEMBAHASAN

It's been a long day without you, my friend

And I'll tell you all about it when I see you again
We've come a long way from where we began
Oh, I'll tell you all about it when I see you again
When I see you again. D

SOAL 2

This song is for question 1 and question 2

When listening to the song, you feel....

 PILIHAN TUNGGAL

A. nostalgic
B. excited
C. angry
D. thrilled
E. horrified

 PETUNJUK

Feel the music. Pay attention to the lyrics. How does it make you feel?

 PEMBAHASAN
 98

The music makes you feel sad and happy at the same time. The lyric is about friends that have not met for a long time and want
to tell stories when they meet again. It evokes nostalgic feeling that makes you feel happy but also a bit sad remembering the
things that happened in the past. A

SOAL 3

Listen to the song and answer the question.

When listening to the song, you feel….

 PILIHAN TUNGGAL

A. excited
B. sad
C. romantic
D. angry
E. nostalgic

 PETUNJUK

Listen to the beat! Enjoy the music.

 PEMBAHASAN

The music makes you feel happy and excited at the same time. It makes you want to clap along and jump around. A

SOAL 4

Listen to the song and answer the question.

The singer mentioned the word ‘happiness’ … time(s)

A. one
B. two
C. three
D. four
E. five

 PETUNJUK

Be careful, the singer mentioned the word ‘happy’ and ‘happiness’ in the song.

 PEMBAHASAN

It might seem crazy what I'm about to say

Sunshine she's here, you can take a break
I'm a hot air balloon that could go to space
With the air, like I don't care baby by the way

Because I'm happy

Clap along if you feel like a room without a roof
Because I'm happy
Clap along if you feel like happiness is the truth
Because I'm happy
Clap along if you know what happiness is to you
 99

Because I'm happy

Clap along if you feel like that's what you wanna do B