PAKET 14 JAKARTA
Text 1:
This text is for questions 16 to 20
Many years ego, there lived a hermit in a forest in Sumatra. He did not grow food but depended on the jungle fruit to survive. Soon, there was a drought, and all the plants and fruit trees in the jungle died.
The old man had nothing to eat now, so he turned to begging. He went to a nearby village trying to get some food. At first, the villagers were happy to help him. However, when he came continually, they refused to give him any more food. They told him to grow his own food.
One day, while the hermit was sitting in his hut, sad and hungry, he began to think about growing his own food. Just then, a boatman stopped by, and taking pity on the hermit, gave him some padi seeds.
Before the boatman went away, he said,” These seeds will grow and give you everlasting harvests if you work vary hard. If you are tired of the work, the padi plants will turn into weeds.
The old hermit worked hard to clear the land and sowed the seeds before the rains come. Strangely, after a short period of time, the padi was ready for harvesting. The old man got a lot of rice from the harvest. After each harvest, the plants grew back again right away.
When the villagers heard about the hermit and his wonderful padi, they flocked to his padi-field and took home as much padi as they could.
One day, the hermit become so tired of harvesting the padi that he shouted,” Oh, stop growing, you wretched thing!” As soon as he had said this, the padi plants turned into weeds.
1. What did the boatman give to the hermit?
A. Fruit trees.
B. Some weeds.
C. Some food.
D. Some padi seeds.
E. Padi plants.
2. The main idea of paragraph 5 is that …..
A. The succession of padi harvest.
B. The hermit should clear the land.
C. The hermit was successful as a farmer.
D. It needed a short of time to harvest the padi.
E. The seeds should be sown before the rainscome.
3. Why did the padi plants turn into weeds?
A. The hermit got angry with the villagers.
B. The hermit stopped growing the padi plants.
C. The villagers grew weeds instead of padi plants.
D. The villagers took home as much padi as they could.
E. The hermit shouted ordering the padi plants to stop growing.
4. ‘one day, the hermit become so tired of harvesting the padi that he shouted…… (the last paragraph)
The antonym of ‘shouted’ is …..
A. Said.
B. Cried.
C. Laughed.
D. Screamed.
E. e. Whispered.
5. Which statement is TRUE about the hermit?
A. He lived in a small town in Sumatra.
B. He went to the village to ask for some food.
C. He liked to give the villagers fruit and padi.
D. He died in the jungle when there was a drought.
E. He hated begging though there was nothing to eat.
Text 2
This text is for questions 21 to 25
Every country has people who are too poor to live a decent, comfortable life. They do not have enough to eat. They live in shack that they have built for themselves out of scraps of wood and metal-sometimes even out cardboard packing-cases. Often they have no proper water supply or drains. When they are ill, they cannot afford to go to the doctor. When they are cold, they have to look for fuel to light a fire.
On the hillsides in Brazil, the shacks of the poor are piled on top of one another like old cars in a scrap-yards. And scrap-yards are often what shanty towns are like places for people who have nowhere else to go.
Thousand of Brazilians leave the countryside each year and travel to the cities to seek a better life. When they arrive, they find that things are no better than in the country. There are few jobs to be had. The only way to find a place to sleep-other than on the streets as many have to do-is to move in with friends or build a shack of their own.
For these people, sleeping is often the best way to forget how hard life is. If you sleep, at least you might dream of better things.
6. The reading passage tells us about …. In Brazil.
A. A decent life for the poor.
B. The shacks in the cities.
C. Poverty in the cities.
D. Building homes in Brazil.
E. The shortage of doctors.
7. The Brazilians leaving the countryside for the cities….
A. Are earning a little bit better.
B. Are traveling a lot more to many cities.
C. Have succeeded in building their own houses.
D. Are living in better conditions.
E. Are very disappointed in their hopes for a better life.
8. Which is the following statements is NOT TRUE according to the text?
A. The poor like sleeping because they are very lazy.
B. It is difficult to find a job in the city.
C. Every country has its poverty problems.
D. Sleeping is a way to escape from reality.
E. In Brazil the poor build shanty towns in the hills.
9. ‘When they arrive they find that things are no better than in the country’ (line 10). This means that ….
A. It is easier to live in the countryside.
B. Life in the city is as hard as in the country.
C. Living in the country is not as nice as in the city.
D. People lead a comfortable life in the countryside.
E. Living in the city has many advantage.
10. What is a ‘scrap-yard’?
It is a place where ….
A. People forget how hard life.
B. Shacks are piled on top of one another.
C. People build cardboard shacks.
D. Old cars are thrown on top of one another.
E. Scraps of wood and metal are sold by the poor.
Text 3
This text is for question 26 to 29
MANILA (AFP): The Philippines has the most number of endemic bird species which are in danger of extinction, according to a nation wide wildlife report obtained here yesterday.
“The Philippines Red Data Book’, written by the Wildlife Conservation Society of the Philippines, noted that the country has 40 endangered bird species, more than any other country.
This includes the Cebu flower-pecker of which only four are known to still be alive, making it the most endangered bird in the world, the ‘Red Data Book’ said.
An endangered species is defined as one that has a 20 percent chance of becoming extinct in 20 years.
The ‘Data Book’ said the threat of extinction was due to the growing destruction of the forests which are the habitats of the birds and other wild animals, many of which are similarly endangered.
11. The text is about ….
A. The ‘Philippine Red Data Book’ on animals.
B. The wildlife Conservation Society in the Philippines.
C. The number of endemic bird species still available.
D. The endangered habitats of birds in the Philippines.
E. A report about the extinction of the most endangered birds.
12. According to the ‘Red Data Book’, some birds and wild animals are in danger of extinction because people….
A. Hunt them for sports.
B. Keep destroying forests.
C. Move their habitats.
D. Change forests into their habitats.
E. Catch them to be domesticated.
13. Endangered species are….
A. The forty percent of bird species in the world.
B. All wild animals except the Cebu Flower-pecker.
C. Birds which now remains twenty percent.
D. The endemic bird species kept in captivity.
E. Those predicted to be extinct within 20 years of time.
14. “….. the threat of extinction was due to…..” (paragraph 5)
The word ‘threat’ means …..
A. Notice
B. Warning
C. Danger
D. Statement
E. Announcement
Text 4
This text is for question 30 to 34
Governor Sutiyoso has launched his mass rapid transportation plan. This includes monorail, subway, water transportation, and Busway. Among the public transportation plan, Busway has been put into effect. The air conditioned bus fleet with their special roads have been operated since last year. Now more routes are being constructed to cover the five mayoralties. In fact, the existence of Busway makes pros and cons.
Some people consider Busway can solve a traffic problem faced by the metropolitan city. Every day millions of people commute from their houses to their respective work places. This badly needs adequate public transportation. If fifty persons go to their officer by cars, they need fifty cars roaming on the street. This number of cars can be replaced by only one Busway. Consequently, with reduced vehicles the streets are less congested. Therefore, I can decline traffic jams. Apart from reducing traffic jams, Busway eases Jakarta inhabitants to go to their workplace or other destination. For this reason more access on Busway is being accomplished. Other Busway roads. Have been constructed, such as, Kota-Kalideres, and Kota-Polugadung. This definitely make easies for people who go for rcreation to the zoo.
Besides reducing traffic jam and comforting passengers, Busway can minimize air pollution. As stated, Busway can replace other vehicles in a great number. It apparently declines the danger of pollution. Less vehicles means less carbon monoxide coming out from the exhausted fumes. As a result, the residents of Jakarta are less threatened with sickness caused by air pollution. And it Busway administration can manage the public transport well, Busway can create a new icon of Jakarta.
Those who resist the existence of Busway argue that instead of solving a problem, Busway create a new problem. Busway even makes traffic worse. The Busway line makes the roads narrower. Narrow roads cause passing vehicles to get stuck especially during rush hours. Furthermore, Busway adds up corruption that has become a vicious circle in this country. As reported in a newspaper the purchase of Busway fleet is under corruption suspect. Billions of expense, Busway fare is also much expensive than an ordinary bus. It costs Rp. 3.500 for once ride, while the common bus only costs Rp. 2.000. With the difference in the bus fare, it is likely that passengers prefer to ride ordinary buses.
Apparently, Busway still creates different outlooks among the residents of Jakarta. In spite of all the critics, the governor of Jakarta firmly continues to extend its route.
15. What does the text discuss?
A. The benefit of Busway.
B. The existence of Busway.
C. The weakness of Busway.
D. People who oppose Busway.
E. People who support Busway.
16. In paragraph two, people mainly talk about …..
A. Busway is comfortable.
B. Taking a public transport is easy.
C. Mllions of people drive their cars.
D. More Busway roads are being constructed.
E. Busway benefit the city’s residents.
17. What is the argument of people who are against Busway?
A. Busway fare is twice as much as that of ordinary bus.
B. Busway pollutes the capital city.
C. Busway is not air conditioned.
D. Busway is uncomfortable.
E. Busway makes roads narrower.
18. Which of the following is NOT TRUE according to he text?
A. More Busway roads are construted.
B. Busway makes the street less congested.
C. The governor is unsure about the development of Busway.
D. The city needs sufficient public transportation.
E. Busway can replace many cars to transport passengers.
19. ‘Consequently, with reduced vehicles the streets are less congested.’ (Paragraph 1) what word can replace the underlined word?
A. Dirty.
B. Smelly. .
C. Slippery.
D. Polluted.
E. e. Crowded
Text 5
This text is for question 35 to 39
When Tom decided to go on a holiday to England, he wrote a friend of his who was living in London and asked if he could meet him at the airport. The friend wrote back to say that he would be there. So, Tom was surprised when he reached the airport to find that his friend had not turned up.
He walked around for a short while and then, because he had aslight headache, went into the restaurant and had a cup of strong, black coffee. After he felt much better. He bought a couple of magazines at the bookstall and went into the lounge to read them. He felt sure that his friend would come fairly soon, thought he was beginning to get worried.
He had just started to read his magazine when his friend arrived with a young lady. Tom’s friend apologized for being late and explained what had happened. Apparently he had arranged to meet the young lady at six o’clock, just outside the under-ground station not far from where he was living. The young lady, who had only traveled on the underground once before, had set out in good time but unfortunately she had got on a train going in the wrong direction. She traveled for several stops before she realized this, because the train was very crowded and she could not see the names of the stations. By the time she got to the right station she was nearly three quarters of an hour late.
20. Why did Tom write a letter to his friend in London?
A. To know whether his friend could also take a holiday when he was there.
B. To ask his friend to talk about his girlfriend.
C. To see whether his friend could pick him up at the airport.
D. To get some information about how to travel to London.
E. To know whether it was worth spending his holidays in London.
21. When Tom arrived at the airport ….
A. He found out that his friend had already left.
B. He looked for his friend but did not see him.
C. He went straight to the restaurant and had some coffee.
D. He was immediately welcomed by his friend.
E. He began to read the magazine that he had bought.
22. The young lady was late in meeting Tom’s friend because ….
A. The names of the train stations were not clear.
B. She had taken the wrong train.
C. She left almost 45 minutes late.
D. She had never taken the underground train before.
E. The train went into the wrong direction.
23. Which of the following statements is NOT TRUE?
A. Tm wanted a cup of black coffee to relieve his headache.
B. Tom’s friend lived near an underground station.
C. The young lady couldn’t get on the crowded train.
D. Tom had something to drink before his friend arrived.
E. The young lady didn’t come at the appointed time.
24. “His friend had not turned up”. (line 3-4)
The underlined words mean ….
A. Appeared
B. Acted
C. Stayed
D. d. Remembered
E. e. Returned.
Text 6
This text is for questions 40 to 44
Not being able to sleep, Iwan sat up in bed peering into the darkness. Suddenly he felt a current of cold air. He jumped out of bed. However, having forgotten the motion of the ship, he was instantly thrown violently across the room.
With difficulty he got up and groped his way towards the window, which to his surprise, he found wide open, for he was certain that he fastened it securely before he went to bed.
Suddenly, as he stood by the window, he distinctly heard something moving behind him and, a moment afterwards, as he turned to look, he heard a faint groan. He sprang across the room and jumped back into bed, only to discover to his horror that someone else was lying there. Stretching out his hand, he laid hold of something that had the shape of a man’s arm but was smooth, wet and icy-cold. He pulled, but the creature, whatever it was, tore it self out of his grasp, ran across the room, opened the door and rushed out. Quickly recovering from his fright, he started to chase at top speed but he was too late. The passage outside his room was empty.
25. The story tell us about….
A. Iwan’s journey.
B. A mysterious creature.
C. A burglary at sea.
D. An adventurous night.
E. The case of board.
26. Why did Iwan jumped out of his bed and tried to the window?
A. He was throw violently across the room.
B. He knew that the window was open.
C. He wanted to know where the cold air came from.
D. He was restless and could not sleep.
E. He couldn’t see anything in the dark room.
27. Which of the following statements is true according to the text?
A. Iwan wondered why the window was opened.
B. Iwan jumped out of bed because he heard something moving.
C. Iwan had forgotten to fasten the window when he went bed.
D. Iwan was waiting in the dark for the creature.
E. Seeing the window open, he immediately ran to close it.
28. Which of this following did not frighten Iwan?
A. Something moving behind him.
B. Finding somebody lying on his bed.
C. A sound unfamiliar to him.
D. The violent moving of the ship.
E. Touching something smooth and wet.
29. From the text we may conclude that ….
A. Iwan succeeded in catching the creature.
B. Iwan and the creature ran out of the room together.
C. The creature tried very hard to catch Iwan.
D. Iwan did not dare to run after the creature.
E. The creature remained a mystery.
Text 7
This text is for question 45 to 47
My mother is a fifty-year old widow. She and my father were very happy together – and I know she has been very lonely since he died.
I am very fond of her but sometimes her behavior is unreasonable. She is still quite attractive , even to men who are much younger than she is. Recently she has been seeing a lot with a thirty-six-year-old man whose wife died a few years ago in a car crash. I was very worried about this, but said nothing about it until yesterday. That was when she told me she intended to get married again. Can you guess who the “lucky man is?”
Naturally, I told her I would refuse to come to the wedding or have anything more to do with her if she went ahead with this crazy idea. But she refuse to listen the reason.
She doesn’t seem to understand I am only trying to protect her from all the problem and unhappiness she will have. Obviously, I can’t forbid her to get married. But there must be something I can do to stop her. Don’t you agree that it is very likely the man is interested only her money?
30. What is the purpose of the text?
A. To advise the writer
B. To inform readers about the certain event
C. To share readers with the amusing incident
D. To tell readers about how to select a spouse
E. To persuade readers that a woman should not merry to a younger man
31. The writer was worried about …………
A. his crazy idea
B. his new step father
C. his mother’s reason
D. a thirty-six-years old man’s wife
E. his mother’s relationship with a younger man
32. Why did the writer feel uncertain with the man?
A. He tried to protect his mother
B. The man was too young to get married
C. His mother was too fast to make up her mind
D. The man was not really falling in love with his mother
E. He thought the man might merry his mother only because of money
This questions refer to question 48 to 50
Choose a suitable word to complete the following paragraph
Water pollution is really a problem for all people to solve. Solution to the problem …(48)…people to demonstrate their quality as responsible citizens. Individuals as well as their industries ….(49)….that they should not do anything ….(50)….to the problem.
48. …..
A. makes
B. helps
C. encourages
D. brings
E. requires
49. …..
A. will realize
B. could realize
C. must realize
D. are realized
E. has realized
50. …..
A. contributing
B. to contribute
C. contributes
D. is contributing
E. is contributed
Minggu, 30 Januari 2011
MATERI UJIAN PRAKTIK 2011 XII IPA DAN IPS (PAK AGUS)
UJIAN PRAKTIK
PILIHAN 1
NASKAH PIDATO DALAM BAHASA INGGRIS
Assalamualaikum Wr Wb.
With all due respect to the honorable teacher of this school, and all the audience here, ladies and gentlemen… Good Morning!!
First of all, let us thank Allah SWT because of his blessings, we all can gather here on this sunny morning.
In this chance, I would like to deliver my speech entitled “The Importance of English”
English is, in fact, the most widely used language in the world. It is the mother tongue for more than 400 million people. It is the main commercial language for no fewer than 1.300 million people, with further 100 million or so coming into regular contact with it. Every day of the week millions and millions of people, right around the world are using English, at work and their social lives.
The importance of English is not just in how many people speak it but what it is used for. English is the major language of news and information in the world. The data show that 75% of all fax messages are in English, 80% of computer data is in English, satellite communication is carried in English and most newspapers and television in the world are delivered in English. Now, how do we learn to operate computer? How do we open our mind by information from the world? Yes, we must believe that the answer is of course with English.
Moreover, English is the language of business and government, When Head of Government meet, English is the language most often used. Important commodities, such as gold, silver and currency, are also traded in English. As well as the international language of maritime communication and air traffic control, since English are also used in the international airport and harbor.
So, according to the importance of English, we as elementary students should be start to learn it seriously. Since earlier start learning English, is the better. The last, let me say to all of young generations “Let’s reign the world with English” I believe we are going to make it. Well, I guess that’s all I can tell.
Thank you.
Wassalamualaikum Wr. Wb.
UJIAN PRAKTIK
PILIHAN 2
(NARRATIVE)
Many years ego, there lived a hermit in a forest in Sumatra. He did not grow food but depended on the jungle fruit to survive. Soon, there was a drought, and all the plants and fruit trees in the jungle died.
The old man had nothing to eat now, so he turned to begging. He went to a nearby village trying to get some food. At first, the villagers were happy to help him. However, when he came continually, they refused to give him any more food. They told him to grow his own food.
One day, while the hermit was sitting in his hut, sad and hungry, he began to think about growing his own food. Just then, a boatman stopped by, and taking pity on the hermit, gave him some padi seeds.
Before the boatman went away, he said,” These seeds will grow and give you everlasting harvests if you work vary hard. If you are tired of the work, the padi plants will turn into weeds.
The old hermit worked hard to clear the land and sowed the seeds before the rains come. Strangely, after a short period of time, the padi was ready for harvesting. The old man got a lot of rice from the harvest. After each harvest, the plants grew back again right away.
When the villagers heard about the hermit and his wonderful padi, they flocked to his padi-field and took home as much padi as they could.
One day, the hermit become so tired of harvesting the padi that he shouted,” Oh, stop growing, you wretched thing!” As soon as he had said this, the padi plants turned into weeds.
UJIAN PRAKTIK
PILIHAN 3
(NARRATIVE)
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this, so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, “My name is Snow White”.
Doc said, 'If you wish, you may live here with us". Snow White said, "Oh could I? Thank you". Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after.
TOLONG DIHAFALKAN !!!
PILIHAN 1
NASKAH PIDATO DALAM BAHASA INGGRIS
Assalamualaikum Wr Wb.
With all due respect to the honorable teacher of this school, and all the audience here, ladies and gentlemen… Good Morning!!
First of all, let us thank Allah SWT because of his blessings, we all can gather here on this sunny morning.
In this chance, I would like to deliver my speech entitled “The Importance of English”
English is, in fact, the most widely used language in the world. It is the mother tongue for more than 400 million people. It is the main commercial language for no fewer than 1.300 million people, with further 100 million or so coming into regular contact with it. Every day of the week millions and millions of people, right around the world are using English, at work and their social lives.
The importance of English is not just in how many people speak it but what it is used for. English is the major language of news and information in the world. The data show that 75% of all fax messages are in English, 80% of computer data is in English, satellite communication is carried in English and most newspapers and television in the world are delivered in English. Now, how do we learn to operate computer? How do we open our mind by information from the world? Yes, we must believe that the answer is of course with English.
Moreover, English is the language of business and government, When Head of Government meet, English is the language most often used. Important commodities, such as gold, silver and currency, are also traded in English. As well as the international language of maritime communication and air traffic control, since English are also used in the international airport and harbor.
So, according to the importance of English, we as elementary students should be start to learn it seriously. Since earlier start learning English, is the better. The last, let me say to all of young generations “Let’s reign the world with English” I believe we are going to make it. Well, I guess that’s all I can tell.
Thank you.
Wassalamualaikum Wr. Wb.
UJIAN PRAKTIK
PILIHAN 2
(NARRATIVE)
Many years ego, there lived a hermit in a forest in Sumatra. He did not grow food but depended on the jungle fruit to survive. Soon, there was a drought, and all the plants and fruit trees in the jungle died.
The old man had nothing to eat now, so he turned to begging. He went to a nearby village trying to get some food. At first, the villagers were happy to help him. However, when he came continually, they refused to give him any more food. They told him to grow his own food.
One day, while the hermit was sitting in his hut, sad and hungry, he began to think about growing his own food. Just then, a boatman stopped by, and taking pity on the hermit, gave him some padi seeds.
Before the boatman went away, he said,” These seeds will grow and give you everlasting harvests if you work vary hard. If you are tired of the work, the padi plants will turn into weeds.
The old hermit worked hard to clear the land and sowed the seeds before the rains come. Strangely, after a short period of time, the padi was ready for harvesting. The old man got a lot of rice from the harvest. After each harvest, the plants grew back again right away.
When the villagers heard about the hermit and his wonderful padi, they flocked to his padi-field and took home as much padi as they could.
One day, the hermit become so tired of harvesting the padi that he shouted,” Oh, stop growing, you wretched thing!” As soon as he had said this, the padi plants turned into weeds.
UJIAN PRAKTIK
PILIHAN 3
(NARRATIVE)
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this, so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, “My name is Snow White”.
Doc said, 'If you wish, you may live here with us". Snow White said, "Oh could I? Thank you". Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after.
TOLONG DIHAFALKAN !!!
MATERI UJIAN PRAKTIK 2011 XII IPA DAN IPS (PAK AGUS)
UJIAN PRAKTIK
PILIHAN 1
NASKAH PIDATO DALAM BAHASA INGGRIS
Assalamualaikum Wr Wb.
With all due respect to the honorable teacher of this school, and all the audience here, ladies and gentlemen… Good Morning!!
First of all, let us thank Allah SWT because of his blessings, we all can gather here on this sunny morning.
In this chance, I would like to deliver my speech entitled “The Importance of English”
English is, in fact, the most widely used language in the world. It is the mother tongue for more than 400 million people. It is the main commercial language for no fewer than 1.300 million people, with further 100 million or so coming into regular contact with it. Every day of the week millions and millions of people, right around the world are using English, at work and their social lives.
The importance of English is not just in how many people speak it but what it is used for. English is the major language of news and information in the world. The data show that 75% of all fax messages are in English, 80% of computer data is in English, satellite communication is carried in English and most newspapers and television in the world are delivered in English. Now, how do we learn to operate computer? How do we open our mind by information from the world? Yes, we must believe that the answer is of course with English.
Moreover, English is the language of business and government, When Head of Government meet, English is the language most often used. Important commodities, such as gold, silver and currency, are also traded in English. As well as the international language of maritime communication and air traffic control, since English are also used in the international airport and harbor.
So, according to the importance of English, we as elementary students should be start to learn it seriously. Since earlier start learning English, is the better. The last, let me say to all of young generations “Let’s reign the world with English” I believe we are going to make it. Well, I guess that’s all I can tell.
Thank you.
Wassalamualaikum Wr. Wb.
UJIAN PRAKTIK
PILIHAN 2
(NARRATIVE)
Many years ego, there lived a hermit in a forest in Sumatra. He did not grow food but depended on the jungle fruit to survive. Soon, there was a drought, and all the plants and fruit trees in the jungle died.
The old man had nothing to eat now, so he turned to begging. He went to a nearby village trying to get some food. At first, the villagers were happy to help him. However, when he came continually, they refused to give him any more food. They told him to grow his own food.
One day, while the hermit was sitting in his hut, sad and hungry, he began to think about growing his own food. Just then, a boatman stopped by, and taking pity on the hermit, gave him some padi seeds.
Before the boatman went away, he said,” These seeds will grow and give you everlasting harvests if you work vary hard. If you are tired of the work, the padi plants will turn into weeds.
The old hermit worked hard to clear the land and sowed the seeds before the rains come. Strangely, after a short period of time, the padi was ready for harvesting. The old man got a lot of rice from the harvest. After each harvest, the plants grew back again right away.
When the villagers heard about the hermit and his wonderful padi, they flocked to his padi-field and took home as much padi as they could.
One day, the hermit become so tired of harvesting the padi that he shouted,” Oh, stop growing, you wretched thing!” As soon as he had said this, the padi plants turned into weeds.
UJIAN PRAKTIK
PILIHAN 3
(NARRATIVE)
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this, so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, “My name is Snow White”.
Doc said, 'If you wish, you may live here with us". Snow White said, "Oh could I? Thank you". Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after.
PILIHAN 1
NASKAH PIDATO DALAM BAHASA INGGRIS
Assalamualaikum Wr Wb.
With all due respect to the honorable teacher of this school, and all the audience here, ladies and gentlemen… Good Morning!!
First of all, let us thank Allah SWT because of his blessings, we all can gather here on this sunny morning.
In this chance, I would like to deliver my speech entitled “The Importance of English”
English is, in fact, the most widely used language in the world. It is the mother tongue for more than 400 million people. It is the main commercial language for no fewer than 1.300 million people, with further 100 million or so coming into regular contact with it. Every day of the week millions and millions of people, right around the world are using English, at work and their social lives.
The importance of English is not just in how many people speak it but what it is used for. English is the major language of news and information in the world. The data show that 75% of all fax messages are in English, 80% of computer data is in English, satellite communication is carried in English and most newspapers and television in the world are delivered in English. Now, how do we learn to operate computer? How do we open our mind by information from the world? Yes, we must believe that the answer is of course with English.
Moreover, English is the language of business and government, When Head of Government meet, English is the language most often used. Important commodities, such as gold, silver and currency, are also traded in English. As well as the international language of maritime communication and air traffic control, since English are also used in the international airport and harbor.
So, according to the importance of English, we as elementary students should be start to learn it seriously. Since earlier start learning English, is the better. The last, let me say to all of young generations “Let’s reign the world with English” I believe we are going to make it. Well, I guess that’s all I can tell.
Thank you.
Wassalamualaikum Wr. Wb.
UJIAN PRAKTIK
PILIHAN 2
(NARRATIVE)
Many years ego, there lived a hermit in a forest in Sumatra. He did not grow food but depended on the jungle fruit to survive. Soon, there was a drought, and all the plants and fruit trees in the jungle died.
The old man had nothing to eat now, so he turned to begging. He went to a nearby village trying to get some food. At first, the villagers were happy to help him. However, when he came continually, they refused to give him any more food. They told him to grow his own food.
One day, while the hermit was sitting in his hut, sad and hungry, he began to think about growing his own food. Just then, a boatman stopped by, and taking pity on the hermit, gave him some padi seeds.
Before the boatman went away, he said,” These seeds will grow and give you everlasting harvests if you work vary hard. If you are tired of the work, the padi plants will turn into weeds.
The old hermit worked hard to clear the land and sowed the seeds before the rains come. Strangely, after a short period of time, the padi was ready for harvesting. The old man got a lot of rice from the harvest. After each harvest, the plants grew back again right away.
When the villagers heard about the hermit and his wonderful padi, they flocked to his padi-field and took home as much padi as they could.
One day, the hermit become so tired of harvesting the padi that he shouted,” Oh, stop growing, you wretched thing!” As soon as he had said this, the padi plants turned into weeds.
UJIAN PRAKTIK
PILIHAN 3
(NARRATIVE)
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn't have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this, so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, “My name is Snow White”.
Doc said, 'If you wish, you may live here with us". Snow White said, "Oh could I? Thank you". Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after.
Jumat, 28 Januari 2011
SPEECH CONTEST HEALTH (HIV/ AIDS)
HIV / AIDS (THEME)
SPEECH CONTEST
I am honoured to be invited to address you today on a matter that so deeply affects South Africa, Africa and indeed the whole world.
HIV/AIDS has been with us for about two decades, but it remains a problem whose solution continues to elude us all. We are making some progress in understanding this challenge, but we still have a long way to go in containing its spread.
Although people from all walks of life are affected, AIDS is hitting hard at the most vulnerable sections of our society. It is the poor, the illiterate, the marginalised, the women and the children who bear most of the burden of the HIV epidemic.
The face of HIV/AIDS in South Africa has become more complex over the past 10 years. We are no longer only dealing with information and awareness, but with people that are faced with the reality of living with the disease. The vast majority of them are undiagnosed. Sebagian besar dari mereka adalah undiagnosed. They do not know their HIV status. Some of them are already falling ill but they do not know that their illnesses are related to HIV/AIDS. And even if they do know or suspect, they are reluctant to come out and talk about their condition.
I stand before you today to further consolidate our partnership in responding to this major challenge particularly the stigma that continue to be associated with it. We seek your partnership because we know that every South African citizen, every leader, bishop or priest has a special and unique role to play in combating HIV infection and caring for those living with HIV/AIDS.
The church has always played a role of caring for those who are weak and in need of support. But you have been able to initiate programmes that really make a difference in the lives of those in need of care particularly the children. The care that you have given has ot been limited only to the message of hope and spiritual well-being. I am convinced that the church can play a major role in fighting the stigma that is associated with HIV/AIDS and encourage openness and positive living amongst those who are infected and affected.
To ensure a common direction in the call for partnerships, we initiated the development of the Five Year Strategic Plan for South Africa, in 2000 in collaboration with all the key stakeholders, including the faith-based sector. It is a broad national strategic plan designed to guide the country's response to HIV/AIDS. The plan outline four priority areas, which are: (1) Prevention, (2) Treatment, Care and Support, (3) Research, Monitoring and Surveillance and (4) Human Rights.
There can be no doubt that the faith based community has a central role to play in the implementation of this plan.
There are numerous examples of how the faith sector is responding or can respond to this challenge. I will like to raise for discussion at least four key roles that Faith-based organisations and individual members of those organisations can play in responding to HIV/AIDS.
With regard to Education, we can:
Identify resources and models for prevention education
Strengthen HIV/AIDS prevention through family enrichment
Enhance HIV/AIDS prevention through youth programmes - building a solid foundation concerning sexuality, responsible adulthood and marriage, appreciating the youth and breaking the silence about sex.
On Advocacy, we can:
Campaign against discrimination
Work together with government in achieving appropriate levels of cost-effective health care, especially home based care
Seek means to protect interests of particularly women and children
On Worship, we can
Establish an annual National Day of Prayer and Healing for all persons affected by the epidemic
Establish an interfaith Day of Prayer and Healing Service, we can
Provide care which involves encouraging and supporting those who are infected and affected
Promote 'Family fostering' for those who have lost their parents or guardians
Take part in providing home care which may include:
Home visits for prayer and scripture reading
Meeting physical needs for food, clothing, medical attention
Assistance in planning for the future of the family particularly children
Support for orphaned children
Assisting with basic household activities such as shopping, cleaning the house or washing clothes
At the All Africa Church and AIDS Consultation which was held in Kampala in April 1994 a "Call to Action" was developed and signed. Similarly, "A commitment on HIV/AIDS by people of faith", was signed in Washington that same year. I will like to quote at least one section of this statement of commitment, and I quote:
"We are called by God to affirm a life of hope and healing in the midst of HIV/AIDS. Our traditions call us to embody and proclaim hope, and to celebrate life and healing in the midst of suffering."
We therefore need to send a positive message about HIV/AIDS. We need to tell people that just because you are HIV positive today, it does not mean you will get AIDS tomorrow and die. Co-factors such as poverty, high levels of mainly childhood malnutrition, vitamin A and iodine deficiency as well as lack of other micronutrients have a major impact on how one progress to full-blown AIDS.
We have to advise those infected and affected by HIV that by eating nutritious food, managing their stress, treating any infection promptly including sexually transmitted infections and using condoms, they can live longer and lead a healthy and productive life for many years.
We need to use this opportunity to declare our response to AIDS:
We are called to love
We are called to be compassionate and care
We should commit ourselves to speaking publicly and promote HIV/AIDS prevention and ABC messages
We should promote and provide care for those who are infected and affected
We should fight the sins of discrimination and stigma
We should work together with other sectors of society to seek ways of eliminating poverty
I strongly believe that if we can leave this conference with a strong re-affirmation as the faith based leaders of this country, we will be able to provide hope for the faith community and for society as a whole: That in the spirit of love, compassion and care, through collective efforts to confront and to challenge discrimination and to empower our respective believers, we can overcome many of the challenges posed to us by HIV/AIDS.
Thank you.
http://xpresi-riaupos.blogspot.com/
SPEECH CONTEST
I am honoured to be invited to address you today on a matter that so deeply affects South Africa, Africa and indeed the whole world.
HIV/AIDS has been with us for about two decades, but it remains a problem whose solution continues to elude us all. We are making some progress in understanding this challenge, but we still have a long way to go in containing its spread.
Although people from all walks of life are affected, AIDS is hitting hard at the most vulnerable sections of our society. It is the poor, the illiterate, the marginalised, the women and the children who bear most of the burden of the HIV epidemic.
The face of HIV/AIDS in South Africa has become more complex over the past 10 years. We are no longer only dealing with information and awareness, but with people that are faced with the reality of living with the disease. The vast majority of them are undiagnosed. Sebagian besar dari mereka adalah undiagnosed. They do not know their HIV status. Some of them are already falling ill but they do not know that their illnesses are related to HIV/AIDS. And even if they do know or suspect, they are reluctant to come out and talk about their condition.
I stand before you today to further consolidate our partnership in responding to this major challenge particularly the stigma that continue to be associated with it. We seek your partnership because we know that every South African citizen, every leader, bishop or priest has a special and unique role to play in combating HIV infection and caring for those living with HIV/AIDS.
The church has always played a role of caring for those who are weak and in need of support. But you have been able to initiate programmes that really make a difference in the lives of those in need of care particularly the children. The care that you have given has ot been limited only to the message of hope and spiritual well-being. I am convinced that the church can play a major role in fighting the stigma that is associated with HIV/AIDS and encourage openness and positive living amongst those who are infected and affected.
To ensure a common direction in the call for partnerships, we initiated the development of the Five Year Strategic Plan for South Africa, in 2000 in collaboration with all the key stakeholders, including the faith-based sector. It is a broad national strategic plan designed to guide the country's response to HIV/AIDS. The plan outline four priority areas, which are: (1) Prevention, (2) Treatment, Care and Support, (3) Research, Monitoring and Surveillance and (4) Human Rights.
There can be no doubt that the faith based community has a central role to play in the implementation of this plan.
There are numerous examples of how the faith sector is responding or can respond to this challenge. I will like to raise for discussion at least four key roles that Faith-based organisations and individual members of those organisations can play in responding to HIV/AIDS.
With regard to Education, we can:
Identify resources and models for prevention education
Strengthen HIV/AIDS prevention through family enrichment
Enhance HIV/AIDS prevention through youth programmes - building a solid foundation concerning sexuality, responsible adulthood and marriage, appreciating the youth and breaking the silence about sex.
On Advocacy, we can:
Campaign against discrimination
Work together with government in achieving appropriate levels of cost-effective health care, especially home based care
Seek means to protect interests of particularly women and children
On Worship, we can
Establish an annual National Day of Prayer and Healing for all persons affected by the epidemic
Establish an interfaith Day of Prayer and Healing Service, we can
Provide care which involves encouraging and supporting those who are infected and affected
Promote 'Family fostering' for those who have lost their parents or guardians
Take part in providing home care which may include:
Home visits for prayer and scripture reading
Meeting physical needs for food, clothing, medical attention
Assistance in planning for the future of the family particularly children
Support for orphaned children
Assisting with basic household activities such as shopping, cleaning the house or washing clothes
At the All Africa Church and AIDS Consultation which was held in Kampala in April 1994 a "Call to Action" was developed and signed. Similarly, "A commitment on HIV/AIDS by people of faith", was signed in Washington that same year. I will like to quote at least one section of this statement of commitment, and I quote:
"We are called by God to affirm a life of hope and healing in the midst of HIV/AIDS. Our traditions call us to embody and proclaim hope, and to celebrate life and healing in the midst of suffering."
We therefore need to send a positive message about HIV/AIDS. We need to tell people that just because you are HIV positive today, it does not mean you will get AIDS tomorrow and die. Co-factors such as poverty, high levels of mainly childhood malnutrition, vitamin A and iodine deficiency as well as lack of other micronutrients have a major impact on how one progress to full-blown AIDS.
We have to advise those infected and affected by HIV that by eating nutritious food, managing their stress, treating any infection promptly including sexually transmitted infections and using condoms, they can live longer and lead a healthy and productive life for many years.
We need to use this opportunity to declare our response to AIDS:
We are called to love
We are called to be compassionate and care
We should commit ourselves to speaking publicly and promote HIV/AIDS prevention and ABC messages
We should promote and provide care for those who are infected and affected
We should fight the sins of discrimination and stigma
We should work together with other sectors of society to seek ways of eliminating poverty
I strongly believe that if we can leave this conference with a strong re-affirmation as the faith based leaders of this country, we will be able to provide hope for the faith community and for society as a whole: That in the spirit of love, compassion and care, through collective efforts to confront and to challenge discrimination and to empower our respective believers, we can overcome many of the challenges posed to us by HIV/AIDS.
Thank you.
http://xpresi-riaupos.blogspot.com/
EDUCATION 2011
EDUCATION
Nations are counted great and remembered chiefly for two things-- wisdom and power: the former the property of the few; the latter the property of the many, though wielded by the few. The ancients aimed to confine knowledge to a select class, and to make it, so far as possible, an inheritance transmissible to their descendants. The enlightened moderns seek to make it the common heritage of all. They search for all the specimens of mind, even to the shreds of it found in idiots, and cultivate all these. Why? Because every mind is an element of power. Private individuals ransack the streams and the mountains for particles of gold, and offer them to the world as an addition to its wealth; but a nation finds honor in discovering minds, and offering them to be used in all the duties of life. Des Cartes was accustomed to say, "In the universe there is nothing great but man, and in man there is nothing great but mind,''-an expression afterward condensed and improved by Sir William Hamilton thus: "In the universe nothing is great but mind."
Our systems of public schools give emphasis to this idea, and justify the search alluded to. A nation may honorably seek power; indeed, if it is to live, it must seek and retain power. Those who are to constitute the power of the nation are the children scattered in the palaces, garrets, and cellars of cities, and in the homes and cabins of the country, from the Atlantic seaboard to the Pacific shore. Whatever force there shall be, therefore, to do or direct, must be found in these children. Their tide, growing with every advancing year, must supply for the future of our nation all its wealth, all its science, all its power, all its honor.
It may be assumed that, as the present generation shall receive and educate its children, and welcome the annual swarms of immigrants crowding to our shores, so will the land increase in all that makes a people worthy of everlasting remembrance.
And the same conditions which secure this, will also establish our country in all that a free people can desire-power, honor, comfort, intelligence, and wealth. What some of these conditions are, it is not hard to declare; for knowledge, universally diffused, is so clearly the great force, that even a statement to this effect is unnecessary. That "knowledge is power" is a truism now denied by none.
What is of so much worth as children, even reckoning, on that very low plane, their simple cash value as prospective laborers? A fine climate gives effect to every interest and industry of a land; a fertile soil attracts population and enterprise to cultivate it; mines afford opportunity for the poor to gather wealth and scatter it abroad throughout the world. But none of these are of any more worth than a desert, without hands to improve them; and what are hands worth, without minds to direct them? A hand, with an educated brain behind it, is worth more than treble an ignorant one. Give the finest climate earth can show, the fattest soil the continents lift out of the sea, the richest mines the mountains contain, the safest harbors that border the sea or indent the land, and let a people be ignorant of their own capabilities, or of the resources of Nature and her mighty agencies, and what are all these worth? Africa today has ten-million square miles of soil as fertile as lies beneath the sun. She has a hundred millions of people. Yet the little island of England, with only about sixty thousand square miles and forty millions of people, produces annually, in a climate almost of the polar circle, more articles of food and clothing raised directly from the earth by agricultural labor alone, than all that continent; and if you "count in" the manufactures which her machinery yields, she does the work of ten times the whole population of Africa. How is she enabled to do this? Simply because the educated mind of England can multiply her hands by a thousand-fold. Nature lends her gravitation-even enslaves her sun, and harnesses her lightening, so that they afford hands and feet to labor and run for those people who have learned how to use such agencies. The same thing is seen in any enlightened country, or at least where education is widely diffused. And yet in England less than half the common people's children are educated in any suitable degree. It is mind which has accomplished all these wonders; and minds are found in almost equal numbers in all ranks of society. The child of the peasant is often as full of genius as the child of the prince, with a stronger body and less tendency to habits of vice or recklessness; and if he can be found and educated, the nation certainly derives the greatest possible benefits; and, if a nation is to be raised to its highest degree of efficiency, every particle of its mind must be utilized.
The war between France and Germany affords pertinent illustration of the value of education in a peasantry to increase the worth of men, considered as mere machines of warfare. Every German soldier could read and write, and knew the geography of France. He could calculate almost as well as his officers, and he knew how to take care of his person and health. Those of France were nearly half illiterate, and as an army they seemed little more than a bank of snow before an April wind in comparison with the Germans.
The nine millions of children who daily march to the school-houses of the North, the West, and the South, are better, as a defence for the whole nation, than a standing army as large as all the armies of Europe. The quarter of a million of school-teachers, who daily drill these children in the school-houses, are a better provision for training the nation in patriotism than all the statesmen and military officers of the Old World. Let every child of the Nation be sent to a good school, and trained by a proper method in broad national ideas, and we never need fear either foreign aggression and domination, or domestic insurrection and sectional strifes and jealousies. Strength, peace, harmony, prosperity, nobility of character, patriotism, virtue and happiness, would flow as from a perennial spring in the mountains, to fill the land forever.
But the benefits of education are not confined to an increase of material prosperity, and to the means of promoting the public defence. The physical comfort and general healthfulness of the whole population are advanced thereby in even a greater ratio than the interests before named. Can it be reckoned no benefit to a community that every person possesses sufficient intelligence to understand the reasons for cleanliness and exercise, the necessity for pure air and good food, and the means of securing all these? Are more comfortable and beautiful homes no profit to families, and do not all arts which knowledge fosters contribute to the happiness and power of a people? In the mere matter of bodily health it would not be difficult to show that if the whole of a community could be brought to practice the precepts of hygiene, which could be readily learned by a child of fourteen without loss of time for ordinary family duties or for needed rest, at least two-thirds of all the diseases which now afflict the human race would be as effectually banished from the earth as reptiles are from Ireland.
The effect, also, of the general diffusion of education among the masses of our population in respect to their moral condition can scarcely be calculated. That evil will ever go side by side with good in this world, experience leaves us no reason to doubt. That while, by a general school system we are educating those who will be an honor to themselves and a benefit to society and the nation, we are also to a certain extent educating the vicious, is true; but that, on the whole, education tends largely, very largely, to increase the better element in proportion to the vicious, is a fact that cannot be denied. To enter fully upon the discussion of this proposition would be out of place here, notwithstanding its great importance in this connection. But it is evident, to every intelligent person, that safety in this matter consists in continued progress. To halt in the race, will result in giving over society and the nation to the control of the vicious. To education, therefore, must we look for all the elements of national strength, and the more generally it is diffused and the higher its grade, in like proportion will our national power be increased. So that if Congress intends to do anything in this great work that will be adequate to the wants of the people, it must be done with a liberal hand, and in a manner that will show manifest justice to all sections. While ten or fifteen millions may, and will, do much good if granted to one section, those who are imposing heavy burdens upon themselves in other sections to educate their children will have just grounds to complain that injustice has been done them.
While Illinois spends 1 percent of the assessed value of her taxable property, and Iowa 1.4 percent, for school purposes, Georgia spends but one-tenth of 1 percent, and North Carolina but one-fourth of 1 percent for this purpose. This difference cannot, of course, be charged to inability, but, to put it in the mildest form, it must be charged to neglect, or the want of appreciation of the value of education. To help the latter, then, and withhold assistance from the former, would have too much the appearance of rewarding the negligent, who are unwilling even to do what they can to help themselves, and refusing aid to those who are burdening themselves to prepare their children to be useful members of society and valuable citizens of the Nation. I am as desirous as anyone in this Senate to assist those States that are in the background in this respect, for I am fully aware they are laboring under difficulties which do not apply to their sister States, and this is one great reason - in fact, I may say the chief reason - why I have brought forward this bill. But I wish the Government to be just in distributing its favors, and this cannot be done effectually in this matter with much less than the amount I have proposed. Although money from this tax has no more inherent value in it for this purpose than any other fund, yet there is something pleasing in the idea that the mighty stream of liquid sin, flowing on in spite of all the efforts made to check it, and bearing multitudes downward to its whirlpool of crime and death, will thus be made, by its very downward pressure, a power to lift as many more from the depths of ignorance; that the very streams the distillers and retailers are sending forth to foster vice and crime may be used as a force to destroy their origin, just as the maddened waters of Niagara may be made a force to level the precipice from which they fall. So far, then, as the use of this particular fund in this way inspires this feeling in those who encourage education and temperance, so far, we may truly say, it would be more effectual than any other.
Men called statesmen are apt to believe that they control the masses; but when the masses, whether right or wrong, become aroused on any question pertaining to government, the men known as statesmen are as powerless to control them as they are to direct the storm; and so the leading men, or statesmen, as they are called, join their respective sides and add fury to the desires of the people. Aristides did not control Athens, nor Xerxes, Persia, in that fullest sense which brought the destinies of nations into conflict. The common Greeks and the common Persians, who had in some way learned in their ignorance to hate and despise each other, made those furious wars possible, if not necessary. So it will always be. The instincts, as we sometimes call them, - and these are scarcely anything but the transmitted notions and sentiments of one generation accumulating power in another, - will sway the populace, and influence the policy of rulers. They will, by their desires, force the government into unwise measures. If they are selfish, they will compel a selfish, and perhaps an aggressive, policy. If they are vicious, the government cannot long maintain a consistent course of justice and honor. If they are divided by sectional jealousies and trained to hostile feelings, can there be union of sentiment and action?
In our own land, today, the grossly ignorant are numerous enough to control the affairs of the Nation. They hold the balance of power, if they could only unite. But while they do not unite as a class, their influence may do worse than form a union among themselves; for any apparent attempt to form a party of the ignorant, would undoubtedly be met by a combination of the intelligent. Their wishes and desires, their prejudices and jealousies, may suggest to demagogues opportunities to gain selfish ends, and plunge us into still greater sectional strifes. We need, as a Nation so extended, to foster homogeneous instruction in our hundred different climates and regions. The one grand thing to do in every one of these regions, each larger than most of the nations of the world, is to secure the uniformity of intelligence and virtue. We need no other.
If our people in the pine woods of Maine or Michigan; if those in the mines of the Carolinas and Virginia, in Colorado and Nevada, in California and Alaska; if the cultivators of the farms in Ohio and Dakota, of the plantations of Georgia and Louisiana; if the herders of the ranches of Texas and New Mexico, - can all be rendered intelligent enough to see the excellence of virtue, and be made noble enough to practice its self-restraining laws; if they can be taught wisdom enough to appreciate the ten thousand advantages of a national Union embracing a hundred climates and capable of sustaining a myriad of mutually helpful industries, freely interchanging their products and acting on one another, as mutual forces, to stimulate every one to its highest capacity of rival endeavor, - then we would be sure of a stable Union, an immortality of glory.
Is it not, now, easy to see that the education of the young, on one common plan, with one common purpose, - the people's children taught by the people themselves, - in schools made by the people themselves, yet in some noble sense patronized by the Nation, and supervised by the Nation, in some proper manner, will aid in making on this continent a nation such as we hope to be, and what the foreshadowings of Providence seem to indicate we ought to be, the one great and mighty Nation of the world? We have the same glorious Constitution. Let us all, from highest to lowest, from richest to poorest, from blackest to whitest, learn to read its words as they are written, and then we shall be most likely to interpret its provisions alike, and administer its enactments alike, in justice and honor.
Speech by: John A. Logan
http://xpresi-riaupos.blogspot.com/
Nations are counted great and remembered chiefly for two things-- wisdom and power: the former the property of the few; the latter the property of the many, though wielded by the few. The ancients aimed to confine knowledge to a select class, and to make it, so far as possible, an inheritance transmissible to their descendants. The enlightened moderns seek to make it the common heritage of all. They search for all the specimens of mind, even to the shreds of it found in idiots, and cultivate all these. Why? Because every mind is an element of power. Private individuals ransack the streams and the mountains for particles of gold, and offer them to the world as an addition to its wealth; but a nation finds honor in discovering minds, and offering them to be used in all the duties of life. Des Cartes was accustomed to say, "In the universe there is nothing great but man, and in man there is nothing great but mind,''-an expression afterward condensed and improved by Sir William Hamilton thus: "In the universe nothing is great but mind."
Our systems of public schools give emphasis to this idea, and justify the search alluded to. A nation may honorably seek power; indeed, if it is to live, it must seek and retain power. Those who are to constitute the power of the nation are the children scattered in the palaces, garrets, and cellars of cities, and in the homes and cabins of the country, from the Atlantic seaboard to the Pacific shore. Whatever force there shall be, therefore, to do or direct, must be found in these children. Their tide, growing with every advancing year, must supply for the future of our nation all its wealth, all its science, all its power, all its honor.
It may be assumed that, as the present generation shall receive and educate its children, and welcome the annual swarms of immigrants crowding to our shores, so will the land increase in all that makes a people worthy of everlasting remembrance.
And the same conditions which secure this, will also establish our country in all that a free people can desire-power, honor, comfort, intelligence, and wealth. What some of these conditions are, it is not hard to declare; for knowledge, universally diffused, is so clearly the great force, that even a statement to this effect is unnecessary. That "knowledge is power" is a truism now denied by none.
What is of so much worth as children, even reckoning, on that very low plane, their simple cash value as prospective laborers? A fine climate gives effect to every interest and industry of a land; a fertile soil attracts population and enterprise to cultivate it; mines afford opportunity for the poor to gather wealth and scatter it abroad throughout the world. But none of these are of any more worth than a desert, without hands to improve them; and what are hands worth, without minds to direct them? A hand, with an educated brain behind it, is worth more than treble an ignorant one. Give the finest climate earth can show, the fattest soil the continents lift out of the sea, the richest mines the mountains contain, the safest harbors that border the sea or indent the land, and let a people be ignorant of their own capabilities, or of the resources of Nature and her mighty agencies, and what are all these worth? Africa today has ten-million square miles of soil as fertile as lies beneath the sun. She has a hundred millions of people. Yet the little island of England, with only about sixty thousand square miles and forty millions of people, produces annually, in a climate almost of the polar circle, more articles of food and clothing raised directly from the earth by agricultural labor alone, than all that continent; and if you "count in" the manufactures which her machinery yields, she does the work of ten times the whole population of Africa. How is she enabled to do this? Simply because the educated mind of England can multiply her hands by a thousand-fold. Nature lends her gravitation-even enslaves her sun, and harnesses her lightening, so that they afford hands and feet to labor and run for those people who have learned how to use such agencies. The same thing is seen in any enlightened country, or at least where education is widely diffused. And yet in England less than half the common people's children are educated in any suitable degree. It is mind which has accomplished all these wonders; and minds are found in almost equal numbers in all ranks of society. The child of the peasant is often as full of genius as the child of the prince, with a stronger body and less tendency to habits of vice or recklessness; and if he can be found and educated, the nation certainly derives the greatest possible benefits; and, if a nation is to be raised to its highest degree of efficiency, every particle of its mind must be utilized.
The war between France and Germany affords pertinent illustration of the value of education in a peasantry to increase the worth of men, considered as mere machines of warfare. Every German soldier could read and write, and knew the geography of France. He could calculate almost as well as his officers, and he knew how to take care of his person and health. Those of France were nearly half illiterate, and as an army they seemed little more than a bank of snow before an April wind in comparison with the Germans.
The nine millions of children who daily march to the school-houses of the North, the West, and the South, are better, as a defence for the whole nation, than a standing army as large as all the armies of Europe. The quarter of a million of school-teachers, who daily drill these children in the school-houses, are a better provision for training the nation in patriotism than all the statesmen and military officers of the Old World. Let every child of the Nation be sent to a good school, and trained by a proper method in broad national ideas, and we never need fear either foreign aggression and domination, or domestic insurrection and sectional strifes and jealousies. Strength, peace, harmony, prosperity, nobility of character, patriotism, virtue and happiness, would flow as from a perennial spring in the mountains, to fill the land forever.
But the benefits of education are not confined to an increase of material prosperity, and to the means of promoting the public defence. The physical comfort and general healthfulness of the whole population are advanced thereby in even a greater ratio than the interests before named. Can it be reckoned no benefit to a community that every person possesses sufficient intelligence to understand the reasons for cleanliness and exercise, the necessity for pure air and good food, and the means of securing all these? Are more comfortable and beautiful homes no profit to families, and do not all arts which knowledge fosters contribute to the happiness and power of a people? In the mere matter of bodily health it would not be difficult to show that if the whole of a community could be brought to practice the precepts of hygiene, which could be readily learned by a child of fourteen without loss of time for ordinary family duties or for needed rest, at least two-thirds of all the diseases which now afflict the human race would be as effectually banished from the earth as reptiles are from Ireland.
The effect, also, of the general diffusion of education among the masses of our population in respect to their moral condition can scarcely be calculated. That evil will ever go side by side with good in this world, experience leaves us no reason to doubt. That while, by a general school system we are educating those who will be an honor to themselves and a benefit to society and the nation, we are also to a certain extent educating the vicious, is true; but that, on the whole, education tends largely, very largely, to increase the better element in proportion to the vicious, is a fact that cannot be denied. To enter fully upon the discussion of this proposition would be out of place here, notwithstanding its great importance in this connection. But it is evident, to every intelligent person, that safety in this matter consists in continued progress. To halt in the race, will result in giving over society and the nation to the control of the vicious. To education, therefore, must we look for all the elements of national strength, and the more generally it is diffused and the higher its grade, in like proportion will our national power be increased. So that if Congress intends to do anything in this great work that will be adequate to the wants of the people, it must be done with a liberal hand, and in a manner that will show manifest justice to all sections. While ten or fifteen millions may, and will, do much good if granted to one section, those who are imposing heavy burdens upon themselves in other sections to educate their children will have just grounds to complain that injustice has been done them.
While Illinois spends 1 percent of the assessed value of her taxable property, and Iowa 1.4 percent, for school purposes, Georgia spends but one-tenth of 1 percent, and North Carolina but one-fourth of 1 percent for this purpose. This difference cannot, of course, be charged to inability, but, to put it in the mildest form, it must be charged to neglect, or the want of appreciation of the value of education. To help the latter, then, and withhold assistance from the former, would have too much the appearance of rewarding the negligent, who are unwilling even to do what they can to help themselves, and refusing aid to those who are burdening themselves to prepare their children to be useful members of society and valuable citizens of the Nation. I am as desirous as anyone in this Senate to assist those States that are in the background in this respect, for I am fully aware they are laboring under difficulties which do not apply to their sister States, and this is one great reason - in fact, I may say the chief reason - why I have brought forward this bill. But I wish the Government to be just in distributing its favors, and this cannot be done effectually in this matter with much less than the amount I have proposed. Although money from this tax has no more inherent value in it for this purpose than any other fund, yet there is something pleasing in the idea that the mighty stream of liquid sin, flowing on in spite of all the efforts made to check it, and bearing multitudes downward to its whirlpool of crime and death, will thus be made, by its very downward pressure, a power to lift as many more from the depths of ignorance; that the very streams the distillers and retailers are sending forth to foster vice and crime may be used as a force to destroy their origin, just as the maddened waters of Niagara may be made a force to level the precipice from which they fall. So far, then, as the use of this particular fund in this way inspires this feeling in those who encourage education and temperance, so far, we may truly say, it would be more effectual than any other.
Men called statesmen are apt to believe that they control the masses; but when the masses, whether right or wrong, become aroused on any question pertaining to government, the men known as statesmen are as powerless to control them as they are to direct the storm; and so the leading men, or statesmen, as they are called, join their respective sides and add fury to the desires of the people. Aristides did not control Athens, nor Xerxes, Persia, in that fullest sense which brought the destinies of nations into conflict. The common Greeks and the common Persians, who had in some way learned in their ignorance to hate and despise each other, made those furious wars possible, if not necessary. So it will always be. The instincts, as we sometimes call them, - and these are scarcely anything but the transmitted notions and sentiments of one generation accumulating power in another, - will sway the populace, and influence the policy of rulers. They will, by their desires, force the government into unwise measures. If they are selfish, they will compel a selfish, and perhaps an aggressive, policy. If they are vicious, the government cannot long maintain a consistent course of justice and honor. If they are divided by sectional jealousies and trained to hostile feelings, can there be union of sentiment and action?
In our own land, today, the grossly ignorant are numerous enough to control the affairs of the Nation. They hold the balance of power, if they could only unite. But while they do not unite as a class, their influence may do worse than form a union among themselves; for any apparent attempt to form a party of the ignorant, would undoubtedly be met by a combination of the intelligent. Their wishes and desires, their prejudices and jealousies, may suggest to demagogues opportunities to gain selfish ends, and plunge us into still greater sectional strifes. We need, as a Nation so extended, to foster homogeneous instruction in our hundred different climates and regions. The one grand thing to do in every one of these regions, each larger than most of the nations of the world, is to secure the uniformity of intelligence and virtue. We need no other.
If our people in the pine woods of Maine or Michigan; if those in the mines of the Carolinas and Virginia, in Colorado and Nevada, in California and Alaska; if the cultivators of the farms in Ohio and Dakota, of the plantations of Georgia and Louisiana; if the herders of the ranches of Texas and New Mexico, - can all be rendered intelligent enough to see the excellence of virtue, and be made noble enough to practice its self-restraining laws; if they can be taught wisdom enough to appreciate the ten thousand advantages of a national Union embracing a hundred climates and capable of sustaining a myriad of mutually helpful industries, freely interchanging their products and acting on one another, as mutual forces, to stimulate every one to its highest capacity of rival endeavor, - then we would be sure of a stable Union, an immortality of glory.
Is it not, now, easy to see that the education of the young, on one common plan, with one common purpose, - the people's children taught by the people themselves, - in schools made by the people themselves, yet in some noble sense patronized by the Nation, and supervised by the Nation, in some proper manner, will aid in making on this continent a nation such as we hope to be, and what the foreshadowings of Providence seem to indicate we ought to be, the one great and mighty Nation of the world? We have the same glorious Constitution. Let us all, from highest to lowest, from richest to poorest, from blackest to whitest, learn to read its words as they are written, and then we shall be most likely to interpret its provisions alike, and administer its enactments alike, in justice and honor.
Speech by: John A. Logan
http://xpresi-riaupos.blogspot.com/
VERB AND GRAMMAR 2011
Kata kerja dijadikan Kata Benda
Kecuali dengan bentuk GERUND (infinitive + ing) yang mengandung arti hal perbuatan/cara perbuatan itu dilakukan, misalnya : swimming is good for our health, collecting stamps is my hobby, reading French is difficult, parking here is forbidden dsb. – kata kerja yang dijadikan kata benda bisa dibuat dengan memberi berbagai akhiran selain “ing”.
a. Infinitive + TION
to inform – information artinya: penerangan
to reform – reformation : pembaharuan
to solve – solution larutan, pemecahan
to repeat – repetition ulangan
to produce – production hasil/produksi
to attend – attention perhatian
to pronounce – pronunciation pengucapan suara
to administer – administration pengelolaan
to educate – education pendidikan
to elect – election pemilihan
to invite – invitation undangan
to intend – intention niat
to invent – invention penemuan (baru)
to demonstrate – demonstration demonstrasi
to alter – alteration pengubahan (ganti)
to altercate – altercation pertengkaran
to fabricate – fabrication pembuatan
to act – action perbuatan
to appreciate – appreciation penghargaan
to assume – assumption sangkaan/dugaan
to corrupt – corruption (korupsi)
to classify – classification (jenis/klasifikasi)
to circulate – circulation (peredaran)
to combine – combination (gabungan/kombinasi)
to mwounicate – communication (perhubungan)
to confirm – confirmation (penetapan/pengesahan)
to decorate – decoration (dekorasi ruangan)
to declare – declaration (pernyataan)
to devote – devotion (ketaman/kepamhan)
to expose – exposition (pertunjuka/pameran)
to except – exception (bantahan/kekecualian
to frustrate – frustration (kekecewaan dan bingung;frustasi)
to hesitate – hesitation (kebimbangan)
to inject – injection (suntikan)
to interrupt – interruption (pemulusan/penentangan)
to interpret – interpretation (penafsiran)
to intervere – intervention (campur tangan)
to narrate – narration (penceramah)
to observe – observation (pengamatan)
to operate – operation (pembedahan ;kedokteran ;gerakan ;militer pengerjaan)
to present -presentation (presentasi)
to register – registration (pendaftaran)
to relate – relation (perhubungan)
to restore – restoration (perbaikan/pemugaran)
to satisfy – satisfaction (kepuasan)
to translate – translation (penerjemahan)
b. Berakhiran SION
to permit – permission (izin)
to omit – omission (penghilangan/penanggalan)
to secede – secession (pemisahan)
to succeed – succession (pewarisan)
to apprehend – apprehension (pemahamam, keprihatinan,pengertian, kecemasan)
to decide – decision (keputusan)
to discuss – discussion (perundingan)
to suspect – suspicion (kesangsian, kecurigaan)
to explode – explosion (ledakan, letusan)
c. Berakiran URE
to please – pleasure (kesenangan)
to press – pressure (tekanan)
to depart – departure (keberangkatan)
to sign – signature (tandatangan)
to seize – seizure (perampasan)
d. Berakhiran AL
to arrive – arrival (kedatangan)
to try – trial (percobaan)
to approve – approval (pernyataan setuju)
to remove – removal (perpindahan)
to rehearse – rehearsal (pengulangan)
to acquit – acquittal (pelunasan/kelepasan)
to dispose – disposal (pengaturan/kecondongan)
to edit – editorial (tajuk rencana)
to continue – continual (kesinambungan)
e. Berakhiran MENT
to govern – government (pemerintahan)
to equip – equipment (perlengkapan)
to agree – agreement (persetujuan)
to improve – improvement (perbaikan)
to enlarge – enlargement (perluasan)
to pay – payment (pembayaran)
to invest – investment (penanaman modal)
to punish – punishment (hukuman)
to arrange – arrangement (tatanan, susunan)
to settle – settlement (penyelesaian, perkampungan)
to entertain – entertainment (hiburan)
to manage – management (pengelolaan)
to develop – development (perkembangan)
f. Berakhiran CB/ANCE
to perform – performance (pertunjukan)
to resist – resistance (perlawanan)
to assist – assistance (bantuan)
to appear – appearance (kemunculan, penampilan)
to enter – entrance (jalanmasuk)
to guide – guidance (tuntunan, panduan)
to serve – service (pelayanan)
to accord – accordance (persesuaian/persetujuan)
to maintain – maintenance (pemeliharaan)
to defend – defense (pertahanan)
g. Berakhlran ESS
to succeed – success (keberhasilan)
to proceed – process (perkembangan/kemajuan)
to exceed – excess (kelebihan)
h. Berakhiran TH
to grow – growth (perturnbuhan)
to die – death (kematian)
to deepen (memperdalam) – depth (kedalaman)
t. Ada pula kata-kata yang diberi bentuk tersendiri dan berubah suara/bunyi
to see – sight (penglihatan)
to fly – flight (penerbangan)
to receive – receipt (tanda penerimaan)
to draw – drawing (gambar)
to drink – draught (tegukan/minum (obat))
to give – gift (pemberian)
to speak – speech (pidato)
to loose – loss (kehilangan/rugi)
to choose – choice (pilihan)
to live – life (kehidupan)
to conquer – conquest (penaklukan)
to pray – prayer (persembahan/doa)
to sing – song (nyanyian)
to know – knowledge (pengetahuan)
J. Ada pula kata-kata kerja yang tidak berubah sama sekali bentuknya
to walk – walk (perjalanan/jalannya)
to ride – ride (pengendaraan)
to dance – dance (tarian)
to play – play (permainan)
to visit – visit (kunjungan)
to escape – escape (kelepasan/kelolosan)
to laugh – laugh (tertawa)
smile – smile (senyuman)
to sleep – sleep (tidurnya)
to plant – plant (tanaman)
to change – change (perubahan)
to look – look (pandangan)
to show – show (pertunjukkan)
to drink – drink (minuman)
to love – love (cinta)
to aid – aid (bantuan)
to help – help (pertolongan)
Kata Benda dijadikan Kata Sifat
a. Dengan pemberian akhiran Y
anger – angry (marah)
wealth – wealthy (makmur)
health – healthy (sehat)
fun – funny (lucu/menggelikan)
hair – hairy (berambut)
rain – rainy (berhujan)
wind – windy (berangin)
cloud – cloudy (berawan)
fog – foggy (berkabut)
noise – noisy (ribut/berisik)
sorrow – sorry (menyesal/sedih/sayang)
dust – dusty (kotor/berdebu)
b. Akhiran OUS
danger – dangerous (berbahaya)
victory – victorious (gemilang)
glory – glorious (megah)
mystery – mysterious (penuh rahasia)
delight – delicious (nyaman/nikmat/lezat)
c. Akhiran FUL
wonder – wonderful (ajaib)
use – useful (berguna)
delight – delightful (nyaman)
care – careful (hati-hati)
wish – wishful (berkeinginan)
dread – dreadful (mengerikan)
peace – peaceful (penuh kedamaian)
power – powerful (penuh kekuatan)
doubt – doubtful (ragu sekali)
success – successful (sangat berhasil)
respect – respectful (hormat)
d. Akhiran AL
history – historical (bersejarah)
condition – conditional (bersyarat)
science – scientifical (ilmiah)
spirit – spiritual (rohaniah)
education – educational (mengenai pendidikan)
centrum – central (pusat)
origin – original (asli)
person – personal (bersifat pribadi)
PERUBAHAN MAKNA DAN BENTUK KATA
DALAM BAHASA INGGRIS
Compiled by: Jasmansyah
Kata Sifat dijadikan Kata Benda
a. Dengan pemberian akhiran CE
patient – patience (kesabaran)
important – importance (pentingnya)
present – presence (kehadiran)
absent – absence (ketidakhadiran)
different – difference (perbedaan)
distant – distance (jarak)
b. Akhiran NESS
sad – sadness (kesedihan)
glad – gladness (kegembiraan)
happy – happiness (kebahagiaan)
kind – kindness (keramahan/kebaikan)
dark – darkness (kegelapan)
bright – brightness (kecemerlangan)
c. Akhiran ITY
noble – nobility (keagungan budi)
able – ability (kemampuan)
capable – capability (kecakapan)
pure – purity (keaslian/kemurnian/kesucian)
popular – popularity (ketenaran)
original – originality (keaslian)
d. Ada yang mempunyai bentuk khusus
high – height (tinggi/tingginya)
wide – width (lebar/luas/lebarnya/luasnya)
long – length (panjang/panjangnya)
deep – depth (dalam/dalamnya)
strong – strength (kekuatan)
new – novelty (kebaharuan)
true – truth (kebenaran)
rich – riches (kekayaan)
proud – pride (kebanggaan)
Kata Kerja dijadikan Kata Sifat
a. Dengan pemberian akhiran BLE
to bear – bearable (dapat ditahan)
to obtain – obtainable (bisa diperoleh)
to apply – applicable (dapat digunakan)
to break – breakable (mudah pecah)
to manage – manageable (dapat dikelola/dikendalikan)
to extend – extensible (dapat diperluas)
to find – findable (dapat diketemukan)
to separate – separable (dapat dipisahkan)
to penetrate – penetrable (dapat ditembus/dimasuki)
to agree – agreeable (dapat disetujui)
to accept – acceptable (dapat diterima)
b. Ada yang mempunyai bentuk sendiri
to hear – audible (dapat didengar)
to read – legible (dapat dibaca)
to eat – edible (dapat dimakan)
to see – visible (dapat dilihat)
to burn – inflammable (mudah terbakar)
to touch – palpable/tangible (dapatdiraba/disentuh)
to carry – portable (dapat diangkut/dicangking)
to bend – flexible (dapat dilengkungkan)
to feel – sensible (dapat dirasakan)
c. Perhatikan arti kata-kata di bawah ini
inalienable – tidak dapat dicabut haknya
irreplaceable – tidak dapat digantikan
indispensable – tidak dapat ditinggalkan
innumerable – tidak terhingga banyaknya
irresponsible – tidak dapat dipertanggungjawabkan
inviolable – tidak boleh diganggu gugat
irrevocable – tidak boleh tidak (harus)
irresistible – tidak dapat menahan godaan,karena sangat menarik
incredible – tidak dapat dipercaya/mustahil/tak masuk akal
The Active and Pasive Voice
Tenses terbagi menjadi present, past, dan future.
berikut ini iktisar dari bagan – bagannya dengan bentuk Active dan Passive Voice
PRESENT
Present Simple
Active Passive
S + V1 + O + Complement S penderita + is/am/are + V3 + by O pelaku + Complement
Present Continuous
Active Passive
S + is/am/are + V-ing + O + Complement S penderita + is/am/are + being + V3 + by O pelaku + Complement
Present Perfect
Active Passive
S + have/has + V3 + O + Complement S penderita +have/has +been + V3 + by O pelaku + Complement
Present Perfect Continuous
Active Passive
S + have/has + been+ V -ing + O + Complement NO PASSIVE FORM
PAST
Past Simple
Active Passive
S + V2 + O + Complement S penderita +was/were +V3 + by O pelaku +Complement
Past Continuous
Active Passive
S +was/were + V-ing + O + complement S penderita +was/were + being + V3 + by O pelaku +Complement
Past Perfect
Active Passive
S + had + V3 + O + Complement S penderita + had + been + V3 + by O pelaku + Complement
Past Perfect continuous
Active Passive
S + had + been + V-ing + O + Complement NO PASSIVE FORM
FUTURE
Future Simple
Active Passive
S + will/shall/be going to + inf. + O + Complement S penderita +will/shall/be going to + be + V3 + by O pelaku + Complement
Future Continuous
Active Passive
S + will/shall + be + V-ing + O + Complement NO PASSIVE FORM
Future Perfect
Active Passive
S + will/shall + have + V3 + O + Complement S penderita + have/has + been + V3 + by O pelaku + Complement
Future Perfect Continuous
Active Passive
S + will/shall + have + been + V-ing + O + Complement NO PASSIVE FORM
Catatan :
Complement adalah keterangan pelengkap yang perlu dicantumkan, misal : keterangan tempat dan keterangan waktu.
Auxiliary and Modals
PRESENT PAST
Ability Can
I can speak German Could
I could speak German when I was a child
Permission May, Can, Might
May I go playing football ? Could, Might
Could I go playing football?
Possibility May, Can, Might
John hasn’t come yet. He may work. May, Have, Might Have
John hadn’t come yet when we got home.He might have worked overtime
Advise Should, Ought to, Had better.
You should study hard. Should have, Ought to have.
you should have studied hard.
Necessity Must, Have to.
We must eat our breakfast. Had to
We had to eat our breakfast this morning.
Probability Must
He is absent today.
He must be sick. Must have
He was absent yesterday.
He must have been sick.
Catatan :
1. Probability adalah strong possibility.
2. Larangan (Prohibition) dinyatakan dengan menggunakan MUST NOT. Contoh :
You must not go out tonight (kamu dilarang pergi).
You don’t have to go out tonight (kamu tidak perlu pergi).
3. SHOULD HAVE dan COULD HAVE menyatakan penyesalan terhadap suatu aktivitas yang pada kenyataannya tidak dilakukan.
4. WOULD juga digunakan untuk menyatakan kebiasaan masa lalu (bermakna USED TO).
contoh :
o My Grandfather would tell bedtime story when I was a child.
o My Grandfather used to tell bedtime story when I was a child.
Elliptical Construction
POSITIVE NEGATIVE
SO + AUXILIARY + SUBJECT NEITHER + AUXILIARY + SUBJECT
SUBJECT + AUXILIARY + TOO SUBJECT + AUXILIARY(NOT) + EITHER
you are a student.
I am a student.
you are a student,
and so am I.
And I am too. you are not a doctor.
I am not a doctor.
you are not a doctor,
and nether am I.
And I am not either.
CONDITIONAL SENTENCES
(If Clause)
1. PRESENT REAL
IF CLAUSE MAIN CLAUSE FACT
if+Simple Present
If I graduate in march S+Modal1(will)+inf.+O
I will take master degree in July. it is possible to happen.
I may graduate in March so I may take master degree in July.
2. PRESENT UNREAL
IF CLAUSE MAIN CLAUSE FACT
if+Simple Past
If I graduated in March. S+Modal2(wouldl)+inf.+O
I would take master degree in July. Simple Present
I don’t graduate in March so I can’t take master degree in July.
3. PAST UNREAL
IF CLAUSE MAIN CLAUSE FACT
if+ Past Perfect
If I had graduated in March. S+Modal2(would)+have+V3+O
I would have taken master degree in July. Simple Past
I couldn’t take master degree in July because I didn’t graduate in March.
Catatan:
1. Pernyataan dalam SUBJUNCTIVE dan CONDITIONAL SENTENCES selahu bertentangan dengan fakta.
2. Perubahan-perubahan TENSES yang terjadi dalam SUBJUNCTIVE juga berlaku dalam CONDITIONAL SENTENCES.
3. IF dalam IF CLAUSE dapat dihilangkan jika terdapat kata bantu SHOULD, WERE, dan HAD dalam IF CLAUSE.
ex: If I had been rich – Had I been rich
GERUND
adalah kata benda yang dibentuk dari V-Ing, dan di dalam kalimat digunakan
Sebagai:
Subjek WALKING is healthy
Objek I hate SMOKING.
Objek dari sebuah preposisi He is in charge OF ORGANIZING the meeting.
Dengan BY untuk menerangkan bagaimana sesuatu hal dilakukan. I found out what QUENCH means BY LOOKING up the dictionary.
Sesudah kata kerja
berikut ini admit, delay, mention, suggest, look forward to.
appreciate, deny, mind, tolerate, avoid, discuss, postpone, understand, can’t stand, enjoy, practice, hate, can’t help, finish, quit, be used to, complete, keep, regret, be accustomed to.
consider, like, risk, object to.
SPEECH
SPEECH terbagi dalam dua bentuk DIRECT dan INDIRECT
1. Direct Speech
menyatakan isi pembicaraan seseorang dengan mengutip kata-katanya sebagaimana yang diucapkan
Jika:
Statement
John said, “I will go to Bali Tonight.
Yes / No Question
She asked, “Do you know the speaker’s name?”
WH – Question
The teacher asked Jane, “Why did you make many mistakes?”
Imperative
She said to the boys, “Sit down!”
(negative)
She told me. “Don’t speak!”
Present
Past Simple
Past Perfect
2. Indirect Speech
menyatakan isi pembicaraan seseorang tanpa mengutip kata-katanya sbagaiman adanya.
Maka :
THAT + statement
John said (that) he would go to Bali that night.
WHETHER/ IF + Statement
She asked me whether/if I knew the speaker’s name.
WH -Statement
The teacher asked Jane why she had made many mistakes.
TO INFINITIVE
She told the boys To Sit down.
NOT to infinitive
She told me Not To Speak .
Past
Past Perfect
Past Perfect
CATATAN
• Would, should, had better, might, used to dan could di dalam Indirect Speech tidak mengalami perubahan.
• Kata penghubung That boleh dihilangkan dalam Indirect Speech.
CAUSATIVE
Pola ini digunakan untuk menyuruh seseorang melakukan sesuatu.
Contoh Causative:
ACTIVE CAUSATIVE
1. S + Let/make/have + O pelaku + Infinitive + O penderita
ex: john had the mechanic repair his car.
2. S + Get + O pelaku + To Infinitive + O penderita
ex: john got the mechanic to repair his car.
PASSIVE CAUSATIVE
• S + Make/have/get + O penderita + Verb3
ex: john made his car repaired.
PREFERENCE
1. Untuk menyatakan kelebihsukaan terhadap suatu benda atau kegiatan digunakan struktur sebagai berikut:
1. S + Like + Noun*/ Gerund* + Better Than + Noun**/Gerund**
Jane likes apple better than grape.
2. S + Prefer + Noun*/ Gerund* + To + Noun** / Gerund**
Jane prefers eating apple to eating grape
3. S + Prefer + To infinitive + (Rather) Than+Infinitive/Gerund/Noun
Jane prefers to eat apple rather than eat grape
4. S+Would prefer+To infinitive+(Rather)Than+ Infinitive/Gerund/Noun
Jane would prefer to eat apple than eating grape
5. S + Would Rather + Infinitive + THAN + Infinitive / Gerund / Noun
Jane would rather eat apple than grape
B. Untuk meminta seseorang melakukan suatu kegiatan secara halus (implied causative) digunakan struktur sebagai berikut:
1. S + Prefer + Someone (Subject) + To infinitive
I prefers he to go to bed
2. S + Would Rather + Someone (Subject) + Verb**
I would rather he went to bed
Adjective Clause
Clause ini digunakan untuk memberi keterangan, identitas, dan informasi lain kepada katabenda (Antecedent). Dalam struktur Adjective Clause ditandai dengan Relative Pronoun, yaitu: who, whom, whose, which, when, where, why, dan that.
Who
digunakan untuk orang dalam posisi subjek (human as subject).
Whom
digunakan untuk orang dalam posisi objek (human as object).
Which
digunakan untuk benda, baik dalam posisi subjek atau objek (non-human as subject/object).
That
digunakan sebagai subtitusi who, whom, atau which.
Whose
digunakan untuk kepemilikan.
When
digunakan untuk waktu.
Why
digunakan untuk sebab.
Contoh :
My English teacher is the man who Is standing near the pillar.
The house where I live is being renovated.
Adjective clause dibagi menjadi dua macam, yaitu:
1. Important (defining) adjective clause, yaitu adjective clause yang merupakan informasi penting bagi antecedent.
2. Unimportant (undefining) adjective clause, yaitu adjective clause yang merupakan informasi yang tidak penting bagi antecedent .
Contoh :
Important
Bob’s brother that (who) lives in New York is an actor.
Meaning
Bob has more than one brother.
Unimportant
Bob’s brother, who lives in New York is an actor.
Meaning
Bob has only one brother.
Catatan :
Dalam important adjective clause, relative pronoun, seperti: who, whom, which dapat digantikan dengan that; sedangkan dalam unimportant adjective clause tidak.
Adverb Clause
Clause ini digunakan untak memberi keterangan tambahan kepada Main Clause. Dalam struktur Adverb Clause ditandai dengan kata penghubung yang sesuai dengan keterangan yang diberikan,antara lain:
1. Time : after, as, as long as, as soon as, before, since, until, when, whenever, while.
2. Place : where, wherever.
3. Reason : because, since.
4. Purpose : so that, in order that.
5. Manner : as if, as though.
6. Condition : if, in case, provided that, unless, otherwise.
7. Result : so.. that, such . . . that, therefore, thus, consequently.
8. Contrast : although, though, even though, however, but, in spite of, despite.
Contoh :
He is such a good teacher that I will never forget him.
You will not make a success unless you work hard.
Noun Clause
Noun Clause berfungsi sama dengan single-word noun dalam kalimat sebagai subjek atau objek.
Contoh:
1. Noun Clause as Subject
Single-Word Noun Noun Clause
His house is big. Where he lives is big.
Her story was very interesting. What she told us teas very interesting.
2. Noun Clause as Object
Single-Word Noun Noun Clause
I don’t know him. I don’t know who he is.
She is reading my letter. She is reading what I have written.
Klausa ini dapat berasal dari statement, yes/no question, dan information question .
1. Statement
Contoh :
Everyone knowsThe world is round. that the world is round.
2. Yes/No Question
Contoh :
I don’tIs he feeling fine ? whether/if he is feeling fine.
3. Information Question
Contoh :
Who are you talking to ? Who I am talking to is not your business.
Catatan :
Adjective Clause dam Adverb Clause dapat direduksi menjadi phrase dengan menghilangkan beberapa bagian clause. Adverb Clause dapat direduksi jika subjek dalam Adverb Clause dan Main Clause sama.
a. Adjective Clause
1. Hilangkam Relative Pronoun dan to be dalam Adjective Clause.
The childClause who is bitten by a dog is crying.
The childPhrase bitten by a dog is crying.
2. Jika tidak ada to be dalam Adjective Clause, maka verb diubah menjadi verb-ing.
AnyoneClause who has library card may check out books.
AnyonePhrase having library card may check out books.
b. Adverb Clause
1. Hilangkan subjek dan to be dalam Adverb Clause.
I was very sadClause while I was packing my suitcase.
I was very sadPhrase while packing my suitcase.
2. Jika tidak ada to be dalam Adverb Clause, maka verb diubah menjadi verb-ing.
Clause Before I left the class, I asked about the exam.
Phrase Before leaving the class, I asked about the exam.
3. Khusus untuk so that dan if clause diubah menjadi to infinitive phrase .
I moved to the place by themClause so that I could surf everyday.
I moved to the place by the seaPhrase to surf everyday.
We can stop at that placeClause if we want to take a rest. We can stop at that placePhrase to take a rest.
Kecuali dengan bentuk GERUND (infinitive + ing) yang mengandung arti hal perbuatan/cara perbuatan itu dilakukan, misalnya : swimming is good for our health, collecting stamps is my hobby, reading French is difficult, parking here is forbidden dsb. – kata kerja yang dijadikan kata benda bisa dibuat dengan memberi berbagai akhiran selain “ing”.
a. Infinitive + TION
to inform – information artinya: penerangan
to reform – reformation : pembaharuan
to solve – solution larutan, pemecahan
to repeat – repetition ulangan
to produce – production hasil/produksi
to attend – attention perhatian
to pronounce – pronunciation pengucapan suara
to administer – administration pengelolaan
to educate – education pendidikan
to elect – election pemilihan
to invite – invitation undangan
to intend – intention niat
to invent – invention penemuan (baru)
to demonstrate – demonstration demonstrasi
to alter – alteration pengubahan (ganti)
to altercate – altercation pertengkaran
to fabricate – fabrication pembuatan
to act – action perbuatan
to appreciate – appreciation penghargaan
to assume – assumption sangkaan/dugaan
to corrupt – corruption (korupsi)
to classify – classification (jenis/klasifikasi)
to circulate – circulation (peredaran)
to combine – combination (gabungan/kombinasi)
to mwounicate – communication (perhubungan)
to confirm – confirmation (penetapan/pengesahan)
to decorate – decoration (dekorasi ruangan)
to declare – declaration (pernyataan)
to devote – devotion (ketaman/kepamhan)
to expose – exposition (pertunjuka/pameran)
to except – exception (bantahan/kekecualian
to frustrate – frustration (kekecewaan dan bingung;frustasi)
to hesitate – hesitation (kebimbangan)
to inject – injection (suntikan)
to interrupt – interruption (pemulusan/penentangan)
to interpret – interpretation (penafsiran)
to intervere – intervention (campur tangan)
to narrate – narration (penceramah)
to observe – observation (pengamatan)
to operate – operation (pembedahan ;kedokteran ;gerakan ;militer pengerjaan)
to present -presentation (presentasi)
to register – registration (pendaftaran)
to relate – relation (perhubungan)
to restore – restoration (perbaikan/pemugaran)
to satisfy – satisfaction (kepuasan)
to translate – translation (penerjemahan)
b. Berakhiran SION
to permit – permission (izin)
to omit – omission (penghilangan/penanggalan)
to secede – secession (pemisahan)
to succeed – succession (pewarisan)
to apprehend – apprehension (pemahamam, keprihatinan,pengertian, kecemasan)
to decide – decision (keputusan)
to discuss – discussion (perundingan)
to suspect – suspicion (kesangsian, kecurigaan)
to explode – explosion (ledakan, letusan)
c. Berakiran URE
to please – pleasure (kesenangan)
to press – pressure (tekanan)
to depart – departure (keberangkatan)
to sign – signature (tandatangan)
to seize – seizure (perampasan)
d. Berakhiran AL
to arrive – arrival (kedatangan)
to try – trial (percobaan)
to approve – approval (pernyataan setuju)
to remove – removal (perpindahan)
to rehearse – rehearsal (pengulangan)
to acquit – acquittal (pelunasan/kelepasan)
to dispose – disposal (pengaturan/kecondongan)
to edit – editorial (tajuk rencana)
to continue – continual (kesinambungan)
e. Berakhiran MENT
to govern – government (pemerintahan)
to equip – equipment (perlengkapan)
to agree – agreement (persetujuan)
to improve – improvement (perbaikan)
to enlarge – enlargement (perluasan)
to pay – payment (pembayaran)
to invest – investment (penanaman modal)
to punish – punishment (hukuman)
to arrange – arrangement (tatanan, susunan)
to settle – settlement (penyelesaian, perkampungan)
to entertain – entertainment (hiburan)
to manage – management (pengelolaan)
to develop – development (perkembangan)
f. Berakhiran CB/ANCE
to perform – performance (pertunjukan)
to resist – resistance (perlawanan)
to assist – assistance (bantuan)
to appear – appearance (kemunculan, penampilan)
to enter – entrance (jalanmasuk)
to guide – guidance (tuntunan, panduan)
to serve – service (pelayanan)
to accord – accordance (persesuaian/persetujuan)
to maintain – maintenance (pemeliharaan)
to defend – defense (pertahanan)
g. Berakhlran ESS
to succeed – success (keberhasilan)
to proceed – process (perkembangan/kemajuan)
to exceed – excess (kelebihan)
h. Berakhiran TH
to grow – growth (perturnbuhan)
to die – death (kematian)
to deepen (memperdalam) – depth (kedalaman)
t. Ada pula kata-kata yang diberi bentuk tersendiri dan berubah suara/bunyi
to see – sight (penglihatan)
to fly – flight (penerbangan)
to receive – receipt (tanda penerimaan)
to draw – drawing (gambar)
to drink – draught (tegukan/minum (obat))
to give – gift (pemberian)
to speak – speech (pidato)
to loose – loss (kehilangan/rugi)
to choose – choice (pilihan)
to live – life (kehidupan)
to conquer – conquest (penaklukan)
to pray – prayer (persembahan/doa)
to sing – song (nyanyian)
to know – knowledge (pengetahuan)
J. Ada pula kata-kata kerja yang tidak berubah sama sekali bentuknya
to walk – walk (perjalanan/jalannya)
to ride – ride (pengendaraan)
to dance – dance (tarian)
to play – play (permainan)
to visit – visit (kunjungan)
to escape – escape (kelepasan/kelolosan)
to laugh – laugh (tertawa)
smile – smile (senyuman)
to sleep – sleep (tidurnya)
to plant – plant (tanaman)
to change – change (perubahan)
to look – look (pandangan)
to show – show (pertunjukkan)
to drink – drink (minuman)
to love – love (cinta)
to aid – aid (bantuan)
to help – help (pertolongan)
Kata Benda dijadikan Kata Sifat
a. Dengan pemberian akhiran Y
anger – angry (marah)
wealth – wealthy (makmur)
health – healthy (sehat)
fun – funny (lucu/menggelikan)
hair – hairy (berambut)
rain – rainy (berhujan)
wind – windy (berangin)
cloud – cloudy (berawan)
fog – foggy (berkabut)
noise – noisy (ribut/berisik)
sorrow – sorry (menyesal/sedih/sayang)
dust – dusty (kotor/berdebu)
b. Akhiran OUS
danger – dangerous (berbahaya)
victory – victorious (gemilang)
glory – glorious (megah)
mystery – mysterious (penuh rahasia)
delight – delicious (nyaman/nikmat/lezat)
c. Akhiran FUL
wonder – wonderful (ajaib)
use – useful (berguna)
delight – delightful (nyaman)
care – careful (hati-hati)
wish – wishful (berkeinginan)
dread – dreadful (mengerikan)
peace – peaceful (penuh kedamaian)
power – powerful (penuh kekuatan)
doubt – doubtful (ragu sekali)
success – successful (sangat berhasil)
respect – respectful (hormat)
d. Akhiran AL
history – historical (bersejarah)
condition – conditional (bersyarat)
science – scientifical (ilmiah)
spirit – spiritual (rohaniah)
education – educational (mengenai pendidikan)
centrum – central (pusat)
origin – original (asli)
person – personal (bersifat pribadi)
PERUBAHAN MAKNA DAN BENTUK KATA
DALAM BAHASA INGGRIS
Compiled by: Jasmansyah
Kata Sifat dijadikan Kata Benda
a. Dengan pemberian akhiran CE
patient – patience (kesabaran)
important – importance (pentingnya)
present – presence (kehadiran)
absent – absence (ketidakhadiran)
different – difference (perbedaan)
distant – distance (jarak)
b. Akhiran NESS
sad – sadness (kesedihan)
glad – gladness (kegembiraan)
happy – happiness (kebahagiaan)
kind – kindness (keramahan/kebaikan)
dark – darkness (kegelapan)
bright – brightness (kecemerlangan)
c. Akhiran ITY
noble – nobility (keagungan budi)
able – ability (kemampuan)
capable – capability (kecakapan)
pure – purity (keaslian/kemurnian/kesucian)
popular – popularity (ketenaran)
original – originality (keaslian)
d. Ada yang mempunyai bentuk khusus
high – height (tinggi/tingginya)
wide – width (lebar/luas/lebarnya/luasnya)
long – length (panjang/panjangnya)
deep – depth (dalam/dalamnya)
strong – strength (kekuatan)
new – novelty (kebaharuan)
true – truth (kebenaran)
rich – riches (kekayaan)
proud – pride (kebanggaan)
Kata Kerja dijadikan Kata Sifat
a. Dengan pemberian akhiran BLE
to bear – bearable (dapat ditahan)
to obtain – obtainable (bisa diperoleh)
to apply – applicable (dapat digunakan)
to break – breakable (mudah pecah)
to manage – manageable (dapat dikelola/dikendalikan)
to extend – extensible (dapat diperluas)
to find – findable (dapat diketemukan)
to separate – separable (dapat dipisahkan)
to penetrate – penetrable (dapat ditembus/dimasuki)
to agree – agreeable (dapat disetujui)
to accept – acceptable (dapat diterima)
b. Ada yang mempunyai bentuk sendiri
to hear – audible (dapat didengar)
to read – legible (dapat dibaca)
to eat – edible (dapat dimakan)
to see – visible (dapat dilihat)
to burn – inflammable (mudah terbakar)
to touch – palpable/tangible (dapatdiraba/disentuh)
to carry – portable (dapat diangkut/dicangking)
to bend – flexible (dapat dilengkungkan)
to feel – sensible (dapat dirasakan)
c. Perhatikan arti kata-kata di bawah ini
inalienable – tidak dapat dicabut haknya
irreplaceable – tidak dapat digantikan
indispensable – tidak dapat ditinggalkan
innumerable – tidak terhingga banyaknya
irresponsible – tidak dapat dipertanggungjawabkan
inviolable – tidak boleh diganggu gugat
irrevocable – tidak boleh tidak (harus)
irresistible – tidak dapat menahan godaan,karena sangat menarik
incredible – tidak dapat dipercaya/mustahil/tak masuk akal
The Active and Pasive Voice
Tenses terbagi menjadi present, past, dan future.
berikut ini iktisar dari bagan – bagannya dengan bentuk Active dan Passive Voice
PRESENT
Present Simple
Active Passive
S + V1 + O + Complement S penderita + is/am/are + V3 + by O pelaku + Complement
Present Continuous
Active Passive
S + is/am/are + V-ing + O + Complement S penderita + is/am/are + being + V3 + by O pelaku + Complement
Present Perfect
Active Passive
S + have/has + V3 + O + Complement S penderita +have/has +been + V3 + by O pelaku + Complement
Present Perfect Continuous
Active Passive
S + have/has + been+ V -ing + O + Complement NO PASSIVE FORM
PAST
Past Simple
Active Passive
S + V2 + O + Complement S penderita +was/were +V3 + by O pelaku +Complement
Past Continuous
Active Passive
S +was/were + V-ing + O + complement S penderita +was/were + being + V3 + by O pelaku +Complement
Past Perfect
Active Passive
S + had + V3 + O + Complement S penderita + had + been + V3 + by O pelaku + Complement
Past Perfect continuous
Active Passive
S + had + been + V-ing + O + Complement NO PASSIVE FORM
FUTURE
Future Simple
Active Passive
S + will/shall/be going to + inf. + O + Complement S penderita +will/shall/be going to + be + V3 + by O pelaku + Complement
Future Continuous
Active Passive
S + will/shall + be + V-ing + O + Complement NO PASSIVE FORM
Future Perfect
Active Passive
S + will/shall + have + V3 + O + Complement S penderita + have/has + been + V3 + by O pelaku + Complement
Future Perfect Continuous
Active Passive
S + will/shall + have + been + V-ing + O + Complement NO PASSIVE FORM
Catatan :
Complement adalah keterangan pelengkap yang perlu dicantumkan, misal : keterangan tempat dan keterangan waktu.
Auxiliary and Modals
PRESENT PAST
Ability Can
I can speak German Could
I could speak German when I was a child
Permission May, Can, Might
May I go playing football ? Could, Might
Could I go playing football?
Possibility May, Can, Might
John hasn’t come yet. He may work. May, Have, Might Have
John hadn’t come yet when we got home.He might have worked overtime
Advise Should, Ought to, Had better.
You should study hard. Should have, Ought to have.
you should have studied hard.
Necessity Must, Have to.
We must eat our breakfast. Had to
We had to eat our breakfast this morning.
Probability Must
He is absent today.
He must be sick. Must have
He was absent yesterday.
He must have been sick.
Catatan :
1. Probability adalah strong possibility.
2. Larangan (Prohibition) dinyatakan dengan menggunakan MUST NOT. Contoh :
You must not go out tonight (kamu dilarang pergi).
You don’t have to go out tonight (kamu tidak perlu pergi).
3. SHOULD HAVE dan COULD HAVE menyatakan penyesalan terhadap suatu aktivitas yang pada kenyataannya tidak dilakukan.
4. WOULD juga digunakan untuk menyatakan kebiasaan masa lalu (bermakna USED TO).
contoh :
o My Grandfather would tell bedtime story when I was a child.
o My Grandfather used to tell bedtime story when I was a child.
Elliptical Construction
POSITIVE NEGATIVE
SO + AUXILIARY + SUBJECT NEITHER + AUXILIARY + SUBJECT
SUBJECT + AUXILIARY + TOO SUBJECT + AUXILIARY(NOT) + EITHER
you are a student.
I am a student.
you are a student,
and so am I.
And I am too. you are not a doctor.
I am not a doctor.
you are not a doctor,
and nether am I.
And I am not either.
CONDITIONAL SENTENCES
(If Clause)
1. PRESENT REAL
IF CLAUSE MAIN CLAUSE FACT
if+Simple Present
If I graduate in march S+Modal1(will)+inf.+O
I will take master degree in July. it is possible to happen.
I may graduate in March so I may take master degree in July.
2. PRESENT UNREAL
IF CLAUSE MAIN CLAUSE FACT
if+Simple Past
If I graduated in March. S+Modal2(wouldl)+inf.+O
I would take master degree in July. Simple Present
I don’t graduate in March so I can’t take master degree in July.
3. PAST UNREAL
IF CLAUSE MAIN CLAUSE FACT
if+ Past Perfect
If I had graduated in March. S+Modal2(would)+have+V3+O
I would have taken master degree in July. Simple Past
I couldn’t take master degree in July because I didn’t graduate in March.
Catatan:
1. Pernyataan dalam SUBJUNCTIVE dan CONDITIONAL SENTENCES selahu bertentangan dengan fakta.
2. Perubahan-perubahan TENSES yang terjadi dalam SUBJUNCTIVE juga berlaku dalam CONDITIONAL SENTENCES.
3. IF dalam IF CLAUSE dapat dihilangkan jika terdapat kata bantu SHOULD, WERE, dan HAD dalam IF CLAUSE.
ex: If I had been rich – Had I been rich
GERUND
adalah kata benda yang dibentuk dari V-Ing, dan di dalam kalimat digunakan
Sebagai:
Subjek WALKING is healthy
Objek I hate SMOKING.
Objek dari sebuah preposisi He is in charge OF ORGANIZING the meeting.
Dengan BY untuk menerangkan bagaimana sesuatu hal dilakukan. I found out what QUENCH means BY LOOKING up the dictionary.
Sesudah kata kerja
berikut ini admit, delay, mention, suggest, look forward to.
appreciate, deny, mind, tolerate, avoid, discuss, postpone, understand, can’t stand, enjoy, practice, hate, can’t help, finish, quit, be used to, complete, keep, regret, be accustomed to.
consider, like, risk, object to.
SPEECH
SPEECH terbagi dalam dua bentuk DIRECT dan INDIRECT
1. Direct Speech
menyatakan isi pembicaraan seseorang dengan mengutip kata-katanya sebagaimana yang diucapkan
Jika:
Statement
John said, “I will go to Bali Tonight.
Yes / No Question
She asked, “Do you know the speaker’s name?”
WH – Question
The teacher asked Jane, “Why did you make many mistakes?”
Imperative
She said to the boys, “Sit down!”
(negative)
She told me. “Don’t speak!”
Present
Past Simple
Past Perfect
2. Indirect Speech
menyatakan isi pembicaraan seseorang tanpa mengutip kata-katanya sbagaiman adanya.
Maka :
THAT + statement
John said (that) he would go to Bali that night.
WHETHER/ IF + Statement
She asked me whether/if I knew the speaker’s name.
WH -Statement
The teacher asked Jane why she had made many mistakes.
TO INFINITIVE
She told the boys To Sit down.
NOT to infinitive
She told me Not To Speak .
Past
Past Perfect
Past Perfect
CATATAN
• Would, should, had better, might, used to dan could di dalam Indirect Speech tidak mengalami perubahan.
• Kata penghubung That boleh dihilangkan dalam Indirect Speech.
CAUSATIVE
Pola ini digunakan untuk menyuruh seseorang melakukan sesuatu.
Contoh Causative:
ACTIVE CAUSATIVE
1. S + Let/make/have + O pelaku + Infinitive + O penderita
ex: john had the mechanic repair his car.
2. S + Get + O pelaku + To Infinitive + O penderita
ex: john got the mechanic to repair his car.
PASSIVE CAUSATIVE
• S + Make/have/get + O penderita + Verb3
ex: john made his car repaired.
PREFERENCE
1. Untuk menyatakan kelebihsukaan terhadap suatu benda atau kegiatan digunakan struktur sebagai berikut:
1. S + Like + Noun*/ Gerund* + Better Than + Noun**/Gerund**
Jane likes apple better than grape.
2. S + Prefer + Noun*/ Gerund* + To + Noun** / Gerund**
Jane prefers eating apple to eating grape
3. S + Prefer + To infinitive + (Rather) Than+Infinitive/Gerund/Noun
Jane prefers to eat apple rather than eat grape
4. S+Would prefer+To infinitive+(Rather)Than+ Infinitive/Gerund/Noun
Jane would prefer to eat apple than eating grape
5. S + Would Rather + Infinitive + THAN + Infinitive / Gerund / Noun
Jane would rather eat apple than grape
B. Untuk meminta seseorang melakukan suatu kegiatan secara halus (implied causative) digunakan struktur sebagai berikut:
1. S + Prefer + Someone (Subject) + To infinitive
I prefers he to go to bed
2. S + Would Rather + Someone (Subject) + Verb**
I would rather he went to bed
Adjective Clause
Clause ini digunakan untuk memberi keterangan, identitas, dan informasi lain kepada katabenda (Antecedent). Dalam struktur Adjective Clause ditandai dengan Relative Pronoun, yaitu: who, whom, whose, which, when, where, why, dan that.
Who
digunakan untuk orang dalam posisi subjek (human as subject).
Whom
digunakan untuk orang dalam posisi objek (human as object).
Which
digunakan untuk benda, baik dalam posisi subjek atau objek (non-human as subject/object).
That
digunakan sebagai subtitusi who, whom, atau which.
Whose
digunakan untuk kepemilikan.
When
digunakan untuk waktu.
Why
digunakan untuk sebab.
Contoh :
My English teacher is the man who Is standing near the pillar.
The house where I live is being renovated.
Adjective clause dibagi menjadi dua macam, yaitu:
1. Important (defining) adjective clause, yaitu adjective clause yang merupakan informasi penting bagi antecedent.
2. Unimportant (undefining) adjective clause, yaitu adjective clause yang merupakan informasi yang tidak penting bagi antecedent .
Contoh :
Important
Bob’s brother that (who) lives in New York is an actor.
Meaning
Bob has more than one brother.
Unimportant
Bob’s brother, who lives in New York is an actor.
Meaning
Bob has only one brother.
Catatan :
Dalam important adjective clause, relative pronoun, seperti: who, whom, which dapat digantikan dengan that; sedangkan dalam unimportant adjective clause tidak.
Adverb Clause
Clause ini digunakan untak memberi keterangan tambahan kepada Main Clause. Dalam struktur Adverb Clause ditandai dengan kata penghubung yang sesuai dengan keterangan yang diberikan,antara lain:
1. Time : after, as, as long as, as soon as, before, since, until, when, whenever, while.
2. Place : where, wherever.
3. Reason : because, since.
4. Purpose : so that, in order that.
5. Manner : as if, as though.
6. Condition : if, in case, provided that, unless, otherwise.
7. Result : so.. that, such . . . that, therefore, thus, consequently.
8. Contrast : although, though, even though, however, but, in spite of, despite.
Contoh :
He is such a good teacher that I will never forget him.
You will not make a success unless you work hard.
Noun Clause
Noun Clause berfungsi sama dengan single-word noun dalam kalimat sebagai subjek atau objek.
Contoh:
1. Noun Clause as Subject
Single-Word Noun Noun Clause
His house is big. Where he lives is big.
Her story was very interesting. What she told us teas very interesting.
2. Noun Clause as Object
Single-Word Noun Noun Clause
I don’t know him. I don’t know who he is.
She is reading my letter. She is reading what I have written.
Klausa ini dapat berasal dari statement, yes/no question, dan information question .
1. Statement
Contoh :
Everyone knowsThe world is round. that the world is round.
2. Yes/No Question
Contoh :
I don’tIs he feeling fine ? whether/if he is feeling fine.
3. Information Question
Contoh :
Who are you talking to ? Who I am talking to is not your business.
Catatan :
Adjective Clause dam Adverb Clause dapat direduksi menjadi phrase dengan menghilangkan beberapa bagian clause. Adverb Clause dapat direduksi jika subjek dalam Adverb Clause dan Main Clause sama.
a. Adjective Clause
1. Hilangkam Relative Pronoun dan to be dalam Adjective Clause.
The childClause who is bitten by a dog is crying.
The childPhrase bitten by a dog is crying.
2. Jika tidak ada to be dalam Adjective Clause, maka verb diubah menjadi verb-ing.
AnyoneClause who has library card may check out books.
AnyonePhrase having library card may check out books.
b. Adverb Clause
1. Hilangkan subjek dan to be dalam Adverb Clause.
I was very sadClause while I was packing my suitcase.
I was very sadPhrase while packing my suitcase.
2. Jika tidak ada to be dalam Adverb Clause, maka verb diubah menjadi verb-ing.
Clause Before I left the class, I asked about the exam.
Phrase Before leaving the class, I asked about the exam.
3. Khusus untuk so that dan if clause diubah menjadi to infinitive phrase .
I moved to the place by themClause so that I could surf everyday.
I moved to the place by the seaPhrase to surf everyday.
We can stop at that placeClause if we want to take a rest. We can stop at that placePhrase to take a rest.
BASIC VOCABULARY 2011
BASIC VOCABULARIES
Compiled by: Jasmansyah
A. Room of a house : Ruang dalam rumah
1. Attic – Loteng
2. Bathroom – Kamar mandi
3. Bedroom – Kmar tidur
4. Cellar – Gudang di bawah tanah
5. Dinning-room – Ruang makan
6. Drawing room – Kamar duduk
7. Garage – Garasi
8. Hall – Aula
10. Kitchen - Dapur
11. Lavatory – Kamar kecil (WC)
12. Nursery – kamar anak-anak
14. Study room – Kamar kerja
15. Veranda – Beranda, serambi
B. Parts of a house : Bagian-bagian rumah
1. Ceilling – Langit – langit
2. Door – Pintu
3. Floor – Lantai
4. Roof – Atap
5. Wall – Dinding
6. Window – Jendela
7. Yard – Pekarangan, halaman
C. Objects in the room : Tempat2 di dalam rumah
1. Armchair – Kursi tangan
2. Ashtray – Asbak
3. Books – Buku –buku
4. Bookcase – Lemari buku
5. Carpet – Karpet
6. Chair – Kursi
7. Clock – Jam
8. Cupboard – Lemari
9. Curtain – Gordain, tirai
10. Desk – meja tulis
11. Divan – dipan
12. Flower pot – Pot bunga
13. Flower Vase – Jembangan bunga
14. Furniture – Mebel
15. Lamp – Lampu
16. Lamp Shade – Kap lampu
17. Mirror – Cermin
18. Picture – Gambar
19. Portrait – Potret
20. Radio – Radio
21. Screen – Kasa / Tabir / Layar
22. Sideboard – Bufet
23. Sofa – Sofa
24. Table – Meja
25. Telephone – Telefon
26. Television – Televisi
27. Umbrella – Payung
D. In the Bedroom : Alat2 di kamar tidur
1. Bed - Tempat tidur
2. Bedspread – Penutup tempat tidur / Sprei
3. Blanket – Selimut
4. Bolster – Bantal besar (semacam guling)
5. Candle – lilin
6. Candlestick – Kandil, kaki dian
7. Curtain – Kelambu
8. Cushion – Bantal
9. Mattress – Kasur
10. Rug - Permandani
E. Compass : Arah / Mata angin
1. North - Utara
2. Northeast : Timur laut
3. East - Timur
4. Southeast - Tenggara
5. South - Selatan
6. Southwest - Barat Daya
7. West - Barat
F. Shape / Lines : Bentuk/Garis
1. Circle - Lingkaran
2. Cube - Kubus
3. Cylinder - Silinder
4. Square - Persegi
5. Triangle - Segitiga
6. Curve - Garis lengkung
7. Straight line - Garis lurus
G. Colours : Warna
1. Black - Hitam
2. Blue - Biru
3. Brown - Coklat
4. Green - Hijau
5. Grey - Abu-abu
6. Orange - Jingga tua
7. Pink - Merah muda
8. Purple - Ungu/Merah lembayung
9. Red - Merah
10. White - Putih
11. Yellow - Kuning
H. Seasons : Musim
1. Spring - Musim semi
2. Summer - Musim panas
3. Autumn - Musim gugur
4. Winter - Musim dingin
5. Dry season - Musimh kemarau/kering
6. Rainy/west season - Musim hujan
I. Animals : Binatang
1. Bear - Beruang
2. Buffalo - Kerbau
3. Bull - Banteng
4. Camel - Unta
5. Cat - Kucing
6. Cow - Sapi
7. Deer - Rusa
8. Dog - Anjing
9. Donkey - Keleday
10. Elephant - Gajah
11. Giraffe - Jerapah
12. Goat - Kambing
13. Horse - Kuda
14. Kangaroo - Kanguru
15. Lion - Singa
16. Monkey - Monyet
17. Mouse - Tikus
18. Panther - Macan tutul
19. Pig - Babi
20. Rabbit - Kelinci
21. Sheep - Biri-biri
22. Tiger - Harimau
23. Wolf - Srigala
24. Turtle - Kura-kura
J. Birds = Burung
1. Cassowary - Burung kasuari
2. Cock - Ayam jantan
3. Crow - Gagak
4. Dove/pigeon - Merpati
5. Duck - Bebek
6. Fowl - Unggas
7. Goose - Angsa
8. Owl - Burung hantu
9. Parrot - Burng kakatua
10. Stork - Bangau
11. Swallow - Burung laying-layang
K. Reptiles : reptile
1. Crocodile - Buaya
2. Dragon - Ular naga
3. Frog - Katak
4. Leech - Lintah
5. Lizard - Kadal
6. Shrimp - Udang
7. Snail - Siput
8. Snake - Ular
L. Fishes : Ikan
1. Eel - Belut
2. Lobster - Udang laut
3. Octopus - Gurita
4. Porpoise - Lumba-lumba
5. Shark - Ikan hiu
6. Whale - Ikan paus
ANTONYMS = Lawan Kata
NOUN : kata benda
Absence : Ketidakhadiran
Presence : Kehadiran
Birth : Kelahiran
Death : Kematian
Bridegroom : pengantin pria
Bride : Penganten perempuan
Courage/braveness : Keberanian
Fear : Ketakutan
Departure : keberangkatan
Arrival : Kedatangan
Despair : Keputusasaan
Hope : Pengharapan
Disease : Penyakit
Health : Sehat
Failure : Kegagalan
Success : Keberhasilan
Guest : Tamu
Host : Tuan rumah
Heaven : Surga
Hell : Neraka
Joy / happy : kegembiraan
Sorrow / sad : Kesedihan
Love : Kecintaan
Hate : Kebencian
Poverty : Kemiskinan
Wealth : Kemakmuran
Marriage : Perkawinan
Divorce : Perceraian
Sunrise : Matahari terbit
Sunset : Matahari terbenam
Truth : Kebenaran
Lie : Kebohongan
Widower : Duda
Widow : Janda
OCCUPATIONS : Pekerjaan
President : Presiden
Vice president : Wakil presiden
Prime minister : Perdana mentri
Minister : Mentri
Governor : Gubernur
Tailor : Tukang jahit
Shop keeper : Penjaga took
Policeman : Polisi
Author : Pengarang
Dentist : Dokter gigi
Lawyer : Pengacara
Engineer : Insinyur
Florist : Penjual bunga
Judge : Hakim
Midwife : Bidan
Nurse : Perawat
Pilot : Pilot
Pupil/student : Murid
Teacher : Guru
Lecturer : Dosen
Sailor : Pelaut
Surgeon : Dokter bedah
Writer : Penulis
Beggar : Pengemis
Thief : Pencuri
Robber : Perampok
Pickpocket : Pencopet
Swindler : Penipu
Barber : Tukang cukur
Butcher : Tukang daging
Brick maker : Tukang bata
Carpenter : Tukang kayu
Baker : Tk. Roti
Spinner : Tukang tenun
Shoemaker : Tk. Sepatu
Artist : Seniman
Dancer : Penari
Singer : Penyanyi
Producer : Sutradara
BUILDINGS : Bangunan
Bank : bank
Cinema : Bioskop
Café : kafe
Dormitory : Pondok/kosan
Inn : Penginapan
Hospital : Rumah sakit
House : Rumah
Factory : Pabrik
Office : Kantor
Palace : istana
Restaurant : Rumah makan
Station : Stasiun
Prison : Penjara
Shop/Store : Toko
Tower : Menara
SPORTS : Olah raga
Athletics : Atletik
Badminton : Bulu tangkis
Baseball : Basebal
Boxing : Tinju
Discus-throwing : Lempar cakram
Diving : Menyelam
Fencing : Anggar
Football/soccer : Sepakbola
Golf : Golf
Gymnastics : Senam
Hockey : Hokey
Javelin-throwing : Lempar lembing
Jump : Loncat
Jury : Wasit
Race : Prlombaan
Match : Pertandingan
Racket : raket
Softball : sofbal
Swimming : Renang
Swimming pool : Kolam renang
Table-tennis : tennis meja
Tennis : Tenis
Volley ball : Bola voli
Wrestling : Gulat
JEWELERY : Perhiasan
Bracelet : Gelang
Ear-rings : anting
Comb : Sisir
Ring : Cincin
Engagement ring : Cincin tunangan
Neclace : kalung
Wristwatch : Jam tangan
Compiled by: Jasmansyah
A. Room of a house : Ruang dalam rumah
1. Attic – Loteng
2. Bathroom – Kamar mandi
3. Bedroom – Kmar tidur
4. Cellar – Gudang di bawah tanah
5. Dinning-room – Ruang makan
6. Drawing room – Kamar duduk
7. Garage – Garasi
8. Hall – Aula
10. Kitchen - Dapur
11. Lavatory – Kamar kecil (WC)
12. Nursery – kamar anak-anak
14. Study room – Kamar kerja
15. Veranda – Beranda, serambi
B. Parts of a house : Bagian-bagian rumah
1. Ceilling – Langit – langit
2. Door – Pintu
3. Floor – Lantai
4. Roof – Atap
5. Wall – Dinding
6. Window – Jendela
7. Yard – Pekarangan, halaman
C. Objects in the room : Tempat2 di dalam rumah
1. Armchair – Kursi tangan
2. Ashtray – Asbak
3. Books – Buku –buku
4. Bookcase – Lemari buku
5. Carpet – Karpet
6. Chair – Kursi
7. Clock – Jam
8. Cupboard – Lemari
9. Curtain – Gordain, tirai
10. Desk – meja tulis
11. Divan – dipan
12. Flower pot – Pot bunga
13. Flower Vase – Jembangan bunga
14. Furniture – Mebel
15. Lamp – Lampu
16. Lamp Shade – Kap lampu
17. Mirror – Cermin
18. Picture – Gambar
19. Portrait – Potret
20. Radio – Radio
21. Screen – Kasa / Tabir / Layar
22. Sideboard – Bufet
23. Sofa – Sofa
24. Table – Meja
25. Telephone – Telefon
26. Television – Televisi
27. Umbrella – Payung
D. In the Bedroom : Alat2 di kamar tidur
1. Bed - Tempat tidur
2. Bedspread – Penutup tempat tidur / Sprei
3. Blanket – Selimut
4. Bolster – Bantal besar (semacam guling)
5. Candle – lilin
6. Candlestick – Kandil, kaki dian
7. Curtain – Kelambu
8. Cushion – Bantal
9. Mattress – Kasur
10. Rug - Permandani
E. Compass : Arah / Mata angin
1. North - Utara
2. Northeast : Timur laut
3. East - Timur
4. Southeast - Tenggara
5. South - Selatan
6. Southwest - Barat Daya
7. West - Barat
F. Shape / Lines : Bentuk/Garis
1. Circle - Lingkaran
2. Cube - Kubus
3. Cylinder - Silinder
4. Square - Persegi
5. Triangle - Segitiga
6. Curve - Garis lengkung
7. Straight line - Garis lurus
G. Colours : Warna
1. Black - Hitam
2. Blue - Biru
3. Brown - Coklat
4. Green - Hijau
5. Grey - Abu-abu
6. Orange - Jingga tua
7. Pink - Merah muda
8. Purple - Ungu/Merah lembayung
9. Red - Merah
10. White - Putih
11. Yellow - Kuning
H. Seasons : Musim
1. Spring - Musim semi
2. Summer - Musim panas
3. Autumn - Musim gugur
4. Winter - Musim dingin
5. Dry season - Musimh kemarau/kering
6. Rainy/west season - Musim hujan
I. Animals : Binatang
1. Bear - Beruang
2. Buffalo - Kerbau
3. Bull - Banteng
4. Camel - Unta
5. Cat - Kucing
6. Cow - Sapi
7. Deer - Rusa
8. Dog - Anjing
9. Donkey - Keleday
10. Elephant - Gajah
11. Giraffe - Jerapah
12. Goat - Kambing
13. Horse - Kuda
14. Kangaroo - Kanguru
15. Lion - Singa
16. Monkey - Monyet
17. Mouse - Tikus
18. Panther - Macan tutul
19. Pig - Babi
20. Rabbit - Kelinci
21. Sheep - Biri-biri
22. Tiger - Harimau
23. Wolf - Srigala
24. Turtle - Kura-kura
J. Birds = Burung
1. Cassowary - Burung kasuari
2. Cock - Ayam jantan
3. Crow - Gagak
4. Dove/pigeon - Merpati
5. Duck - Bebek
6. Fowl - Unggas
7. Goose - Angsa
8. Owl - Burung hantu
9. Parrot - Burng kakatua
10. Stork - Bangau
11. Swallow - Burung laying-layang
K. Reptiles : reptile
1. Crocodile - Buaya
2. Dragon - Ular naga
3. Frog - Katak
4. Leech - Lintah
5. Lizard - Kadal
6. Shrimp - Udang
7. Snail - Siput
8. Snake - Ular
L. Fishes : Ikan
1. Eel - Belut
2. Lobster - Udang laut
3. Octopus - Gurita
4. Porpoise - Lumba-lumba
5. Shark - Ikan hiu
6. Whale - Ikan paus
ANTONYMS = Lawan Kata
NOUN : kata benda
Absence : Ketidakhadiran
Presence : Kehadiran
Birth : Kelahiran
Death : Kematian
Bridegroom : pengantin pria
Bride : Penganten perempuan
Courage/braveness : Keberanian
Fear : Ketakutan
Departure : keberangkatan
Arrival : Kedatangan
Despair : Keputusasaan
Hope : Pengharapan
Disease : Penyakit
Health : Sehat
Failure : Kegagalan
Success : Keberhasilan
Guest : Tamu
Host : Tuan rumah
Heaven : Surga
Hell : Neraka
Joy / happy : kegembiraan
Sorrow / sad : Kesedihan
Love : Kecintaan
Hate : Kebencian
Poverty : Kemiskinan
Wealth : Kemakmuran
Marriage : Perkawinan
Divorce : Perceraian
Sunrise : Matahari terbit
Sunset : Matahari terbenam
Truth : Kebenaran
Lie : Kebohongan
Widower : Duda
Widow : Janda
OCCUPATIONS : Pekerjaan
President : Presiden
Vice president : Wakil presiden
Prime minister : Perdana mentri
Minister : Mentri
Governor : Gubernur
Tailor : Tukang jahit
Shop keeper : Penjaga took
Policeman : Polisi
Author : Pengarang
Dentist : Dokter gigi
Lawyer : Pengacara
Engineer : Insinyur
Florist : Penjual bunga
Judge : Hakim
Midwife : Bidan
Nurse : Perawat
Pilot : Pilot
Pupil/student : Murid
Teacher : Guru
Lecturer : Dosen
Sailor : Pelaut
Surgeon : Dokter bedah
Writer : Penulis
Beggar : Pengemis
Thief : Pencuri
Robber : Perampok
Pickpocket : Pencopet
Swindler : Penipu
Barber : Tukang cukur
Butcher : Tukang daging
Brick maker : Tukang bata
Carpenter : Tukang kayu
Baker : Tk. Roti
Spinner : Tukang tenun
Shoemaker : Tk. Sepatu
Artist : Seniman
Dancer : Penari
Singer : Penyanyi
Producer : Sutradara
BUILDINGS : Bangunan
Bank : bank
Cinema : Bioskop
Café : kafe
Dormitory : Pondok/kosan
Inn : Penginapan
Hospital : Rumah sakit
House : Rumah
Factory : Pabrik
Office : Kantor
Palace : istana
Restaurant : Rumah makan
Station : Stasiun
Prison : Penjara
Shop/Store : Toko
Tower : Menara
SPORTS : Olah raga
Athletics : Atletik
Badminton : Bulu tangkis
Baseball : Basebal
Boxing : Tinju
Discus-throwing : Lempar cakram
Diving : Menyelam
Fencing : Anggar
Football/soccer : Sepakbola
Golf : Golf
Gymnastics : Senam
Hockey : Hokey
Javelin-throwing : Lempar lembing
Jump : Loncat
Jury : Wasit
Race : Prlombaan
Match : Pertandingan
Racket : raket
Softball : sofbal
Swimming : Renang
Swimming pool : Kolam renang
Table-tennis : tennis meja
Tennis : Tenis
Volley ball : Bola voli
Wrestling : Gulat
JEWELERY : Perhiasan
Bracelet : Gelang
Ear-rings : anting
Comb : Sisir
Ring : Cincin
Engagement ring : Cincin tunangan
Neclace : kalung
Wristwatch : Jam tangan
Selasa, 25 Januari 2011
SOAL BARU TIPE 001
Pilihlah salah satu jawaban yang tepat ! Jangan lupa Berdoa dan memulai dari yang mudah .
TEXT I
Cameroon is a West African country of ten million people which has been very successful in growing food for its people, unlike many other West African countries. Since 1971 it has doubled its output of major foodstuffs such as maize and potatoes. Now it is one of the few African countries able to feed itself. This was not the case five years ago when the country was only 75-80% self-sufficient in food. Although isolated pockets of hunger still remain, the World Bank nowadays gives Cameroon money to sustain, not to achieve, self-sufficiency in food production.
Like : suka
Like : seperti (setelah to be)
Many : banyak – yang bisa dihitung
Much : banyak – tak bisa dihitung
Few : sedikit – bisa dihitung
Little : sedikit yang tidak bisa dihitung
Some : beberapa (bebas- bisa dihitung bisa tidak)
A lot of: banyak (bebas- bisa dihitung bisa tidak)
Several : beberapa (hanya untuk yang bisa dihitung)
Aku suka membaca buku baru : I like reading new book. (verbal)
Dia seperti okto : He is like SBY. (nominal)
1. The text tells us about ….
A. West African countries
B. Cameroon’s ability to feed its people
C. major foodstuffs in West Africa
D. Cameroon’s food production
E. food self-sufficiency
2. Which the following statements is TRUE about Cameroon?
A. The World Bank financially supports Cameroon to maintain its self-sufficiency.
B. Cameroon is the biggest and richest country among West African countries.
C. It was the World Bank which financed the production of food in Cameroon.
D. Similar to other West African countries, Cameroon has always been self-sufficient.
E. Cameroon has succeeded in its food production because of the fertility of its soil.
TEXT II
Continued progress in advanced technology is not necessary. Already the technical progress in our world has caused severe pollution in the air and in the water. Although the technical progress in previous years has been helpful, recent technology has significantly increased pollution. Another reason to stop technical progress is that many inventions which were developed for good causes are now also used for powerful weapons or have been found to have serious side effects. For example, pesticide put inside particle board to prevent termites has now been found to be toxic to human life. Technology does not always bring good effects; for example, computers do much work faster than man, but then man loses is job to a machine. Because no man can guarantee that technology will have only good effects and will be used only for the benefit of man, we should delay the continued development of technology.
3. The author’s purpose in writing this paragraph is …
A. to describe pollution caused by advanced technology
B. to show how advantageous advanced technology is for human beings
C. to have people stop developing advanced technology
D. to explain what further inventions in technology should be made
E. to make people implement advanced technology
4. Advanced technology has made people’s lives more comfortable;
Nevertheless, ______
A. it is causing a lot of damage to the environment
B. many inventions were developed for good causes
C. it help people to kill termites through pesticides
D. many people are no longer unemployed
E. it is useful and beneficial to people
TEXT III
A natural disaster is a terrible accident, e.g. a great flood, a big fire or an earthquake. It usually causes great suffering and loss of a large sum of money. The casualties are injured or died. Some people are homeless and need medical care.
Floods occur when the water of rivers, lakes, or streams overflow their banks and pour onto the surrounding land. Floods are caused by many different things. Often heavy rainstorms that last for a brief can cause a flood. But not all heavy storms are followed by flooding. If the surrounding land is flat and can absorb the water, no flooding will occur. If, however, the land is hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a river may overflow and flood adjacent lowland.
In many part of the world flood are caused by tropical storms called hurricanes or typhoons. They bring destructive winds of high speed, torrents of rain, and flooding. When a flood occurs, the destruction to surrounding land can be severe. Whole villages and towns are sometimes swept away by water pouring swiftly over the land. Railroad track blocked and uprooted from their beds. Highways are washed away.
When a building caught fire, the firemen pitched in to help battle the blaze. Before the pumps were invented, people formed bucket brigades to fight fires. Standing side by side, they formed a human chain from the fire to nearby well or river. They passed buckets of water from to hand to be poured on the flames.
The damage of the fire did depend a great deal on where it happened. In the country or a small village, only a single house might burn down. But in crowded cities, fire often destroy whole blocks and neighborhoods before being controlled.
5. When is flood more likely to happen?
A. When heavy rainstorms happen on flat land
B. When rainstorms happen on hard rocky land
C. When heavy rainstorms happen on forest land
D. When the water of the rivers overflow into absorbing land
E. When banks of the river are adjacent to lowland
6. All the following information are natural disasters, except ….
A. Rain C. flood E. earthquake
B. Storm D. hurricane
7. Why do hurricanes or typhoons usually cause great destruction? Because they…
A. bring destruction winds and torrential rains
B. are heavy enough to cause flood
C. are heavy storms
D. are hard winds
E. are tropical storms
8. Modern fire brigade use … to fight fire.
A. buckets of water D. fire pump
B. spraying sand E. fire arm
C. human chain
TEXT IV
Few people now remember the sinking of the great passenger sip ‘Colossus’ exactly fifty years ago. The numbers who were actually save from her was small, and some of those have died in the years since, so that those who are still alive today can be counted on the fingers of one hand.
9. The main topic of the paragraph above is…
A. the sinking of ‘Colossus’
B. the great ship
C. the remembering ship
D. the ship number
E. the saved ‘Colossus’
10. The following statements are correct according to the text above, except…
A. Few people remember the sinking of ‘Colossus’ exactly fifty years ago.
B. There were small number who were safe.
C. There were small number who had died.
D. There are only a few people who are still alive today.
E. The sinking ‘Colossus’ have the great passenger.
11. The words below have association with the internet, except ….
A. website D. email
B. browsing E. excell
C. chatting
TEXT V
Saudi Arabia is a country rich in oil, but poor in one of a country's most critical natural resource, fresh water. Without it, agriculture become extremely difficult and costly. Many areas are removing the salt from the sea water that surround the Arabian peninsula. Other efforts might be the floating of ice cap all way the north pole and the digging of well to reach that is underground.
12. What is the topic of the paragraph?
A. Fresh water
B. How to improve agriculture
C. Problem faced by Saudi Arabia
D. Reason of water storage
E. The shortage fresh water in Saudi Arabia
13. What is the main idea of the paragraph?
A. Fresh water is one of the most critical natural resources of a country
B. Several efforts are being made in Saudi Arabia to get fresh water
C. Water supply in Saudi Arabia is provided by removing the salt from sea water
D. Many areas in Saudi Arabia in habitable due to the lack of fresh water
E. Agriculture in Saudi Arabia is difficult and costly
14. Rini : I’m sorry for disturbing you but I need your help.
Rina : It’s OK.
From the dialogue above we can conclude that Rini expresses
A. Opinion D. Agreement
B. Tsunami E. sympathy
C. refugee
15. Dian didn’t live here anymore. She …. last month.
A. Moved D. had moved
B. Is moved E. is moving
C. Moved
16. The house …. when my grandma comes.
A. Is cleaning
B. Is being cleaned
C. Have been cleaned
D. Is cleaned
E. cleans
17. The car …. by the mechanic.
A. Is repairing
B. repairs
C. will repair
D. is repaired
E. repaired
18. She has …. to be a great musician.
A. lack D. disadvantage
B. genius E. modern
C. talent
19. Many people die on the street every year …. traffic accidents.
A. because D. so
B. and E. that
C. because of
20. Dian : Do you have any string?
Dea : What is it for?
Dian : I need it for my physics experiment.
From the dialogue above we know that Dea is …
A. Asking for purpose
B. Asking apology
C. Giving opinion
D. agreeing
E. expressing ability
21. Andy : Rene, why do you got to the fitness center?
Rene : I want to be a member of it. I’ll do some exercise … get a healthy body
A. because D. since
B. because of E. so
C. In order to
22. Yara : Excuse me, I don't know how to get to the post office. Can you show me
how to get there ?
Dian : Sure. You go along this way and turn left when you meet the boulevard.
Then, you walk about two blocks and the post office is on your right,
besides the bakery
A. Yara gives instruction
B. Dian gives instruction
C. Dian gives opinion
D. Yara gives opinion
E. Dian expresses regret
23. Fanny : Let's try the pudding. I make it myself.
Ria : Thanks. Ehm… It's very delicious. ……………?
Fanny : It's easy. Mix a pack of pudding instant, a glass of sugar, a glass of water,
and two glass of coconut oil. Boil it together for fifteen minutes and add
a little salt to it. Switch of the fire and pour it into a bowl. Put it in the
refrigerator for twenty minutes and you'll get a delicious pudding.
A. Can you make it
B. How do you make it
C. Why do you make it
D. How much do you make it
E. Why don’t you make it
24. Ida said, "I like watching action movies." The reported speech for the quoted one above is…
A. Ida said that she liked watching action movies
B. Ida said that I liked watching action movies
C. Ida said that I will like watching action movies
D. Ida said that she had liked watching action movies
E. Ida said that I had liked watching action movies
25. Vina : Hi, Nana. How's your contest?
Nana : It's too bad. I …. I can't do my best.
A. Apology D. suggest
B. Regret E. like
C. agree
26. Dido : I suppose that you always wear dark colour clothes, so you look elder
than you actually are. ….
Fetty : OK. I'll try.
The suitable expression to fill in the blanks above is …..
A. Do you like it?
B. Are you okay?
C. May I help you?
D. Would it be possible for you to wear the colourful ones?
E. Do you mean colourful ones?
27. Pat : Hi, I guess you are a new student. My name is Patricia. Call me Pat
Julia : I'm Julia.
……………..
Pat : Nice to meet you, too
A. How do you do
B. How are you
C. How are things
D. Nice to meet you
E. Glad to see you
28. A : When I called you, no one was at your house.
B : Yes, that's right. I …………. The garden
A. weed
B. was weeding
C. weeded
D. have weeded
E. am weeding
29. People who want to see the collection of ancient objects that are closely related to
history can go to the museum.
The word closest in meaning to the underlined one is ………..
A. antique
B. expensive
C. old
D. new
E. unique
30. A porter : Excuse me, ……….?
Mr. Andri : Thanks a lot, I can manage it myself.
A. would you like me to carry your suitcase
B. would you mind bringing my suitcase
C. would you like to bring his suitcase
D. could you bring my suitcase
E. may you bring my suitcase
31. X : Excuse me, sir. May I close the door? It's windy outside
Y : Oh, sure
In the dialogue, X is asking for …..
A. help
B. opinion
C. permission
D. agreement
E. information
32. Jennifer : Would you come to our workshop tomorrow ?
Alison : That would be great
In the dialogue Jennifer is giving Alison ….
A. an order
B. a comment
C. an advice
D. a suggestion
E. an invitation
33. X : Hi, Rin. Would you accompany me to the book store?
Y : Oh, that's great. I'd love to.
The underlined sentence is used to ……….
A. decline an invitation
B. accept an invitation
C. invite someone to go
D. ask for permission
E. ask for one's agreement
34. Erlina : I heard that Irwan worked as tour guide at Tribuana tour and Travel
Ferdi : Right, he can speak many languages like English, Frech, Dutch and
Japanese.
Erlina : Wow, that's great!
The underlined words are expressing ….
A. Ability D. agreement
B. Pleasure E. possibility
C. Certainty
35. A : What is your favorite game?
B : ……………...
A. I really hate playing cards
B. I'm very keen on chess
C. I dislike chess
D. I think softball is like baseball
E. I can play with friends
36. Hanny : Do you think our team has the chance to win the Thomas Cup?
Chandra : I think ……. Because they have enough practice.
A. it is very doubtful
B. it is really annoying
C. it is really challenging
D. it is very impossible
E. I can play with friends
37. Pedro : Is the manager in today? I'll tell something important to him.
Hendi : I wish he were in now.
The underlined utterance means …..
A. the manager is in now
B. Hendi wants to be in now
C. Hendi doesn't want the manager is in now
D. The manager is out somewhere
E. Pedro wants Hendi not to be in now
38. If the natural web of life is disturbed, the result may be disastrous.
The underlined word has the similar meaning as …..
A. catastrophic
B. unsuitable
C. harmless
D. dangerous
E. complicated
39. At the beginning of the semester, each of the students …. given a new
timetable.
A. he is D. be
B. they are E. is
C. are
40. I am still waiting …. for an interview.
A. To be called D. to call
B. Be called E. called
C. Be calling
41. Albert : You told me that you had an accident.
Where is your motorcycle now?
Bertha : That's right. It …. to the garage to be repaired.
A. has brought D. is being brought
B. is bringing E. will be bringing
C. would be brought
42. Ayu : where were you last night? I called you but no answered
Ratih : I'm sorry. I was visiting my grandma. She has been ill for almost a
week and she is hospitalized now.
Ayu : …. I hope she gets better soon.
A. I can't visit her
B. I'm sorry to hear that
C. Thank you for telling the news
D. It must be very serious
E. That’s very kind of you
43. Rida : Are you free now?
Restu : Yes, what's up?
Rida : How's about going to the concert?
Restu : That's a nice idea.
From the dialogue we know that …
A. Rida refuses Restu's invitation
B. Restu accepts Rida's invitation
C. Restu asks Rida to go to the concert
D. Restu has no idea to go to the concert
E. Restu declines Rida's invitation
44. Sita : Hi, Din. Why do you look so pale?
Udin : I have a terrible headache
Sita : Oh, let me take you to a doctor
From the dialogue we may conclude that Sita … to Udin.
A. offers help
B. asks some information
C. asks for permission
D. refuses to do something
E. forbids to do something
45. Anto : I heard that your boss had changed his new secretary
Tono : That's right
Anto : But why?
Tono : He told me that she was incapable of doing something her job well.
The underlined utterance is an expression of …
A. disagreement D. impossibility
B. inability E. dissatification
C. uncertainty
46. Aryo : Let's hurry to the square to hear people making speeches
Rudi : It's too late. By the time you get there they … their speeches.
A. will finish D. are finishing
B. finish E. will have finished
C. have finished
47. Mary : I bought my new dress at Star Plaza
Selly : Nina, What did Mary say?
Nina : She said she … her new dress at Star Plaza
A. bought D. had bought
B. has bought E. had to buy
C. would bought
48. Son : Dad, I got a straight "A" for mathematics
Father : Really? Oh, your mom and I are really proud of you.
The underlined phrase expresses ….
A. Sympathy D. satisfaction
B. Irony E. Obligation
C. pride
49. Icha : Good morning, ….?
Hirman : I want to buy a school bag. Is it available here?
Icha : Yes, here they are. You can choose one you like best.
A. How are you
B. Can I help you
C. What is it for
D. How do you feel
E. Can you do me a favor
50. A : Dad, I am tired of going to school by bus. May I drive now and then?
B : I'm afraid not until you're seventeen..
A. ability D. attention
B. possibility E. agreement
C. permission
51. Mother : Have you planted the flowers?
Daughter : Yes mom. I … last Monday. Our gardener did it.
A. Got them to plant D. had him to plant
B. Had planted them E. got him planted
C. Had them planted
TEXT I
Cameroon is a West African country of ten million people which has been very successful in growing food for its people, unlike many other West African countries. Since 1971 it has doubled its output of major foodstuffs such as maize and potatoes. Now it is one of the few African countries able to feed itself. This was not the case five years ago when the country was only 75-80% self-sufficient in food. Although isolated pockets of hunger still remain, the World Bank nowadays gives Cameroon money to sustain, not to achieve, self-sufficiency in food production.
Like : suka
Like : seperti (setelah to be)
Many : banyak – yang bisa dihitung
Much : banyak – tak bisa dihitung
Few : sedikit – bisa dihitung
Little : sedikit yang tidak bisa dihitung
Some : beberapa (bebas- bisa dihitung bisa tidak)
A lot of: banyak (bebas- bisa dihitung bisa tidak)
Several : beberapa (hanya untuk yang bisa dihitung)
Aku suka membaca buku baru : I like reading new book. (verbal)
Dia seperti okto : He is like SBY. (nominal)
1. The text tells us about ….
A. West African countries
B. Cameroon’s ability to feed its people
C. major foodstuffs in West Africa
D. Cameroon’s food production
E. food self-sufficiency
2. Which the following statements is TRUE about Cameroon?
A. The World Bank financially supports Cameroon to maintain its self-sufficiency.
B. Cameroon is the biggest and richest country among West African countries.
C. It was the World Bank which financed the production of food in Cameroon.
D. Similar to other West African countries, Cameroon has always been self-sufficient.
E. Cameroon has succeeded in its food production because of the fertility of its soil.
TEXT II
Continued progress in advanced technology is not necessary. Already the technical progress in our world has caused severe pollution in the air and in the water. Although the technical progress in previous years has been helpful, recent technology has significantly increased pollution. Another reason to stop technical progress is that many inventions which were developed for good causes are now also used for powerful weapons or have been found to have serious side effects. For example, pesticide put inside particle board to prevent termites has now been found to be toxic to human life. Technology does not always bring good effects; for example, computers do much work faster than man, but then man loses is job to a machine. Because no man can guarantee that technology will have only good effects and will be used only for the benefit of man, we should delay the continued development of technology.
3. The author’s purpose in writing this paragraph is …
A. to describe pollution caused by advanced technology
B. to show how advantageous advanced technology is for human beings
C. to have people stop developing advanced technology
D. to explain what further inventions in technology should be made
E. to make people implement advanced technology
4. Advanced technology has made people’s lives more comfortable;
Nevertheless, ______
A. it is causing a lot of damage to the environment
B. many inventions were developed for good causes
C. it help people to kill termites through pesticides
D. many people are no longer unemployed
E. it is useful and beneficial to people
TEXT III
A natural disaster is a terrible accident, e.g. a great flood, a big fire or an earthquake. It usually causes great suffering and loss of a large sum of money. The casualties are injured or died. Some people are homeless and need medical care.
Floods occur when the water of rivers, lakes, or streams overflow their banks and pour onto the surrounding land. Floods are caused by many different things. Often heavy rainstorms that last for a brief can cause a flood. But not all heavy storms are followed by flooding. If the surrounding land is flat and can absorb the water, no flooding will occur. If, however, the land is hard and rocky, heavy rain cannot be absorbed. Where the banks are low, a river may overflow and flood adjacent lowland.
In many part of the world flood are caused by tropical storms called hurricanes or typhoons. They bring destructive winds of high speed, torrents of rain, and flooding. When a flood occurs, the destruction to surrounding land can be severe. Whole villages and towns are sometimes swept away by water pouring swiftly over the land. Railroad track blocked and uprooted from their beds. Highways are washed away.
When a building caught fire, the firemen pitched in to help battle the blaze. Before the pumps were invented, people formed bucket brigades to fight fires. Standing side by side, they formed a human chain from the fire to nearby well or river. They passed buckets of water from to hand to be poured on the flames.
The damage of the fire did depend a great deal on where it happened. In the country or a small village, only a single house might burn down. But in crowded cities, fire often destroy whole blocks and neighborhoods before being controlled.
5. When is flood more likely to happen?
A. When heavy rainstorms happen on flat land
B. When rainstorms happen on hard rocky land
C. When heavy rainstorms happen on forest land
D. When the water of the rivers overflow into absorbing land
E. When banks of the river are adjacent to lowland
6. All the following information are natural disasters, except ….
A. Rain C. flood E. earthquake
B. Storm D. hurricane
7. Why do hurricanes or typhoons usually cause great destruction? Because they…
A. bring destruction winds and torrential rains
B. are heavy enough to cause flood
C. are heavy storms
D. are hard winds
E. are tropical storms
8. Modern fire brigade use … to fight fire.
A. buckets of water D. fire pump
B. spraying sand E. fire arm
C. human chain
TEXT IV
Few people now remember the sinking of the great passenger sip ‘Colossus’ exactly fifty years ago. The numbers who were actually save from her was small, and some of those have died in the years since, so that those who are still alive today can be counted on the fingers of one hand.
9. The main topic of the paragraph above is…
A. the sinking of ‘Colossus’
B. the great ship
C. the remembering ship
D. the ship number
E. the saved ‘Colossus’
10. The following statements are correct according to the text above, except…
A. Few people remember the sinking of ‘Colossus’ exactly fifty years ago.
B. There were small number who were safe.
C. There were small number who had died.
D. There are only a few people who are still alive today.
E. The sinking ‘Colossus’ have the great passenger.
11. The words below have association with the internet, except ….
A. website D. email
B. browsing E. excell
C. chatting
TEXT V
Saudi Arabia is a country rich in oil, but poor in one of a country's most critical natural resource, fresh water. Without it, agriculture become extremely difficult and costly. Many areas are removing the salt from the sea water that surround the Arabian peninsula. Other efforts might be the floating of ice cap all way the north pole and the digging of well to reach that is underground.
12. What is the topic of the paragraph?
A. Fresh water
B. How to improve agriculture
C. Problem faced by Saudi Arabia
D. Reason of water storage
E. The shortage fresh water in Saudi Arabia
13. What is the main idea of the paragraph?
A. Fresh water is one of the most critical natural resources of a country
B. Several efforts are being made in Saudi Arabia to get fresh water
C. Water supply in Saudi Arabia is provided by removing the salt from sea water
D. Many areas in Saudi Arabia in habitable due to the lack of fresh water
E. Agriculture in Saudi Arabia is difficult and costly
14. Rini : I’m sorry for disturbing you but I need your help.
Rina : It’s OK.
From the dialogue above we can conclude that Rini expresses
A. Opinion D. Agreement
B. Tsunami E. sympathy
C. refugee
15. Dian didn’t live here anymore. She …. last month.
A. Moved D. had moved
B. Is moved E. is moving
C. Moved
16. The house …. when my grandma comes.
A. Is cleaning
B. Is being cleaned
C. Have been cleaned
D. Is cleaned
E. cleans
17. The car …. by the mechanic.
A. Is repairing
B. repairs
C. will repair
D. is repaired
E. repaired
18. She has …. to be a great musician.
A. lack D. disadvantage
B. genius E. modern
C. talent
19. Many people die on the street every year …. traffic accidents.
A. because D. so
B. and E. that
C. because of
20. Dian : Do you have any string?
Dea : What is it for?
Dian : I need it for my physics experiment.
From the dialogue above we know that Dea is …
A. Asking for purpose
B. Asking apology
C. Giving opinion
D. agreeing
E. expressing ability
21. Andy : Rene, why do you got to the fitness center?
Rene : I want to be a member of it. I’ll do some exercise … get a healthy body
A. because D. since
B. because of E. so
C. In order to
22. Yara : Excuse me, I don't know how to get to the post office. Can you show me
how to get there ?
Dian : Sure. You go along this way and turn left when you meet the boulevard.
Then, you walk about two blocks and the post office is on your right,
besides the bakery
A. Yara gives instruction
B. Dian gives instruction
C. Dian gives opinion
D. Yara gives opinion
E. Dian expresses regret
23. Fanny : Let's try the pudding. I make it myself.
Ria : Thanks. Ehm… It's very delicious. ……………?
Fanny : It's easy. Mix a pack of pudding instant, a glass of sugar, a glass of water,
and two glass of coconut oil. Boil it together for fifteen minutes and add
a little salt to it. Switch of the fire and pour it into a bowl. Put it in the
refrigerator for twenty minutes and you'll get a delicious pudding.
A. Can you make it
B. How do you make it
C. Why do you make it
D. How much do you make it
E. Why don’t you make it
24. Ida said, "I like watching action movies." The reported speech for the quoted one above is…
A. Ida said that she liked watching action movies
B. Ida said that I liked watching action movies
C. Ida said that I will like watching action movies
D. Ida said that she had liked watching action movies
E. Ida said that I had liked watching action movies
25. Vina : Hi, Nana. How's your contest?
Nana : It's too bad. I …. I can't do my best.
A. Apology D. suggest
B. Regret E. like
C. agree
26. Dido : I suppose that you always wear dark colour clothes, so you look elder
than you actually are. ….
Fetty : OK. I'll try.
The suitable expression to fill in the blanks above is …..
A. Do you like it?
B. Are you okay?
C. May I help you?
D. Would it be possible for you to wear the colourful ones?
E. Do you mean colourful ones?
27. Pat : Hi, I guess you are a new student. My name is Patricia. Call me Pat
Julia : I'm Julia.
……………..
Pat : Nice to meet you, too
A. How do you do
B. How are you
C. How are things
D. Nice to meet you
E. Glad to see you
28. A : When I called you, no one was at your house.
B : Yes, that's right. I …………. The garden
A. weed
B. was weeding
C. weeded
D. have weeded
E. am weeding
29. People who want to see the collection of ancient objects that are closely related to
history can go to the museum.
The word closest in meaning to the underlined one is ………..
A. antique
B. expensive
C. old
D. new
E. unique
30. A porter : Excuse me, ……….?
Mr. Andri : Thanks a lot, I can manage it myself.
A. would you like me to carry your suitcase
B. would you mind bringing my suitcase
C. would you like to bring his suitcase
D. could you bring my suitcase
E. may you bring my suitcase
31. X : Excuse me, sir. May I close the door? It's windy outside
Y : Oh, sure
In the dialogue, X is asking for …..
A. help
B. opinion
C. permission
D. agreement
E. information
32. Jennifer : Would you come to our workshop tomorrow ?
Alison : That would be great
In the dialogue Jennifer is giving Alison ….
A. an order
B. a comment
C. an advice
D. a suggestion
E. an invitation
33. X : Hi, Rin. Would you accompany me to the book store?
Y : Oh, that's great. I'd love to.
The underlined sentence is used to ……….
A. decline an invitation
B. accept an invitation
C. invite someone to go
D. ask for permission
E. ask for one's agreement
34. Erlina : I heard that Irwan worked as tour guide at Tribuana tour and Travel
Ferdi : Right, he can speak many languages like English, Frech, Dutch and
Japanese.
Erlina : Wow, that's great!
The underlined words are expressing ….
A. Ability D. agreement
B. Pleasure E. possibility
C. Certainty
35. A : What is your favorite game?
B : ……………...
A. I really hate playing cards
B. I'm very keen on chess
C. I dislike chess
D. I think softball is like baseball
E. I can play with friends
36. Hanny : Do you think our team has the chance to win the Thomas Cup?
Chandra : I think ……. Because they have enough practice.
A. it is very doubtful
B. it is really annoying
C. it is really challenging
D. it is very impossible
E. I can play with friends
37. Pedro : Is the manager in today? I'll tell something important to him.
Hendi : I wish he were in now.
The underlined utterance means …..
A. the manager is in now
B. Hendi wants to be in now
C. Hendi doesn't want the manager is in now
D. The manager is out somewhere
E. Pedro wants Hendi not to be in now
38. If the natural web of life is disturbed, the result may be disastrous.
The underlined word has the similar meaning as …..
A. catastrophic
B. unsuitable
C. harmless
D. dangerous
E. complicated
39. At the beginning of the semester, each of the students …. given a new
timetable.
A. he is D. be
B. they are E. is
C. are
40. I am still waiting …. for an interview.
A. To be called D. to call
B. Be called E. called
C. Be calling
41. Albert : You told me that you had an accident.
Where is your motorcycle now?
Bertha : That's right. It …. to the garage to be repaired.
A. has brought D. is being brought
B. is bringing E. will be bringing
C. would be brought
42. Ayu : where were you last night? I called you but no answered
Ratih : I'm sorry. I was visiting my grandma. She has been ill for almost a
week and she is hospitalized now.
Ayu : …. I hope she gets better soon.
A. I can't visit her
B. I'm sorry to hear that
C. Thank you for telling the news
D. It must be very serious
E. That’s very kind of you
43. Rida : Are you free now?
Restu : Yes, what's up?
Rida : How's about going to the concert?
Restu : That's a nice idea.
From the dialogue we know that …
A. Rida refuses Restu's invitation
B. Restu accepts Rida's invitation
C. Restu asks Rida to go to the concert
D. Restu has no idea to go to the concert
E. Restu declines Rida's invitation
44. Sita : Hi, Din. Why do you look so pale?
Udin : I have a terrible headache
Sita : Oh, let me take you to a doctor
From the dialogue we may conclude that Sita … to Udin.
A. offers help
B. asks some information
C. asks for permission
D. refuses to do something
E. forbids to do something
45. Anto : I heard that your boss had changed his new secretary
Tono : That's right
Anto : But why?
Tono : He told me that she was incapable of doing something her job well.
The underlined utterance is an expression of …
A. disagreement D. impossibility
B. inability E. dissatification
C. uncertainty
46. Aryo : Let's hurry to the square to hear people making speeches
Rudi : It's too late. By the time you get there they … their speeches.
A. will finish D. are finishing
B. finish E. will have finished
C. have finished
47. Mary : I bought my new dress at Star Plaza
Selly : Nina, What did Mary say?
Nina : She said she … her new dress at Star Plaza
A. bought D. had bought
B. has bought E. had to buy
C. would bought
48. Son : Dad, I got a straight "A" for mathematics
Father : Really? Oh, your mom and I are really proud of you.
The underlined phrase expresses ….
A. Sympathy D. satisfaction
B. Irony E. Obligation
C. pride
49. Icha : Good morning, ….?
Hirman : I want to buy a school bag. Is it available here?
Icha : Yes, here they are. You can choose one you like best.
A. How are you
B. Can I help you
C. What is it for
D. How do you feel
E. Can you do me a favor
50. A : Dad, I am tired of going to school by bus. May I drive now and then?
B : I'm afraid not until you're seventeen..
A. ability D. attention
B. possibility E. agreement
C. permission
51. Mother : Have you planted the flowers?
Daughter : Yes mom. I … last Monday. Our gardener did it.
A. Got them to plant D. had him to plant
B. Had planted them E. got him planted
C. Had them planted
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