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Lecture Notes : STT Ibnu Sina 2014

Prodi - Teknik Industri


STT Ibnu Sina Batam

LECTURE NOTES

ENGLISH

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 1

GREETING AND INTRODUCTION

First impressions are a really important aspect of cultures around the


world. It is important to know the correct way of introducing yourself and
others. In English, as in all languages, there are different ways to greet
people in formal and informal situations. The response you give should have
the same level of formality as the introduction. Once you have been
introduced to someone, the next time you see that person or when you leave
that person, it is important to greet them.

If you follow the correct etiquette, you will leave a good first impression
on others.

A. Read the statements below and write T (true) or F (false) for British
etiquette:
1. In social situations, a woman is traditionally introduced to a man.
2. In business, the person who is the lowest-ranking person is introduced to
the person who is the highest-ranking person.
3. When formally introducing yourself to a new colleague or an associate, just
extend your hand and say your full name: “Hello, I am Silvia Smith.
4. The British usually shake hands when parting.
5. In social situations, older people are introduced to younger people.
6. If you shake hands with people and they give you their name straight,
without saying “Hello”, it is considered to be rude.
7. If you want others to call you by your first name, simply stress your first
name: "Hello, I’m Anne. Anne Kay."
8. When meeting someone formally for the first time, we shake their hand
and say "How are you?"
9. When young people meet informally, they sometimes say "Give me five!"
and slap their hands together.

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PERTEMUAN 1

Greeting Introducing

Sample sentences Sample Response Sample sentences Sample Response Saying goodbye Replying

Hey, Hi Hey, Hi Anna, this is Jim. Hi Jim, nice to meet Nice meeting you
He’s in my class you
You too.
How are ya? I’m good all right Hi, my name’s John I’m Dave. Nice to Take it easy
meet you.
How are things? Pretty good Take care

How’s it going? OK, not bad I’m off Ok, bye

How you doing? I’m doing good I have to go

What’s up? So long See you,


Nothing much, see you
later
What’s happen? See you bye
Not a whole lot
What are you up to? See you later
Nothing, nothing

What’s going on? Special. Not much Bye

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 2

THE ROAD TO DEREGULATION

The period since the early 1980s has been the most momentous in the
history of telecommunications. A series of major technological advances
such as optical fibers, Integrated Services, Digital Network, (ISDN),
Asynchronous Transfer Mode, (ATM), and Asymmetrical Digital
Subscriber Loop, (ADSL) has led to spectacular achievements in
products and services. In addition, legislation has helped to create an
environment of liberalization and deregulation which is shaping the
markets of the future. In some respects, regulatory issues have assumed
more importance than the purely technological questions in
telecommunications. As a senior manager from PTT-Nederland admits:
“When I came here, people were convinced that we sold technology,
but to me, that's just nonsense. No-one is interested in opening up a
telephone set to look at the circuit boards and admire their quality.
What people want is reliable, quick and imaginative service. At the end
of the day, it's just like McDonald's. They don't just sell hamburgers, they
sell services as well.”
1984 was a pivotal year for world telecommunications. In the USA,
AT&T's monopoly was broken up with the creation of the seven Regional
Bell Operating Companies (RBOC's), while the same year saw the
privatisation of British Telecom in the UK. Most of Europe's state
telecommunications companies are likely to he privatised before the year
2000. This pressure to privatise stems from the fact that many state
telecommunication networks are currently under-resourced, that many state
budgets are overburdened and that national and international
telecommunications markets are being liberalized, thus undermining the
position of state monopoly Public Telephone Operators. (PTO's)
The balance of pressure varies between countries but no country is
immune, and with the European Union (EU) now resolved to liberalize

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national markets for voice telecommunications from January 1999, 1999,


the pressure can only increase (Spain, Ireland. Greece and Portugal will
not "join the voice liberalization club)" until 2003.) Competition is
imminent in every European country, but the regulatory structure in
each nation will influence the speed with which it advances and the
strength of rival operators.
Liberalization is shaking up the way that operators conduct their
business and is bringing about a "culture change" within companies.
The philosophy of "being a civil servant and having a job for life" is
rapidly disappearing. Personal performance-related criteria and
individualized objectives are influencing the lives, of executives and
employees oI' previously state-dominated PTTs, where results often
counted for very little.
"Down-sizing," "Right-sizing," "Rationalization" and "Outsourcing"
have become the buzz-words associated with liberalization and
competition. and in many countries Trade Unions interpret these
expressions as the desire of the bosses to get rid of as many employees as
possible in the quest to make their businesses more profitable, possibly at
the risk of creating the "haves" and the "have-nots."
B. GLOSSARY

- momentous : penting
- shaping : membentuk
- reliable : dapat dipercaya
- service : jasa
- overburdened : membebani
- thus : dengan demikian
- undermining : mencari, menggali
- immune : kebal
- civil servant : pegawai negeri
- down-sizing : perampingan
- outsourcing : penggunaan sumberdaya dari luar
- rationalization : penyesuaian
- buzz-words : kata-kata yang sering didengungkan

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C. READING COMPREHENSION
Identify
a. two reasons for the global changes in telecoms since the 80s.
b. 6 concrete results of these changes.
c. what telecoms have in common with McDonalds.
d. the two major telecom events of 1994.
e. what may have happened to most European telecom companies by 2000
f. the three main sources of the move towards privatisation.
g. what will happen to voice telephony in most EU countries on 1st
January 1998.
h. three results of the "culture change” within companies.
i. the interpretation Trade Unions give to terms such as "Downsizing" and
"Outsourcing”
C. LANGUAGE DEVELOPMENT (STRUCTURE)

1. Present Perfect and Simple Past

Subyek + has/have + Verb III (past participle)

a. Digunakan untuk menyatakan suatu peristiwa/perbuatan yang telah


selesai terjadi/dilakukan pada waktu lampau (waktunya tidak tertentu)
dan masih ada hubungannya dengan waktu kini.
Contoh :
1. They have written a letter.
2. Betty has taken my pencil.
3. His father has bought a new car.
b. Sering digunakan dengan For atau Since.
Since (= sejak)3 menunjukkan arti “dari suatu saat tertentu pada
waktu lampau hingga kini”
Misalnya :
Since January
Since I left school
Since the last ten years = sejak 10 tahun terakhir.

3
W. Stanard Allen, Living English Structure, Longman Group, London, 1974, p. 79.

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Since 1980, dan sebagainya.


For (= selama) menunjukkan arti “lamanya jangka waktu hingga
kini, karena itu, for selalu diikuti sejumlah jangka waktu tertentu.
Minggu :
For a week for three days
For a long time for six years
For five months dan sebagainya.
Contoh :
1. I haven’t seen you since Monday.
2. She hasn’t seen me for a week.
3. Tuti has been here since 6 o’clock.
4. I have lived in Yogyakarta since 1980.
5. We have worked in the company for two years.
c. Sering digunakan dengan adverb berikut ini .4
So far until now
up to now up to the present
almost just (now)
already still
never dan sebagainya

Contoh:
1. Umar has almost finished the work.
2. She has just gone away.
3. Have you ever eaten apples?
4. The money has finally arrived.
5. We have finised five chapters so far.
6. Up to now, we haven’t found the kinds of paint we need for the
door.
d. Sering digunakan dengan keterangan waktu berikut:
This-this week, this month, this year, this Saturday, dan sebagainya.
Contoh:
1. He has been quite ill this year.
2. They gone shopping this morning.

4
Marcella Frank, Modern English, Prentice-Hall, New Jersey, 1972, p. 80.

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e. Sering digunakan dengan keterangan berikut:


Recently = baru-baru ini
Lately = akhir-akhir ini
Not…yet = belum
Contoh:
1. What have you read recently?
2. She hasn’t finised the work yet.
3. What has she done lately?
4. He has recently come out of the hospital.
Apabila dalam sebuah kalimat predikatnya berupa selain kata kerja
(verb), yang biasanya dissebut kalimat nominal, maka kita harus
menambahkan auxiliary verb sebagai berikut:
She has been…… I have been……
He has been…… You have been……
It has been…… They hve been……
We have been ……
Contoh:

1. I have been in this office since I Left school.


2. He has never been here since the last ten years.
3. She has been a teacher for 15 years.

Present Perfect Continuous (Progressive) Tense

Subyek + has/have + been + verb ing

a. Digunakan untuk menyatakan suatu perbuatan yang telah mulai


dilakukan pada waktu lampau (waktunya tidak tertentu), dan
sekarang masih akan dilakukan atau hanya untuk menyelesaikan.
Contoh:
1. We have been listening to the radio for two hours.
2. She has been learing English for 4 years.
3. Maryam has been living in Solo since 1967.
4. How llong have you been waiting for the bus.
5. The professor has been lecturing for over an hour.

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Keterangan:
1. Kita telah mendengarkan radio selama 2 jam, dan sekarang
hinggga nanti kita masih mendengarkan.
(Atau kita hanya akan mendengarkan sampai acara selesai).
2. Maryam tinggal di Solo sejak tahun 1967,dan sekarang dia masih
tinggal di Solo.
b. Digunakan untuk menyatakan perbuatan yang diulang-ulang dalam
Present Perfect Tense, biasanya selalu memakai a time phrase
(keterangan waktu) seperti:
Since……For……Never……

Contoh:

1. I have written six letters breakfast.


*** I have been writing letters since breakfast.
2. she has knocked at the door for there minutes.
*** She has beeeeen knoking the door for three minutes.
Perhatikan
1. I have written a letter for an hour.
(Saya telah menulis sebuah surat selama 1 jam; … dan sekarang
telah selesai).
2. I have been writing a letter for an hour. (Sekarang masih sedang
menulis sebuah surat).
3. I have been reading your book. (maksudnya: I haven’t finished it).
4. I have read your book. (artinya = I have finished it)

2. Past Tense
5 Past Indefinite Tense /Simple Past Tense

Subyek + Verb II + (kata kerja bentuk II)

a. Digunakan untuk menyatakan perbuatan / peristiwa yang dilakukan


atau yang terjadi pada waktu masa lampau (waktunya tertentu).

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Contoh:
1. I met her two days a go.
2. Mary played tennis last week.
3. Ali went to Yogyakarta yesterday.
b. Digunakan untuk menyatakan kebiasaan yang dilakukan pada
waktu lampau.
Contoh:
1. He always carried an umbrella.
2. They never drank wine.
3. We usually spoken English.
4. Las year it rained Frequently in this area.
5. When I was young, I went swimming every day.
c. Digunkan untuk menyatakan suatu perbuatan yang jelas dilakukan
pada waktu lampau (waktunya tertentu) tetapi tidak disebutkan
keterangan waktunya.
Contoh:
1. I bought this car in jakarta .
(Mobil ini jelas dibeli pada waktu yang lampau di Jakarta pada
waktu tertentu).
2. When did you see me ?
(berarti you telah melihat saya, ……kapan?)
3. The train was ten minute late.
Keterangan waktu yang biasa dipakai antara lain:
Yesterday = kemarin the other day = dulu
Last…… = ……yang lalu in 1982 = pada tahun 1982
Last week = minggu yang lalu
Last year = tahun yang lalu dan sebagainya.
……ago = ……yang lalu
2days ago = 2 hari yang lalu
Di dalam Simple Tense, bentuk interrogative (kalimat Tanya) dan kalimat
negative (menyangkal), selalu menggunakan kata kerja bantu (auxiliary verb)
DID untuk semua jenis subyek, apabila predikatnya kata kerja.

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Contoh:
1. Did you play tennis yesterday?
2. We did not study last night.
3. Did the dog bark this morning?
Dengan memperhatikan contoh-contoh tersebut dapat kita ketahui
bahwa dalam kalimat negative (menyangkal) dan kalimat tanya, kata kerja
(predikat) dalam kalimat Simple Tense selalu kembali pada bentuk I (Simple
Present).
Apabila predikatnya berupa selain kata kerja, sehingga boleh jadi noun
seperti: teacher, postman, doctor, house, building, dan sebagainya ; atau
adjective, seperti: busy, lazy, happy, tired, dan sebagainya; atau dapat juga
berupa adverbn (kata keterangan), seperti: here, there, at home, at the
station dan sebagainya, yang dalm bahasa Indonesia dinamakan kalimat
nominal, maka kita harus menggunakan kata kerja bantu (auxiliary), To Be
yaitu Was atau Were.
Contoh:
1. Was john tired yesterday?
2. We were very busy last night.
3. Ali was here this afternoon.
Catatan:
Untuk membentuk verb I menjadi bentuk II, perlu diperhatikan aturan-
aturan sebagai berikut:
1. Kata kerja beraturan (reguler verb) akhirnya ditambah dengan ed.
Miasalnya : to work ……. Worked
To play ……. Played
To happen ……. Happened
To finish ……. Finised, etc
2. Verb yang berakhiran dengan Y dan sebelumnya konsonan (huruf
mati), diubah dulu dari Y menjadi I kemudian ditambah ed.
Misalnya: to carry …… carried
To cry …… cried
To apply …… applied, etc

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Verb yang berakhiran dengan Y tetapi sebelumnya vokal, tidak ada


perubahan, dan langsung ditambah dengan ed.
Misalnya: to obey …… obeyed
To play …… played
3. Verb satu suku kata dan hanya berakhiran dengan sebuah
konsonan, maka konsonan tersebut didobelkan dalam bentuk ing
maupun dalam bentuk II dan ditambah ed.
Misalnya: to hit …… hitting …… hitted
To stop …… stoping…… stopped
To spel …… speling …… spelled.
6. Past Continous / Progresive Tense

Subyek + was/were + Verb ing

a. Digunakan untuk menyatakan perbuatan yang sedang terjadi /


berlangsung pada waktu yang lampau ketika perbuatan lain terjadi.
Contoh:
1. My mother was cooking when it began to rain.
2. We were studying English while the bell rang.
3. When the teacher came, the boys were playing chess.
4. Betty was sleeping when I visited her.
5. When I was crossing the street, I saw an accident.
C. Modal Verbs
1. Linking (copulation) verbs1
Adalah kata kerja bantu yang befungsi untuk menghubungkan antara
subyek dan predikat.
Adapun kata kerja bantu yang dapat berfungsi sebagai linking
(copulative)verb yaitu:
To Be = (am, is, are, was, were, be, being, dan been).

1
Arthur Waldhorn & Arthur Zeiger, English Made Simple, Cadillac Publishing Co., New York, 1954,
p. 25.

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Contoh:
1. I am a student 5. Pleasebe here tomorrow
2. We are happy 6. She is well
3. She was here yesterday 7. He has been here for 2 days
4. I am sorry for being late
Keterangan:
Dalam kalimat tersebut di atas, misalnya nomor 1 dan 2, “am” dan “are”
dipakai sebagai kata kerja biasa yang berfungsi sebagai linking verb
(copulative), yaitu kata kerja penghubung antara subyek dan predikat.
Demikian pula dengan to be yang lain dalam kalimat di atas. Dan To Be
dipandang sebagai “auxiliary verb”bila untuk :
1. Membentuk tense (dilihat bab tense).
Contoh:
1. I am studying English Now.
2. She is reading a newspaper.
3. He has been working here for 2 months.
2. Membuat kalimat pasif (lihat bab kalimat pasif)
Contoh:
1. The car is being repaired.
2. She will be promoted soon.
3. Ali was called by his teacher.
2. To do, does, did dan done
1. Dapat berfungsi sebagai kata kerja biasa yang berarti mengerjakan.
Contoh:
1. She didi her homework yesterday.
2. I do my homework every day.
3. Sebagai kata kerja bantu dalam membentuk kalimat tanya, kalimat
menyakangkal (negative), atau jawaban singkat.
Contoh:
1. Did you go to school yesterday?
2. Does he come here?
3. Do you know about her? Yes, I do.

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4. They didn’t go to the party last night.


5. Did you see my sister? No, I didn’t
3. Have – has dan had
1. Berfungsi sebagai kata kerja biasa yang berarti “mempunyai”.
Contoh :
1. I have a new motorcyle.
2. She has no money.
3. He had a car last year.
2. Sebagai kata kerja bantu dalam membentuk Tense, misalnya
present perfect tense, Past perfect tense, dan sebagainya.
Contoh:
1. She has bought a new book.
2. He had studies English.
3. She has been working here for 2 years.
4. I have sent a postcard to her.
Penggunaan Modal Auxiliary
Perhatian!
1. Dalam sebuah kalimat tidak boleh ada dua buah modal auxiliary.
2. Verb sesudah modal auxiliary selalu dalam bentuk asal (I).
4.1. CAN dipakai untuk menyataka:
1. kesanggupan atau kemahiran seseorang.
Contoh:
1. She ca sing Beautifully.
2. I can speak English.
3. You can drive a car.
2. Minta izin.
Contoh:
1. Can I borrow your book?
2. Can I come to your house?
3. Kemungkinan.

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Contoh:
1. She can be at home at noon.
2. He can be ill. (mungkin dia sakit).
4.2. COULD adalah bentuk past tense dari CAN dan bentuknya sama
untuk semua subyek. Namun dalam penggunaannya tidak selamanya
berarti past time (masa lalu).
COULD dipakai untuk menyatakan:
1. Bentuk lampau dari Can.
Contoh:
1. Mary could sing a song when she was young.
She could not come here yesterday because she was ill.
2. Permintaan dengan sopan.
Contoh:
1. Could you help me now?
2. Could you take that book for me?
3. Kemungkinan.
Contoh:
1. She could be at home now, but she usually plays volleyball.
2. He could be very busy at that time.
5.1. SHALL digunkan untuk menyatakan:
1. Bearti “ akan” dalam bentuk future tense.
Contoh;
1. I Shall go to Londan tomorrow. (Saya akan pergi ke London besok).
2. We shall buy a new motorclye next week.
Catatan :
Dalam British English, untuk subyek “I” dan “WE” dipakai “shall”,dan
untuk selainya yaituYou, She, He, dan They digunakan “ Will”.
2. Menawarkan bantuan.
Contoh:
1. Shall I open the window?
2. Shall I make coffee for you?
3. Janji (perjanjian).

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Contoh:
1. You shall have a motorcycle.
2. I shall meet her tomorrow.
2. SHOULD digunakan untuk menyatakan:
1. Bentuk lampau dari shall.
Contoh:
1. When he come to my house I should go
2. I should visit to your house before you came to myt house.
2. Anjuran –sebaiknya.
Contoh:
1. You are ill, you should go to the doctor soon.
2. She is tired, she should take a rest.
3. Keharusan atau yang seharusnya dilakukan.2
Dalam hal ini SHOULD = Ought to.
Contoh:
1. You should (or ought to) do your homework every day.
2. He should (or ought to) study hard.
3. She sould (or ought to) be here soon.
4. Dalam bentuk lampaunya (masa lampau), berarti menunjukan suatub
kegiatan yang seharusnya dikerjakan tetapi kenyataannya tidak
dikerjakan.
Contoh:
1. You should (or ought to) have studied hard before take an exam.
Anda seharusnya belajar dengan keras sebelum mengikuti ujian.
(Dalam kenyataannya Anda tidak belajar dengan keras, tetapi
tetap mengikuti ujian)
4. Tomi would rather stay at home. = Tomi would prefer to stay at
home. (Tomi lebih suka tinggal di rumah).
6. 1. MAY adalah kata kerja bantu yang berarti “boleh/mungkin” yang
digunakan untuk menyatakan :

2
Marcella Frank, Modern English, Prentice-Hall. Inc. New Jersey, 1972, p. 98.

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1. Permohonan izin.
Contoh :
1. May I borrow your car ? Yes, you may.
(Bolehkah aku pinjam mobilmu ?)
2. May I go home now ? No, you may not.
(Bolehkah aku pulang sekarang ?)
3. She may be late.(Mungkin dia terlambat)
2. Permohonan atau harapan.
Contoh :
1. May you both the happy. (Mudah-mudahan anda berdua
bahagia)
2. May God bless you.
(Mudah-mudahan Allah memberi rahmat kepada Anda).
2. MIGHT adalah bentuk lampau (past tense) dari MAY, namun
pemakaiannya juga dapat untuk masa kini atau masa datang.
Contoh :
1. She might be late yesterday. (Mungkin dia terlambat kemarin).
2. Please take an umbrella with you, It might rain.
(Bawalah payung, hari mungkin hujan).
3. I told him that he might go home.
(Saya beritahukan kepadanya bahwa ia boleh pulang)
4. You might try to be more careful.
8. MUST adalah kata kerja bantu yang berarti harus atau wajib, digunakan
untuk menyatakan :
1. Keharusan/mesti.
Contoh :
1. You must go now. (Anda harus pergi sekarang !)
2. I must do my homework soon
(Saya harus segera mengejakan pekerjaan rumahku).
3. She must study hard. (Dia harus belajar keras)

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2. Dalam kalimat menyangkal (negative) dan membuat jawaban dari


kalimat tanya, selalu digunakan NEED NOT atau Needn’t bukan
musn’t (must not).
Contoh :
1. Must I go now ? Yes, you must atau yes, you need.
2. Must she pay it ? No, she needn’t.
3. You needn’t go now.
(Anda tidak perlu pergi sekarang) bukan musn’t.
4. She need not come here again. (Dia tak perlu lagi datang ke sini).
3. Must not (musn’t) menunjukkan (berarti) larangan atau tidak boleh.
Contoh :
1. You must not smoke in the class.
(Anda dilarang merokok di dalam kelas).
2. He mustn’t go there alone.
(Dia tidak boleh (dilarang) pergi ke sama sendirian).
4. Must = Have to (she/he has to) berarti harus.
Contoh :
1. You must (or have to) read this book.
(Anda harus membaca buku ini).
2. She must (or has to) go to school today.
3. They must (or have to) work hard. (Mereka harus bekerja keras).
5. Must tidak mempunyai bentuk past tense.
Bentuk lampau yang berarti “harus/mesti” adalah HAD TO, dan
bentuknya sama untuk semua obyek.
Contoh :
1. I had to meet my sister yesterday.
(Saya kemarin harus berjumpa saudara perempuanku).
2. She had to leave for Jakarta last week.
(Dia harus meninggalkan Jakarta pekan lalu).

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9. OUGHT TO = SHOULD.
1. Adalah kata kerja bantu yang berarti sebaiknya, seyogyanya,
sewajarnya dan bahkan seharusnya (yang agak lunak).
Contoh :
1. She ought to be here now (Dia seharusnya ada di sini sekarang).
2. Ought she to come here again? (Haruskah dia dating ke sini lagi?)
3. She asked me what ought to be typed.
(Dia bertanya kepadaku apa yang harus diketik).
2. Menyatakan tugas/pekerjaan yang tidak terselesaikan/terpenuhi atau
terabaikan.4 Ought and the perfect infinitive.5
Contoh :
1. The work ought to have been finished last week.
(Pekerjaan itu seharusnya sudah diselesaikan pekan lalu).
2. Your ought not (oughtn’t) to have crossed the road when the lights
were red.
(Anda seharusnya tidak menyeberang jalan ketika lampu berwarna
merah).
3. You ought to have told him that the paint on that seat is wet.
(Anda seharusnya sudah memberi tahu dia bahwa cat pada
tempat duduk itu masih basah).
10. USED TO adalah kata kerja bantu yang digunakan untuk menyatakan
suatu pengertian kebiasaan atau perbuatan yang dilakukan berulang-
ulang pada masa lampau, tetapi kebiasaan itu kini tidak lagi dilakukan.
Contoh :
1. She used to sing when she was young.
(Dia biasa menyanyi ketika dia muda).
2. He used to cry when he was a child.
(Dia biasa menangis ketika dia masih kecil).
3. She used to come here every week.
(Dia biasa dating ke sini setiap pekan)

4
AJ Thomson and AV Martinet, A Practical English Grammar, second edition, OUP, London, 1968,
p.90.
5
Ingat bahwa ought to = should

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 3

ASYNCHRONOUS TRANSFER MODE (ATM)

The hottest topic in the IT industry is Asynchronous Transfer Mode


(ATM) which is the first technology to provide a common format for high-speed
data as well as for the typical voice phone call. In addition, the format it uses,
the cell, is equally at home in any network: public or private, the Local Area
Network (LAN) or the Wide Area Network (WAN). ATM provides a means
for integrating voice, video and data as well as knitting local and wide area
networks and services into a seamless whole. It is the first communications
technological "vision" that has not only managed to unite the communication
and computer worlds, but also North America, Europe and Japan. Under
ATM, networks need no longer be optimized for one particular service, unable
to accommodate the parameters required by another.
This breakthrough does more than just make the world a tidier place. It
provides a potentially huge market for ATM equipment. A large market
attracts high, upfront investment, which translates into highly-integrated
silicon, mass-produced components, low prices and even larger markets, as
the law of supply and demand suggests.
In the long term, ATM will play a crucial role in the information
superhighway in which It is likely to provide the link between the network-
resident servers supplying information or video-streams to the local
exchanges. In this field, ATM should link up efficiently with another
technology called "Asymmetrical Digital Subscriber Loop" (ADSL) which will
turn the boring old "slow lane" telephone line to the domestic home into, at
lean, a fast lane.
Huge transmission rates can be sent over one single optical fibre, but
ATM provides the key to unlocking the contents of that stream of' bits and
processing each individual one. Thus, the total flow of cells arriving at a
switch-port divides into hundreds or thousands of separate connections, each
one separately routed through the switch and beyond. Each connection may
include characteristics like "bursty" (sudden irregular) flows or steady flows at

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different rates. ATM provides the switching and traffic control functions to
support this complex problem.
ATM is clearly a sophisticated, well-designed technology. But, if it is to
be successful, it has to fill a genuine need. Who needs it today, and for what?
ATM fans reel off lists of exotic applications best served by ATM: Multimedia,
teleradiology, distance-learning, desktop videoconferencing, imagearchiving,
the paperless office, video electronic mail, global workshop collaboration. All
of these applications need either the speed of ATM or its flexibility in
handling mixtures of data, video and such timing-sensitive traffic as voice.
ATM technology is certainly attractive, but a number of obstacles are
holding users back. Among their reasons:
 ATM applications and related software that support
them are not ready.
 Standards are not mature.
 Prices are still too high.
 ATM lacks a single application to drive mass-market
demand.
B. GLOSSARY :
- provide : menyediakan
- breakthrough : terobosan
- tidier : lebih rapi
- upfront : di depan sekali
- crucial : penting
- switching : pengubah
- sophisticated : canggih
- genuine : asli, dasar
C. READING COMPREHENSION
Identify
a. the type of communication for which ATM provides a common format.
b. what ATM has united.
c. what investment in a large ATM market leads to.
d. 8 ATM applications.

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e. 4 reasons which hold potential users back.


Now answer true or false (T/F):
f. ATM software is ready.
g. standards have been agreed world wide.
h. users see the price of ATM as being exorbitant.
i. ATM applications arc obviously here.

C. LANGUAGE DEVELOPMENT (STRUCTURE)


PASSIVE VOICE

Some book are to be tasted, others to be swallowed and some few to be


chewed and digested.
(Francis Bacon)
Sebuah kalimat dapat berbentuk dalam kalimat aktif yang subyeknya
melakukan pekerjaan atau kalimat pasif yang subyeknya dikenai pekerjaan.
Untuk membuat kalimat aktif menjadi kalimat pasif, perhatikan
beberapa langkah berikut ini :
1. Letakkan obyek dari kalimat aktif di awal kalimat pasif, perhatikan
beberapa langkah berikut ini :
2. Jika dalam kalimat aktif tidak ada auxiliary (to be), maka tambahkanlah
To Be yang sesuai dengan subyek dalam kalimat pasif tersebut, dan yang
sesuai dengan bentuk Tense-nya.
3. Letakkanlah kata kerja utama dari kalimat aktif sesudah auxiliary (to be)
dalam bentuk Past Participle.
4. Letakkanlah preposition By sesudah kata kerja utama dalam kalimat pasif
sebelum subyek. (Dalam beberapa keadaan tertentu, By dapat
dihilangkan karena dianggap sudah dimengerti maksudnya)
Pedoman Pemakaian BE dalam Kalimat Pasif
1. Present Tense am, is, are
2. Present Continuous Tense am, is, are + being
3. Present Perfect Tense has, have + been
4. Past Tense was, were

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5. Past Perfect Tense had been


6. Past Continuous Tense was, were + being
7. Future Tense shall, will + be
8. Future Perfect Tense shall/will + have been
9. Modal modal + be
10. Modal + Perfect modal + have been
Berikut ini uraian selengkapnya mengenai kalimat pasif.
1. Present Tense
Contoh :
1. Aktif : Ahmad writes a letter.
S P O
Pasif : A letter is written by Ahmad
S P O
Aktif : Ahmad menulis sepucuk surat.
Pasif : Sepucuk surat ditulis oleh Ahmad
Aktif : Ali writes three letters.
Pasif : Three letters are written by Ali.
2. Aktif : Ahmad doesn’t write a letter.
Pasif : A letter isn’t written by Ahmad. (Sepucuk surat tidak ditulis
oleh Ahmad)
3. Aktif : Does Ahmad write a letter ?
Pasif : Is a letter written by Ahmad.
4. Aktif : Who writes a letter ?
Pasif : Who is a letter written by ?
5. Aktif : What does Ahmad write ?
Pasif : What is written by Ahmad? (Apa yang ditulis oleh Ahmad ?)
6. Aktif : Who beats Ali ? (Siapa memukul Ali ?)
Pasif : Who is Ali beaten by ? ( Ali dipukul oleh siapa ?)
7. Aktif : Who does Ali beat ? (Siapa Ali pukul ?) / (Ali memukul siapa?)
Pasif : Who is beaten by Ali ? (Siapa dipukul oleh Ali ?)

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2 Present Continuous Tense


Contoh :
1. Aktif : Ahmad is writing a letter.
Pasif : A letter is being written by Ahmad.
2. Aktif : Ahmad isn’t writing a letter.
Pasif : A letter isn’t being written by Ahmad.
3. Aktif : Is Ahmad writing a letter ?
Pasif : Is a letter being written by Ahmad ?
4. Aktif : Who is writing a letter ?
Pasif : Who is a letter being written by ?
5. Aktif : What is Ahmad writing ?
Pasif : What is being written by Ahmad ?
6. Aktif : Who is beating Ali ?
Pasif : Who is Ali being beaten by ?
7. Aktif : Who is Ali beating ?
Pasif : Who is being beaten by Ali ?
3. Present Perfect Tense
Contoh :
1. Aktif : Ahmad has written a letter.
Pasif : A letter has been written by Ahmad.
2. Aktif : Ahmad hasn’t written a letter.
Pasif : A letter hasn’t been written by Ahmad.
3. Aktif : Has Ahmad written a letter ?
Pasif : Has a letter been written by Ahmad ?
4. Aktif : Who has written a letter ?
Pasif : Who has a letter been written by ?
5. Aktif : What has written by Ahmad ?
Pasif : What has been written by Ahmad ?
6. Aktif : Who has beaten Ali ?
Pasif : Whi has Ali beaten ?
7. Aktif : Who has Ali beaten ?
Pasif : Who has been beaten by Ali ?

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4. Past Tense
Contoh :
1. Aktif : Ahmad wrote a letter.
Pasif : A letter was written by Ahmad.
2. Aktif : Ahmad didn’t write a letter.
Pasif : A letter wasn’t written by Ahmad.
3. Aktif : Did Ahmad write a lette ?
Pasif : Was a letter written by Ahmad ?
4. Aktif : Who wrote a letter ?
Pasif : Who was a letter written by ?
5. Aktif : What did Ahmad write ?
Pasif : What was written by Ahmad ?
6. Aktif : Who beat Ali ?
Pasif : Who was Ali beaten by ?
7. Aktif : Who did Ali beat ?
Pasif : Who was beaten by Ali ?
5. Past Continuous Tense
Contoh :
1. Aktif : Ahmad was writin g
Pasif : Ahmad was being written by Ahmad.
2. Aktif : Ahmad wasn’t writing a letter.
Pasif : A letter wasn’t being written by Ahmad.
3. Aktif : Was Ahmad writing a letter ?
Pasif : Was a letter being written by Ahmad ?
4. Aktif : Who was writing a letter ?
Pasif : Who was a letter being written by ?
5. Aktif : What was Ahmad writing ?
Pasif : What was being written by Ahmad ?
6. Aktif : Who was beating Ali ?
Pasif : Who was Ali being beaten beaten by ?
7. Aktif : Who was Ali beating ?
Pasif : Who was being beaten by Ali ?

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6. Past Perfect Tense


Contoh :
1. Aktif : Ahmad had written a letter.
Pasif : A letter had been written by Ahmad.
2. Aktif : Ahmad hadn’t written a letter.
Pasif : A letter hadn’t been written by Ahmad.
3. Aktif : Had Ahmad written a letter ?
Pasif : Had a letter been written by Ahmad ?
4. Aktif : Who had written a letter ?
Pasif : Who had a letter been written by ?
5. Aktif : What had Ahmad written ?
Pasif : What had been written by Ahmad ?
6. Aktif : Who had beaten Ali ?
Pasif : Who had Ali been beaten by ?
7. Aktif : Who had Ali beaten ?
Pasif : Who had been beaten by Ali ?
7. Future Tense
Contoh :
1. Aktif : Ahmad will write a letter.
Pasif : Ahmad will be written by Ahmad.
2. Aktif : Ahmad will not write a letter.
Pasif : A letter will not be written by Ahmad.
3. Aktif : Will Ahmad write a letter ?
Pasif : Will a letter be written by Ahmad ?
4. Aktif : Who will write a letter ?
Pasif : Who will a letter be written by ?
5. Aktif : What will Ahmad write ?
Pasif : What will be written by Ahmad ?
6. Aktif : Who will beat Ali ?
Pasif : Who will Ali be beaten by ?
7. Aktif : Who will Ali beat ?
Pasif : Who will be beaten by Ali ?

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Lecture Notes : STT Ibnu Sina 2014

8. Future Perfect Tense


Contoh :
1. Aktif : Ahmad will have written a letter.
Pasif : A letter will have been written by Ahmad.
2. Aktif : Ahmad will not have written by Ahmad.
Pasif : A letter will not have been written by Ahmad.
3. Aktif : Will Ahmad have written a letter ?
Pasif : Will a letter have been written by Ahmad ?
4. Aktif : Who will have written a letter ?
Pasif : Who will a letter have been written by ?
5. Aktif : What will have Ahmad written ?
Pasif : What will have been written by Ahmad ?
6. Aktif : Who will have beaten Ali ?
Pasif : Who will Ali have been beaten by ?
7. Aktif : Who will Ali have beaten ?
Pasif : Who will have been beaten by Ali ?
9. Modal. Modal + be + Verb III (Past Participle)
Contoh :
1. Aktif : We can solve this problem.
Pasif : This problem can be solved by us.
2. Aktif : We can’t solve this problem.
Pasif : This problem can’t be solved by us.
3. Aktif : Can we solve this problem ?
Pasif : Can this problem be solved by us ?
4. Aktif : Who can solve this problem ?
Pasif : Who can this problem be solved by ?
5. Aktif : What can we do ?
Pasif : What can be done by us ?

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Lecture Notes : STT Ibnu Sina 2014

Sebagai latihan, gantilah Can dengan Must dalam kalimat-kalimat tersebut di


atas.

10. Modal Perfect. Modal Perfect + been + Verb III.


Contoh :
A. 1. Aktif : Somebody should have waited Amir this morning.
Pasif : Amir should have been waited this morning.
2. Aktif : Somebody shouldn’t have waited Amir this morning.
Pasif : Amir shouldn’t have been waited this morning.
3. Aktif : Who should have waited Amir ?
Pasif : Who should Amir have been waited by ?
4. Aktif : Where should we have waited Amir ?
Pasif : Where should Amir have been waited by us ?
B. 1. Aktif : He could have written two books.
Pasif : Two books could have been written by him.
2. Aktif : Who could have written two books ?
Pasif : Who could two books have been written by ?
3. Aktif : When could he have written two books ?
Pasif : When could two books have been written by him.
Catatan :
1. Bentuk pasif biasanya juga dapat digunakan untuk
menyatakan/mengungkapkan perbuatan yang dilakukan tidak dengan
sengaja, atau dalam bahasa Indonesia sepadan dengan arti ter dalam
kalimat berikut ini :
1. Saya terbangunkan oleh suara gaduh itu. I was wake up by that noise.
2. Saya heran (terkejut) melihat dia.
I was surprised to see him.
3. He was interested in foreign language. [Dia tertarik (berminat) dalam
bahasa asing].
4. He was accustomed to cold weather. (Kita terbiasa dengan musim
dingin).

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2. Kadang-kadang bentuk aktif (terutama infinitive) sering mempunyai arti


atau dimaksudkan untuk menyatakan keadaan pasif.
Contoh :
1. This book is easy to understand. (Buku ini mudah untuk dipahami).
2. He has a large family to support. (which he must support).
(Dia mempunyai keluarga besar yang harus dibantu).
3. I have bought a new book to read.
(Saya telah membeli sebuah buku baru untuk dibaca).
4. There are many problems to solve.
5. There are many difficulties to overcome.
3. Jika dalam kalimat aktif terdapa dua object, maka kedua-duanya dapat
dijadikan subject dalam kalimat pasif.
Contoh :
1. Aktif : He gave me a book.
Pasif : a. I was given a book by him.
b. A book was given to me by him.
2. Aktif : She is bringing them a parcel.
Pasif : a. They were being brought a parcel by her.
b. A parcel was being brought to them by her.

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 4
Company Organization

Most organizations have a hierarchical or pyramidal structure, with one

person or group of people at the top, and an increasing number of people

below them at each successive level. There is a clear line or chain of

command running down the pyramid. All the people in the organization know

what decisions they are able to make, who their superior (or boss) is (to

whom they report), and who their immediate subordinates are (or whom they

can give instruction).

Some people in an organization have colleague who help them: for

example, there might be an Assistant to the Marketing Manager. This known

as staff position: its holder has no line authority, and is not integrated into the

chain of command, unlike, for example, the Assistant Marketing Manager,

who is number two in the marketing department.

Yet the activities of most companies are too complicated to be

organized in a single hierarchy, shortly before the first world war, the French

Industrialist Henry Fayol organized his coal-mining business according to the

function that it had to carry out. He is generally credited with inventing

functional organization. Today, most large manufacturing organization have a

functional structure, include (among others). Production, finance, marketing,

sales and personnel or human resources department, this means, for

example that the production and marketing department cannot take financial

decision without consulting the finance department.

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Vocabulary :
1……………………………………………. 11……………………………………..
2……………………………………………. 12……………………………………..
3……………………………………………. 13………………………………………
4……………………………………………..14………………………………………
5……………………………………………..15………………………………………
6……………………………………………..16………………………………………
7……………………………………………..17………………………………………
8……………………………………………..18………………………………………
9……………………………………………..19………………………………………
10…………………………………………….20……………………………………..

Exercise 1. Read the whole text and then complete the organization
chart:

I think we have a fairly typical organization for a manufacturing firm.

We’re divided into Finance, Production, Marketing and Human Resources

departments. The Human Resources department is the simplest. It consists

of two sections. One is responsible for recruitment and personnel matters,

the other is in charge of training.

The Marketing department is made up of three sections: Sales, Sales

Promotion, and Advertising, whose heads are all accountable to the

marketing manager. The Production department consists of five sections.

The first of these is Production Control, which is in charge of both Scheduling

and Materials Control. Then there’s Purchasing, Manufacturing, Quality

Control, and Engineering Support. Manufacturing contains three sections:

Tooling, Assembly, and Fabrication. Finance is composed of two sections:

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Lecture Notes : STT Ibnu Sina 2014

Financial Management, which is responsible for capital requirements, fund

control, and credit, and Ac

Company Structure

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 5

THE INFORMATION SUPERHIGWAYS

"We now have at hand the technological breakthroughs find economic


means to bring all the communities of the world together. We can
create a planetary information network that transmits messages and
images with the speed of light from the largest city to the smallest village
on every continent. To accomplish this purpose, legislators, regulators and
businesspeople must build and operate a Global Information
Infrastructure." (GII)
These words, spoken by US Vice-President Al Gore, during his address to
the World Telecommunication Development Conference of the International
Telecommunication Union (ITU) in Buenos Aires, Argentina, on 21 March
1994, brought the notion of a Global Information Infrastructure to the
attention of a worldwide audience. Public awareness about telecommunications
has probably never been higher and buzzwords such as 'multimedia' and
'information superhighway' appear on the front pages of many national
newspapers, bought by readers In shops from which they have difficulty in
emerging through the roadworks brought about by the installation of cable
networks and optical fibre systems under the pavement.
The Multimedia Revolution can be counted in 'Mega-bucks' and has
instigated a multitude of mergers, alliances and joint ventures as operators
strive to design and install networks from A to Z, from the producer to the
consumer/user.
Mutimedia Revolusi dapat dihitung dalam 'Mega-dolar dan telah menghasut
banyak merger, aliansi dan joint venture sebagai operator berusaha untuk
merancang dan menginstal jaringan dari A sampai Z, dari produsen ke
konsumen / pengguna.
The Information Superhighways arc high-rate, interactive networks
capable of transporting any kind of information: computer data, video, voice,
movies. In the words of one specialist, they will not just be one network, but

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many... ‘The network of networks.' They will be based on the optical


fibre whose high capacity, small size, lack of sensitivity to electromagnetic
interference (EMI) and, low cost will be a considerable rival to the satellite,
another key player in the development of the Information Superhighways.
They will concern the following activities :

INFORMATION Multimedia Maii


SUPERHIGHWAY Virtual Reality
Telecommuting GLOBAL
Desktop Conferencing INFORMATION
SOCIETY
Advanced Pay-Per-View
Interactive Video
GLOBAL INFORMATION Hypermedia
INFRASTRUCTURE Video-On-Demand (VOD)
Edutainment (Education + Entertainment)
Telecooperation

MULTIMEDIA COMMUNICATION

B.GLOSSARY
- emerging : menggabungkan
- awareness : kesadaran
- pavements : trotoar
- instigated : menganjurkan
- strive : berusaha
- multitude : banyak

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C. READING COMPREHENSIONS
Identify
1. the meaning of these initials :
GII ISDN ITU
CO EMI LAN
2. two definitions of the Superhighways
3. the four main characteristics of optical fibres.
4. the future main actors in the GII future according to Al Gore?
5. a social need which the superhighways will create.

D. LANGUAGE DEVELOPMENT (STRUCTURE)


QUESTION TAGS
1. Pengertian
Question Ta adalah suatu kata atau ungkapan yang digunakan oleh
seseorang untuk memberikan pernyataan dan meminta orang lain yang
diajak bicara, setuju atau menyetujui dengan pendapatnya.
Dalam bahasa Indonesia, mirip dengan kata “bukan” dalam suatu kalimat,
misalnya:
- Jakarta ibukota Indonesia, nukan?
- Bahasa Inggris itu penting, bukan?
2. Beberapa Pedoman Membuat Question Tags
Pedoman 1
Apabila pernyataan positif, maka question tag-nya negatif (menyangkal)
Contoh:
1. We shall be late, shan’t we?
2. It’s a nice day, isn’t it
3. Ali can swim, can’t he?
4. She is reading a book, isn’t she?
5. Fatimah comes late, doesn’t she?

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Pedoman 2
Apabila pernyataan negatif, maka question tag-nya positif.
Contoh:
1. Ali cannot speak English, can he?
2. She will not go home, will she?
3. Mary didn’t like swimming, did she?
4. We are not happy, are we?
5. She doesn’t come late, does she?
Pedoman 3
Kata yang dapat diginakan dalam question tags, hanyalah: I, you, she, he, it,
we, they, dan there.
“It” biasanya digunakan dalam question tags untuk menunjuk pada kata-kata
berikut:
Everything, nothing, this., that…his..your…etc
“they” biasanya digunakan dalam question tags untuk menunjuk pada kata-
kata berikut:
everyone no one
someone nobody
somebody
Perhatikan kalimat berikut:
Contoh:
1. Ali doesn’t like milk, does he?
2. This film is not good, is it?
3. His name is Udin, isn’t it?
4. Your sister always gets up early, doesn’t she?
5. Everything is ready, isn’t it?
6. There are two men in the garden, aren’t there?
7. Nobody called on the phone, did they?
8. This is your book, isn’t it?
9. These are yours, aren’t they?
10. Nobody was watching me, were they?

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Pedoman 4
Dalam kalimat verbal (pedikatnya berupa kata kerja) yang berbentuk simple
present dan past tense, tambahkan do, does atau did, untuk membuat
question tags-nya.
Contoh:
1. They want to watch TV tonight, don’t they?
2. She visited my sister yesterday, didn’t she?
3. Ali usually comes late, doesn’t he?
Pedoman 5
Bila dalam suatu kalimat ada auxiliary dan modal, maka question tags-nya
dibuat dengan auxilary atau modal yang terletak paling depan (paling dekat
dengan subjeknya).
Contoh:
1. Your house is being painted, isn’t it?
2. He has never been in Bali, hasn’t he?
3. She will have gone to Jakarta before Friday, won’t she?
4. They will be a doctor next year, won’t they?
Pedoman 6
Dalam pernyataan: I am…., question tags-nya adalah: aren’t I?
Contoh:
1. I am a student’t, aren’t I?
2. I am ill, aren’t I?
3. I am working hard, aren’t I?
Bandingkan dengan kalimat berikut ini:
Contoh:
1. I am not a doctor, am I?
2. I am not ready, am I?
Pedoman 7
Kata-kata yang mempunyai arti negatif (not) atau setengah negatif, questiqn
tagnya selalu positif.
Never : tidak pernah
Seldom : jarang

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Hardly ever : hanpir tidak


By no mean : sama sekali tidak
Few : sedikit
No/none : not any
Contoh :
1. She never goes to the movies, does she?
2. He’s never been in Bali, has she
3. You seldom get up early, do you?
4. They hardly ever go to town, do they?
Pedoman 8
Bentuk question tag khusus yang digunakan untuk menyatakan:
A. Perintah, baik positif atau negatif (melarang) question tag-nya adalah :
will you?
Contoh :
1. Stop that noise, will you?
2. Give me a hand, will you?
3. Don’t forget, will you?
B. Ajakan dengan : let’s, question tagnya adalah : shall we?
Contoh:
1. Let’s go for a walk, shall we?
2. Let’s sing together, shall we?
3. Let’s visit Umar tonight, shall we?
Pedoman 9
Untuk kalimat majemuk, maka question tagnya dibuat berdasarkan kalimat
utamanya.
Contoh:
1. I Believe he will come soon, won’t he
2. I wish she skew what I mean, didn’t she?

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PERTEMUAN 6
BUSINESS

Business is an organized approach to providing customers with the


goods and services they want. The word business also refers to an
organization that provides these goods and services. Most businesses seek
to make a profit - that is, they aim to achieve revenues that exceed the costs
of operating the business. Prominent examples of for-profit businesses
include Mitsubishi Group, General Motors Corporation, and Royal
Dutch/Shell Group. However, some businesses only seek to earn enough to
cover their operating costs. Commonly called nonprofits, these organizations
are primarily nongovernmental service providers. Examples of nonprofit
businesses include such organizations as social service agencies,
foundations, advocacy groups, and many hospitals.
Business Operations
A variety of operations keep businesses, especially large corporations,
running efficiently and effectively. Common business operation divisions
include (1) production, (2) marketing, (3) finance, and (4) human resource
management
1. Production includes those activities involved in conceptualizing,
designing, and creating products and services. In recent years there
have been dramatic changes in the way goods are produced.
2. Marketing is the process of identifying the goods and services that
consumers need and want and providing those goods and services at
the right price, place, and time. Businesses develop marketing
strategies by conducting research to determine what products and
services potential customers think they would like to be able to
purchase.
3. Finance involves the management of money. All businesses must
have enough capital on hand to pay their bills, and for-profit
businesses seek extra capital to expand their operations. In some

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cases, they raise long-term capital by selling ownership in the


company.
4. Businesses rely on effective human resource management (HRM) to
ensure that they hire and keep good employees and that they are able
to respond to conflicts between workers and management.

Vocabulary :
1……………………………………………. 11……………………………………..
2……………………………………………. 12……………………………………..
3……………………………………………. 13………………………………………
4……………………………………………..14………………………………………
.
5……………………………………………..15………………………………………
.
6……………………………………………..16………………………………………
.
7……………………………………………..17………………………………………
.
8……………………………………………..18………………………………………
.
9……………………………………………..19………………………………………
.
10…………………………………………….20……………………………………

Exercise 1. Discuss the following questions


1. Give definition to the word ‘business.’
2. What is the difference between for-profit and non-profit organizations?
Support your answer with relevant examples.
3. What is production?
4. What is marketing?
5. What does the HRM involve?

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Exercise 2. Discussion. How do you see your future profession?


Please answer the
following questions:
What kind of work are you interested in:
1. Well paid work
2. Interesting work
3. Work in a large and famous company
4. Quiet work
5. Work in an industry which has future prospects
6. A kind of work such as not to sit the whole day in the office
7. To travel a lot
Please, discuss advantages and disadvantages of your future
profession:
1. Do you think that your future profession is prestigious?
2. Do you think it will be still prestigious and well paid by the time you
graduate?
3. How difficult is it to find a good work in your field?
4. Is there a competition in your group?
5. Do you think that competition among your coeds is a good stimulus
to study well or it just makes communication between you more
difficult?

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 8

BIG BUSINESS

In 1993 the top 50 suppliers of telecoms equipment earned an estimated


$130 billion, approximately the same as in 1992. The top ten suppliers
remained the same, as the chart shows.
Behind this apparent similarity, however, lies a rapidly changing situation
for telecoms suppliers both large and small. They have been affected by the
massive developments taking place in three major areas:
Deregulation, beginning in the early 80’s in the USA and Britain, is
breaking up the old operator monopolies and introducing a whole range of
new competitors. By 1998 the voice market will be open to competition in
most of the European union (eu), and the same trend is occurring in the rest
of the world. One effect of this trend has been to break the comfortable
relationship that the main national telecom operator usually had with one
large national supplier. The operators must compete in their own markets on
cost, so their purchasing policy is to buy from virtually any supplier who can
meet their constantly changing demands – at the right price. And the
suppliers themselves are keen to break into new, potentially lucrative
markets. Operators and suppliers alike find themselves in a new business
environment which is full threats – and of wonderful new opportunities.
The ICE age is coming back. Technology, developing increasingly fast, is
bringing together the previously separate industries of information.
Communication and education/entertainment Specialization in just one area
or the other is increasingly difficult. So telecoms suppliers have to be ready
with total solutions; and be ready to develop – or buy in – new skills and
competencies in a range of activities which were previously of only limited
interest to them. At the same time, equipment is becoming more and more
user friendly, so It can be understood more quickly by client and supplied
more and more easily by the manufacture. The technical expertise develop
by traditional suppliers is of less value – the new suppliers can compete in

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Lecture Notes : STT Ibnu Sina 2014

other ways. Service, speed and innovation can be more attractive than pure
technical background.
The market Globalization has seen the growth of major alliances of
telecom operators across international borders, to help the increasing
number of companies, large and small, which need to communicate ever
wide geographical areas. So, the characteristics and size of the suppliers
typical costumer are constantly changing.
The capacity to deal with and adapt to such an unprecedented degree of
change in these areas is what will determine the relative success of the
telecom suppliers of the future.
A. What do these words mean in Indonesian? Use a dictionary to check.
Across
adapt
Affect
alliances
apparent
Approximately
attractive
compete
competencies
Deregulation,
equipment
estimated
expertise
lucrative
occurring
purchasing
pure
separate
threats
unprecedented

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Lecture Notes : STT Ibnu Sina 2014

B. Language Development
Adjectives ending in –ing and –ed (boring/bored etc.)

1. There are many adjectives ending in –ing and –ed. For example, boring
and bored . Study this example situation:

Jane has been doing the same job for a very long time. Every day she
does exactly the same thing again and again. She doesn’t enjoy it any
more and would like to do something different.
Jane’s job is boring.
Jane is bored (with her job).

Somebody is bored if something (or somebody else) is boring. Or, if


something is boring, it makes you bored. So:
 Jane is bored because her job is boring.
 Jane’s job is boring, so Jane is bored. (not ‘Jane is boring’)
If a person is boring, this means that they make other people bored:
 George always talks about the same things. He’s really boring.
2. Compare adjectives ending in –ing and –ed:
You can say: You can say:
boring.  I’m bored with my job.
interesting.  I’m not interested in my job any
 My job is tiring. more.
satisfying.  I’m always tired when I finish
depressing. (etc.)  work.
 I’m not satisfied with my job.
 My job makes me depressed.
The –ing adjective tells you about the (etc.)
job.
The –ed adjective tells you how
somebody feels (about the job).

Compare these examples: Interested

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Interesting  Julia is very interested in


 Julia thinks politics is very politics. (not ‘interesting in
interesting. politics’)
 Did you meet anyone interesting  Are you interested in buying a
at the party? car? I’m trying to sell mine.
Surprising
 It was quite surprising that he Surprised
passed the examination.  Everybody was surprised that
Disappointing he passed the examination.
 The film was disappointing. I Disappointed
expected it to be much better.  I was disappointed with the
Shocking film. I expected it to be much
 The news was shocking. better.
Shocked
 We were very shocked when
we heard the news.

EXERCISE
A. Complete the sentences for each situation. Use the word given + the
ending –ing or –ed.
1 The film wasn’t as good as we had expected. (disappoint-)
a The film was disappointing.
b We were disappointed with the film.
2 Diana teaches young children. It’s very hard job but she enjoys it.
(exhaust-)
a She enjoys her job but it’s often . . . . . . . . . . . . . . . . . . . . . .
b At the end of a day’s work, she often . . . . . . . . . . . . . . . . . . . . . .
3 It’s been raining all day. I hate this weather. (depress-)
a This weather is . . . . . . . . . . . . . . . . . . . . . .
b This weather makes me . . . . . . . . . . . . . . . . . . . . . .
c It’s silly to get . . . . . . . . . . . . . . . . . . . . . . because of the weather.

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4 Clare is going to the United States next month. She has never been
there before. (excit-)
a It will be an . . . . . . . . . . . . . . . . . . . . . . experience for her.
b Going to new places is always . . . . . . . . . . . . . . . . . . . . . .
c She is really . . . . . . . . . . . . . . . . . . . . . . about going to the United
States.
B. Choose the correct word
1 I was disappointing / disappointed with the film. I had expected it to be
better.
2 Are you interesting / interested in football?
3 The football match was quite exciting / exited. I enjoyed it.
4 It’s sometimes embarrassing / embarrassed when you have to ask
people for money.
5 Do you easily get embarrassing / embarrassed?
6 I had never expected to get the job. I was really amazing / amazed
when I was offered it.
7 She has really learnt very fast. She has made astonishing / astonished
progress.
8 I didn’t find the situation funny. I was not amusing / amused.
9 It was a really terrifying / terrified experience. Afterwards everybody
was very shocking / shocked.
10 Why do you always look so boring / bored? Is your life really so boring
/ bored?
11 He’s one of the most boring / bored people I’ve never met. He never
talking and he never says anything interesting / interested.
C. Complete the sentences using one of the words in the box.

amusing / amused confusing / confused exhausting / exhausted


annoying / annoyed disgusting / disgusted interesting / interested
boring / bored exciting / excited surprising / surprised

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1 He works very hard. It’s not . . . . . . . . . . . . . . . . . . . . . . that he’s


always tired.
2 I’ve got nothing to do. I’m . . . . . . . . . . . . . . . . . . . . . .
3 The teacher’s explanation was . . . . . . . . . . . . . . . . . . . . . . Most of the
student didn’t understand it.
4 The kitchen hadn’t been cleaned for ages. It was really . . . . . . . . . . . .
I seldom visit art galleries. I’m not particularly . . . . . . . . . . . . . . . in art.
5 There’s no need to get . . . . . . . . . . . . . . . . . . . . . . just because I’m a
few minutes late.
6 The lecturer was . . . . . . . . . . . . . . . . . . . . . . I fell asleep.
7 I asked Emily if she wanted to come out with us but she wasn’t . . . . . .
8 I’ve been working very hard all day and now I’m . . . . . . . . . . . . . . . . . .
I’m starting a new job next week. I’m quite . . . . . . .. . . . . . . . . about it.
9 Tom is very good at telling funny stories. He can be very . . . . . . . . . . .
Liz is a very . . . . . . . . . . . . . . . . . . . . . . person. She knows a lot,
she’s traveled a lot and she’s done lots of different things.

Adjectives and adverbs (1) (quick/quickly)


A. Look at these examples:
 Our holiday was too short – the time went very quickly.
 The driver of the car was seriously injured in the accident.
Quickly and seriously are adverbs. Many adverbs are made from an
adjective + -ly:
Adjective: quick serious careful quiet heavy bad
Adverb: quickly seriously carefully quietly heavily badly
Not all words ending in –ly are adverbs. Some adjectives end in –ly
too, for example:
Friendly lively elderly lonely silly lovely

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B. Adjective or adverb?
Adjectives (quick/careful etc.) tells Adverbs (quickly/carefully etc.) tell
us about a noun. We use adjectives us about a verb. An adverb tells us
before nouns and after some verbs, how somebody does something or
especially be: how something happens:
 Tom is a careful driver. (not ‘a  Tom drove carefully along the
carefully driver’) narrow road. (not ‘drove careful’)
 We didn’t go out because of the  We didn’t go out because it was
heavy rain. raining heavily. (not ‘raining
 Please be quiet. heavy’)
 I was disappointed that my exam  Please speak quietly. (not ‘speak
results were so bad. quiet’)
 I was disappointed that I did so
We also use adjectives after the badly in the exam. (not ‘did so
verbs look/feel/sound etc.: bad’)
 Why do you always look so
seriously?
Compare:
 She speaks perfect English.  Why do you never take me
Adjective + noun seriously?
Compare these sentences with look:
 Tom looked sad when I saw  She speaks English perfectly.
him. (= he seemed sad, his Verb + object +adverb
expression was sad)
 Tom looked at me sadly. (=he
looked at me in a sad way)

C. We also use adverbs before adjective and other adverbs. For


example:
reasonably cheap (adverb + adjective)
terribly sorry (adverb + adjective)
incredibly quickly (adverb + adverb)

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 It’s a reasonably cheap restaurant and the food is extremely


good.
 Oh, I’m terribly sorry. I didn’t mean to push you. (not ‘terrible
sorry’)
 Maria learns languages incredibly quickly.
 The examination was surprisingly easy.
You can also use an adverb before a past participle
(injured/organized/written etc.)
 Two people were seriously injured in the accident. (not
‘serious injured’)
 The meeting was very badly organized.
EXERCISE

A. Complete the sentences with adverbs. The first letter(s) of each adverb
are given.
1 We didn’t go out because it was raining heavily.
2 Our team lost the game because we played very ba. . . . . . . . . . . . . . .
I had little difficulty finding a place to live. I found a flat quite ea. . . . . .
3 We had to wait for a long time but we didn’t complain. We waited pa. .
Nobody knew George was coming to see us. He arrived unex. . . . . . .
4 Mike keeps fit by playing tennis reg. . . . . . . . . . . . . . . . . . . .
B. Put in the right word.
1 The driver of the car was seriously injured. (serious/seriously)
2 The driver of the car had serious injuries. (serious/seriously)
3 I think you behaved very . . . . . . . . . . . . . . . . (selfish/selfishly)
4 Rose is . . . . . . . . . . . . . . . upset about losing her job. (terrible/terribly)
5 There was a . . . . . . . . . . . . . . . change in the water.
(sudden/suddenly)
6 Everybody at the party was . . . . . . . . . . . . . . . dressed.
(colorful/colorfully)
7 Linda likes wearing . . . . . . . . . . . . . . . clothes. (colorful/colorfully)

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C. Complete each sentences using a word from the list. Sometimes you
need the adjective (careful etc.) and sometimes the adverb (carefully
etc.).

careful(ly) complete(ly) continuous(ly) financial(ly) fluent(ly)


happy/happily nervous(ly) perfect(ly) quick(ly) special(ly)

1 Our holiday was too short. The time passed very quickly.
2 Tom doesn’t take risks when he’s driving. He’s always . . . . . . . . . . . . .
Sue works . . . . . . . . . . . . . . . . she never seems to stop.
3 Alice and Stan are very . . . . . . . . . . . . . . . married.
4 Monica’s English is very . . . . . . . . . . . . . . . although she makes quite
a lot of mistakes.
5 I cooked this meal . . . . . . . . . . . . . . . for you, so I hope you like it.
D. Choose two words (one from each box) to complete each sentence.

absolutely reasonably unusually cheap enormous planned


badly seriously unnecessarily changed ill quite
completely slightly damaged long

1 I thought the restaurant would be expensive but it was reasonably


cheap.
2 George mother is . . . . . . . . . . . . . . . . . . . . . . . . . . in hospital.
3 Wha a big house! It’s . . . . . . . . . . . . . . . . . . . . . . . . . .
4 It wasn’t a serious accident. The car was only . . . . . . . . . . . . . . . . . . . .
The children are normally very lively but they’re . . . . . . . . . . . .. today.
5 When I returned home after 20 years, everything had . .. . . . . .
Adjectives and adverbs (2) (well/fast/late, hard/hardly)
A. Good/well
Good is an adjective. The adverb is well:
 Your English is good. but You speak English well.
 Susan is a good pianist. but Susan plays the piano
well.
We use well (not ‘good’) with past participles (dressed/known etc.):
Well-dressed well-known well-educated well-paid

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But well is also an adjective with the meaning ‘in good health’:
 ‘How are you today?’ ‘I’m very well, thanks.’ (not ‘I’m very good’)
B. Fast/hard/late
These words are both adjectives and adverbs:
adjective adverb
 Jack is a very fast runner. Jack can run very fast.
 Ann is a hard worker. Ann works hard. (not ‘works
hardly’)
 The train was late. I got up this morning.
Lately = ‘recently’
 Have you seen Tom lately?
Hardly
Hardly = very little, almost not. Study these examples:
 Sarah was rather unfriendly to me at the party. She hardly spoke
to me.
(= she spoke to me very little, almost not at all)
 George and Hilda want to get married yet. They hardly know each
other.
(= they know each other very little)
Hard and hardly are completely different. Compare:
 He tried hard to find a job but he had no luck.
(= he tried a lot, with a lot of effort)
 I’m not surprised he didn’t find a job. He hardly tried to fine one.
(= he tried very little)
C. We often use hardly + any/anybody/anyone/anything/anywhere:
 A: how much money have you got?
B: Hardly any. (= very little, almost none)
 I’ll have to go shopping. We’ve got hardly any food.
 The exam results were very bad. Hardly anybody in our class
passed. (= very few students passed, almost nobody passed)
 She ate hardly anything. She wasn’t feeling hungry. (= she ate
very little, almost nothing)

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Lecture Notes : STT Ibnu Sina 2014

Note the position of hardly. You can say:


 She ate hardly anything. or She hardly ate
anything.
 We’ve got hardly any food. or We’ve hardly got any food.

D. We often use can/could + hardly. I can hardly do something = it’s
almost impossible for me to do it:
 Your writing is terrible. I can hardly read it. (=it is almost
impossible for me to read it)
 My legs was hurting me. I could hardly walk.
Hardly ever = almost never
 I’m nearly always at home in the evenings. I hardly ever go out.
EXERCISE

A. Put in good or well.


1 I play tennis but I’m not very good.
2 Your exam results were very . . . . . . . . . . . . .
3 You did very . . . . . . . . . . . . . in your exams.
4 The weather was very . . . . . . . . . . . . . while we were on holiday.
5 I didn’t sleep very . . . . . . . . . . . . . last night.
6 How are you? Are you . . . . . . . . . . . . . ?

B. Complete these sentences using well + one of the following words:


balanced behaved done dressed informed kept known
paid
1 The children were very good. They were well-behaved.
2 I’m surprised you haven’t heard of her. She quite . . . . . . . . . . . . . . . . .
Our neighbors’ garden is neat and tidy. It is very . . . . . . . . . . . . . . . . .
3 You should eat different types of food. Your diet should be . . . . . . . . .
Ann knows a lot about many things. She quite . . . . . . . . . . . . . . . . . . .
4 His clothes are always smart. He is always . . . . . . . . . . . . . . . . . . . . . .

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C. Are the underlined words right or wrong? Correct the ones that are wrong.
1 I’m tired because I’ve been working hard. RIGHT
2 I tried hard to remember her name but I couldn’t. . . . . . . . . . . . . . . . .
3 This coat is practically unused. I’ve hardly worn it. . . . . . . . . . . . . . . . .
4 She’s good tennis player. She hits the ball hardly. . . . . . . . . . . . . . . . .
5 Don’t walk so fast! I can’t keep up with you. . . . . . . . . . . . . . . . .
6 Why are you walking so slow? Are you tired? . . . . . . . . . . . . . . . .

D. Write sentences with hardly. Use one of the following verbs (in the
correct form):
change hear know recognize say sleep speak
1 George and Hilda have only met once before. They hardly know each
other.
2 You’re speaking very quietly. I can . . . . . . . . . . . . . . . . . . . . you.
3 I’m very tired this morning. I . . . . . . . . . . . . . . . . . . . . last night.
4 We were so shocked when we heard the news, we could . . . . . . . . . . .
Kate was very quiet this evening. She . . . . . . . . . . . . . . . . . . . . a
word.
5 You look the same now as you looked 15 years ago. You’ve . . . . . . . .
E. Complete these sentences with hardly +
any/anybody/anything/anywhere/ever.
1 I’ll have to go shopping. We’ve got hardly any food.
2 It was a very warm day and there was . . . . . . . . . . . . . . . . . . . . wind.
3 ‘do you know much about computers?’ ‘No, . . . . . . . . . . . . . . . . . . . ..’
4 The hotel was almost empty. There was . . . . . . . . . . . . . . . . . . . .
staying there.
5 Our new boss is not very popular. . . . . . . . . . . . . . . . . . . . . likes her.
6 I listen to the radio quite often but I . . . . . . . . . . . . . . . . . . . . watch
television.

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Lecture Notes : STT Ibnu Sina 2014

PERTEMUAN 9
VISIONS OF THE FUTURE
“To be the best telecom company by 1998”; “To be the world leader in
telecoms by 2001”; “To be the most successful operator for the 21 st century”.
These are some of the aims, goals, missions or visions of many today’s
leading telecoms organizations. As monopoly becomes a thing of the past,
the market is thrown open to anybody who wants to complete – and the
costumer is at last able to choose the supplier she or he wants. The
challenge is to meet the costumer’s needs.
There are three main groups of competitors in the brave new world:
Public telephone operators (PTOs), who once monopolized the supply of
lines and of most equipment, now are just another – if privileged – supplier of
both.
Equipment manufactures, who used to supply mainly to the PTOs, now
can, in many cases, supply direct to the customer.
Services providers, including computer companies supplying sophisticated
switches and value-added services, find an increase market for their product
as telecoms become a vital strategies business tool. The increase in demand
is real – data communications are expanding at a rate of 25% - 30% per
annum, voice at about 9% per annum.

Who is the customer?

A customer-focused business must first know who the customer is. In telecoms
four main types of customer are emerging.
Multi-national companies operating across national frontiers, and using
sophisticated and high-capacity networks for the transfer of voice, image, data
and television.
Small and medium enterprises (SME’s) who have less extensive links but who
are looking for increasingly sophisticated telecommunications facilities,
particularly if they are “user friendly”, and so do not need highly specialized staff
to use them.
Residential customers, the ordinary citizens usually using one telephone line for
basic telephony, but increasingly aware of the enormous potential of
telecommunications for work and leisure.
Public administration.
If they could all be Hospitals, universities,
“the best”, the schools, emergency
telecom companies services and
would be happy.
similar bodies who find more and more applications in telecommunications to help
them do their work more efficiently and cost-effectively.

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Unfortunately they can’t, but there is one area in which they are all trying
to gain the competitive advantage: costumer service. The customer is now
the focus of all attention in the telecoms business. Operators, manufactures
and service providers alike have to change the way they work, in order to
succeed in the new business environment. And none more so than the
operators, many of whom were once government departments acting like
bureaucrats, responding to legislation rather than to the market. If
competition had not been forced upon them, many might still be acting in the
same way today.
A. What do these words mean in Indonesian? Use a dictionary to check.
Aims
Annum
brave
Bureaucrats
Citizens
competitors
demand
direct
Emerging
Enormous
Enterprises
Equipment
expanding
Frontiers
gain
Leisure
ordinary
privileged
Residential
sophisticated
switches

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If I do . . . and If I did . . .
A. Compare these examples:
(1) Sue has lost her watch. She thinks it may be at Ann’s house.
SUE: I think I left my watch at your house. Have you seen it?
ANN: No, but I’ll have a look when I get home. If I find it, I’ll tell you.
In this example, Ann feels there is a real possibility that she will find the
watch. So she says: If I find. . . , I’ll. . . .
(2) Ann says: if I found a wallet in the street, I’d take it to the police.
This is a different type of situation. Here, Ann is not thinking about a real
possibility; she is imagining the situation and doesn’t expect to find a wallet
in the street. So she says: If I found. . . , I’d (= I would). . . (not ‘If I find. . .,
I’ll. . .’)
When you imagine something like this, you use if + past
(If I found / if you were / if we didn’t etc.). But the meaning is not past:
 What would you do if you won a million pounds?
(we don’t really expect this to happen)
 I don’t really want to go to their party, but I probably will go. They’d
be offended if I didn’t go.
 Sarah has decided not to apply for the job. She isn’t really qualified
for it, so she probably wouldn’t get it if she applied.
B. We do not normally use would in the if-part of these sentence:
 I’d be very frightened if somebody pointed a gun at me. (not ‘if
somebody would point’)
 If I didn’t go to their party, they’d be offended. (not ‘If I wouldn’t
go’)
But it is possible to say ‘if. . . would’ when you ask somebody to do
something:
 (from a formal letter) I would be grateful if you would send me
your brochure as soon as possible.
 ‘Shall I close the door?’ ‘Yes, please, if you would.’

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Lecture Notes : STT Ibnu Sina 2014

C. In the other part of the sentence (not the if-part) we use would (‘d) /
wouldn’t:
 If you took more exercise, you’d (= you would) probably feel
healthier.
 Would you mind if I used your phone?
 I’m not tired enough to go to bed yet. I wouldn’t sleep (if I went to
bed now).
Could and might are also possible:
 If you took more exercise, you might feel healthier. (=it is possible
that you would feel healthier)
 If it stopped raining, we could go out. (=we would be able to go
out)
D. Do not use when in sentences like those on this page:
 They would be offended if we didn’t accept their invitation. (not
‘when we didn’t’)
 What would you do if you were bitten by snake? (not ‘when you
were bitten’)
EXERCISE
A. Put the verb into the correct form.
1 They would be rather offended if I didn’t go to see them. (not/go)
2 If you took more exercise, you would feel better. (feel)
3 If I was offered the job, I think I . . . . . . . . . . . . . . . . . . . . . . . . . it
(take)
4 I’m sure Amy will lend you the money. I’d better very surprised if she .
. . . . . . . . . . . . . . . . . . . . . . . . (refuse)
5 If I sold my car, I . . . . . . . . . . . . . . . . . . . . much money for it. (not/get)
6 A lot of people would be out of work if the factory . . . . . . . . . . . . . . . . .
. . . . . . . . (close down)
7 What would happen if I . . . . . . . . . . . . . . . . . . that red button? (press)
8 Liz gave me this ring. She . . . . . . . . .. . . . . . very upset if I lost it. (be)
9 Mark and Carol are expecting us. They would be disappointed if we . .
. . . . . . . . . . . . . . . . . . . . . . . (not/come)

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10 Would Tim mind if I . . . . . . . . . . . . . . . . . . . . . . . . . his bicycle without


asking him? (borrow)
11 If somebody . . . . . . . . . . . . . . . . . . . . . . . . . in here with a gun, I’d be
very frightened. (walk)
12 I’m sure Sue . . . . . . . . . . . . . . . . . . . . . . . . . if you explained the
situation to her. (understand)
B. You ask a friend questions. Use what would you do if. . .?
1 (May be one day your friend will win a lot of money.)
What would you do if you won a lot of money?
2 (Your friend’s car has never been stolen but perhaps one day it will
be.)
........................................................
(Perhaps one day your friend will lose his/her passport.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
3 (There has never been a fire in the building.)
........................................................
C. Answer the questions in the way shown.
1 A: Shall we catch the 10.30 train?
B: No. (arrive / too early) If we caught the 10.30 train, we’d arrive
too early.
2 A: Is Ken going to take the examination?
B: No. (fail) If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A: Why don’t we stay at hotel?
B: No. (cost too much money) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A: Is Sally going to apply for the job?
B: No. (not / get it) If . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .
3 A: Let’s tell them the truth.
B: No. (not / believe us) If . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .
4 A: why don’t we invite Bill to the party?
B: No. (have to invite his friend too)
........................................................

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D. Use your own ideas to complete these sentences.


1 If you took more exercise, you’d feel better.
2 I’d feel very angry if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 If I didn’t go to work tomorrow, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Would you go to the party if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 If you bought some new clothes, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Would you mind if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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PERTEMUAN 10

WORLDS APART
As we enter the age of global electronic communication, more than half
the world’s population has no access even to the “Plain Old Telephone
Services” (POTS) that is the basis of the new information networks. Global
division between the “information rich” and the “information poor” is now
more sharply defined than ever.
Three kinds of barrier deny the majority of the world access to the new
information sources.
Economic factors are the most important. Many people live and work in
places lacking the necessary communications to make links with other users.
It can take three days to place an international call from India to Bangladesh,
and even then, the connection is often not good enough for the computer
communications.
Of the technical barriers, by far the most excluding is language: most of
the world cannot use computer communications in their own language.
Finally, there are political question, which centre on access to affective
education and training to enable people to use the technology…in particular,
the notion that computer technology has a greater bias towards men. As one
commentator summarized the situation:
“To make the most of the information age, you need to be male, speak
English and live in an industrialized country.”
Seventeen of the world’s fastest-growing phone networks are African. At
the same time, thirty-five of the world’s forty-nine countries with the last
developed communications systems are also on the African continent.
Although the number of subscriber lines installed over the past ten years has
been the second highest in the world as a region, Africa also holds the global
record for the fastest-growing population. Demand is well ahead of supply
and the number of those waiting for connection is growing by 7% per year.
What is the relationship between “teledensity” (the number of telephone
lines per 100 inhabitants) and wealth? The chart beneath plots GDP (Gross

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Domestic Product) per capita against teledensity for the 105 countries
recently surveyed by the International Telecommunications Union (ITU).
Each square represents a country and the overwhelming concentration in
the bottom left-hand corner represents the very low teledensity in the poorer
countries. Economists think that it should be relatively easy to increase
teledensity for low-income countries. According to the ITU, this fact suggest
that: “telecoms investment brings higher social and economic rewards in low-
income countries than in high-income ones, at least in terms of benefits per
extra dollar spent.”
The message is clear: investing in low-income countries in Africa, Asia
and China offers the prospect of creating markets for the future.
But are the investors listening?

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A. What do these words mean in Indonesian? Use a dictionary to check.


barrier
benefits
bias
continent
Demand
competitors
demand
deny
division
investment
lacking
majority
necessary
notion
overwhelming
region
square
subscriber
towards
Wealth

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PERTEMUAN 11
INTERNET
Created 25 years ago as a nuclear-attackproof American military
communications network, the Internet”s growth-rate is starting to rival that of
bacteria. Connecting 42,000 computer networks sprawled across 90
countries; the Net had about 32 million users at the beginning of 1995, with
one million more people becoming “netizens” every month. Now two recent
developments will cause Internet’s popularity to skyrocket, bringing with it a
host of thorny social and legal problems.
The changes ahead stem primarily from two groundbreaking Internet
innovations: the World Wide Web (WWW) and software called Mosaic. The
“Web,” as it is known, turns disparate fragments of data into “hypertext,”
which is similar to touching a footnote in a book and seeing the page
magically blossom with the referenced material. When a Web-user selects a
highlighted word on a screen, hypertext quickly connects the computer
directly to the proper information source … no matter where in the world it
resides.
Mosaic software allows people to transform the Internet’s prosaic text-
only world into colourful potographs, artwork, sound and video. Web “surfers”
can see vivid pictures from the Louvre, view the latest Hubble telescope
phoos from NASA, download sound-bittes of music, even watch movie clips
from the lates Hollywood blockbuster or go shopping in a virtual mall. We-
browsing softwareis doing for the Internet what Macintosh and Windows did
for persnal computing … making it easier, lively and fun for ordnary users.
Thousands of schools, libraries, business and ordinary indivisuals are
making off territory in cyberspace. In 1995, MCI (one of the three major long-
distance carriers in the US whose telephone networks already easy-to-install
software, a Web browser, a virtaul shopping-center and a business
consulting service.
But there are likely to be a few problems. Internet’s success will force
Society to confront traditional notions of free speech and intellectual property
rights. What will happen to “community standads” when almost anyone with a

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computer and a modem can become a self-publisher with global distribution?


Unscrupulous dealers in pornographic material have already used Internet,
while there are also likely to be problems with data security and a boom in
computer crime. As the Net opens its doors, the real world will come rushing
in.
A. Language Development
A. What do these words mean in Indonesian? Use a dictionary to check.

No. English Indonesian


a nuclear-attackproof
network
growth-rate
rival
sprawl
netizens
recent developments
skyrocket
host
thorny
ahead
stem
primarily
groundbreaking
innovations
software
disparate fragments
hypertext
footnote
magically blossom
referenced material
highlight
screen

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proper information source


resides
transform
Internet’s prosaic text-only
world
Artwork
Surfers
vivid pictures
download sound-bittes of music
virtual mall
Web-browsing softwares
lively and fun
ordnary users.
making off territory
cyberspace
long-distance carriers
confront
notions
intellectual property rights
community standard
modem
distribution
unscrupulous dealers
computer crime
rushing in

Phrasal verbs (get up / break down / fill in etc.)


B. We often use verbs with the following words:

in on up away round about over by


out off down back through along forward

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So you can say put out / get on / take off / run away etc. these verbs
are phrasal verbs.
We often use out/off/up etc. with verbs of movement. For example:
get on
drive off  The bus was full. We couldn’t get on.
come back  A woman got into the car and drove off.
turn round
 Sally is leaving tomorrow and coming back on
Saturday.
 When I touched him on the shoulder, he turned
round.
But often the second word (out/off/up etc.) gives a special meaning to
the verb. For examples:
 Sorry I’m late. The car broke down.(= the engine
stop working)
break down  Look out! There’s a car coming. (= be careful)
look out
take off  It was my first flight. I was nervous as the plane
took off. (= went into the air)
get up
get on  I was tired this morning. I couldn’t get up. (= get out
get by of bed)
 How was the exam? How did you get on? (= how
did you do?)
 My French isn’t very good but it’s enough to get by.
(= to manage)
C. Sometimes a phrasal verb is followed by a preposition. For example:

phrasal verb preposition


run away from  Why did you run away from me?
keep up with
look forward to  You’re walking too fast. I can’t keep up
cut down on
with you.
 Are you looking forward to your holiday?
 Jack is trying to cut down on smoking. (=
reduce smoking)
D. Sometimes a phrasal verb has an object. Usually there are two possible
positions for the object. You can say:

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Object object

I turned off the light. or I turned the light off.


If the object is a pronoun (it/them/me/him etc.), only one position is
possible:
I turned it off. (not ‘I turned off it’)
Some more examples:
fill in this form?
fill this form in?
 Could you
but They gave me a form and told me to fill it in. (not ‘fill in it’)

breaking down the door.


 The police got into the house by breaking the door down.

but The door wasn’t locked. Why did the police break it down? (not
‘break down throw
it’) away these newspapers.
throw these newspapers away.
 I think I’ll
but Do you want these newspapers or shall I throw them away? (not
‘throw away them’)
wake up the baby.
wake the baby up.
 Don’t
but The baby is asleep. Don’t wake her up. (not ‘wake up her’)
EXERCISE
A. Complete the sentences using one of these phrasal verbs (in the correct
form):
break down drop out (= stop taking part in
something)
clear up (= become brighter-for weather) move in (= start living
in a house etc.)
close down (= go out of business) show off (= show how clever you
are)
doze off (= fall asleep) turn up (= appear/arrive)
1 Sorry I’m late. The car broke down on the way here.

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2 I arranged to meet Jane after work last night but she didn’t . . . . . . . . .
3 ‘We’ve bought a new house.’ ‘Oh, have you? When are you. .. . . . . ?’
4 There used to be a shop at the end of the street but it . . . .. . .a year
ago.
5 I ran in a marathon last week but I wasn’t fit enough. I . . . . . . . . . . . . .
. . . . . . . . . after 15 kilometers.
6 We all know how wonderful you are. There’s no need to .. . . . . . . . . .
7 I was very tired. I sat in an armchair and . . .. . . . . . . . . . . . . . . . . . .
8 The weather is horrible at the moment, isn’t it? I hope it . . . . . . . . .
.later.
B. Complete the sentences using a word from list A and a word from list B.
you need to use some words more than once.
A: away back forward on out up B: at of to
with
1 You’re walking too fast. I can’t keep up with you.
2 My holidays are nearly over. Next week I’ll be . . . . . . . . . . . . . . . work.
3 We’ve nearly run . . . . . . . . . . . . . . . . . . . . . . . money. We’ve got very
little left.
4 Martin isn’t very happy in his job because he doesn’t get . . . . . . . . . . .
. . his boss.
5 I love to took . . . . . . . . . . . . . . . . . . . . . . . the stars in the sky at night.
6 Are you looking . . . . . . . . . . . . . . . . . . . . . . . the party next week?
7 There was a bank robbery last week. The robbers got . . . . . . .
₤30,000.
C. Complete the sentences using one of these verbs (in the correct form) +
it/them/her/you:
cross out give away make up turn down (= refuse)
fill in give back show round see off (= see somebody
leave)
1 They gave me a form and told me to fill it in.
2 If you make a mistake on the form, just . . . . . . . . . . . . . . . . . . . . . . . . .
3 The story she told you wasn’t true. She . . .. . . . . . . . . . . . . . . . . . . . .

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4 I don’t like people who borrow things and don’t . . .. . . . . . . . . . . . .


5 Katy is going to Australia tomorrow. I’m going to the airport to . .. . . . . .
6 I had a lot of books that I didn’t want to keep, so I . . . . . . . . . . . . . . . .
to a friend.
7 Would you like to see the factory? Would you like me to .. . . . . . . . . ..
8 Sue was offered a job as a translator but she . . . . . . . . . . . . . . . . . . . .
D. Complete the sentences. Use the word in brackets (away/up etc.) with
one of the following:
that box your cigarette a jacket the television a word it it it
them him

1 Don’t throw away that box (or that box away). I want to keep it
(away)
2 ‘Do you want this box?’ ‘No, you can throw it away ‘ (away)
3 Shhh! The children are asleep. Don’t wake . . . . . . . . . . . . . . . . . . (up)
4 We can turn . . . . . . . . . . . . . . . . . . . . . . . . . . . Nobody is watching it.
(off)
5 Tom got very angry and started shouting. I tried to calm . . . . . . . . . . . .
. . (down)
6 I tried . . . . . . . . . . . . . . . . . . . . . . . . . . in the shop but I didn’t buy it.
(on)
7 Please put . . . . . . . . . . . . . . . . . . . . . . . . . . . this is no-smoking area.
(out)
8 It was only a small fire. I was able to put . . . . . . . . . . . . . . . . . . quiet
easily. (out)
9 You can look . . . . . . . . . . . . . . . . . . . . . . . . . . in a dictionary if you
don’t know what it means. (up)
10 You’re doing very well. Keep . . . . . . . . . . . . . . . . . . . . . . . . . . ! (up)

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PERTEMUAN 12
Business Correspondence
(Letter Writing)

I. Meaning of Business Correspondence


Communication through exchange of letters is known as correspondence.
We communicate our feelings, thoughts etc. to our friends and relatives
through letters that may be called personal correspondence. A
Businessman also writes and receives letters in his day to-day
transactions, which may be called business correspondence. Business
correspondence or business letter is a written communication between two
parties. Businessmen may write letters to supplier of goods and also
receive letters from the suppliers. Customers may write letters to
businessmen seeking information about availability of goods, price, quality,
sample etc. or place order for purchase of goods. Thus, business letters
may be defined as a media or means through which views are expressed
and ideas or information is communicated in writing in the process of
business activities.
II. Part of a Business Letter
Different parts of a business letter-
1). Heading 2). Date 3). Reference 4). Inside Address 5). Subject 6).
Salutation 7). Body of the letter 8). Complimentary close 9). Signature 10).
Enclosures 11). Copy Circulation 12). Post Script
The essential parts of a business letter are as follows:
1. Heading -The heading of a business letter usually contains the name and
postal address of the business, E-mail address, Web-site address,
Telephone Number, Fax Number, Trade Mark or logo of the business (if
any)
2. Date - The date is normally written on the right hand side corner after the
heading as the day, month and years. Some examples are 28th Feb.,
2003 or Feb. 28, 2003.

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3. Reference- It indicates letter number and the department from where the
letter is being sent and the year. It helps in future reference. This
reference number is given on the left hand corner after the heading. For
example, we can write reference number as AB/FADept./2003/27.
4. Inside address - This includes the name and full address of the person or
the firm to whom the letter is to be sent. This is written on the left hand
side of the sheet below the reference number. Letters should be
addressed to the responsible head e.g., the Secretary, the Principal, the
Chairman, the Manager etc. Example:

M/S Bharat Fans The Chief Manager,


Bharat Complex State Bank of India
Hyderabad Industrial Utkal University Campus
Complex Bhubaneswar,
Hyderabad Orissa- 751007
Andhra Pradesh - 500032

5. Subject - It is a statement in brief, that indicates the matter to which the


letter relates. It attracts the attention of the receiver immediately and
helps him to know quickly what the letter is about. For example,
Subject: Your order No. C317/8 dated 12th March 2003.
Subject: Enquiry about Samsung television
Subject: Fire Insurance policy
6. Salutation - This is placed below the inside address. It is usually followed
by a comma (,). Various forms of salutation are:
Sir/Madam: For official and formal correspondence
Dear Sir/Madam: For addressing an individual
Dear Sirs/Dear Madam: For addressing a firm or company.
7. Body of the letter- This comes after salutation. This is the main part of the
letter and it contains the actual message of the sender. It is divided into
three parts.

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(a) Opening part - It is the introductory part of the letter. In this part,
attention of the reader should be drawn to the previous
correspondence, if any. For example with reference to your letter no.
326 dated. 12th March 2003, I would like to draw your attention
towards the new brand of television.
(b) Main part - This part usually contains the subject matter of the letter. It
should be precise and written in clear words.
(c) Concluding Part - It contains a statement the of sender’s intentions,
hopes or expectations concerning the next step to be taken. Further,
the sender should always look forward to getting a positive response.
At the end, terms like Thanking you, With regards, With warm regards
may be used.
8. Complimentary close - It is merely a polite way of ending a letter. It must
be in accordance with the salutation. For example:
Salutation Complementary close
i. Dear Sir/Dear Madam Yours faithfully
ii. Dear Mr. Raj Yours sincerely
iii. My Dear Akbar Yours very sincerely (express very informal relations.)
9. Signature - It is written in ink, immediately below the complimentary
close. As far as possible, the signature should be legible. The name of
the writer should be typed immediately below the signature. The
designation is given below the typed name. Where no letterhead is in
use, the name of the company too could be included below the
designation of the writer. For example:
Yours faithfully
For M/S Acron
Electricals
(Signature)
JASON

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10. Enclosures - This is required when some documents like cheque, draft,
bills, receipts, lists, invoices etc. are attached with the letter. These
enclosures are listed one by one in serial numbers. For example:
Encl : (i) The list of goods received
(ii) A cheque for Rs. One Thousand dtt. Feb. 27,2003 (Cheque
No........) towards payment for goods supplied
11. Copy circulation - This is required when copies of the letter are also sent
to persons apart of the addressee. It is denoted as C.C. For example,
C.C. i. The Chairman, Electric Supply Corporation
ii. The Director, Electric Supply Corporation
iii. The Secretary, Electric Supply Corporation
12. Post script - This is required when the writer wants to add something,
which is not included in the body of the letter. It is expressed as P.S.
For example,
P.S. - In our offer, we provide two years warranty.

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Format of a Business Letter

Tel. Name of the firm E-mail:


Fax. Postal Address Website:
Ref. Dated:
To
Name and …………………………
Address of the letter to whom letter is sent
Subject:
Salutation,

Opening part

Main part

Concluding Part

Complementary close
Signature
(name)
Designation
Enclosures
CCPS

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PERTEMUAN13

Job Advertisement and Interview

A. Job Advertisement
A job advertisement is a notice to a selected group or the e public,
informing them that there is a job vacancy available. A job advertisement
usually contains such details as the job title, responsibilities and roles of the
successful candidate, and requirements for hopeful candidates. Job adverts
can be found in newspapers, magazines or online.
Purpose
The main purpose of a job advertisement is to attract suitable candidates
for the position. An effective ad reduces the time companies spend
interviewing unsuitable candidates by providing a precise statement of job
requirements. A job advertisement also plays a secondary role by helping to
position the company as a growing organization staffed by quality people.
This can help create awareness and interest from qualified people who might
be attracted to the company for future vacancies.
Types of Advertisement
Job advertisements typically take two forms: display and classified
advertisements. Display advertisements include bold headlines, copy and
photographs or illustrations. They come in various sizes, from small boxes to
full-page or even double-page advertisements. Through size and creativity,
ad designers aim to create impact with display advertisements. Classified
advertisements are much simpler. They feature a subject headline and text
and appear under a job category heading with other advertisements of similar
appearance. Classified ads offer little opportunity for creative treatment or
impact.
Content
A job advertisement has five main elements. Information on the job
opening describes the duties and responsibilities of the position. A candidate
profile outlines the experience, education and other attributes required for the

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job. Company information provides insight into the working environment and
the opportunities for the right candidate. The advertisement should also
describe the salary range and benefits for the successful candidate. Finally,
the advertisement should explain the application process, including how and
where to apply.
Media
Job advertisements appear in different media, including local and
national newspapers, industry magazines and job websites. In newspapers
and magazines, job ads typically appear in a recruitment section, although
advertisements for prestige senior positions might be placed in another
section, such as business or finance, for additional impact. Companies also
use social media such as Facebook and Linkedin to communicate with
potential candidates for current and future vacancies.
B. Job Interview

A job interview is your chance to show an employer what

he or she will get if you’re hired. That is why it is essential to

be well prepared for the job interview. There exist five basic

types of interviews:

A job interview is your chance to show an employer what he or she will

get if you’re hired. That is why it is essential to be well prepared for the job

interview. There exist five basic types of interviews:

The Screening Interview


This is usually an interview with someone in human resources. It may
take place in person or on the telephone. He or she will have a copy of your
resume in hand and will try to verify the information on it. The human
resources representative will want to find out if you meet the minimum
qualifications for the job and, if you do, you will be passed on to the next
step.

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The Selection Interview


The selection interview is the step in the process which makes people
the most anxious. The employer knows you are qualified to do the job. While
you may have the skills to perform the tasks that are required by the job in
question, the employer needs to know if you have the personality necessary
to “fit in.”
The Group Interview
In the group interview, several job candidates are interviewed at once.
The interviewer or interviewers are trying to separate the leaders from the
followers. The interviewer may also be trying to find out if you are a “team
player.” The type of personality the employer is looking for determines the
outcome of this interview. There is nothing more to do than act naturally.
Sample Interview
Interviewer: Good morning, Miss.
Sue Jones: Miss Jones. Good morning.
Interviewer: Miss Jones, yes, right. Hi. Um.now, you’d like to join our team, I
gather. Sue Jones: Yes, I would.
Interviewer: That’s.that’s very good. Er.I’d like to know a little bit about you.
Perhaps you could tell me.. .perhaps we could start.. .if you could tell me a
bit about your education.
Sue Jones: Oh yes, right. Well, I left school at 18 and for the first two years I
went to Gibsons, you might know them, they’re an engineering firm.
Interviewer: Ah, yes, right.
Sue Jones: Um.and after that, I wanted to do a course, so I.I did a one-year
full-time PA course and went back to Gibsons. I was PA to the Export
Director. I stayed there for another two years and.and then moved on to my
present company. Um.that’s Europa Marketing.um.Mr. Adair, the marketing
director, offered me a job because Gibsons had...had worked quite a lot with
Europa Marketing.
Interviewer: Oh, yes, Europa Marketing...yes.
Sue Jones: And I’ve been with them for three years now. um.first with the
Marketing Director and...and now I’m with the Sales Director.
Interviewer: That’s all very interesting, Miss Jones. Urn.I. I’d like to know,
what did you enjoy most at school? What was the course that you enjoyed
most?
Sue Jones: Ah...foreign languages I liked best.
Interviewer: Foreign languages?

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Sue Jones: We did French and German. Yes.


Interviewer: Mhm. And are you quite fluent in those now or.?
Sue Jones: Yes, a bit rusty now, but...um...obviously the more travel I can do
the more I can use my languages and I’d like to learn another language. I’d
like to add Italian as well. Interviewer: Italian?
Sue Jones: Yes.
Interviewer: Very good, very good, that...that might be very useful. Now.. .er..
.tell me a little bit about.. .er.. .the work you’re doing at present.
Sue Jones: Um.well Europa Marketing is a marketing and public.public
relations company.
Interviewer: Yes, I’ve heard of it.
Sue Jones: And they do.they do consultancy work for companies operating
in the UK and European markets. Er.. .our clients come from all over the
world.. .um.. .we deal with some of them by.. .by post, but most of them
come to our offices and at least once during a project. I assist the Sales
Director by arranging these visits, setting up meetings and presentations and
I...I deal with all her correspondence. I’ve not been able to go with her on
any.. .on any of her trips abroad, but I.. .I’ve been to firms in this country,
several times on my own.. .um.. .to make these arrangements.
Interviewer: It sounds as if you’re very happy there, Miss Jones. I’m curious
why you’d like to leave them and join our company?
Sue Jones: Well...um...I know the reputation of Anglo-European and it has a
very good reputation. And I feel that I would have more scope and
opportunity in your company and the work would be more challenging for
me. I might be able to possibly travel and use my languages because at the
moment most of my work is. is rather routine secretarial-type work and I like
the idea of more.. .um... challenges in my life really.
Interviewer: Yes, aha, aha.

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Lecture Notes : STT Ibnu Sina 2014

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Cobuild. 2004. English Grammar. London: HarperCollins Publishers.
Leech, Geoffrey. 1989. An A-Z of English Grammar & Usage. London: An
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MacKenzie Ian. 2003. (2nd Ed). English for Business Studies: A Course for
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University Press
MacKenzie Ian, 1997. English for Business Studies: A Course for Business
Studies and Economics student. United Kingdom. Cambridge University
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Nikolaenko. E.B. 2008. Business English. Tomsk Polytechnic University
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df http://blog.lingoking.com/wp-content/uploads/2010/12/How-to-make-
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ireland/pdf/esol/photodict/new_photodict/m02_lpd_wks_glb_5650_drt.p
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