16 Tensis dalam Bahasa Inggris

Pengungkapan suatu kejadian/aktivitas atau fakta baik melalui tulisan (writing) maupun percakapan (speaking) pada umumnya mengikuti pola sebagai berikut:
Subject + Verb/Predicate + Object + Modifier
Dalam bahasa Inggris, pengungkapan kejadian/aktivitas atau fakta tersebut selalu berpatokan pada tensis. Dengan tensis, pembaca atau pendengar akan mengetahui kapan kejadian/aktivitas atau fakta tersebut terjadi; Apakah sedang berlangsung pada saat sekarang (present continuous tense), apakah terjadi di masa lampau (past tense), apakah sedang berlangsung di masa lampau (past continuous tense), apakah akan terjadi di masa yang akan datang (future tense), dan seterusnya.
Ada 16 tensis dalam bahasa Inggris, yaitu:

1. Simple present tense
2. Present continuous tense
3. Simple past tense
4. Past continuous tense
5. Present perfect tense
6. Present perfect continuous tense
7. Past perfect tense
8. Past perfect continuous tense
9. Simple future tense
10. Future continuous tense
11. Future perfect tense
12. Future perfect continuous tense
13. Past future tense
14. Past future continuous tense
15. Past future perfect tense
16. Past future perfect continuous tense

Pada tabel di bawah secara berturut-turut diberikan contoh untuk tiap-tiap tensis. Perhatikan perubahan verb atau verb phrase seiring dengan berubahnya keterangan waktu.


Subject

Verb/Predicate

Object

Modifier
1

We

study

English

everyday.
2

We

are studying

English

now.
3

We

studied

English

last night.
4

We

were studying

English

when she came last night.
5

We

have studied

English

for 3 hours.
6

We

have been studying

English

for 3 hours.
7

We

had studied

English

for 3 hours when she came last night.
8

We

had been studying

English

for 3 hours when she came last night.
9

We

will study

English

tomorrow.
10

We

will be studying

English

when she comes tomorrow.
11

We

will have studied

English

for 3 hours when she comes tomorrow.
12

We

will have been studying

English

for 3 hours when she comes tomorrow.
13

We

would study

English

when she came last night.
14

We

would be studying

English

when she came last night.
15

We

would have studied

English

for 3 hours when she came last night.
16

We

would have been studying

English

for 3 hours when she came last night.
Note: Khusus untuk contoh 5&6, 7&8, 11&12, dan 15&16 keterangan waktunya sama. Kenapa? Mari kita bahas tiap tensis satu per satu.

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Baca Selengkapnya - 16 Tensis dalam Bahasa Inggris

Verb Tense Tutorial

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Selamat belajar bahasa Inggris dengan menyenangkan
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Verb tenses are tools that English speakers use to express time in their language. You may find that many English tenses do not have direct translations in your language. That is not a problem. By studying this verb tense tutorial, you will learn to think like a native English speaker. If you prefer to use the verb tense pages as a reference only and do not want to complete the tutorial, Click Here.
The tutorial should be completed as follows:
1. Read this introduction page.
2. Prepare for the exercises by reading: Types of Verbs, Active vs. Passive, and the verb tense descriptions that you want to practice.
3. Complete the exercises below. After each exercise, we have listed the tenses covered. Just click on the name of a tense to learn more about its use.
EXERCISES TOPICS COVERED
Verb Tense Exercise 1 Simple Present and Present Continuous
Verb Tense Exercise 2 Simple Present and Present Continuous
Verb Tense Exercise 3 Simple Past and Past Continuous
Verb Tense Exercise 4 Simple Past and Past Continuous
Verb Tense Exercise 5 Simple Past and Present Perfect
Verb Tense Exercise 6 Simple Past and Present Perfect
Verb Tense Exercise 7 Present Perfect and Present Perfect Continuous
Verb Tense Exercise 8 Present Perfect and Present Perfect Continuous
Verb Tense Exercise 9 Present Continuous and Present Perfect Continuous
Verb Tense Exercise 10 Present Continuous and Present Perfect Continuous
Verb Tense Exercise 11 Simple Past and Past Perfect
Verb Tense Exercise 12 Simple Past, Present Perfect, and Past Perfect
Verb Tense Exercise 13 Past Perfect and Past Perfect Continuous
Verb Tense Exercise 14 Present Perfect, Past Perfect, Present Perfect Continuous, and Past Perfect Continuous
Verb Tense Exercise 15 Present Continuous, Simple Past, Present Perfect Continuous, and Past Perfect Continuous
Verb Tense Exercise 16 Present and Past Tenses with Non-Continuous Verbs
Verb Tense Exercise 17 Present and Past Tense Review
Verb Tense Exercise 18 Will and Be Going to
Verb Tense Exercise 19 Will and Be Going to
Verb Tense Exercise 20 Will and Be Going to
Verb Tense Exercise 21 Simple Present and Simple Future
Verb Tense Exercise 22 Simple Present and Simple Future
Verb Tense Exercise 23 Simple Future and Future Continuous
Verb Tense Exercise 24 Simple Present, Simple Future, Present Continuous, and Future Continuous
Verb Tense Exercise 25 Future Perfect and Future Perfect Continuous
Verb Tense Exercise 26 Future Perfect and Future Perfect Continuous
Verb Tense Exercise 27 Future Perfect and Future Perfect Continuous
Verb Tense Exercise 28 Future Perfect and Future Perfect Continuous
Verb Tense Practice Test Cumulative Verb Tense Review
Verb Tense Final Test Cumulative Verb Tense Review

Verb Tense Overview with Examples
Simple Present Simple Past Simple Future
I study English every day. Two years ago, I studied English in England. If you are having problems, I will help you study English. I am going to study English next year.
Present Continuous Past Continuous Future Continuous
I am studying English now. I was studying English when you called yesterday. I will be studying English when you arrive tonight. I am going to be studying English when you arrive tonight.
Present Perfect Past Perfect Future Perfect
I have studied English in several different countries. I had studied a little English before I moved to the U.S. I will have studied every tense by the time I finish this course. I am going to have studied every tense by the time I finish this course.
Present Perfect Continuous Past Perfect Continuous Future Perfect Continuous
I have been studying English for five years. I had been studying English for five years before I moved to the U.S. I will have been studying English for over two hours by the time you arrive. I am going to have been studying English for over two hours by the time you arrive.

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Baca Selengkapnya - Verb Tense Tutorial

noun Phrase

Complete Reference: The Noun Phrase
Full References
The discussion of the choice of language noted that a single concept is often signaled by a variety of words, each word possessing slightly different connotations. We can indicate that people are less than content by saying they are angry , irate , incensed , perturbed , upset , furious , or mad. The broader our vocabulary, the greater our options and the more precisely we can convey our meaning. And yet no matter how wide our vocabulary may be, a single word is often insufficient. A single word, by itself, can appear somewhat vague, no matter how specific that word might seem. The term “dog” may be specific compared to “mammal,” but it is general compared to “collie.” And “collie” is general compared to “Lassie.” Then again, many different dogs played Lassie!
Suppose you want to indicate a female person across the room. If you don’t know her name, what do you say?
That girl.
If there were more than one, this alone would be too general. It lacks specificity.
The girl in the blue Hawaiian shirt…
The taller of the two cheerleaders by the water cooler…
When a single term will not supply the reference we need, we add terms to focus or limit a more general term. Instead of referring to drugs in a discussion, we might refer to hallucinogenic drugs. We might distinguish between hard drugs and prescription drugs . In so doing we modify the notion of a drug to describe the specific one, or ones, we have in mind. (Then again, at times we are forced to use many words when we cannot recall the one that will really do, as when we refer to that funny device doctors pump up on your arm to measure blood pressure instead of a sphygmomanometer ).
This section examines how we construct full and specific references using noun phrases. An ability to recognize complete noun phrases is essential to reading ideas rather than words. A knowledge of the various possibilities for constructing extended noun pharses is essential for crafting precise and specific references.
Nouns

To begin our discussion, we must first establish the notion of a noun.
English teachers commonly identify nouns by their content. They describe nouns as words that "identify people, places, or things," as well as feelings or ideas—words like salesman , farm , balcony , bicycle , and trust. If you can usually put the word a or the before a word, it’s a noun. If you can make the word plural or singular, it's a noun. But don't worry...all that is needed at the moment is a sense of what a noun might be.
Noun Pre-Modifiers
What if a single noun isn't specific enough for our purposes? How then do we modify a noun to construct a more specific reference?
English places modifiers before a noun. Here we indicate the noun that is at the center of a noun phrase by an asterisk (*) and modifiers by arrows pointed toward the noun they modify.
white house
*

large man

*
Modification is a somewhat technical term in linguistics. It does not mean to change something, as when we "modify" a car or dress. To modify means to limit, restrict, characterize, or otherwise focus meaning. We use this meaning throughout the discussion here.
Modifiers before the noun are called pre-modifiers. All of the pre-modifiers that are present and the noun together form a noun phrase .
NOUN PHRASE

pre-modifiers noun

*

By contrast, languages such as Spanish and French place modifiers after the noun

casa blanca white house
*

homme grand big man
*
The most common pre-modifiers are adjectives, such as red , long , hot . Other types of words often play this same role. Not only articles
the water

*

but also verbs
running water
*
and possessive pronouns
her thoughts

*

Premodifiers limit the reference in a wide variety of ways.
Order: second, last
Location: kitchen, westerly
Source or Origin: Canadian
Color: red, dark
Smell: acrid, scented
Material: metal, oak
Size: large, 5-inch
Weight: heavy
Luster: shiny, dull
A number of pre-modifiers must appear first if they appear at all.
Specification: a, the, every
Designation: this, that, those, these
Ownership/Possessive: my, your, its, their, Mary’s
Number: one, many
These words typically signal the beginning of a noun phrase.
Some noun phrases are short:
the table
® *
Some are long:
the second shiny red Swedish touring sedan

*

a large smelly red Irish setter

*

my carved green Venetian glass salad bowl

*

the three old Democratic legislators

*
Notice that each construction would function as a single unit within a sentence. (We offer a test for this below,)
The noun phrase is the most common unit in English sentences. That prevalence can be seen in the following excerpt from an example from the section on the choice of language:

The stock market’s summer swoon turned into a dramatic rout
Monday as the Dow Jones industrial average plunged. The stock market’s summer swoon turned into a dramatic rout * *
Monday as the Dow Jones industrial average plunged.
* *

To appreciate the rich possibilities of pre-modifiers, you have only to see how much you can expand a premodifier in a noun phrase:

the book
the history book
the American history book
the illustrated American history book
the recent illustrated American history book
the recent controversial illustrated American history book
the recent controversial illustrated leather bound American history book

Noun Post-Modifiers
We were all taught about pre -modifiers: adjectives appearing before a noun in school. Teachers rarely speak as much about adding words after the initial reference. Just as we find pre -modifiers, we also find post -modifiers—modifiers coming after a noun.
The most common post-modifier is prepositional phrases:
the book on the table
*

civil conflict in Africa
*

the Senate of the United States
*
Post-modifiers can be short
a dream deferred
*
or long, as in Martin Luther King Jr.’s reference to
a dream that one day on the red hills of Georgia the sons of former slaves
*
and the sons of former slaveowners will be able to sit down together

at a table of brotherhood.
What does King have? A dream? No. He has a specific dream. Once we are sensitive to the existence of noun phrases, we recognize a relatively simple structure to the sentence. Here we recognize a noun phrase with a very long post-modifier—thirty-two words to be exact.
We do not get lost in the flow of words, but recognize structure. At the point that we recognize structure within the sentence, we recognize meaning. (Notice also that post-modifiers often include clauses which themselves include complete sentences, as in the last example above.)
Post-modifiers commonly answer the traditional news reporting questions of who , what , where , when , how , or why . Noun post-modifiers commonly take the following forms:
prepositional phrase the dog in the store
*
_ing phrase the girl running to the store
*
_ed past tense the man wanted by the police
*
wh - clauses the house where I was born
*
that/which clauses the thought that I had yesterday
*
If you see a preposition, wh - word ( which, who, when where ), -ing verb form, or that or which after a noun, you can suspect a post-modifier and the completion of a noun phrase.
The noun together with all pre- and post-modifiers constitutes a single unit, a noun phrase that indicates the complete reference. Any agreement in terms of singular/plural is with the noun at the center.
The boys on top of the house are .............
*
Here the noun at the center of the noun phrase is plural, so a plural form of the verb is called for (not a singular form to agree with the singular house) .
The Pronoun Test
In school, we were taught that pronouns replaced nouns . Not so. Pronouns replace complete noun phrases . Pronoun replacement thus offers a test of a complete noun phrase. Consider:
The boy ate the apple in the pie.
What did he eat?
The boy ate the apple in the pie.
*
Want proof? Introduce the pronoun “it” into the sentence. If a pronoun truly replaces a noun, we’d get
*The boy ate the it in the pie.
No native speaker would say that! They’d say
The boy ate it.
The pronoun replaces the complete noun phrase, the apple in the pie .
This pronoun substitution test can be particualrly useful. Not all prepositional phrases after a noun are necessarily part of the noun phrase – they could be later predicate or sentence modifiers. In other words, we must not only identify noun phrases, we must parse out other material, and in that act recognize broader aspects of sentence structure. The web page on distinguishing sentence and predicate modifiers (www.criticalreading.com/sentence_predicate_modifiers.htm) discusses the three sentences:

1. 1. The boy ate the apple in the pie.
2. 2. The boy ate the apple in the summer.
3. 3. The boy ate the apple in a hurry.

Only the first includes a noun phrase longer than two words: the apple in the pie.
Boxes Within Boxes: Testing for a Complete Noun Phrase
The goal of reading, we noted above, is not to recognize grammatical features, but to find meaning. The goal is not to break a sentence or part of a sentence into as small pieces as possible, but to break it into chunks in such a way that fosters the discovery of meaning.
Consider one of the examples above of a prepositional phrase as a post-modifier:
the book on the table
Book is a noun at the center of the noun phrase. But table is also a noun. If we analyze the noun phrase completely, on all levels, we find:
the book on the table
*
on the table
® *
We can have prepositional phrase within prepositional phrase within prepositional phrases:
…the book on the table in the kitchen…
*
on the table in the kitchen…
*
in the kitchen …
*
We don't want to recognize every little noun phrase. We want to recognize the larger ones that shape the meaning. The book is not "on the table." The book is "on the table in the kitchen."
The Senate of the United States is composed of two legislators from each State.
Question: Who is in the Senate?
a) two legislators
b) two legislators from each State?
The answer is b). The full Senate consists of two from each state (100 people), not simply two! We read the sentence as
The Senate of the United States is composed of
two legislators from each State.
*
If we read the sentence as
The Senate of the United States
is composed of two legislators
from each State.
we miss the meaning.
Earlier we noted that pre -modifiers in noun phrase can be expanded to significant length. For the most part, we increased the length of the pre-modifier by adding additional adjectives, a word or two at a time. Noun phrase post -modifiers can be expanded to much greater lengths. We can add long phrases which themselves contain complete sentences.
the park where I hit a home run when I was in the ninth grade .
*
The sentence within the post-modifier is printed in boldface.
The following sentence indicates something was lost. What was lost?
He lost the book by Mark Twain about the Mississippi that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.
The answer is the complete phrase
……… the book by Mark Twain about the Mississippi that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.
The base term book is modified as to author (Mark Twain), topic (about the Mississippi), as well as intent or purpose (that he took out of the library on Sunday before the game so that he could study during half time when his brother was getting popcorn.) We assume that he has another book by Twain about the Mississippi that he did not lose. Want proof? What would be replaced by “it”?
The full reference of a noun phrase is often “conveniently” ignored in movie advertisements. Janet Maslin, movie critic for The New York Times , complained when an advertisement for the video tape of John Grisham’s "The Rainmaker" quoted her as describing the movie as director Francis Ford Coppola’s “best and sharpest film,” when, in fact, her review stated:
John Grisham’s "The Rainmaker" is Mr. Coppola’s best and sharpest film in years. (1)
The original quotation does not refer to the “best and sharpest film” of Coppola’s career, but to his “best and sharpest film in years.”
Noun Phrases: The Dominant Construction
Finally, the degree to which noun phrases are the dominant construction within texts can be seen in the opening paragraph of the Text for Discussion: Annotation - Needle Exchange Programs and the Law - Time for a Change. The complete noun phrases appear within square brackets and appear in red. (1) In [ his social history of venereal disease ], [ No Magic Bullet ], [ Allan M. Brandt ]describes[ the controversy in the US military about preventing venereal disease among soldiers during World War I ]. Should there be [ a disease prevention effort that recognized that many young American men would succumb to the charms of French prostitutes ], or should there be [ a more punitive approach to discourage sexual contact ]? Unlike[ the New Zealand Expeditionary forces ], which gave[ condoms ]to[ their soldiers ],[ the United States ]decided to give [ American soldiers ][after-the-fact, and largely ineffective, chemical prophylaxis ]. [ American soldiers ]also were subject to [ court martial ] if they contracted[ a venereal disease ]. [ These measures ] failed. [ More than 383,000 soldiers ]were diagnosed with[ venereal diseases ]between April 1917 and December 1919 and lost [ seven million days of active duty ]. [ Only influenza ], which struck in [ an epidemic ], was [ a more common illness among servicemen ].
Implications For Reading and Writing

The above discussion introduces a number of concepts crucial to effective reading and writing.

* We do not read texts word by word, but chunk by chunk. We must read each grammatical construction as a single unit. Deciphering sentences involves isolating phrases within a sentence and recognizing where long phrases begin and end.
* To write well is not to string words together, but to string together larger phrases, to create full references that carefully distinguish one idea from another, going beyond talking in vague generalities. We can increase the clarity and sophistication of our thought by using extended phrases instead of single words.

Sophisticated thought is qualified thought. Intelligent discussion goes beyond either/or or black-or-white views of the world to recognize nuances and distinctions.
Remarks can be

* extended (made broader or more general) ,
* qualified (restricted in some way), or
* limited (made more specific or less encompassing).

We don’t really make sentences longer by adding at the end so much as expanding each chunk Good writers carefully distinguish between all, most, many , some, few, and one. They specify the specific time, condition, or circumstances an assertion is true. Some claims are made for certain, some "in all probability" or "within a specific margin of error," some for given conditions.
Good writers carefully distinguish between all, most, many, some, few, and one. They specify the specific time, condition, or circumstances an assertion is true. Some claims are made for certain, some "in all probability" or "within a specific margin of error," some for given conditions.
When drawing careful distinctions, authors are not being wishy-washy or nit picking. They are simply being precise. They are saying exactly what they want to say or feel secure in saying based on the available evidence. Weak writers can achieve an immediate gain in the level of thought of their writing by taking advantages of the opportunities for adding pre- and post-modifiers.
For writers, this model is a reminder of the opportunity to extend, limit, or otherwise shape a specific idea. You can greatly increase the sophistication and depth of thought of your work by taking advantage of these pre- and post-modifier "slots". Having written a statement, you might go back in editing to see how you can further shape your thoughts by making use of these slots.
The Constitution is the nation’s charter, and lawmakers should resist the temptation to push for amendments every time an election year rolls around.
Notice how much richer the next sentence is (additional modifiers in bold face) .
The Constitution of the United States is the nation’s bedrock charter, and devoted lawmakers sworn to uphold it should resist the dangerous temptation to push for pandering amendments every time an election year rolls around.

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Baca Selengkapnya - noun Phrase

Bahasa Inggris

Once three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly. ‘we have never fished here before. We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left.
When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, ‘Did you hear what the fishermen said? W must leave this pond at once. The fishermen will return tomorrow and kill us all!’ The second of the three fish agreed. ‘You are right’, he said. ‘We must leave the pond.’

But the youngest fish laughed. ‘You are worrying without reason’, he said. ‘We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere – my luck will keep me safe’.
The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then.
The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him – he was caught and killed.

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Baca Selengkapnya - Bahasa Inggris

Procedure, Narrative And Expressions

Procedure
How to make Lemonade
Ingredients:
For each glass use:
- 2 tablespoons of lemon juice.
- 2 tablespoons of sugar.
- 1 glass of water.
Methods:
1. Slice a lemon in half and squeeze the juice into a cup.
2. Take out the seeds.
3. Pour two tablespoons of juice into glass.
4. Add sugar.
5. Add water and stir well.
6. Taste the lemonade. You may want to add more sugar or more lemon to make it taste just right.
7. Put it in ice cubes. A drop of red food coloring will make pink lemonade.
A CONE-SHAPED BASKET
Materials:
- Heavy paper
- Ribbon or string
- A plate
- A pencil
- Paste
Method:
1. Use a half circle of paper to make the cone basket.
2. Draw a whole circle on paper using a plate as the pattern to make a half circle.
3. Cut out the circle and fold it in half.
4. Cut the two halves apart along the fold.
5. Twist the half circle into a cone shape and it in place.
6. Use a ribbon or a string for the handle. Paste the ends of the ribbon in place.
7. Decorate your cone basket.
How to make Popcorn crunch
Materials:
- 1,5 cups of sugar wheat cereal
- 1 cup of golden syrup flaked almond
- 0,5 cup of butter
- 8 cup of popcorn already pop
- 2 cups of puffed
- 1 cup of toasted
- 1 teaspoon of vanilla
- 0,75 teaspoon of cinnamon
Time: 10 minutes
How to make it:
Place sugar and golden syrup in a heatproof dish, stir and cook until sugar is dissolved (approximately four minutes on high).
Add butter and cook for six minutes.
While this is cooking, place popcorn, puff wheat cereal, and almonds into a separate bowl.
Add cinnamon and vanilla to golden syrup mixture, combine syrup with popcorn, cereal and almonds and spread over a lighty greased 25 cetimeters x 30 centimeters baking tray.
Allow to cool and then cut into pieces.
Store in an airtight container.
HOW TO MAKE PEANUT CRUNCH
What you’ll need :
v 1 cup of peanuts
v 3 cups of brown sugar
v 2 tablespoons of vinegar
v 1 cup of water
What to do :
Place the sugar, water and vinegar into a large saucepan.
Stir slowly over a low heat until the sugar is disolved
Add peanuts , increase the heat and allow to boil
Remove from the heat when the nuts have craked and the mixture appears golden brown
Allow bubbles to settle
Spoon into small paper patty cases or pour the mixture into a flat greased pan and mark into bite-size pieces.
Recount
CLASS PICNIC
Last Friday our school went to Centennial Park for a picnic
First our teachers marked the rolls and the we got on the buses. On the buses, everyone was chatting and eating. When we arrived at the park, some students played cricket, some played cards but others went for a walk with the teachers. At lunchtime, we sat together and had our picnic. Finally, at two o’clock we left for school.
We had a great day.
3. Descriptive ‘ISSIS’ Cafe.
‘ISSIS’ is Javanese word meaning ‘cool’. So, besides the food, ISSIS Café offers a spacious, fully air-conditioned, cozy place.
Located at Jl. Cilacap No. 8, Jakarta Pusat, ISSIS Café is famous for its European food, especially steak, barbecue ribs, salad, and soup. You might find this kind of food anywhere else, but there is no other place that offers great meals at better prices than ISSIS Café.
You can enjoy a delicious imported sirloin steak for only Rp. 25,000 and ice cappuccino for only Rp. 5,500. There is also a salad bar with eight different vegetables. You can make your own salad which you can eat as much as you like, for only Rp. 12,000. The customers are mostly college students, office workers, and families.
4. News Item Undersea earthquake strikes off Maluku
JAKARTA (AP): A strong earthquake struck in eastern Indonesian waters on Tuesday, a meteorological agency said. A local official said there was no threat of a destructive tsunami, and no damage or causalities were immediately reported.
The quake, which had a preliminary magnitude of 6.1, was centered beneath the Banda Sea around 188 kilometers (117 miles) southwest of Ambon, the capital of Maluku province, the U.S. Geological Survey said on its Web site.
The tremor was not felt by residents in the region and there were no reports of damage or casualties, said Aprilianto, an official at a Jakarta-based local Meteorological and Geophysics Agency.
5. Report Australia
Australia is a large continent. It has six states and two territories.
The capital city of Australia is Canberra. It is in the Australian Capital Territory.
The population of Australia is about 20 million. The first inhabitants to live in Australia were Aboriginal people. After that people came from all over the world. The main language is English, however many other languages are spoken.
There are many plants and animals that are only found in Australia, e.g. kangaroos, platypuses, gum trees and Waratahs.
The main products and industries are wool, minerals, oil, coal, cereals and meat.
Some famous landmarks are the Harbour Bridge, the Opera House and Uluru (Ayers Rock).
2. Drugs
Drugs are chemical substances. There are three different types of drugs: stimulants, depressants and hallucinogens.
Stimulants speed up the central nervous system. They increase heart rate, blood pressure and breathing. Examples are caffeine, nicotine, amphetamines, ecstasy and cocaine.
Depressants slow down the central nervous system. They decrease heart and breathing rates. Alcohol, heroin and analgesics are common examples of these types of drugs.
Hallucinogens change mood, thought and senses. LSD is the most well-known example of this type of drug.
3. A traditional market
A traditional market is the type of market where people can bargain the prices. The items sold in traditional market are basically the same. They are fruits, vegetables, meat and fish, spices, dry good and household items. At the glances, the market may seem to be disorganized mess.
Surrounding the market there are many small scale traders, usually selling fruits. This traders can not afford the cost of renting a stall inside the market.
On the first floor of the market, there are permanent kiosks and stall selling textile, stationery, clothing, electronic goods, household appliances, gold shops, etc.
On the second floor, people can buy meat and fish, fruits, vegetables, and dry goods. The sellers sell fruits and vegetables through the middle area. Meanwhile they sell dry goods in the edge area of the second floor
6. Hortatory Exposition Good morning, ladies and gentlemen
Thank you very much for the House of Representatives which had invited me to give the speech concerning about the mystery sinetrons shown in many television presently. My name is Budi Santoso, a lecturer at University of Indonesia majoring in mass communication. Here, I represent the academics point of view about the subject we discuss this morning.
As we know, there are many mystery sinetrons shown on Television stations presently. The sinetrons depict horrible scenes about the spirit world. It is described that spirits often disturb people by frightening them in the darkness, when they walk alone at night or at the cemetery. The spirits are pictured as frightening appearance such as white clothes flying corpse, shattered face copse etc. the show must be abandoned for several reasons.
Firstly, it make a wrong perception of people especially children and women to do activity at nights, for example going to the wells, even cooking at kitchen alone. How do you fell if you always live in anxiety.
Thirdly, such kind of sinetrons waste out time to think unreal phenomena while we are facing many kinds of living problems.
In brief, for the reason, I think television station must stop showing mystery sinetrons. They are bad influences for people, frightening our children and destroying their belief to god.
Thank you very much for your attention.
7. Analytical Exposition SHOULD CHILDREN WEAR HATS AT SCHOOL?
(Statement of position):
I believe that you should always wear a hat at school when you are playing outside , to stop you from getting sunburn.
(Argument 1):
Firstly, if you don’t wear a hat, you will get sunburn ant the sunburn is painful.
(Argument 2):
Secondly, sunburn could lead to skin cancer. Sunburn can lead to health problems later in life. Many older people suffer from skin cancer which can kill them.
(Reinforcement of position statement):
In my opinion all school students should wear hats.
8. Spoof One day, two villagers went to Jakarta. They went to the biggest mall and saw shiny silver walls that could open and move apart and back together. They were amazed when an old lady rolled in to the small room and the doors closed. A minute later, the doors opened and a young beautiful lady stepped out. The father said to his son “Go, get your mother now.”
The ending of the story is funny because they thought that the doors can change an old lady into a young beautiful lady. Whereas the doors were actually elevator doors.
9. Explanation How to Fly a Hot Air Balloon
A hot air balloon consists of a basket, four big gas tanks, a burner and the balloon or ‘envelope’
First, four nylon poles are put into sockets on top of the basket. The burner is then put on top of the poles. Next, the cables are connected to the burner frame. The cables also go under the basket in order to hold everything together.
After this, the hoses from the full gas tanks must be connected to the burner so that pilot can test it.
Next, the mouth of the balloon is held open by two people while it is filled with cold air from the fan until it is quite fat and tight.
Now for the difficult bit. The pilot lies on the ground, half in the basket, turns on the gas burner, and points the flame into the ‘mouth’ of the balloon. This is so that the balloon slowly stands up.
When the it is ready to go, a bit more air is heated up the in the balloon. This results in the air in the balloon to be hot enough to get the balloon to rise off the ground
10. Discussion Euthanasia
Euthanasia is the act of intentionally causing the painless death of a sick person. In terms of a physician’s actions, it can be passive in that a physician plays no direct role in the death of the person or it can be active in that the physician does something directly to cause the death. Now the question: Do you think it is right for a physician to refuse to participate in active euthanasia?
It is NEVER right for a physician or any one else to deliberately hasten a person’s death. This includes all forms of euthanasia-active and passive. To deliberately withhold food/fluids is to subject the person to a painful death-it is NOT a humane death. We are not in a position to determine the worth of a life. Every person has a soul-it is up to God to determine when he will take that soul from the shell that is the human body. We all have a duty to support life with ordinary means-food/fluids but we are not required to use extrordinary means-aggressive life support,dialysis,etc indefinitely.
O.K. now, euthanasia (I think) is a type of suicide, whether or not you are sick. Physicians absolutley have the choice of NOT participating, in fact it should not be legal!!! Now if you put someone to death who was sick, or heck they dont even have to be sick, but you would look at your self everyday and be reminded of it. i bet you would feel like a murderer. If people want to die they can commit suicide in their own homes, makin someone else do it is not going to make it any better morally. Euthanasia is a sad, sad deal, please try to stop it.
I believe if the person wants to die to end their life they should have the right to choose.I do not believe that the person should beable to have themselves killed if they’re not really suffering. Yes the person does have the right to kill him or herself. BUt the authourity stands in the way of that. If this is such a free country why can’t anyone participate in EUTHANASIA?
If we have the right (at least in the U.S) to do whatever we want to with our lives, whether it be rich and famous or an alcoholic crack head, why is it that we can not decide when our life should end? It is ours, if we can kill the life that grows inside us, we should be allowed to also destroy the life that harbors others. Especially if that person is in pain and requests that some end their suffering. I don’t think you can allow one law with out the either. A life is a life, right?
http://www-hsc.usc.edu/~mbernste/ethics.euthanasia.htm
11. Review Get Married
Illustrating the current situation happening in Indonesia, Get Married presents the figures of unemployment. A few big-name celebrities show up in cameo roles. The movie tells about a true friendship of four youngsters Mae (Nirina Zubir), Guntoro (Desta ‘Club Eighties’), Eman (Aming), dan Beni (Ringgo Agus Rahman) who judge themselves as the most frustrated people in Indonesia. Soon, they turn out to be street kids and spend most of their times at street, bullying people who pass by.
.
Suddenly, it comes to a moment when Mae is persuaded to grant her parents’ wish to have a grandchild. Mae’s parents, (Meriam Bellina dan Jaja Mihardja) firmly state that Mae must get married in a little while. Soon, they are busy finding candidates who would marry their only daughter. However, along the process of finding the right one for Mae, the three male friends of Mae turn out to be brutal evaluators for the candidates. In the mean time, Mae falls badly in love with Rendy (Richard Kevin), a rich, handsome and kind-hearted man. Unfortunately Rendy, Mae, Guntoro, Eman, Beni are brought into a misunderstanding, and soon fights break out between the two groups of Mae and Rendy.
Written based on some of youngsters’ real-life brotherhood experiences—this story will stir you to your emotional core while bringing out your sense of brotherhood. There are a lot of little things and big things that make this movie worth watching. The story is good, the banter is great, the relationships between the characters are great, and it’s a fun time at the movies. While some of the jokes are amusing, some of the fights go on a few bit too long.
Adapted from: http://maliablog.wordpress.com
12. Narratives Snow Maiden
Once upon a time there lived a couple in a village. They had got married for a long time, but so far they did not have a baby yet. Every single minute they prayed to God, begged for a baby, but it never came true.
One day, they went to snow mountain. They made a girl from snow and they dressed her beautifully. When it got dark, they decided to go home and left the snow girl alone. The following morning, someone knocked the door. \”Any body home?\”, she said. The old woman inside opened the door and asked, \”Who are you?\” The girl said \”I\’m Snow Maiden, your daughter\”. The old woman was surprised and happy. \”Oh really? Thanks God! Come in, please!\”
Since that meeting, they lived happily. Snow Maiden was beautiful, kind, diligent and helpful. Her parents and all of her friends loved her very much One day, Snow Maiden played with her friends. They played fire. At first, Snow Maiden just looked at their play. Suddenly, her friends asked her to jump on the fire. Of course she refused it because one thing that made her afraid was the fire. It\’s because Snow Maiden was made of snow, so she should avoid the fire. But her friends kept on forcing her to jump on. Finally, she could not do anything then she did it. She jumped on the fire and she melted. Her friends was so sorry about this, they cried and cried hoping Snow Maiden could live again, but it was useless. Snow Maiden would not be back anymore.
Her mother tried to entertain Snow Maiden\’s friends and asked them to make a new Snow Maiden. They went to a snow mountain and started making it. They expected to have the new Snow Maiden. Days passed but their dreams never came true.
Malin Kundang
Once upon time, there was a boy named Malin Kundang. He lived with his mother in a very poor condition. They looked fire wood in the forest nearly to make a living. Malin Kundang was so unsatisfied with their bad luck. That’s why he decided to go to another city to look for a better life.
Not long afterwards, Malin asked his mother’s permission to go to a big city. He promised to come back soon with much money. His mother permitted him and always prayed for him. In his journey, Malin Kundang joined a merchant in a big ship.
Actually, Malin was a diligent boy. He worked hard to get much money and everything changed. He became a rich merchant. His business partner asked him to marry his daughter. Malin agreed. Then Malin and his business partner’s daughter got married. They had honeymoon and traveled all over the world.
Many years later, Malin’s ship anchored in his village. Many villagers welcome his arrival and admired his glorious ship. Furthermore, they wanted to see his success. Malin’s mother heard that her son had come back. She was very glad and eager to see him. With a happy smile in her lips, she went to the seashore to meet her son. Do you know what happened when she met Malin? He pretended that he didn’t know her. Of course she was very very sad and disappointed.
In her desperation she cried to God to punish Malin. She cursed Malin Kundang and his ship to be a stone. Since then, people can see the big stone in the beach.
Keterangan : Diolah dari berbagai sumber
5. Functional Skills
FUNCTIONAL SKILL
1. Offering Help or Things (menawarkan bantuan / menawarkan sesuatu)
Untuk menawarkan bantuan, dapat digunakan ungkapan-ungkapan berikut:
- May I help you?
- Can I help you?
- Could I help you?
- How can I be of assistance to you?
- How can I be of help to you?
- What can I help you - What can I do for you?
- How can I assist you?
- How can I help you?
- Let me help you?
- Do you want me to help you?
- Shall I …?
Cara memberi tawaran seperti menawarkan makanan atau minuman dalam bahasa Inggris lazimnya dengan menggunakan ungkapan Would you like…?, Would you care for …?, why don’t you have…?, How about having …? May I offer you …?
Contoh:
Tawaran Respon
- Would you like some bread? Yes, please.
- Would you care for some coffee? No, thanks. I don’t drink coffee.
- Why don’t you have some biscuit, please? Thanks, I’d love to.
Jawaban untuk menerima tawaran antara lain: Yes please, Sure, Why not, Ofcourse, Certainly, I’d love to, It’s a good idea, That’s great. Untuk menolak tawaran digunakan ungkapan seperti: No, thanks, Please don’t bother, I’d love to but…, That’s great but…
1. 2. Introducing (memperkenalkan)
Memperkenalkan Dri Memperkenalkan Orang Lain
- I’d like to introduce myself.
- My I introduce myself?
- Let me introduce myself!
- I want to introduce myself - I’d like you to meet … (nama)
- This is my friend/boss/etc…(nama)
- Have you met…(nama)?
- May I introduce you to …(nama/jabatan)
- Let me introduce you to ….
- I want to introduce you to ….
1. Inviting (mengundang/mengajak)

Undangan/Ajakan Menolak Menerima
- let’s + V1
- Why don’t we …?
- How about…?
- I’d like to invite you to…
- Would you like to…?
- I wonder if you’d like to - I’m sorry I can’t
- I’d like to but…
- I’m afraid I can’t
- No, let’s not. - I’d love to
- I’d like very much
- I’d be happy/glad to
accept
- Yes, I’d be delighted to.
- That’s good ide
1. Expressing Thanks (terimakasih)
Ungkapan Respon
Thank you
Thank you very much
Thanks.
Thank you very much for… (kata benda)
I’m grateful for…(kata benda/noun) You are welcome.
That’s all right
Not at all
Don’t mention it
Thet’s all right
Any time
1. Congratulations (ucapan selamat)
Ungkapan Respon
Congratulations
Congratulations on …
I’d like to congratulate you.
I’d like to congratulate you on…
It was great to hear…
It was to hear about….
Happy birthday to you.
Happy new year.
Good luck!
Have a nice holiday Thank you
Thank you and the same to you
Thank you. I need it.
Thank you very much.

1. Sympathy (menyatakan rasa simpati)
Ungkapan-ungkapan perasaan simpati atas mala petaka/musibah yang dialami orang lain diantaranya:
• I’m sorry to hear that
• Oh, that’s too bad.
• How awful!
• How terrible!
• Poor!
1. Pleasure, Displeasure (senang & tidak senang)
Pleasure/senang Displeasure/tidak senang
It’s really delightful/Iam delighted
I’m satisfied
That’s great
That’s wonderful
It’s really a great pleasure I’m dissatisfied
We are fed up with…
I feel dosappointed
She is extremely displeased

1. Satisfaction, Dissatisfaction ( kepuasan, ketidakpuasan)
Ketika kita akan mengungkapkan kepuasan atas kerja seseorang, kita dapat gunakan ungkapan:
• Well done!
• Great! Good work
• I am satisfied with your work
• You did well
• Your job is satisfactory
• I am so happy about this
• I’m glad to what you’ve done
• It’s really satisfying
Katika kita akan mengungkapkan ketidakpuasan atas kerja seseorang, kita dapat gunakan:
• I’m not satisfied with work
• You haven’t done well enough
• I am really dissappointed
• Sorry, but your work is not satisfactory
• Oh, no!
• It’s not very nice
• It’s really not good enough
1. Asking & Giving Opinion (meminta & memberi pendapat)
Asking Opinion Giving opinion
How was the trip?
How do you like your new house?
How do you think of Rina’s idea?
How do you feel about this dicition?
What is your opinions of the movie?
What are your feelings about it? I think (that)….
In my opinion….
As I see, …
If you ask me, I feel…

10. Agreement/approval, Disagreement/disapproval (setuju, tidak setuju)
Ketika kita merasa sependapat dengan opini orang lain, kita bisa mengatakan:
• So do I
• Yes, I agree with you
• It is certainly
• Exactly
• That’s what I want to say
• I am with you
• I am on your side
Ketika kita merasa tidak sependapat dengan opini orang lain, kita bisa mengatakan:
• Well, I don’t think so
• I don’t think that is true
• I disagree with …
• I wouldn’t say that
• Exactly not
• I can’t say so
• On contrary
• I don’t buy that idea
11. Fear, Anciety (ungkapan ketakutan, kegelisahan)
Fear Respon
I am afraid
I am feared
I am scared
I am terrified
The sound is horrifying Don’t be afraid
There is nothing to be afraid of
It is nothing

Anciety Respon
I am worried about…
I am anxious to know about…
I wondered if…
That made me worried
I have been thinking about ….
I am afraid if… Take is easy
Calm down
I know you are worried but…
It is not a big deal
Don’t worry
Stay cool
12. Pain, Relief (ungkapan kesakitan, kelegaan)
Pain Relief
Ouch!
That was hurt
It is painful
It hurts me
I’ve got a backache/toothache/stomachache
I feel sore all over
My eyes hurt I’m very relieved to hear…
Finally, it was over
I feel relieved
I feel much better
I’m glad it’s over
That’s a great relief
I’m extremely glad to hear…
Thank goodness for that
Marvellous
What a relief!
13. Like/Love & Dislike/Hate (suka/cinta & tidak suka/benci)
Like Dislike
I love it
I like it
I am keen on it
I am crazy about it
We all enjoy
(benda/noun/gerund)…is my cup of tea I don’t really like it
I dislike it
I am not really interested in…
I can’t enjoy…
(benda/noun/gerund)…is not my cup of tea
I can’t stand
I hate it
14. Embarrassment & Annoyance (Ungkapan rasa malu, kejengkelan)
Embarrassment Annoyance
I am embarrassed
I feel ashamed
Oh my God
Shame on me
I don’t feel comfortable
I feel awkward I am annoyed
I had enough with it
I can’t bear it any longer
You made me annoyed
You are such a pain in the neck
You made me sick
15. Request (permintaan)
Request Acceptance Refusal
Would it be possible for you to
Would you be so kind as to
Would you…,please?
Would you mind …?
Any chance of…
Can you…? I should be delighted to come
By all means
I have no objection
I’d be happy to
Sure
Yeah
OK
No problem
Mmm I regret to say that we find ourselves unable to go
I’m afraid it’s not possible
I’m afraid not
Sorry
No, I won’t
Not likely
You must be joking
16. Complaint, Blame (keluhan,menyalahkan)
Complaint Blame
I’m not at all satisfied with the service
I really do/must objec to the service
I take great exception to…
I want to complain about…
This is crazy! You’re the one to blame
It’s your fault!
It’s your mistake!
You’re wrong

17. Regret, Apology (penyesalan, meminta maaf)
Regret Apology
Much to my regret
Sadly, I ….
Unfortunately
I’m terribly sorry
I honestly regret that I …
Sorry, I … Please accept my apologies for what I did
Please forgive me for what I did
I am extremely sorry
I really must apologies
May I offer you my sincerest apologies?
18. Possibility & Impossibility (kemungkinan & ketidakmungkinan)
Menyatakan Kemungkinan Menanyakan Kemungkinan
I think there is possibility to …
I sassume/believe…
In all probability,…
it is going to be possible for me to…
that will probably …
it’s quite possible … Do you think he/it could…?
Would you say we’re capable of…?
Are you capable of…?
Are you able to…?
Do you have any experience of…?
Can you…?
Do you know how to…?
Do you think you can…?

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