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Chapter 5 : Short Story, Clauses and Participles

CHAPTER 5 : SHORT STORY, CLAUSES and PARTICIPLES

BSE : 3.5/4.5/3/5.5

Basic Competence
3.5 membedakan fungsisosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkai tcerita pendek, sesuai dengan konteks penggunaannya

(XII) 3.2 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait benda dengan pewatas berupa sifat, jenis, dan fakta keadaan/kejadian, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan prepositional phrase, adjective clause: finite dan non–finite)

(XII) 3.7 menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisandantulis yang melibatkan tindakan memberi dan meminta informasi terkait konsesi, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan even though, although)

4.5 Menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis, terkait cerita pendek

(XII) 4.2 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait benda dengan pewatas berupa sifat, jenis, dan fakta keadaan/kejadian, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

(XII) 4.7 menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait konsesi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Learning purpose

In this chapter, you will learn about the difference between short stories and anecdote or spoof. Surely, you will have to know the proper grammatical structure used to understand the whole story.� Practicing how to compose a short story is needed to enhance your understanding on its social function and its text structure.

GENERAL INSTRUCTION : You must ensure that you understand the material step by step. At the end, there will be an evaluation to test your level of understanding on the material. When your level is above the passing score, you may continue to the next material. Before you ask for the evaluation, please ensure yourself that you have already mastered the whole material in this chapter.

BEFORE LEARNING

Ask the teacher a short story, or you can find your own. It should be about 15 to 25 pages. You may have the same title as your friend�s .

WHILST LEARNING

Activity One

When you finish reading the story, write some conflicts and their solution on a piece of paper. You may have a discussion with the friend whose story has the same title as yours. Then, show your work to the teacher.

Activity Two

To understand a story, surely you need to learn the grammatical structures. SO, let�s learn Clauses and Participles. Please open your grammar book to learn about them before doing the exercises below!

��ADJECTIVE CLAUSE

�JOIN THE TWO SENTENCES WITH THE PROPER RELATIVE PRONOUN INTO A COMPLEX SENTENCE WITH ADJECTIVE CLAUSE

1. The princess looked for the plant. It could heal the queen�s rare sickness.

2. Jane Foster was teleported to another world at a time. Malekith attacked Asgard at that time.

1. 1. Sasuke doesn�t want to attack Naruto. Everyone is amazed on his intelligence and power.
  2. Dursley gave Harry a small room. He slept there.
  3. Fairy Godmother fulfilled Cinderella a wonderful gown. She wore it to the Prince�s party.
  4. The snowman becomes alive. Anna and Elsa always play with it.
  5. The Kings finally died in grief. His daughter was kidnapped.
  6. Po is chosen as the dragon warrior. His father is a crane.
  7. Arlo, the good dinosaur, is weaker and smaller than his brother. He always teases him and makes him upset.
  8. King T�Chala fought with the man. His father left him outside Wakanda.
  9. Black Pearl was sinking. Jack Sparrow had been looking for it for some years.
  10. Beast gave Belle his large library. He spent most of his time there.
  11. Mavis finally got married with her fianc�, Johnny. Her father is a Dracula.
  12. A Viking village located on a remote island. Dragons periodically stole livestock.
  13. The Maleficent�s curse to the baby can be broken. Maleficent gave it during its christening.

1. 1. 1. NOUN CLAUSE

COMPLETE THE SENTENCE WITH THE CORRECT NOUN CLAUSE!

1. 1. 1. 1. The Queen is still confused about whom �
      2. What� made Thor so angry and wanted to kill him.
      3. How� made Naruto disappointed.
      4. Harry Potter was still confused about who �
      5. The step mother didn�t care about what �
      6. Elsa is afraid that �
      7. Rapunzel was imprisoned in where �
      8. Po and his friends are fighting with whose �
      9. That � disappoints Arlo.
      10. Wakanda people believe that �
      11. Where � is known as the mysterious island.
      12. Why � confuses the Beast.
      13. That � inspired Dracula to be more humane.
      14. Hiccup couldn�t ensure himself how many �
      15. The King remembered that �

ADVERBIAL CLAUSES

FILL IN THE BLANK WITH THE APPROPRIATE CONJUNCTION!

1. 1. 1. 1. Naruto has become the seventh Hokage since �
      2. Since Thor didn�t want to be a king, �
      3. The princess was such a brave woman that �
      4. Malfoy, the heir of Slytherin, fought as viciously as �
      5. Cinderella didn�t feel sad although �
      6. If Elsa didn�t learn to control her power, �
      7. Rapunzel�s hair is so long and strong that �
      8. Po won�t win the fight with Tai Lung unless �
      9. Arlo�s father fell into the deep river while �
      10. T�Chala could become a king on condition that �
      11. Though�, Sparrow craves revenge to Barbosa and his crew.
      12. Lumi�re tries to help Beast become more civil for Belle so that �
      13. Dracula takes Dennis to where�
      14. Hiccup shot down a Night Fury, an extremely rare and dangerous dragon when �
      15. Maleficent had a pair of feathery fairy wings so �

�PRESENT PARTICIPLE

CHANGE THE CLAUSES INTO THE PRESENT PARTICIPLES!

1. 1. 1. 1. Because the palace is on the top of hill, it is difficult for the enemies to attack.
      2. After Thor had left, Odin’s form transformed into Loki, who was alive and impersonated Odin.
      3. The teacher who taught Naruto admired his effort to be the next Hokage.
      4. The girl who plays with animals everyday knows the language of each animal.
      5. Ron and Hermione froze while they were watching what Harry was doing.
      6. While she was playing with her sister, Anna was creating snow for them to play with.
      7. While Rapunzel was waiting for her step mother to climb, she was surprised by a man who climbed with her hair.
      8. The restaurant which serves the most delicious noodle is owned by Po�s father.
      9. Since Arlo doesn�t have a father anymore, he feels that no one protects him.
      10. The woman who becomes T�Chala�s commander is skillful and powerful.
      11. While Jack and Barbossa were in duel, Will broke the curse by returning the last coin and offering his blood.
      12. Pot who has a loving, and motherly feel helps Belle to be comfortable in the Beast�s castle.
      13. Because Dennis has yet to grow his fangs, he will be sent to California to be treated there.
      14. While he is observing Toothless’s behavior, Hiccup becomes increasingly proficient in subduing the captive dragons during training nonviolently.
      15. Because the three pixies that were assigned to look after Aurora proved to be incompetent, they were dismissed.
  2. CHANGE THE UNDERLINED PHRASES INTO CLAUSES!
    1. Being a nobleman, Prince William has to be careful in speaking and behaving.
    2. Cradling Loki in his arms, Thor promised to tell their father of his sacrifice.
    3. The nicest ramen selling restaurant often let Naruto to eat it for free.
    4. Leading to the entrance hall, Ron was telling about the secret chamber.
    5. The step sister treating Cinderella as her servant didn�t want to share the food with her.
    6. Feeling afraid to harm her sister, Elsa didn�t want to play with her anymore.
    7. The speaking frog accompanies Rapunzel every day.
    8. Training Po to be the warrior dragon, Oogway was advising him not to show up his power.
    9. Having got along for some time, Arlo and Spot become friends.
    10. Black Panther�s suit having high technology protection is an astonishing armor.
    11. Stealing the gold, Barbossa and his crew became undead and unable to feel physical pleasure.
    12. Belle learns of what happened and goes to the castle, attempting to release her father.
    13. Believing Dennis is a “late fanger”, Dracula asks his friends to help train Dennis to become a monster, to no avail.
    14. Hiccup, having won dragon training, is given the task of killing a captive Monstrous Nightmare dragon.
    15. Taking a raven named Diaval as a servant, a now hate-filled Maleficent names herself ruler of the Moors.
    �� PAST PARTICIPLE
    CHANGE THE CLAUSES INTO THE PAST PARTICIPLES!
  1. The Royal wedding which is being broadcasted becomes the world attention.
  2. Thor and Foster reunite in London with Lewis and Foster’s mentor Dr. Erik Selvig�who was briefly institutionalized due to the mental trauma he suffered during Loki’s attack on Earth.
  3. While Baruto was being trained by Sasuke, he showed his improvement in creating rasengan.
  4. While Harry and his friends were hurrying to the passageway full in the black candles, they found a strange book.
  5. Because she was treated like a servant, she went away from the house.
  6. After she had been ignored by Elsa for some years, Anna felt so lonely.
  7. Since Rapunzel was startled by the appearance of a man, she hit him with a pan.
  8. Since Master Shifu was kidnapped, he pretended to be dead and finally could release himself.
  9. Spot which is wanted by the wild birds is running to the river which is flooded with a lot of mud.
  10. The laboratory which is equipped by the most sophisticated technology is led by T�Chaka�s sister, Shuri.
  11. Elizabeth Turner�s blood which is needed to lift the pirates’ curse becomes the most precious thing for the pirates.
  12. Belle and the Beast who is now transformed back into a handsome prince are dancing happily.
  13. The stunt of saving Dennis which was filmed by the campers and uploaded to the Internet eventually reached Mavis and Johnny.
  14. Because he was injured in the fight, Hiccup lost his lower left leg and required a prosthesis.
  15. After she was kissed by Maleficent, Aurora helped restore Maleficent’s wings to her.

CHANGE THE UNDERLINED PHRASES INTO CLAUSES!

1. The ballroom used for the dancing party is decorated as a real palace ballroom.
2. Malekith, awakened by the Aether’s release, turns Algrim into a Kursed and attacks Asgard.
3. The chosen shinobi has to accomplish his hard mission.
4. The ghost hidden by Harry Potter was about to appear when Hermione pushed its head.
5. The attic used to keep old things became Cinderella�s bedroom.
6. Having been crowned, Elsa exiled herself.
7. Being tied on a chair with Rapunzel�s hair, the man was forced to promise her to bring her out of the castle.
8. The saved baby Panda during the battle was treated by a crane to be his father.
9. Annoyed by the small creature, Arlo left his house to catch it.
10. The advanced laboratory built in Wakanda has devices made of vibranium.
11. A young Will Turner rescued from a shipwreck by Elizabeth finally fell in love with her.
12. Being attacked and nearly killed by a pack of rabid wolves, Maurice, Belle�s father winded up at the gate of a dark castle.
13. Attacked by Bela, who mistakes Dennis for a human, Dennis was raged.
14. Stoick, cheered by Hiccup’s unexpected success in dragon training, is proud of his lame and awkward son.
15. Tortured, Aurora pleads for mercy upon Phillip and her people.
  �

Activity Three

You need a practice of what you�ve learnt by listening, writing and speaking. So here are the instructions:

Finish doing all exercises? Discuss your answers with your teacher. When you quite understand them, go to the next activity.

COMPOSE A SHORT STORY! THEN, RECORD YOUR TELLING IT. IT IS BETTER IN VIDEO. PRESENT IT TO THE CLASS!

ALL ACTIVITIES HAVE BEEN COMPLETED! BEFORE ASKING FOR THE EVALUATION, GO ON TO SUMMARIZE AND CHEK YOUR UNDERTANDING THROUGH THE TABLE BELOW!

THE NEXT IS WATCH� THE CHOSEN MOVIE TOGETHER WITH THE CLASS, WHILE ANSWERING SOME QUESTIONS RELATING TO THE MOVIE!.

�SUMMARY :

The function of short story is ___________________________________________
The structure test of short story is ___________________________________________
The function of the Adjective Clause is ___________________________________________
The function of the Noun Clause is ___________________________________________
The function of the Adverbial Clause is ___________________________________________
The function of Present Participle is ___________________________________________
The function of Past Participle is ___________________________________________
The structure test of Adjective Clause is ___________________________________________
The structure test of Noun Clause is ___________________________________________
The structure test of the Adverbial Clause is ___________________________________________
The structure test of Present Participle is ___________________________________________
The structure test of Past Participle is ___________________________________________

�

CHECK WITH YOUR TEACHER WHETHER YOUR ANSWERS ARE CORRECT OR NOT. THEN FILL IN THE TABLE BELOW!

�SELF-REFLECTION ON THE MASTERY OF MATERIALS

No	QUESTIONS	Yes	No
1.	Can you differentiate short story from other forms of text?
2.	Do you understand the text structure of short story?
3.	Can you apply clauses and participles in sentences?
4.	Can you compose a short story?
5.	Can you comprehend a short story through listening?

ENGLISH LITERATURE XI

Chapter 5: ANNOUNCEMENT

CHAPTER 5 :� ANNOUNCEMENT AND MODIFIER

BE : 3.3/4.3/1/4.4

BASIC COMPETENCE

3.5 membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus dalam bentuk pemberitahuan (announcement), dengan member dan meminta informasi terkait kegiatan sekolah, sesuai dengan konteks penggunaannya

4.5 teks pemberitahuan (announcement)

4.5.1 menangkap makna secara kontekstual terkait fungsi sosial, struktu rteks, dan unsur kebahasaan teks khusus dalam bentuk pemberitahuan (announcement)

4.5.2 menyusun teks khusus dalam bentuk pemberitahuan (announcement), lisan dan tulis, pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsu rkebahasaan, secara benar dan sesuai konteks

Learning purpose

In this chapter, you will learn about Descriptive text and how to use the adjective clause to describe things or people.� Practicing is needed to enhance your understanding on the social function, the structure of the descriptive text and �grammatical structure of adjective clause.

Learning process

GENERAL INSTRUCTION : You have to do the activities step by step to understand the learning material. At the end, there will be an evaluation to test your level of understanding on the material. When your level is above the passing score, you may continue to the next material.

Before you ask for the evaluation, please ensure yourself that you have already mastered the whole material in this chapter.

�BEFORE LEARNING

It is sure that each school has announcements for all the activities it holds. Can you tell what is commonly announced?� Write your answer!

�WHILST �LEARNING

ACTIVITY ONE

Read the announcement below!

Bullying and behaving impolitely has become the teachers� and parents� great concern since three years ago.� Regarding to this, school has a project for the students to campaign no-bullying at school and respecting others through a ten-minute movie. The best movie will be part of the school profile and become the school representative for the national movie festivals.

THEME :� NO-BULLYING AT SCHOOL AND RESPECTING OTHERS

PARTICIPANTS : Students, teachers, school staff, and workers.

CRITERIA :

The movie has to be collaboratively made by all of the components (students, teachers, school staff, and workers)
The movie has to use the school setting.
It is allowed to use bilingual languages (Indonesian and Javanese)

Registration : November 5, 2018 � December 5, 2018

Time of the festival : January 5, 2018.

The opening ceremony : �� 17:00
The movie festival :�� 17:15
The announcement :�� 21:00

Venue : The school auditorium.

NOTE : The movie has to be submitted two days before the festival.

�ANSWER THE QUESTIONS BELOW!

What is the announcement about?
Whom is the announcement for?
What is the purpose of the project?
How will the appreciation be given for the best movie?
Why is such theme chosen?
According to you, why are all of the components included?
How long are the participants given to decide whether joining or not?
If there are eleven movies, can the announcement be on time?
When will be the latest day for submitting the movie?
What is the missing information?

ACTIVITY TWO

TO STRENGTHEN YOUR UNDERSTANDING, YOU HAD BETTER COMPOSE AN ANNOUNCEMENT TEXT YOURSELF!

HERE ARE SOME TOPICS YOU CAN CHOOSE!

the importance of keeping the class clean
the social activities the school is going to hold
some new school regulations
parents� annual meeting
art exhibition at school

TO ADD YOUR KNOWLEDGE ON GRAMMAR, HERE ARE SOME EXERCISES TO STRENGTHEN YOUR UNDERSTANDING ON HOW IT IS APPLIED IN SENTENCES.

LEARN SOME TYPES OF MODIFIERS AT THE GRAMMAR BOOK BEFORE DOING THE EXERCISES BELOW!

ACTIVITY THREE

ARTICLES

Fill in the blank with a, an, the, or blank (-)!

� planet is one of � celestial bodies.
� planet which has � most oxygen is � Earth.
We have to write � article for � writing task.
There is � crying child over there.
� evacuation of � victims due to � earthquake last night is still difficult to do.
What � distant place! We spent three hours to reach � place.
Have you had � lunch already? If not, I offer you � delicious lunch which is made by my Mom.
Are � teachers at � library for � meeting?
� impatience often makes people ignore � clear mind.
May we go � home earlier? We have finished � task.
Communication technology should help us get � better life.
She was sitting on � bed while reading � letter.
Have you sent � invitation to � Hendra? They are � most important family for me.
There is no one here. They may be having � tea time.
I saw � man entering my neighbor�s house. I am still curious about � man.
Write your answer on � paper, and don�t forget to write your name on � paper.
I wonder why � rich do little to help … poor.
It is rare now to find � bottle which is made of � glass.
� students were hurrying � home when � rain fell hard.
Many people still believe that money can buy � happiness.

DEMONSTRATIVES

Fill in the blank with this, these, that, or those!

Come here, and look at � flowers! They are the rarest species.
� picture describes the difficult time during the war.
Let�s go there! � teenagers are going to fight.
Everyone wonders why � monument was built here.
Are you familiar with � lady who is sitting near the piano?
I�m doubtful that � problem will influence his work.
�. crocodiles, in the right cage, look fierce.
We prefer � room for the conference. It�s large and has two air conditioners.
There are two luxurious cars in the parking lot. � are owned by the owner of � company.
Someone gave � message to me this morning, but I don�t understand the content.
Shall we try � rides over there? They will pump our adrenaline.
� shoes look more sporty than � at the corner.
We had better ask � man about the right way. We are getting lost.
Everybody will laugh at you if you wear � costume.
I have never seen � kinds of fish. I will take a picture of them.

DISTRIBUTIVE

Fill in the blank with cardinal number, ordinal number, �every or each!

� of these pages has a green mark at the top.
We are proud of you because you are able to reach the � rank. You deserve to be the winner.
I got � books from my old friend. Both are in English.
There are only � students in this class, so if � student speaks for two minutes, we will spend only about 60 minutes.
My room number is 409. It means that it is at the � floor as the first number shows the level of the floor.
Believe it or not! � worker in this company has ever had the mystical experience.
Please, listen to me! There is a piece of paper underneath � chair.
You can find a key word in � sentence to help you understand the meaning.
Teachers must be careful with � word they utter for it can influence the students� life.
Chapter four was as hard as the � chapter. We have been learning it for two days, but we cannot get what it is.
We are satisfied to the students� work. � did their best and was responsible to their duty.
The animals � have their own way to defense because they are created uniquely.
The � graders should think about the subject they will choose for their studies in the university.
There are only � cards, so the last card must be number 20.
One meter is equal to � centimeters.

OTHER AND ANOTHER

Fill in the blank with another, others, the other, the others, one another or each other!

There are four kinds of pollution. Water and land pollution are caused by people�s waste, and � two are caused by smoke and noise.
I think I have copied the two pages. This is the first page. Where is �?
A lot of teenagers are watching the music concert. Some are standing and dancing near the stage while � are just sitting and waving hands.
The two students often look at � shyly. It seems that they are falling in love.
I got � message saying that the plan is postponed. How can it be? He just texted me yesterday that we would carry it out this week.
The participants don�t seem to be interested in this workshop. Only a few pay attention seriously, while � are busy with their mobile phone.
The students are practicing a script of a play. They are talking to and shouting at �.
I don�t like the food in this menu. I will ask whether I can have � one.
These flowers are blooming more enchantingly than � ones over there.
From the three arguments you have written, this doesn�t relate to your thesis. Can I see �?
Alright, students! Now, you have to interview � ! Get some information from at least 5 persons.
I feel comfortable with my new seatmate. We always help �.
This route is too far. How about trying �? Let�s check the Google map.
Are there four sequels for �The Lord of The Rings�? I have watched three of them. I don�t know about � one.
There are a lot of victims on the last earthquake. Many of them were found dead, and � are still missing.

SOME OTHER MODIFIERS

Fill in the blank with, some, any, many, much, few, little, no or none!

Please, give us � more time because we still have � questions to ask you.
Will you transfer the money? I need � to pay the tickets.
How � flour was needed for this big cake?
We don�t care about how � you spent for these books as far as they are useful for you.
Sorry to tell you all that I don�t have � information for the number of the dead people.
He cannot avoid buying � novel about crime even though he has � money.
I doubt that we will meet � deer along this route.
Would you like � more wine?
� of us know about how to finish this game because it�s difficult to understand the instructions.
There are � food sellers here because it is far from a market.
We are able to collect � shells which we need to cover the wall with.
We took a bath once a day because there was only � water for it.
When I arrived at a remote village, � of the inhabitants understood my language. After I had learnt their language for one night, I could speak to a � of them.
Please, just put a � soy sauce for its smell is so strong.
You don�t need to worry about the ingredients because we have had � things available for this contest.

CLOSING

NOW, LET�S SUMMARIZE WHAT WE HAVE LEARNT BY ANSWERING THESE QUESTIONS:

What is the purpose of the announcement text?

____________________________________________

What is the function of modifiers?

____________________________________________

Mention some modifiers and give example of each!

____________________________________________

SHOW YOUR ANSWER TO THE TEACHER, THEN FILL IN THE TABLE BELOW TO KNOW IF YOU HAVE GOOD UNDERSTANDING ON THE LEARNT MATERIAL!

SELF-REFLECTION ON THE MASTERY OF MATERIALS

No	Questions	Yes	No
1.	Can you differentiate the announcement text from the other form of texts?
2.	Can you comprehend an announcement text?
3.	Can you compose an announcement text?
4.	Do you understand the function of each modifier?
5.	Can you apply the modifiers in sentences?

ENGLISH SUBJECT X�

QUESTION TAG

QUESTION TAG

GENERAL FORM :

�SENTENCE,� AUXILIARY + PRONOUN AS SUBJECT ?

USE :�� 1. to ask for confirmation of something that we are not sure about 2.to ask for agreement

Examples :

-�� The students aren’t having a test, are they?

-�� Mr. Andi has been familiar with the situation here, �hasn’t he?

-�� This fertilizer isn’t dangerous, is it?

-�� The forests can reduce the methane, can’t they?

-�� You used to visit this place, didn’t you?

-�� The woman who will be the jury in this festival comes from Jakarta,�� doesn’t she?

– �� After�� your� sister� graduates from the university, she� will work here, won’t she?

There are few exceptions :

– �� I am your best friend, aren’t I?

– �� There is something to eat now, isn’t there?

– �� Nothing is useful, is it?

– �� Something has just happened here, hasn’t it?

– �� No one realizes what they have done, do they?

– �� Everyone in this class hasn’t been tested, have they?

– �� You� rarely� / scarcely� / seldom pay him a visit, do you?

– �� His parents never give him money, do they?

– �� (invitation)�� Do come in and enjoy yourselves, won’t you?

– �� (telling people to do something)� Show your last creation, would / will you?

– �� ( negative imperative )�� Don’t tell a lie, will you?

– �� (suggestion)� Let’s go for a walk, shall we?

– �� ellipsis �: (It is) a nice place, isn’t it?

(She is) your new girl friend, isn’t she?

The meaning of question – tags will change according to� the intonation.

If� it� is said with a falling intonation,� it� makes� the sentence sound more like a statement or agreement.

e.g.�� -� She is really a beautiful girl, isn’t she?

– � The meeting will begin next Monday, won’t it?

– � Her explanation isn’t correct, is it?

The� sentence is more� like a real question or� asking� for confirmation with the rising intonation.

e.g.� -�� You have seen Andi somewhere, haven’t you ?

– �� The� designers will have finished it before the� end of this month, won’t they ?

GRAMMAR

DISCUSSION TEXTS

READING

DISCUSSION

Communicative Purpose:

to present information and opinions about issues in more than one side of an issue (�For/Pros� and �Against/Cons�)

�Generic Structure:

Issue
Arguments for and against
Conclusion

Text One

Due to the facts of how teenagers drive a car or ride a motorcyle, it is suggested that all citizens under the age of 21 should be required to pass a driving or riding education course before receiving a license to drive or to ride.

People who agree to this suggestion consider that teenager�s part of the brain which controls emotion and behaviour hasn�t developed well. This influences how they drive or ride. They are not able to decide fast the right thing to do when a problem appears at a sudden on the road. Besides, their labile emotion still leads their ego to satisfy themselves by ignoring others� safety. It will look cool for them to be the fastest on the road though it can endanger others. Therefore, by having a course, they will be trained to control the emotion and behaviour and learn to obey the traffic rules for their and others� safety. Having a certificate after the course, they are assumed to have more understanding on how to drive or to ride.

However, other argument that opposes the issue says that having a course is a waste of time. This statement is due to the weak control from the government on any policy. This weakness opens the chance to certain officers to get more money by persuading people to get the certificate instantly. It is not a secret anymore that the difficulty to pass the test leads the people to bribe the officer in charge to get the certificate without an appropriate procedure. By paying more money, people don�t have to spend a lot of time to get the license.

In conclusion, this regulation is good for people�s safety on the road, but the government has to control strictly on the enforcement of the regulation.

(written by Hedwig)

Read the text well, then write the issue and the for and against arguments� you can get from the text! You may add with your own argument.

Text Two

Many students complain about how difficult Math is. They feel uncomfortable during the lesson. Is that because of the incapable teacher, the wrong method of teaching, or the material that is hard? No matter what it is, there is always a controversion whether learning Math is a must or not.

People who support that Math must be taught tell that it is one of the important subjects because it teaches more on how to think logically and systematically than on merely how to calculate numbers. When students get used to thinking logically and systematically, they will feel it easy to learn all the subjects. Principally, learning everything needs the logical thinking to get the concept � in reading a text, for example.� The information in a text can be got from not only the explicit but also the implicit message. The implicit message is found only by connecting one case to another case. Surely, this requires logic.� In the real life, logical thinking enables us to analyze the situation in order that we can decide what to do appropriately.

However, some people disagree that Math is the required lesson. It causes the students stressed because they have to understand abstract things, count complex numbers, or memorize formulae.� Those are useless because they won�t be used in their job.� It will be more annoying when students are required to pass the minimum score which is high enough to be promoted to the higher level.� Due to this requirement, parents whose children aren�t clever are afraid that their children will fail academically; they won�t graduate.� Is it so frightening that children and parents may get stressed? As far as Match teachers don�t connect Math concepts to the real life, students will never understand the importance of Math for them, and it will become the haunting lesson for the whole life. Imagine, they will learn it for 13 years.

From the two sides, we can conclude that teaching Math is not only about calculating numbers but more about training the students to think logically and systematically. If Math teachers understand this, they won�t force their students to memorize formulae or calculate large numbers. They will� guide them to apply Math in the real life, so no student will say that Math sucks.

(by Hedwig Maria)

Write the main idea of each paragraph.

From those main ideas, tell the difference between the exposition and the discussion texts.
Write your command on each reason or argument.
Write other possible reasons for each text.

VOCABULARY

PUT THE UNDERLINED WORDS ON THE TWO TEXTS INTO THE PROPER PART OF SPEECH IN THE TABLE BELOW! (One has been done for you)

No	VERB	ADJECTIVE	NOUN	ADVERB
1		logical	logic	logically
2
3

WHEN ALL THE WORDS ARE ON THE RIGHT COLUMN, WRITE THE OTHER PARTS OF SPEECH!� (You may consult your dictionary)

READING PRACTICES

Chapter 4 : Correlative Conjunctions

CHAPTER 4: CORRELATIVE CONJUNCTIONS

BSE : 3.4/4.4/1/4.4

Identity

BASIC COMPETENCE

3.4 menerapkan fungsi sosial, struktur teks, dan unsure kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait hubungan setara antara dua benda/tindakan, sesuai dengan konteks penggunaannya. (Perhatikan unsure kebahasaan both… and; not only … but also; either … or; neither … nor)

�4.4 menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan member dan meminta informasi yang mengandung hubungan setara antara dua benda/tindakan, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Learning purpose

In this chapter, you will learn about some conjunctions. Surely, you will have to know the proper grammatical structure to make meaningful sentences.� Practicing by writing and speaking is needed to enhance your understanding on the social function and the structure of conjunctions.

Before you ask for the evaluation, please ensure yourself that you have already mastered the whole material in this chapter.

�Before learning :

Based on the situation given, fill in the blanks with the conjunctions provided in the box!

Plastic and fossil fuel now become the big threat for creatures� lives.� Many marine animals die because of eating the plastic waste which is thrown to the sea or ocean. Plants cannot grow healthily due to the land and air pollution. The increasing pollution in the air, in the water, and on the land causes humans get many kinds of diseases. The earth is badly damaged.

Not only�but also,�� both�and,�� either�or,�� and neither.

__________ plastic waste ____________threatens the creatures� lives.
Plants are in danger because of __________ land __________air pollution.
The life span of __________ animals __________plants will be shorter than it should be.
Humans cannot live healthily and __________can plants and animals.

To understand more about how to use the conjunctions, do the following activities!� See more conjunctions on the grammar book!

Whilst learning :

ACTIVITY ONE

Here are three paragraphs containing some conjunctions you are about to learn. Write the sentences with the underlined conjunctions. Then analyze the grammatical structure of each sentence by writing the pattern.

Both the land pollution and the water pollution influence the lives of not only human but also animals. They cannot grow healthily. Those who cannot adapt the pollution will soon be extinct. However, human, the natural destroyer, haven�t done anything yet to revitalize the damaged nature. They keep on either exploiting the natural resources overwhelmingly or throwing inorganic waste on the land and river or sea. Neither of the governments has the strict policy to save the Earth.

2. The hotels near the beach get the negative impacts of the abundant plastic waste on the beach and so do the restaurants The visitors neither pay attention on the cleanliness nor take care of the clean environment. Is that because of their typical mindset saying that there is always someone else who is paid to clean it? If it is so, either notice, announcement or warning to keep the environment clean will be useless. Therefore, families must educate their children to love their environment and schools do too.

3. Young people should be not only encouraged but also forced to reduce the use of plastic. They must understand that it will gradually both endanger the lives and cause the extinction of the creatures. Unfortunately, the grown-ups doesn�t either give the examples of caring the nature or at least have the effort to recycle or reuse. Poor the Earth! Land won�t be the comfortable place for the creature anymore, and neither will the sea or water.

ACTIVITY TWO

To understand how to apply the conjunctions, do the exercise below! Join the two sentences into the correct and meaningful one by using one or two conjunctions!

Plastic is used in food industries. Plastic is used in beverage industries.
The people�s knowledge on the danger of plastic is still low. The awareness on the danger of plastic is still low.
Water pollution cannot be tolerated anymore. Land pollution cannot be tolerated anymore.
The natural resources must be taken care of simultaneously. The natural resources must be taken care of in an integrative system.
According to people, plastic is durable. According to people, plastic is efficient.
Consumers don�t care about how to recycle the plastic waste. Producers don�t care about how to recycle the plastic waste.
There have been plenty of pictures about reusing the plastic waste. There have been plenty of videos about reusing the plastic waste.
Some tutorial videos on recycling plastic waste may inspire people to so the same. Some tutorial videos on recycling plastic waste may motivate people to be more creative.
Being creative in processing the plastic waste can open a new business. Being creative in processing the plastic waste can increase the family income.
The marine lives are badly impacted due to the tremendous plastic waste in the ocean. The people�s oceanic food is badly impacted due to the tremendous plastic waste in the ocean.
The land is polluted by the bottled water and plastic-wrapped snacks. The water � rivers and ocean – is polluted by the bottled water and plastic-wrapped snacks.
Governments are forced to manage their plastic waste by recycling it. Governments are forced to manage their plastic waste by reusing it.
For good news, there have been many creative people using plastic for decoration. Some governments establish a department to manage the plastic waste.
In fact, people know the danger of the plastic waste. People realize that it is going to be a deadly catastrophic disaster.
Ecologists work hard to find the ways to clean the environment from the plastic waste. The environmentalists work hard to find the ways to clean the environment from the plastic waste.

ACTIVITY THREE

Correct the sentences below!

Indonesia has not only many beautiful beaches but wonderful marine lives.
A lot of schools still ignore their plastic waste and so are the governmental offices.
The amount of plastic which is drifting on the seas is either alarming nor worrying.
Either the ecologists or the environmentalist have a great concern on the fact that on some beaches on the Big Island of Hawaii, as much as 15 percent of the sand is actually grains of microplastic.
Both wind turbines and solar panels is ever-more common, not only in the west and in fast-growing China.
Industries drain the fuel mines and neither do the steam engines.
Either coal nor oil helps humans get improving technologies.
Many governments are now trying to subsidize not only the clean-power sources and efficient cars and buildings.
Neither renewables nor nuclear power sources still cannot displace the fossil fuel.
The weather is greatly affected by the over-consumption of fossil fuel and the air pollution is either.
The rise of temperature in the Earth either has resulted in melting of polar ice caps or in flooding of low lying area.
Oil can be highly dangerous but also cause a massive damage.
The result of fuel combustion can cause serious health complications and the emission of the greenhouse gasses too.
Neither the oil leaks from the oil tanker or the oil spill on the ocean endanger the oceanic biota.
Either the wind turbines or solar panels the alternative renewable sources of energy.

ACTIVITY FOUR

Apply those conjunctions in a dialogue with your friends!

�

Closing:

NOW, SUMMARIZE WHAT YOU HAVE LEARNT BY COMPLETING THE SENTENCES BELOW! TRY NOT SEEING THE GRAMMAR BOOK.

How do we use �both �and�, �not only �but also�, �either � or� and �neither � nor�?
How do we use �and �too� and �and �either�?
How do we use �and so�� and �and neither ��
Give example of each conjunction!

SHOW YOUR ANSWERS TO THE TEACHER AND LET HER / HIM CHECK IT.

NOW, FILL IN THE TABLE BELOW TO REFLECT YOURSELF ON UNDERSTANDING THE MATERIAL!

SELF-REFLECTION ON THE MASTERY OF MATERIALS

No	questions	Yes	No
1.	Can you differentiate the function of each conjunction?
2.	Can you apply those conjunctions in sentences?

�

ENGLISH LITERATURE X�

Chapter Four : Descriptive Text and Adjective Clause

CHAPTER FOUR : DESCRIPTIVE TEXT AND ADJECTIVE CLAUSE

BE : 3.3/4.3/1/4.4

Identity

BASIC COMPETENCE

3.4 membedakan fungsi sosial, struktur teks, dan unsure kebahasaan beberapa teks deskriptif lisan dan tulis dengan member dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya

4.4 teks deskriptif

4.4.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal

4.4.2 menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan, secara benar dan sesuai konteks

Learning purpose

Learning process

Before you ask for the evaluation, please ensure yourself that you have already mastered the whole material in this chapter.

BEFORE LEARNING

FIND A PICTURE, THEN ANSWER THE QUESTIONS BELOW!

Where is the picture possibly taken?

____________________________________________

Which adjectives can be used to describe the scene in the picture?

____________________________________________

Write five sentences to describe the scene in the picture. ____________________________________________

____________________________________________

Based on the previous three questions, what are you to learn then?

____________________________________________

WHILST �LEARNING

ACTIVITY ONE

READ THIS TEXT CAREFULLY, THEN ANSWER THE QUESTIONS BELOW!

Grand�tombs�and�gateways to the afterlife�the pyramids of Egypt are among the world�s most magnificent monuments. Their massive size and simple shape fascinate people.

Pyramids�were�lavish�tombs built only for royalty and other high-ranking people. The ancient Egyptians believed�that the spirits of dead people could�live on only if their bodies survived. So they preserved dead bodies by making them into mummies. Mummies are dried-out bodies wrapped in linen bandages. The ancient Egyptians buried the mummies securely inside pyramids.

Many�treasures�were�buried with royal mummies. The ancient Egyptians believed that all of the items a person used in life would also be needed after death. They buried thousands of items with pharaohs and other important people. These items were made of the richest materials, such as gold and jewels. Some mummies even had coffins made from solid gold!

Pyramids�were�holy�places, where spirits passed into the afterlife. Hieroglyphs (picture writing) were carved inside to guide each spirit on its journey.�Priests made offerings at nearby temples to help the spirits.

Building�a�pyramid�was an enormous project. The largest, the Great Pyramid of�King Khufu, measured an astonishing 482 feet (147 meters) high.�That�s 50 stories high! Thousands of laborers worked for years to build it. They cut millions�of huge stone blocks. These blocks could weigh as much as 33,000 pounds (15,000 kilograms)! The laborers dragged them up earthen ramps using ropes, wooden rollers, and muscle power.

The�pyramids��shape�developed from boxlike brick tombs, built one on top of the other.�The first true pyramid was designed for the Egyptian king Sneferu, who died�in 2551 bc. Workers laid stone blocks on a square foundation, then added layers on top, each smaller than the one below. They covered the resulting stair-step shape with stone slabs to create smooth, sloping sides.

Inside,�each�pyramid�had rooms for the dead person and for the treasures to be used in the afterlife. Entrances were hidden by secret passages and doors. Even so,�most pyramids were looted by grave robbers. The robbers found most of the hidden rooms and stole the treasures.

What does the first paragraph tell about?

____________________________________________

What makes people attracted to pyramids of Egypt?

____________________________________________

Whom were pyramids built for?

____________________________________________

Why were the pyramids so important for the Egyptians?

____________________________________________

What are mummies?

____________________________________________

Where were the mummies kept?

____________________________________________

Which mummies were buried with their treasures?

____________________________________________

Why were many treasures buried with the mummies?

____________________________________________

How were the coffins of rich people?

____________________________________________

Why did the priests make the offerings at the temple near the pyramids?

____________________________________________

What does the fifth paragraph tell about?

____________________________________________

How were the layers of the pyramids?

____________________________________________

What did Egyptians believe in the afterlife?

____________________________________________

What was the function of the secret passages and doors?

____________________________________________

Write the reference of each underlined pronoun in the text!

____________________________________________

ACTIVITY TWO

NOW, DO SOME EXERCISES TO HAVE MORE UNDERSTANDING ON THE WORDS IN THE TEXT!

�WRITE THE WORDS IN THE TEXT WHICH DESCRIBE THE PLACES OR THINGS, AND FIND THE MEANING OF EACH! (Number 1 has been done for you!)

TO EASE YOUR WORK, YOU MAY ARRANGE YOUR ANSWER IN THIS TABLE!

NO	Descriptive words	Meaning / synonym
1	magnificent	exceptional good of its kind; extremely beautiful
2
3
4
5
6
7
8
9
10

ARRANGE THESE JUMBLED LETTERS INTO THE CORRECT AND MEANINGFUL WORD!

A-W-A-T-E-Y-G-S
A-G-M-N-I-C-E-F-I-N-T
P-H-A-A-R-H-O-S
O-F-R-I-N-G-S-F-E
R-T-E-A-E-N-H
E-N-A-T-R-C-E-N-S
A-T-R-E-S-R-E-U
F-A-C-I-S-T-E-N-A
H-H-S-I-O-G-L-E-R-Y-P
S-U-Q-E-A-R
S-E-P-R-V-E-E-R
O-R-E-N-M-S-O-U
B-O-L-A-E-R-R
M-S-I-V-E-A-S
L-A-S-H-V-I
R-V-S-V-E-U-I
S-A-P-A-S-E-G
M-U-E-R-EA-S
E-M-T-P-E-L
F-N-O-U-N-D-A-T-I-O

ASK THE TEACHER TO CHECK YOUR ANSWER!

ACTIVITY THREE

TO UNDERSTAND MORE ON DESCRIPTIVE TEXT, DO THESE INSTRUCTIONS BELOW!

FIND YOUR OWN DESCRIPTIVE TEXT ON HISTORICAL PLACES OR OTHER TOURISM OBJECTS.
MAKE 10 QUESTIONS ABOUT IT.
COLLECT 20 WORDS FROM IT AND WRITE THE SYNONYM OF EACH.
DETERMINE WHICH PARAGRAPH SHOWS THE INTRODUCTION OF THE DESCRIPTIVE TEXT AND WHICH DESCRIBE THE THING.

ACTIVITY FOUR

AFTER YOU HAVE FINISHED WITH THE DESCRIPTIVE TEXT, NOW LEARN THE ADJECTIVE CLAUSE WHICH CAN BE USED IN DESCRIPTIVE TEXT!

BEFORE DOING THIS TASK, LEARN WHAT IS ADJECTIVE CLAUSE and THE TABLE OF THE RELATIVE PRONOUNS IN THE GRAMMAR BOOK.

HERE ARE THE STEPS TO JOIN TWO SENTENCES TO MAKE A COMPLEX SENTENCE WITH THE ADJECTIVE CLAUSE ON SUBJECT!

CHANGE THE UNDERLINED PRONOUN IN THE SECOND SENTENCE WITH THE CORRECT RELATIVE PRONOUN.
PUT THE SECOND SENTENCE RIGHT AFTER THE BOLD NOUN IN THE FIRST SENTENCE.

SEE THE EXAMPLE :�� The man looks wise enough.

He has led this company for almost ten years.� (who)

who has led this company for almost ten years.
The man who has led this company for almost ten years looks wise enough.

�NOW,� TRY JOINING EACH TWO SENTENCES BELOW AS THE STEPS ARE.

The place has fantastic scenery. It is located near the temple.
The school children are learning some old trees in this botany garden. They seem quite enthusiastic.
We didn�t have time to visit the beach. It gives the satisfaction marine panorama.
Everyone is interested in exploring the huge garden. It has thousands species of wonderful flowers.
The animals have been used to being with humans. They live near the village.
Some women were taking care of the little tortoises. They are the members of the animals saving community.
The tourist guides are able to speak more than three languages. They have accompanied the foreign tourists for years.
The historians will be visiting some historical sites. They are eager to find the truth of histories.
The Indonesian musicians are holding a concert at the temple. It fascinates people through its complicated structures.
The manuscripts were written by the ancient. They tell about the wisdom living.

HERE ARE THE STEPS TO JOIN TWO SENTENCES TO MAKE A COMPLEX SENTENCE WITH THE ADJECTIVE CLAUSE ON OBJECT!

CHANGE THE UNDERLINED PRONOUN IN THE SECOND SENTENCE WITH THE CORRECT RELATIVE PRONOUN.
MOVE THE RELATIVE PRONOUN TO THE BEGINNING OF THE SECOND SENTENCE.
PUT THE SECOND SENTENCE RIGHT AFTER THE BOLD NOUN IN THE FIRST SENTENCE.

SEE THE EXAMPLE :� �� The flowers are blooming beautifully.

My mother planted them four months ago.� (which)

My mother planted which four months ago.
which my mother planted four months ago.
The flowers which my mother planted four months ago are blooming beautifully.

NOW,� TRY JOINING EACH TWO SENTENCES BELOW AS THE STEPS ARE.

The magnificent monuments are found in Egypt. People know them as pyramids.
The high-ranking people built lavish tombs. A lot of precious things were buried with them.
Our family often spends the holiday at the places. Everyone is not interested in them.
The guides are quite knowledgeable. Tourists like to have them for explaining some historical places.
My friend is fond of having an adventure to the historical sites. I always have a long journey with him.
I read an article about the new destination in Malang. I found it in the newspaper.
Someone showed me the way to the amazing waterfall. I have ever seen it in the social media.
The domestic tourists still ignore the cleanliness. We are quite annoyed at them.
The Mayor gets some environmental awards. People give high appreciation on him.
The stairs to the temple are more than a hundred. We counted them while going up to the top.

HERE ARE THE STEPS TO JOIN TWO SENTENCES TO MAKE A COMPLEX SENTENCE WITH THE ADJECTIVE CLAUSE ON POSSESSION!

CHANGE THE UNDERLINED PRONOUN IN THE SECOND SENTENCE WITH THE CORRECT RELATIVE PRONOUN.
MOVE THE RELATIVE PRONOUN AND ITS NOUN TO THE BEGINNING OF THE SECOND SENTENCE.
PUT THE SECOND SENTENCE RIGHT AFTER THE BOLD NOUN IN THE FIRST SENTENCE.

SEE THE EXAMPLE :� �� Please, tell me about some destinations.

Everyone uses their perfect view for photography purposes. (whose)

Everyone uses whose perfect view for photography purposes.
whose perfect view everyone uses for photography purposes.
Please, tell me about some destinations whose perfect view everyone uses for photography purposes.

NOW,� TRY JOINING EACH TWO SENTENCES BELOW AS THE STEPS ARE.

Young generation should be given facilities to explore the nature to preserve it. Their passion is on protecting the environment.
A lot of tourism objects have been promoted through internet. Their facilities are modern enough.
The government is going to revitalize some national parks. People complain on their difficult access.
Every tourist may not touch the artifacts. Their age is more than five hundred years.
The marine life will become a wonderful attraction. Its environment is free from pollution.
The divers are helping some tourists enjoy the beauty of the marine life. Their professionalism has been admitted.
People are prohibited to build a house on the historical site. The government conserves its heritage.
The luxurious yacht destroyed a vast coral reef last year. Its size is the same as a small town.
Few people are aware of the danger of the plastic pollution at the beach. Its bad condition raises our concern much.
The people don�t understand how to keep their environment protected. Their knowledge on the environment is quite poor.

AFTER DOING THE PREVIOUS TASKS, NOW DO THIS EXERCISE BELOW!

FILL IN THE BLANK WITH THE CORRECT RELATIVE PRONOUN!

Indonesia is an archipelago � lies across the equator.
Indonesia � population is more than two hundred millions is the most fourth most populous country in the world.
Papuan � have many languages has encouraged themselves to be multilinguist.
Lombok � plants and animals are different from those from Bali is rich of vegetation and typical mammals.
The population of Lombok � largely originates from Malay is composed of Balinese, Chinese, and Sumbawanese.
Foreigners � have ever visited Indonesia are always amazed on its various cultures and languages.
Many linguists � local people introduce their language to are enthusiastically learning its uniqueness.
Botanical garden � collection of living things are designed to illustrate the ecosystem becomes the appropriate place to study how the nature works.
Many governments are aware to build a botanical garden � offers the city dwellers the nature � they cannot access anymore.
Many rural people � realize that their environment has been destroyed badly are trying to save and convert it to become the ecotourism object.
The urban people � environment has been polluted spend their weekend enjoying the fresh air in rural areas.
We can easily find the tourists � budget is low are still able to enjoy their time.
Some tourist destinations offer the atmosphere of other countries� culture � may attract many visitors.
It is important for the government to renovate some historical places � can give a lot of knowledge on the past life.
Many young people � dream is visiting other countries consider that their culture are more modern.
Schools should modify the education on art and literature � can stimulate the students� pride on our cultures.
Culture can become an interesting object for tourism if the people � own it are aware of its greatness.
Some talented young people � introduce our culture abroad have become the cultural ambassadors.
There is always a way � can make our people appreciate the greatness of our own culture.
Indonesia � traditions are numerous has become one of the most destination country to visit.

FIND TEN SENTENCES WHICH CONTAIN ADJECTIVE CLAUSE FROM ANY TEXT OR ARTICLE, THEN UNDERLINED THE ADJECTIVE CLAUSE.

WHEN YOU FINISHED ALL THE TASKS, LET THE TEACHER CHECK YOUR WORK.

ACTIVITY FIVE

WRITE YOUR OWN DESCRIPTIVE TEXT , THEN TELL IT IN FRONT OF THE CLASS!

CLOSING

NOW, LET�S SUMMARIZE WHAT WE HAVE LEARNT BY ANSWERING THESE QUESTIONS:

What is the generic structure of a descriptive text?

____________________________________________

What is the function of �adjective clause�?

____________________________________________

Mention the relative pronouns which are used in adjective clause!

____________________________________________

SHOW YOUR ANSWER TO THE TEACHER, THEN FILL IN THE TABLE BELOW TO KNOW IF YOU HAVE GOOD UNDERSTANDING ON THE LEARNT MATERIAL!

SELF-REFLECTION ON THE MASTERY OF MATERIALS

No	Questions	Yes	No
1.	Can you describe a place or a thing?
2.	Can you identify a descriptive text?
3.	Can you comprehend a descriptive text?
4.	Can you make a complex sentence with adjective clause?
5	Can you identify an adjective clause in a text?
6	Do you understand the function of adjective clause?

ENGLISH SUBJECT X

Prepositions and Adverbial Phrases

PREPOSITIONS and ADVERBIAL PHRASES

PREPOSITIONS

Prepositions commonly come before the (pro) noun of :

1.1.�� time and date :

1.1.1.� at� + time ( at dawn, at six, at midnight, at 7.30, etc.)

�e.g.�� – He used to get up at midnight for studying but he can�t do it in this dormitory.

– Remember that the ceremony will begin at 8.00 a.m.!

1.1.2.� at� +� age �( at sixteen / at the age of sixteen )

e.g.�� – Though she got married at eighteen, she is mature enough to bring her children up.

– Children should be taken to school at the age of seven.

1.1.3 � on + a day / date ( on Monday, on Christmas day, on May 31^st, etc.)

e.g.�� – Christians always have happy time with their family on Christmas day.

– The one I love celebrates his birthday on December 10 ^th.

if the time refers to the name of the period of time, we use � at �

e.g.�� – Christians have the holiest time for three days at Easter.

1.1.4 � on + the morning / the afternoon / the evening / the night of a certain date :

e.g.�� – We will have arrived on the morning of the last day of December.

– They are going to have a meeting with the press on the evening of June the first.

1.1.5�� by + time / date / period = at the time defined / before it , not later than it

e.g.�� – The show begins at 7.00 p.m., so you should arrive by 6. 30 at the latest to get the front seat.

– I will have got the result by the end of this month and I hope it can be broadcasted the day after.

1.1.6 on time = punctual, at the time arranged, not before and not after.

e.g.�� – The television news is always broadcasted on time.

– Starting everything some time later than the arranged one is our culture. It�s different to the Western people who consider �time� as money. They are always on time.

1.1.7 in time / in time for + noun = not late

e.g.�� – Passengers of a plane ( or train) should be in time.

– Though the opening ceremony begins at 7.00, come in time to check whether everything is ready.

1.1.8. at the beginning (of), at the end (of) = literally at the beginning / end :

e.g.�� – There is generally a table of content at the beginning of a book and at the end there may be an index.

– Computer was invented at the beginning of 19 ^thcentury. It has been improved so fast that at the end of this century people no longer use the typewriter to file data.

in the beginning / at first = in the early stages. It implies that, later on, there was a change.

e.g.�� – In the beginning / at first we used hand tools. Later we had machine.

in the end / at last = eventually after some time.

e.g.�� – At first he refused our proposal, but in the end / at last he accepted it.

�

1.1.9� from is normally used with to or till / until

e.g.�� – Most people work from 8.00 a.m. to / till 4.00 p.m.

1.1.10.� since is used for time only. It means from time in the past to the time of speaking. It is always used in Perfect tenses.

e.g.�� – He has been here since Monday.

– I have not seen them since their quarrel last year.

1.1.11�� for is used of a period of time.

e.g.�� – Bake it for 45 minutes.

– He traveled in the dessert for six months.

1.1.12�� during is used with known periods of time.

e.g.�� – Motorcyclists must be careful in driving their vehicles during the rainy season.

– He was ill for a week and ate nothing during that time.

1.1.13�� from …. to…. can be used for time and place ( see no. 1.2.1)

e.g.�� – They were discussing the matter from 9.00 to 12.00.

1.1.14�� from ….. till/until …. is for time only.

e.g.�� – They didn�t talk to each other from 1990 till / until 1994.

if we have no �from�, we don�t use �to� �but �till / until�

�e.g.�� – Let�s start now and work till / until dark.

1.1.15�� after and before as prepositions must be followed by pro (noun) or gerund.

e.g.�� – It is unwise to bathe immediately after a meal / eating.

– The officers had left the room before the gun shot.

1.2.�� preposition of �travel and movement :

1.2.1. from ….. to … / to … = traveling from the starting place to the destination.

e.g.�� – He drove from Jember to Surabaya without stopping.

– When will you come back to England ?

1.2.2. arrive in a town or country, at or in a village , at any other destination.

e.g.�� – They arrived in Rome an hour ago.

– I arrived at the airport in time.

1.2.3. get to (= reach) can be used with any destination.

e.g.�� – I want to get to Madiun before 9.00 p.m.

We can use go / come / return / arrive / get + home without a preposition :

�e.g.�� – It takes twenty minutes to get home.

– They went home by taxi.

but if home is preceded or followed by a descriptive word or phrase, a preposition is necessary :

�e.g.�� – She has returned to her parent�s home.

1.3.�� method of transport

1.3.1.�� traveling by car / bus / train / plane / hovercraft / sea / air

e.g.�� – Going by train ,nowadays, is one of the alternatives for businessmen because of the good facility.

1.3.2.�� on foot /� bicycle / horseback

e.g.�� – After arriving at the gate of� park, we should go around on foot.

– It will be enjoyable for us to go to the beach on bicycle because not� only� the scenery around it is so beautiful but also the air is still fresh.

1.4.�� preposition of place or� position

1.4.1.�� at home, the office, a certain point / a position at a point, etc.

e.g.�� – She lives at 39 street avenue.

– I will wait for you at the office.

1.4.2.�� in a country, a town, a village, a square, a street, a room, a forest, a wood, a field, a desert, or any place which has boundaries / three dimensions ( length, breadth and depth).

e.g.�� – There was a terrible accident in Trunojoyo street.

– People can enjoy beautiful dancing fountain in the fantastic park near the shop centre.

1.4.3. in �for the parts of the body is used with softer and more hollow parts of the body surface and can be used in talking about wounds and position inside the body.

e.g.�� – He hit those boys in their stomach and face.

– He was wounded in his shoulder. ( * see this sentence for comparison : He is carrying the basket on his shoulder)

We can be “at” or “in”� a building. in means inside only and at could mean inside ( in the building or the grounds) or outside.

e.g.�� – You should ask the representatives of the demonstrators to come in for compromising. They have been at the building for almost two hours.

We can be �in� �or �at�� the sea, a river, lake, swimming pool, etc. �in� actually means in the water and �at the�� means near / beside. But at sea means � on ship�.

1.4.4.�� into indicates movement, entrance.

e.g.�� – I poured the liquid into the tube.

– A thief� broke into my house last night but he didn�t take anything.

1.4.5. put in / into

e.g.�� – He always puts his hands in / into the pocket of his pants whenever he talks to someone.

1.4.6.�� on can be used for both position ( on a line or on a surface) and movement.

e.g.�� – He was sitting on his case while waiting for the his train.

– He went on board ship to kill his boredom.

– She kissed her son on both cheeks.

1.4.7.�� onto can be used when there is movement involving a change of level.

e.g.�� – He lifted his child onto his table.

– He climbed onto the roof to see the leaks.

1.4.8.�� above and over can both mean � higher than�

e.g.�� – Listen ! A helicopter� is hovering �above / over us!

but over can mean� touching� or � covering�, �across from one side to the other�, � more than�.

e.g.�� – You should put a plastic �over the table.

– The bridge will be built over the wide river.

– I paid him over one hundred million but the result is not satisfying.

1.4.9.�� below and under. Both mean � lower than�, but under can indicate � contact� and �below has space between the two surfaces.

e.g.�� – They stayed below us when we lived in apartment.

– She put her letter from her boyfriend under the pillow.

“below” and “under” can also mean � junior in rank �

e.g.�� – It seems that we won�t be able to compete because we are much under the other competitors.

1.4.10� beside �= at the side of

e.g.�� – Tom�s chair number is 11 and it is 12, so she will sit beside him.

besides ( as preposition) is different. It means � in addition to �

e.g.�� – Besides working in this company, I write some books.

1.4.11� between normally relates a person / thing to two other persons / things.

e.g.�� – Her right side is Tom while Rony is on her left, so she is between the two boys.

1.4.12� among relates a person / thing to more than two others

e.g.�� – There is a small village among the hills and we can reach it before the dark if we hurry up.

– It is happy to be among our good friends again after a long holiday.

1.4.13� behind

e.g.�� – She is in the second row and Tony in the first, so she is behind him.

1.4.14� in front of

�e.g.�� – He stood in front of her

( = He stood with his back to her or he faced her but� if� they are having meal, he is sitting at one side of the table and she is at the other, the sentence becomes � he is sitting opposite her. �opposite means � facing front to front or back to back�).

1.5.�� preposition + noun

1.5.1.�� (to do something) by accident, by chance, by mistake

e.g.�� – In the beginning we met by chance at the party and two years after we got married.

1.5.2.�� ( art work ) by + name

e.g.�� – I have a collection of novels by John Grisham because I like to study law.

– Our family bought a painting by Basuki Abdullah last year but it was stolen.

1.5.3.�� in love with

�e.g.�� – The girl standing near the cafe is in love with you. She always asks about you whenever she meets me.

1.5.4.�� in (my) opinion

e.g.�� – In my opinion the performance is not bad. It�s good enough for the beginner.

1.5.5.�� ( to be ) on fire, on the telephone / phone, (to be / to go ) on a diet, on strike, on vacation / business / a trip / a tour .

e.g.�� – The house was on fire when we arrived.

– Those students were going on trip when the accident happened.

1.6. preposition used with certain adjectives and participles

1.6.1.�� of �is used after afraid, ashamed, aware, capable, composed, fond, frightened, nervous, scared, suspicious, terrified, tired.

e.g.�� – I was afraid of making her disappointed.

– Are you aware of the risk ?

– They were tired of waiting.

1.6.2.�� to �is used after according, accustomed, due, exposed, liable, owing, used.

�e.g.�� – According to his information, there is a vacancy in this company.

– Don�t worry, she will be accustomed to the hard work.

1.6.3.�� in is used after absorbed, interested, involved, successful.

e.g.�� – I am interested in your ideas.

– He is absorbed in his book

( = his book takes much of his attention /interest/ time)

1.6.4.�� for is used after anxious, fit, inclined, ready, sorry (about)..

e.g.�� – She� is always anxious for her promotion.

– Are you ready for the next interview ?

1.6.5.�� at is used after astonished, bad, clever, good, shocked, skillful, startled, surprised.

�e.g.�� – He is good at Mathematics but bad at languages.

– We are all astonished at your failure in exam.

1.6.6.�� on is used after keen

e.g.�� – Most teenagers are keen on this music.

1.6.7.�� with �(+ a person for doing something ) used after angry, cross, furious, upset, annoyed, disappointed, impressed, pleased.

�e.g.�� – I was pretty angry with him for not calling me up.

– Why are you so upset with them ?

1.7.�� prepositions follow the verbs.

1.7.1.�� of used after consist, die, dream (of being… = imagine), take care, think, remind, accuse / suspect someone :

�e.g.�� – We always dream of having our own swimming pool in our garden.

– This book consists of twenty chapter.

1.7.2. to used after agree (to a thing), attend, belong, happen, listen, object, refer, speak, talk. write.

e.g.�� – Why don�t you attend to that meeting ?

– This sentence refers to the previous one.

1.7.3.�� in used after believe, persist, succeed.

e.g.�� – You should believe in your own capability.

– She persisted in working with him.

1.7.4.�� for is used after apologize (to someone), apply, ask, beg, blame, care(= like something, look after), hope, long, look, prepare, punish, wait, wish.

�e.g.�� – I will apologize to her for troubling her sister yesterday.

– We have longed for the true justice since he governed our country.

1.7.5.�� on is used after concentrate, depend, insist, live, rely.

�e.g.�� – We all depend on your decision.

– Some villagers still live on planting the rice though many others have moved to town.

1.7.6. at �is used after arrive, laugh, look, shoot, shout (when someone is angry), smile, throw.

�e.g.�� – Why are they laughing at me?

– Don�t shout at me! I am not deaf.

1.7.7.�� with is used after �agree ( with a person), argue, compare, meet ( = have a meeting).

�e.g.�� – Why does she always agree with him though he often makes a wrong decision?

-� We are going to meet with the manager to talk about our salary.

�

1.7.8.�� about is used after care, complain ( to someone), dream, think.

e.g.�� – The people complain to the local government about the badly polluted air in their region.

– She always cares about her children�s health.

�

2.PHRASAL VERBS

If we use adverb particles such as, up, down, back, over, out, off, forward, along, away, etc. after verbs, we call this combination a phrasal verb� and mostly changes the meaning of the verb. The noun after it is the object of the whole phrase and sometimes is directly the object of the verb. Here are� some examples of this group

2.1. inseparable two-word verbs

2.1.1.�� bear upon / on : have a relation, have influence, be relevant to.

�e.g.�� – There are matters which bear upon / on the welfare of the community.

2.1.2.�� call for : demand, require

e.g.�� – The problem calls for immediate action.

2.1.3.�� carry on with : continue doing something.

e.g.�� – They decided to carry on with their expedition in spite of the bad weather.

2.1.4.�� come across : find or meet by chance.

e.g.�� – I came across the missing data when I opened these documents.

2.1.5.�� come by (something): receive by accident or chance.

�e.g.�� – How did they come by the ancient thing ?

2.1.6.�� count on / upon: expect with confidence.

e.g.�� – The people count on / upon the change of the political and economical atmosphere.

2.1.7. drop out : cease to compete (in taking part in a contest), not take part, give up the idea ( of engaged thing)

e.g.�� – One of the contestants dropped out because of the injured leg.

– You had better dropped out of that silly club. It�s really� useless.

2.1.8. fall behind ( with something) : fail to keep level with, go too slow, not keep up with.

e.g.�� – Our country�s ability in technology still falls behind with the other developing ones.

2.1.9. catch up with: come up to ( = reach) somebody who is going in the same direction, do all the work that hasn�t been done yet

e.g.�� – You go first and I will catch up with you.

– We must catch up with the increasing of science.

2.1.10.�� reckon on / upon : depend on, base one�s hope on.

e.g.�� – Human life reckons on the clean environment.

2.1.11.�� get down to something : deal seriously with, have relation with.

�e.g.�� – You will get down to the unsolved problem if you don�t change your mind.

2.1.12.�� get over something: recover from (illness, surprise, lost)

e.g.�� – He never gets over the shock of being tortured.

get over somebody : forget.

e.g.�� – You should get over him if you want to live better.

2.1.13.�� go over something : examine the details of, study or repeat carefully, review, look at, inspect.

e.g.�� – They will have gone over our proposal by next month.

– They are going to go over this factory if they are interested in buying this product.

2.1.14.�� look into something: investigate, examine, look at the inside of the depth.

e.g.�� – Would you look into the report they sent to us yesterday?

– He is looking into the pool� with a strange tool.

2.1.15.�� run into somebody : meet unexpectedly / accidentally.

e.g.�� – He told me that he had run into his ex-wife a week before.

2.1.16.�� see to something : make arrangement, put right , repair.

e.g.�� – We are sure that he will be able to see to this machine because he is the best here.

2.1.17.�� touch on : treat a subject briefly.

e.g.�� – Don�t only touch on this case. You must go over it !

2.2.�� separable two-word verbs ( means that the object usually in pronoun can be put between them)

2.2.1. add up : find the sum

e.g.�� – We should add up all the purchase soon� OR� we should add them up.

2.2.2. bring up(somebody): educate for the moral and the social training.

e.g.�� – Those children must be brought up tenderly.

bring up something : mention.

e.g.�� – At the last meeting, he brought up the problem of continuing the project.

2.2.3. call� in : ask someone for certain purpose / to come to the house to perform some service.

e.g.�� – The police have been called in� to search for the evidence and they are inside now.

2.2.4. call off : cancel (= say that something which is already arranged or decided won�t be done� or something which is not started yet or abandon), give up something already in progress.

e.g.�� – The director called off the opening ceremony for his new operation.

2.2.5.�� carry on : continue ( doing usually work or duty)

�� e.g.- They shouldn�t carry on this experiment though it�s been for a year because it�s useless.

2.2.6.�� clean up ( a mess): make tidy and clean, put in order.

�e.g.�� – Clean up this room before they reach this place!

2.2.7.�� close down : shut permanently ( of a shop or business)

�e.g.�� – The government will close down the shop which is found selling illegal drugs.

2.2.8.�� cross out : remove by drawing a line through.

e.g.�� – The first company has been crossed out in this project because of their incompetence.

2.2.9.�� cut down (something) : cause to fall by cutting.

e.g.�� – Irresponsible men cut down so many trees that there is always a big flood in the villages near the hill.

cut down somebody : kill or injure by striking with a sword or other edged weapon.

�e.g.�� – The swordsman had cut down his enemies in cool blood.

2.2.10. eat up: finish eating.

e.g.- The quests ate up all the dishes the host served because of� their delicious taste.

2.2.11. figure out : calculate, solve a problem.

e.g.�� – He is really a professional. We figure him out.

– It is difficult to figure out this matter . Let them do it.

2.2.12. hand out : distribute.

e.g.�� – Though he has handed out the copies of evidence, no one believes them.

2.2.13. fill in : add what is necessary to make complete.

e.g.�� – After filling in this table, we should check the others.

2.2.14. look up something : search for ( word in dictionary or facts in a reference book)

�e.g.�� – This is very absurd explanation, so I promise to look it up in reference book)

look up somebody : visit

e.g.�� – He never looked up his sick mother till she was died.

2.2.15. put off ( an action) : postpone, put an arrangement to a later date.

e.g.�� – Why should we put off� the meeting ? It�s ridiculous.

2.2.16. see off somebody : accompany a traveler to his boat, plane, train, etc.

e.g.�� – Look at the people seeing off their relatives or family! They are kissing, waving their hands or crying.

2.2.17. try on : put on ( an article of clothing) to see if it fits.

�e.g.�� – The designer is trying on� his new design to a doll.

2.2.18. write out : write the whole off

e.g.�� – The punished student must write out the homework himself.

NOTE :

Compare the following sentences :

When did you begin to interest in social work ?

He insisted on doing this disgusting job

It is late to call in the doctor. He is dead !

The headmaster wants us to carry on with our activity

We will examine certain plants in this area.

The girl with blue eyes comes from Finland.

* In the first two sentences (no.1), the noun after preposition is the object of the preposition. This combination , verb + preposition + noun (phrase) , is called prepositional verb. Particular verbs which are followed by certain preposition can be seen in no. 1.6 and 1.7.

* Number two is the examples of phrasal verbs.

* We call a prepositional phrase for the structure of �preposition + pro (noun) in the last two sentences.� (no.3) It is not necessary to use a particular verb with certain preposition.

The important thing to pay attention to is if there is an adjective clause in the sentence, it has to be placed after the� prepositional phrase :

e.g. The men in blue whom the trainer will train fit to their uniform �(NOT� �The men whom the trainer will train in blue fit to their uniform)

GRAMMAR

HORTATORY EXPOSITION TEXTS

HORTATORY EXPOSITION TEXTS

HORTATORY EXPOSITION

Communicative Purpose:

to persuade the readers that something should or should not be the case or be done

Generic Structure:

Thesis
Arguments
Recommendation

TEXT ONE

Read the text below well, then write the main idea of each paragraph!

Many applicants are disappointed when they fail in the interview after succeeding a series of tests. They just feel unfair.� Some of them are nervous when invited for the interview despite of the preparation, while some others underestimate it. They think that it�s just a common interview that they can handle. Unfortunately, the job interview needs both mental and intellectual preparation. Someone with high intelligence may fail their job interview because of some reasons such as nervousness and improper attitude. Considering this fact, a job seeker should prepare the interview section well which is actually the most important of all the series of tests.

The first argument is that the job seekers, in fact, who have been through the tough selection tests must be the qualified ones. So, the interview should be the opportunity for them to show that they are excellent and appropriate for the job. However, sometimes the ones who are intelligent cannot express what is in their mind clearly. �They lack of the communication skill. Therefore, this skill must be trained a lot in order that they become more communicative.

Secondly, the communication skill will be useful when working no matter which field of work they are in. Interacting with colleagues can be done smoothly when we have a good skill in communicating with the fellow workers having different characters. An excellent team work gives much support on achieving the target. Therefore, a job interview is the mirror that reflects the job seekers� true skill and attitude.

Based on the arguments above, the job seekers should have some training in facing the interview or at least they should figure out whatever needed in the interview to represent who they are.�� (Written by Hedwig)

VOCABULARY

Fill in the blank with the appropriate word from the text!

Although the � have high intelligence, they may not be accepted to work in an institution or company.
Some young people � the importance of communication skill because they are used to having a chat through gadget.
Many job seekers still think that � preparation is not needed as intelligence is the most important.
When what we do or speak is � to the local tradition or custom, it is possible that others may consider us impolite.
The selection of the applicants can be quite � for most of them have good quality which agrees to the requirement.
Some students lose the � to be the internship in this big company due to the lack of discipline.
If the interviewee is �, he / she can influence the interviewer�s consideration on him or her.
� is someone whom we work with in a profession or business.
How we behave ourselves reflects the good � toward others.
If you know what you want to � in our life, you will be highly motivated.

TEXT TWO

Read the text below well, then choose the correct main idea below for each paragraph!

The way people destroy the environment is alarming.
Natural sciences are some of the subjects taught at school.
Schools have important function to motivate students to love the nature.
The success of the saving the nature depends on the teachers� commitments.
There are some ways for the young people to save the nature.
Having outdoor activities is good to encourage students to protect the nature.
Schools should motivate students to love and save the nature due to the alarming condition of the nature.

Indonesia is blessed with a wonderful and rich nature, but people don�t take care of them carefully. They destroy it by burning the forests, for example, and changing them into the palm plantation or houses. The rivers are polluted by sewage, other chemical substances from factories or hospitals or plastic waste people throw every day. People haven�t even realized that the changing of the temperature nowadays is because of humans� ego. If there is not caring on the environment, sooner or later the earth will be badly damaged and becomes the dangerous planet to live on. Accordingly, schools where young people learn about many things should give activities which relate to loving the nature or saving the environment. Here are the following reasons.

Schools teach natural sciences. Those subjects can be applied in the daily activities that relate to saving the nature like recycling and reusing plastics easily collected at school. Teachers can motivate the students to apply what they have learnt to experiment the chemical and physical process to recycle plastics or other things that cannot be decomposed naturally. Experience can give a boosting effect for the students to innovate or discover methods to manage the non-organic waste. Imagine that if each school in this country has such activity, how much can they save the earth? Surely, it needs the school�s or teachers� commitment. If they don�t care about their environment, how can they motivate their students to do that?

Another reason is that schools have more facilities to hold such activities. Mountain climbing, and students� scouts are the instances of them. These give the students the experience of how nature treats human and the other creatures.� They will admire the GOD�s creation. Most of the students� time is at home or at school � in a building.� So, when they undergo the fresh air and enjoy the beauty of the nature frequently while camping or climbing a mountain, they may grow their love to the nature and realize that their life absolutely depends on it. This understanding stimulates their creativity to find the ways to save the environment.

In short, schools play the main role in educating young people to love the nature which is going worse and worse, and experience teaches them a lot. When young people begin to love their nature, they will find how to revitalize and protect it. The young people are the super energy of the world.� (by Hedwig Maria)

VOCABULARY

Find the word which best defines the underlined word!

The rivers are polluted by sewage.
People haven�t even realized that the changing of the temperature nowadays is because of humans� ego.
The earth will be badly damaged and becomes the dangerous planet to live on.
Teachers can motivate the students to apply what they have learnt to experiment the chemical and physical process to recycle plastics or other things that cannot be decomposed
Experience can give a boosting effect for the students to innovate or discover methods to manage the non-organic
It needs the school�s or teachers�
These give the students the experience of how nature treats human and the other creatures.
They will admire the GOD�s creation.
They undergo the fresh air.
This understanding stimulates their creativity to find the ways to save the environment.

TEXT THREE

Read the text well, then choose the correct answer!

The development of Artificial Intelligence is so fast that we will fall behind if we don�t catch it up. Many kinds of work done by human have been replaced by robots. It is predicted that human workforce won�t be needed in the next 25 years. This is called the Industrial Revolution 4.0 era. So how about the young generation? Can they get a job easily? The answer depends on whether they are able to adapt the situation or not. Surely, the ability of adaptation needs the power of creativity, discovery, innovation, analysis, and highly order thinking. Hence, students should be prepared to face the industrial revolution 4.0.

The fourth industrial revolution is based on the cyber physical production system (CPPS) merging virtual and real world. A cyber-physical system aims at the integration of computation and physical processes. This means that computers and networks are able to monitor the physical process of manufacturing at a certain process. Understanding what industrial revolution 4.0 is, we should realize that we deal with such big data that are interconnected to one another. When we can manage those data, the manufacturing activities will be more efficient and productive. Consequently, this will boost the production. For instance, the equipment installed at the mining place can censor a problem like the oxygen levels. The faster the problem is solved, the more yields the company can get. Surely, the ability of analyzing and administering the big data is absolutely demanded.

It is common that teaching activities still conventionally focus on counting, and memorizing. Unwilling to get a lot of knowledge by reading, many teachers feel disable to give the students problems to be solved . This causes them easily to give up when they face even a simple problem. Whereas, in this fourth industrial revolution the ability to find the solution is necessary. Thinking critically must be trained frequently for all subjects they are learning. �Teachers must let them experience the difficult situation and see what they are going to do to coup with it. Having ability to solve problems has been more important than having high intelligence. Furthermore, it has become one of the requirements in any job vacancy recently.

In short, making the students literate to technology should be taught earlier so that they are not only accustomed to thinking critically on whatever they face but also able to find the solution creatively and innovatively. This will make them capable to adapt the technologically change which becomes much faster than we ever taught.

(Written by Hedwig Maria)

1. Which is the correct thesis for the text above?

A. It should be known that Artificial Intelligence develops as fast as what we think.

B. Everyone is recommended to understad what Artificial Intelligence is.

C.� It is advisable for teachers and students to be creative and innovative at present.

D. Teachers had better make the students ready for entering the Industrial Revolution 4.0 era.

E. It will be understood why students are being prepared for Industrial Revolution 4.0 era.

2. How does the second paragraph relate to the first?

A. The second paragraph shows the argument supporting the thesis.

B. The second paragraph refutes the thesis found in the first paragraph.

C. The second paragraph describes the ideas of the first paragraph.

D. The first paragraph tells the fact of the problem found in paragraph two.

E. The first paragraph leads to the opposing ideas found in paragraph two.

3. �….This causes them easily to give up…� What does �this� refer to?� (p. Three line three)

A. The unconventionally teaching activities

B. The teacher�s unwillingness to read a lot

C. The teaching focus on counting and memorizing

D. the disability to give students problems to be solved

E. The teachers� shortage of knowledge

4. Based on the text, which is the incorrect statement?

A. A lot of people working in manufactures may lose their jobs in some years later.

B. The combination of virtual and real world is important in the Industrial Revolution 4.0.

C. Manufactures will need persons with high competence in computer and network.

D. The incompetent teacher may influence students� ability to coup with difficulties.

E. Teachers must experience difficult situation to adapt with the job requirements.

5. �…it has become one of the requirements in any job vacancy recently.� What is the most suitable word to replace the underlined word?

A. Conditions �� B. Demands�� C. Obligations �� D. Commands�� E. instructions

�

READING PRACTICES

MODIFIER

�MODIFIER

�ARTICLE

1.1 �� Indefinite article : a or an

it is used :

1.1.1. before� a� singular noun which represents no� particular� / specific person or thing :

e.g.�� We want to stay in a bungalow on the next holiday.

There is a new employee in our unit.

1.1.2.� �� with a noun as complement of to be (linking verbs)

e.g. �� He is a judge.

She looks like an artist.

1.1.3.� �� in certain numerical expression :

e.g. �� a couple�� half a dozen

a hundred�� a great deal of

1.1.4. in exclamation before singular noun :

e.g. �� What a hot day !�� What a coincidence !

Such a fool !�� What a lovely girl !

the indefinite article is not used :

1.1.5.� �� before uncountable nouns (such as :advice, baggage, furniture, information, news, � etc. �)

They are often preceded by : some, a little, a lot of.

�e.g.�� Come here ! I�ll give you some advice.

You should buy a lot of furniture for your office.

The nouns of materials can also show a specific thing,� then we take article :

See the comparison below :

e.g.�� Some windows are made of glass.

Would you like to have a glass of wine?

I need to draw it on good paper.

He is reading a paper ( = newspaper)

1.1.6. before abstract noun, except when they are used in particular sense :

e.g. �� There�s no fear in their face.

A fear of the darkness makes her scream whenever the lamp goes out.

The people who believe in liberty� nowadays need a real liberty.

1.1.7.� � before names of meals, except when preceded by adjective or it is a special meal given to celebrate something :

e.g. �� We always have lunch at 2 p.m.

My mother always serves us a delicious lunch.

Mom, can I invite him to have dinner with us?

We were invited to a dinner for celebrating her new baby.

1.2.� �� Definite article : THE

The use of the definite article :

1.2.1. �� before nouns which are considered as one :

e.g. �� the earth�� the sky

the weather�� the White house

1.2.2. before� a� noun� which has become definite� because� it� is mentioned a second time :

e.g.�� He� found a dog at the back of his house. The dog �is very dirty and weak.

Be quiet ! There�s a man and a woman inside. The� man is saying something to the woman.

1.2.3. before� a noun which is made definite by the addition of� a phrase or clause :

e.g.�� the man in blue�� the man whom I love

the tubes on the shelf �� the place where we met

1.2.4. before� a� noun� which can represent� only� one� particular thing:

e.g.�� He is in the garden� (* the garden of this house)

Please, pass me the salt� (* the salt on the table)

I need to talk to the manager (* my manager)

1.2.5. before� superlatives, and ordinal� numbers� used� as adjective or pronoun:

e.g. �� Bali is the most beautiful Island in Indonesia.

The second is more interesting.

1.2.6.� �� THE + adjectives represents a class of persons :

e.g. �� The young = young people in general

The young is usually impatient.

The rich� = rich people in general

The rich can do anything with money, but they will be useless when they lose it.

1.2.7. before� certain� proper names of seas,� rivers,� groups� of� islands,� chains of� mountains, plural names� of� countries, deserts :

e.g. �� the Artic�� the Netherlands�� the Rhine

the Alps�� the Sahara�� the West Indies

THE� is� also used before names consisting of noun +� of� + noun :

e.g.�� the Straits of Sunda�� the Gulf of Mexico

the Union of South Africa�� the Cape of Kodok (frog)

1.2.8. before musical instrument :

e.g.�� the flute �� the violin

1.2.9. before the names of meals if they are qualified by a clause ( see 1.1.3 ) :

e.g. �� The dinner (which) Mr. Andi� gave was memorable.

We couldn�t enjoy the tea time� which� was held� by� the director� yesterday.

�THE is not used :

1.2.10. before names of places (except as shown above) and names of� people

e.g. �� Anton is the girls� favorite boy in our school.

Malang is where I come from.

some exceptions :

* THE + plural surname can mean �the … family� :

e.g.�� The Antons = Mr. and Mrs. Anton with their children

* before the title without a name :

e.g. �� The professor gave some proofs.

She is the Princess of Wales.

1.2.11. � before� abstract� nouns except when they are used� in� more specific sense ( see also A ) :

e.g.�� Honesty is one of human needs to have a happy life. Unfortunately, a real honesty, nowadays, becomes more and more difficult.

The honesty of a child is the only one we can believe in.

Life� will be more beautiful if we fill it� with� our creativity.

We should make a better life.

The life of those animals is endangered.

1.2.12. � before HOME when it is used alone :

e.g. �� He went home soon after he had got a call from his parents.

They hurried home because of the rain.

* but� THE is used when it is preceded or followed by� a� de�scriptive word or phrase :

e.g. �� This will be the home for homeless.

The only home which he has is the small hut.

1.2.13. � before� CHAPEL, CHURCH, MARKET, COLLEGE, SCHOOL,� HOSPITAL, COURT,� PRISON,� SEA, BED� when they are used� for� primary purpose :

e.g.�� to church to pray �� to court as the witnesses

to market to sell or buy �� to prison as prisoners

to college to study �� to sea as sailors

to hospital as patients �� to bed to sleep

*� but when those places above are visited for other reasons, THE is used :

e.g. �� I went to the church to see the renovation.

He� came� to the school to speak� to� the� headmaster about his son.

DEMONSTRATIVES as adjectives

THIS, THESE, THAT, THOSE agree with the nouns in number.

e.g.�� this boy�� these boys

that building�� those buildings

*� DEMONSTRATIVES can be used as pronouns :

e.g.�� This is my result and that is hers.

These are our rooms and those are theirs.

DISTRIBUTIVE as adjectives

EACH and EVERY mean a number of persons or things considered individually but EVERY can be for all the persons or things: They are followed by SINGULAR verb.

e.g. �� Every� student has the text� (= all the students� have the� texts because the number of the students are� the same as the texts)

Each� student has the text� ( the speaker checked� to each student and found that he holds the text)

Every / each� woman and man has been informed about the population growth

* EACH +� of + plural noun (* it is followed by singular verb)

e.g. �� Each� of� the members doesn�t� have enough knowledge about the topic in this discussion.

EACH can be used as pronoun but EVERY can�t :

e.g.�� A �� : �� Why are you still here ? They will make noise.

B �� : �� Don�t worry, each knows what to do. ( * Every student knows what to do )

NUMERALS

4.1. �� Cardinal numbers :

e.g.�� one reason�� two girls

thirty pounds�� a hundred men

4.2. �� Ordinal numbers :

e.g.�� the first step�� the second stage

the twelfth floor�� the third chapter

SOME, ANY and NO as adjectives

5.1.� � SOME and ANY mean a certain number or amount.

SOME is used with :

5.1.1.� �� with affirmative sentences

e.g. �� They got some data.

She is reading some English short stories this week.

5.1.2.� �� with the question when the answer �yes� is expected

e.g. �� Do you have some questions?� Yes, I do.

Did you meet some of your old friends? Of course, I did.

5.1.3.� �� in offers and request

e.g. �� Would you like some cookies?

Could you do me some favour?

ANY is used :

5.1.4.� �� in negative sentences

e.g. �� I don�t need any information about that.

There aren�t any students in the classroom.

5.1.5. with HARDLY, RARELY, SCARCELY in positive sentence� ( almost negative )

e.g. �� We have hardly any time for it.

People will rarely find any elephants in this forest.

5.1.6.� �� with question when the answer �NO� is expected

e.g. �� Did you see any money here ?� No, I didn�t

Have you seen any new pictures here ? No, I haven�t since last month.

5.1.7.� �� after IF / WHETHER, and in expression of doubt .

e.g. �� I�m not sure whether there�s any petrol station around here.

If� you should have any problem with this machine,� this� is our number.

5.2.� �� ANY can mean �EVERY�

e.g.�� Any book about plants will tell you their classification.

You can use any dictionary for this.

5.3. �� NO and NONE

NO (adjective) and NONE (pronoun) can be used with an affirmative verb to express a negative one.

e.g. �� I use no glass for this = I don�t use any glass.

They ate up all the dishes. None is for you = there�s not any for you

MANY and MUCH as adjectives

�MANY� is� used� before plural countable noun� and� MUCH� for uncountable one.

e.g.�� He didn�t make many mistakes.

He needs much blood.

A slight difference in interrogative form:

e.g.�� Do you have many / a lot of novels?

No, I don�t have many (novels).

Yes, I have a lot (of novels).

Did they get much / a lot of / a great deal of trouble?

No, they didn�t get much trouble.

Yes, they got a lot of / a great deal of trouble.

A LITTLE / LITTLE, A FEW / FEW as adjective

�A LITTLE / LITTLE is used before uncountable noun and A FEW� / FEW� for countable noun.

A LITTLE is a small amount and A FEW is a small number.

LITTLE and FEW show scarcity or lack and have almost the force of a negative.

e.g.�� I have a few books of economics (= only have three or four).

I have few books of economics� (= I almost don�t have it or I have one or two only).

There is a little fresh water here ( = Both of us still can use it).

There� is� little� fresh water here� (=� perhaps� it�s� not enough for both of us).

� OTHER, ANOTHER as adjective

8.1. �� indefinite

	ADJECTIVE	PRONOUN
Singular	another + singular noun	another
Plural	Other + plural noun	others

e.g. �� A �� : �� Have you got their letters?

B �� : �� Letters? Is there another one ( as adjective)?

A �� : �� Yes, there are two.

Many� new students come from Jember and some others (some other new students ) are from regions around Jember.

8.2�� definite

	ADJECTIVE	PRONOUN
Singular	The other + singular noun	The other
Plural	The other + plural noun	The others

e.g. �� A �� : �� Do you have some other styles?

B �� : �� No, I have only these two styles.

A �� : �� This style is out of fashion while the other looks too crowded

A �� : �� Do you see the students whom I have chosen� for the contestants?

B �� : I saw one of them in front of the headmaster�s office just now. But I don�t see the others ( the other students)

* ONE ANOTHER and EACH OTHER :

e.g. �� Niza� and Ditto looked at each other = Niza looked� at� Ditto and Ditto looked at Niza.

The two naughty boys often shout at each other when they are angry.

ONE ANOTHER is usually used when there are more than two persons.

e.g. �� The class is so noisy because the students are shouting at and throwing small pieces of paper to one another.

The guests who are attending the party seem to enjoy� it because they have known one another.

GRAMMAR

CHAPTER 3 : INTENTION and PREDICTION

Chapter 3_Intention and Prediction

ENGLISH SUBJECT X