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LECTURE NOTES
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Lecture Notes : STT Ibnu Sina 2014
PERTEMUAN 1
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
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PERTEMUAN 2
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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- 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)
3
W. Stanard Allen, Living English Structure, Longman Group, London, 1974, p. 79.
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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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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:
2. Past Tense
5 Past Indefinite Tense /Simple Past Tense
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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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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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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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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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PERTEMUAN 3
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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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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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PERTEMUAN 4
Company Organization
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
as staff position: its holder has no line authority, and is not integrated into the
organized in a single hierarchy, shortly before the first world war, the French
example that the production and marketing department cannot take financial
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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:
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Company Structure
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PERTEMUAN 5
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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.
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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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PERTEMUAN 6
BUSINESS
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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……………………………………
…
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PERTEMUAN 8
BIG BUSINESS
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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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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).
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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.
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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)
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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.).
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.
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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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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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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.
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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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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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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Lecture Notes : STT Ibnu Sina 2014
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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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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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:
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Object object
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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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)
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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:
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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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Lecture Notes : STT Ibnu Sina 2014
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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Lecture Notes : STT Ibnu Sina 2014
Opening part
Main part
Concluding Part
Complementary close
Signature
(name)
Designation
Enclosures
CCPS
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Lecture Notes : STT Ibnu Sina 2014
PERTEMUAN13
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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Lecture Notes : STT Ibnu Sina 2014
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
be well prepared for the job interview. There exist five basic
types of interviews:
get if you’re hired. That is why it is essential to be well prepared for the job
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Lecture Notes : STT Ibnu Sina 2014
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Lecture Notes : STT Ibnu Sina 2014
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Lecture Notes : STT Ibnu Sina 2014
REFERENCES:
Close, RA. 1978. A Reference Grammar for Students of English. Hong Kong:
Commonwealth Printing Press Ltd.
Cobuild. 2004. English Grammar. London: HarperCollins Publishers.
Leech, Geoffrey. 1989. An A-Z of English Grammar & Usage. London: An
International Thomson Publishing Company.
MacKenzie Ian. 2003. (2nd Ed). English for Business Studies: A Course for
Business Studies and Economics student. United Kingdom. Cambridge
University Press
MacKenzie Ian, 1997. English for Business Studies: A Course for Business
Studies and Economics student. United Kingdom. Cambridge University
Press.
Nikolaenko. E.B. 2008. Business English. Tomsk Polytechnic University
Publishing House.
http://www.kuaikuenglish.com/assets/pdf/Business_english_5/business_5D.p
df http://blog.lingoking.com/wp-content/uploads/2010/12/How-to-make-
a-business-phone-call-in-English.pdf
© 2010 Pearson Education. All rights reserved.
www.pearsonlongman.com/dictionaries
http://www.pearsonlongman.com/uk
ireland/pdf/esol/photodict/new_photodict/m02_lpd_wks_glb_5650_drt.p
df
Business Correspondence : http://old.nios.ac.in/Secbuscour/cc14.pdf
http://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/3159/Sampl
e_Letter_of_Application.pdf
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