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Minggu, 11 November 2012



WRITING-MIDTERM TEST

1. Chose one of the following suggested topics for your essay
2. Make an outline for your essay
3. Make an essay of the outline you have made.
4. Your essay must be typed by computer
5. Your writing scores are based on the unity, coherence, grammar, and other writing elements.
6. Your work must be submitted by 2 p.m on Wednesday, November 14, 2012.
7. On your answer sheet, please write down your name, class, and Enrollment number (NIRM)


Here are some suggested topics for your essay:

Healthy Life, Current Home, Parents, Habits, Childhood, Education,  Studying At University, Staying At Dormitory, Friends.

Note: Please do not digress from the suggested topics. 

Minggu, 13 November 2011

Lanjutan Materi speaking untuk utk UTS


Softening Strong Disagreement
Frankly, . . .
To be quite frank , . . .
To put it bluntly, . . .
with respect, . . .
Strong Disagreement
I totally disagree with you.
Don’t agree at all.
You’re completely mistaken.
Disagree entirely.
Under no circumstances could  I agree to that.
What you are saying is just not feasible.
Softening Neutral Disagreement
I’m afraid . . .
I’m sorry . . .
With respect, . . .
I respect your opinion, of course, however . . .
Neutral Disagreement
I don’t completely agree with you on that.
I really can’t agree with you on that.
I can’t say that I share your view.
We’ll have to agree to differ.
I’m not totally convinced by your argument.
I Can’t accept your point of view.
I Can’t help feeling that . . .
I feel  I must disagree.
I really must take  issue with you here.
Tactful Disagreement
I  agree up to a point, but . . .
To a certain extent I agree with you,but . . .
You have a point there,but . . .
I take your point,Mr /Ms ……….,but have you considered . . . ?
I can see your point of view,but surely . . .
I have some simphaty with your position,but . . .

Selasa, 01 November 2011

Materi speaking 5 tgl 1 Nov 2011


Di bawah ini saya cantumkan beberapa expresi bagaimana menyajikan argumen yang biasa di gunakan dalam meeting/ debate. Tugas anda menghapalkan expresi2 tersebut sampai hapal.  Di harapkan minimal 2 expresi dari tiap-tiap pernyatan yang saya cantumkan benar benar hapal di luar kepala sehingga pada waktu praktek/oral test  anda tidak mendapatkan banyak kesulitan. Kalau perlu gunakan kamus untuk memahami expresi yang tidak di mengerti .


Beginning


I would like to begin by…
I would ilke to make a few remarks concerning………
I would like to comment on the problem of ………
I would ilke to mention briefly that  concerning………
There are three points  I’d like to make.
The most Important points seem to me to be…

Ordering

First of all, we must bear in mind….
At the outset…
To begin with….
Firstly,….Secondly,…..Thirdly,……finally,…..

Introducing  a New Point

I would like to turn briefly to the problem of …
The next issue I would like to focus on is…..
Turning to…

Adding

In addition,…..
I might add that…
As well as…., there is also…
Not only…, but also…
Furthermore,…
Moreover,….

Giving an example

Let give me an example…
To illustrate this point, let us consider…
A case in point is…..

Balancing

On the one hand…. But on the other hand….
Though…., We musn’t  forget…
Whereas… we have to remember…
In spite of…, I still think…
Despite the fact that…, I….

Generalising

On the whole,….
In general,…
Generally speaking,…..
By and large,…
All in all,…..
All things considered,…

Stating Preferences

I’d rather…. Than …
I prefer… to …
I tend to favour … as opposed to …
The main advantage of ….. is that ….

Concluding

Let me conclude by saying that…
I would like to conclude by stating that …
Allow me to concluding by highlighting the fact that….
In conclusion, I would like to reiterate that ……
I would now like to conclude my comments by reassuring you that we are fully aware of the fact that…..

Minggu, 20 Maret 2011

THE-ING CLAUSES

For today's lecture topic , study this lesson then do the exercises in groups. each group consists of 5 persons.
The answers to the exercises can be sent either via blog or via email (cahyadi314jtw@gmail.com/cahyadi314jtw@yahoo.com). The answers must be by 24th of this month (Thursday). Please name each of the members on your answer.

Study this example situation:
Feeling tired, I went to bed early.
a)      A clause is a part of a sentence. Some sentences have two clauses:
-          Feeling tired, I went to bed early. In this sentence, 'I went to bed early' is the main clause. Feeling tired is the -ing clause.
b)      When two things happen at the same time, you can use -ing for one of the verbs. The main clause usually comes first: '
-          She was sitting in an armchair reading a book. (= she was sitting and she was reading)
-          I ran out of the house shouting. (= 1 was shouting when I ran out of the house)
We also use -ing when one action happens during another. Use -ing for the longer action. The longer action is the second part of the sentence.
-          Jim hurt his arm playing tennis. (= while he was playing)
-          I cut myself shaving. (= while I was shaving) You can also use -ing after while or when:
-          Jim hurt his arm while playing tennis. (= while he was playing) ;
-           Be careful when crossing the road. (= when you are crossing)
c)      When one action happens before another action, you can use having (done) for the first action:
-          Having found a hotel, they looked for somewhere to have dinner.
-          Having finished our work, we went home.
You could also say After -ing:
-          After finishing our work, we went home.
If the second action happens immediately after the first, you can use the simple -ing form (doing instead of having done):
-          Taking a key out of his pocket, he opened the door. These structures are used mainly in written English.
d)     You can also use an -ing clause to explain something or to say why someone did something. The -ing clause usually comes first:
-          Feeling tired, I went to bed early. (=because I felt tired)
-          Being unemployed, he hasn't got much money. (= because he is unemployed)
-          Not having a car, she finds it difficult to get around. (= because she doesn't have a car)
-          Having already seen the film twice, I didn't want to go to the cinema. (= because I had already seen it twice)
These structures are used more in written than in spoken English.


  Exercises
     From each pair of sentences make one sentence using an -ing clause. '
Example : : she was sitting in an armchair. She was reading a book.
                   She was sitting in an armcahir reading a book.
1.    she was   lying on the bed. She was crying.   Jill was ..........................
2.    I got home. I was feeling very tired.   I got .........................................
3.    The old man was walking along the street. He was talking to himself.    '
The old man .........................................................................................
In these sentence   one thing  happens during another
 Example: Jim was playing tennis. He hurt his arm.
4.    Ann was watching television. She fell asleep.    Ann ..........................
5.    The man slipped. He was getting off the bus.   The ............................
6.    The boy was crossing the road. He was knocked over. The boy .........
7.    The fireman was overcome ........................................................................................
This time make sentences beginning wtih Having
We finished our work. We went home. ....................................................
1.    We bought our tickets. Then we went into the theatre. .......................
2.    They had dinner. Then they continued on their journey. .....................
3.    Sue did all her shopping. Then she went for a cup of coffee. .............
 Now make sentences beginning -ing or Not -ing 
1.    She is a foreigner. So she needs a visa to stay in this country. ............
2.    I didn't know his address. So I couldn't contact him. Not ..................
3.    The man wasn't able to understand English. So he didn't know what I said,         
4.     He has travelled a lot. So he knows a lot about other countries. ........
5.    We had spent nearly all our money. So we couldn't afford to say in a hotel.         


Senin, 04 Oktober 2010

Contact clause

SUBJECT PRONOUN OR OBJECT PRONOUN? 
Subject and object pronouns cannot be distinguished by their forms - who, which, that are used for subject and object pronouns. You can, however, distinguish them as follows:
If the relative pronoun is followed by a verb, the relative pronoun is a subject pronoun. Subject pronouns must always be used.
-          The apple which is lying on the table
If the relative pronoun is not followed by a verb (but by a noun or pronoun), the relative pronoun is an object pronoun. Object pronouns can be dropped in defining relative clauses, which are then called Contact Clauses.
-          The apple (which) George lay on the table
-          The dress (which) Ann bought doesn't fit her very we'll.
-          Is there anything (which) I can do ?
-          Everything (that) he said was true.
The term was coined by Jespersen (1933:360).
"Relative clauses without any connecting word are here called contact clauses, because what characterizes them is the close contact in sound and sense between the clause and what precedes it: in sentences like "this is the boy we spoke of", and "he falls in love with all the girls he sees", the words "the boy" and "all the girls" are felt to be just as intimately connected with what follows as what precedes them." (Jespersen 1933:360)

Selasa, 29 Juni 2010

Part of Speech

All the words in English can be divided into 8, 9 or more groups according to their function in the language. These groups are traditionally called parts of speech and are today referred to as lexical categories or word classes. The following terms comprise the most basic grammar terminology every English user must be familiar with in order to understand how language works to create meaning.
Nouns (success), verbs (succeed), adjectives (successful), adverbs (successfully) and interjections (wow!) are sub-grouped into content words, namely, words that provide the concepts and ideas underlying the sentence. Content words are constantly being added to or removed from the language (an open word class), as changing usage patterns influence dynamic changes in a language's vocabulary. 
Conversely, Determiners (the), pronouns (we), prepositions (at) and conjunctions (and) are sub-grouped into structure words, whose number almost always stays constant in a language (closed word class). These are words that tie the content words together into a grammatically correct sentence and reflect the inner grammar rules of the language structure. These, as opposed to content words, change very slowly, if at all, throughout a language's history.
It is vital for any English writer to be familiar with the parts of speech in order to have the terminology to study and analyze the language and identify mistakes in writing. Moreover, a word can function as a different part of speech depending on its role in the sentence structure (the terms of which are also vital for successful writing). This affects the word's meaning and structure, making it important to confirm whether you are using the correct part of speech in the correct position in the sentence.
The defendant's lawyers object to any claims made by the prosecution.
[object is a verb, meaning to oppose]
They also showed an object found in the scene of the crime as exhibit A.
[object is a noun, meaning a physical item]

Here you will find inforamtion about each and every part of speech:

The noun


1. A Noun is a word that names a person (teacher), thing (pencil), animal (cat), place (Paris) or abstract idea (love). As practically anything in the universe has a name, and as there are many things in the universe, nouns comprise the largest group of words in English (about 65%). Nouns name common everyday objects such as pen, through to general conditions such as friendship, all the way to the most technical terminology for the tiniest part of a jet engine.
Noun names...    Examples 
  • a person    a teacher, a man, Peter, Sonya, a Frenchman, the Queen
  • a thing    a pencil, a computer, a hamburger, a political party
  • an animal or plant    a cat, an elephant, a caterpillar, blue algae, pineapple
  • a place    Paris, home, Africa, church, school, a mountain, airport
  • an abstract idea    love, freedom, attitude, education, vivaciousness, liberalism

2. A test for nouns: A good way to identify a noun when a word is in doubt is to ask, Can I have it? You can have success but you can't have succeed. This means success is a noun and succeed is a different part of speech, in this case, a verb.

The verb


1. A verb is a word that expresses an action (to run), occurrence (to happen), or state of being (to appear). Verbs comprise the third largest group of words in English (about 10%) and appear in any sentence as a major mandatory element tying the subject and predicate together. Verbs also indicate time (past, present, future) and are used with many verb tenses. The verb can be thought of as the center, heart, or anchor of an English sentence.
Verbs of...    Examples
  • action               Maria dances at the studio and performs every Sunday.
  • occurrence        Maria became a professional dancer.
  • state of being    Maria's studio has stood there ever since she was a child.

2. Tests for verbs: A good way to identify a verb when a word is in doubt is to ask, "Can I do it?" I can succeed (do it) is correct, but I can success is incorrect. This means succeed is a verb and the related part of speech success is not a verb; in this case, success is a noun.

The adjective


1. An adjective is a word that modifies (describes) a noun or pronoun. Adjectives comprise the second largest group of words in English (about 23%). Adjectives inform about the qualities and features of people, things or concepts (big, strong, beautiful, sensitive) and can be considered as an added intensifier or even "decoration" to the required basic sentence elements, adding variety and liveliness. Adjectives can also be expanded into adjective clauses, which function similarly. In the following examples, the adjectives are underlined and the nouns or pronouns they modify are in bold.
He was happy when he moved to his new house.
[The adjective happy modifies the pronoun he, the adjective new modifies the noun house]
2. A test for adjectives: A good way to identify an adjective when a word is in doubt is to ask about the modified noun, What kind of (noun) is it? He is a successful businessman is correct, as successful answers What kind of businessman is he? He is a successfully businessman is incorrect as successfully answers "How" and not "What kind of". This means successful is an adjective and successfully is a different part of speech, in this case, an adverb.

The adverb


1. An adverb is a type of word that has many uses in English. It can modify (describe) a verb, an adjective, another adverb, or a whole sentence (composed from at least an independent clause). Adverbs (quickly, here, now, always, very, obviously) can be considered as added intensifiers or even "decoration" to the required basic sentence elements, supplementing them with important pieces of information. Adverbs also appear in multi-word phrases and can also be expanded into adverbial clauses which function similarly. In the following examples, the adverbs are underlined and the elements they modify are in bold.
The new typist works quickly and well.
[The adverbs quickly and well modify the verb works]
The new typist is extremely busy.
[The adverb extremely modifies the adjective busy]
The new typist works very quickly.
[The adverb very modifies the adverb quickly]
Fortunately, the new typist works well.
[The adverb fortunately modifies the sentence the new typist works well]
2. As adverbs add several kinds of information, they can be divided into the following groups of types, each answering the below mentioned questions:
  • Adverb of    Examples
  • manner - how?    quietly, happily, sadly, quickly, slowly, clockwise, well
  • place - where?    away, at home, down, everywhere, round, here, there
  • time - when?    daily, last week, a year ago, tomorrow, on Sunday, immediately
  • frequency - how often ?    always, often, usually, sometimes, seldom, never
  • degree - how much ?    quite, rather, pretty, very, completely, really, hardly, too, just
  • whole sentence -
  • under what circumstance?    fortunately, unfortunately, luckily, obviously, perhaps, surprisingly

3. A test for adverbs: A good way to identify an adverb when a word or phrase is in doubt is to ask one of the questions presented in bold in the adverb type table above. If the word or phrase answers the question, then it functions as an adverb.

The interjection


An interjection is a word or expression that conveys a strong emotion, such as surprise, joy or disgust. It usually appears in dialogues and informal writing settings, as more formal writing settings, such as academia or business warrant an objective formal writing style. Interjections are usually used with an exclamation point (!) or set off with comma.
  • Wow! What a game!
  • Oh, I forgot all about the game last night.

The determiner


A determiner is a word that accompanies a noun or noun phrase and determines whether it is general or specific, its quantity, who it belongs to and more. Determiners are divided into the following groups:
  • Determine Type    Examples
  • articles    The teacher asked a student to answer the question.
  • demonstrative    These students got this grade on the test.
  • quantifiers    Many got an average grade, some got a pass, and few excelled.
  • interrogative    What answer was written the best?
  • numerical    The fourth section in the second test was very easy.
  • possessive    His grade was lower than her grade.
  • relative    We know which test was copied.

The pronoun


A pronoun is a word that replaces a noun or refers to it. Pronouns are divided into the following groups:
  • Pronoun Type    Examples
  • personal    I remember her helping us with our problems, not yours.
  • demonstrative    Those are my favorite, but these are good too.
  • reflexive    They did it themselves. I saw it myself.
  • interrogative    Who said so?
  • relative    The man who lives next door borrowed the book that you lent me.
  • reciprocal    We like talking to each other.
  • indefinite    Everybody comes to the party, each and every one.

The preposition


A preposition is a word that conveys relationships between other words, usually in time, place or direction. Prepositions are an integral part of many expressions with verbs and adjectives, and also of idioms. They should always be learned together with the expression they are part of, as their use cannot always be predicted. A prepositional phrase contains the preposition and the words it modifies.
time    on Sunday, in the summer, at 5 o'clock.
place    under the bed, between you and me, at work, in front of the TV, from home
direction    into the box, over the city, towards the car, away from here

The conjunction

A conjunction is a word that connects other words, phrases and clauses reflecting some kind of logical relationship between the connected elements (addition, illustration, cause, effect, contrast etc.). Conjunctions connecting two elements of equal weight are coordinating conjunctions, and those which introduce dependent clauses are subordinating conjunctions.
  • Conjunction Type    Examples
  • coordinating conjunctions    and, or, but, so, or, nor, for, yet
  • subordinating conjunctions  because, since, while, after, if, although, whether
  • correlative conjunctions       not only...but also, either...or, neither...nor, both...and