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!"

Page | 1
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
How are ya? I’m good all right Hi, my name’s John I’m Dave. Nice to meet Take it easy You too.
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 yo

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

What’s going on? Special. Not much Bye

Page | 1
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
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
 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 :
S
i
n
c
e

J
a
n
u
a
r
y

S
i
n
c
e

l
e
f
t
 s
c
h
o
o
l
Since the last ten years = sejak 10 tahun terakhir.

3 W. Stanard Allen, Living English Structure, Longman Group,

London, 1974, p. 79.

 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.

Page | 4
 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.

Page | 5
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 b
It has
b
e
e
n
…
…

T
h
e

Page | 6
 y

h
v
e

b
e
e
n
…
…

W
e

h
a
v
e

b
e
e
n

…
…
Contoh:

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

2. He has never been here since the last ten years.

Page | 7
 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.

Page | 8
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).

Page | 9
 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).

Page | 10
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

Page | 11
Last…… = ……yang lalu in 1982 = pada tahun 1982 Las
Last year = tahun yang lalu dan sebagainya.
…
…
a
g
o

…
…
y
a
n
g

l
a
l
u

2
d
a
y
s

a
g
o

Page | 12
 =

h
a
r
i

y
a
n
g

l
a
l
u
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.

Page | 13
 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. A
li
wa
s
her
e
this
aft

Page | 14
ern
oo
n.
Cat
ata
n:
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

Page | 15
 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.

Page | 16
 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.

Page | 17
 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.

Page | 18
 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.

Page | 19
 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.
4. Minta izin. Contoh:
5. Can I borrow your book?
6. Can I come to your house?
7. Kemungkinan.

Page | 20
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:
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. M
e

Page | 21
 n
a
w
a
r
k
a
n

b
a
n
t
u
a
n
.

C
o
n
t
o
h
:
1. Shall I open the window?
2. Shall I make coffee for you?
3. Janji (perjanjian).

Page | 22
Contoh:
1. You shall have a motorcycle.
2. I shall meet her tomorrow.
2. SHOULD digunakan untuk menyatakan:
1. B
e
n
t
u
k

l
a
m
p
a
u

d
a
r
i

s
h
a
l
l
.

C
o

Page | 23
 n
t
o
h
:
1. When he come to my house I should go
2. I should visit to your house before you came to myt
house.
2. A
n
j
u
r
a
n

–
s
e
b
a
i
k
n
y
a
.

C
o
n
t

Page | 24
 o
h
:
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.

Page | 25
 (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.

Page | 26
1. P
e
r
m
o
h
o
n
a
n

i
z
i
n
.
C
o
n
t
o
h

:
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. P
e
r

Page | 27
m
o
h
o
n
a
n

a
t
a
u

h
a
r
a
p
a
n
.

C
o
n
t
o
h

:
1. May you both the happy.
(Mudah-mudahan anda berdua

Page | 28
 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)

Page | 29
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. Yo
u
mu
st
(or
ha
ve
to)
rea
d
thi
s

Page | 30
 bo
ok.
(A
nd
a
har
us
me
mb
aca
bu
ku
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).

Page | 31
9. OUGHT TO = SHOULD.
1. Adalah kata kerja bantu yang berarti sebaiknya, seyogyanya
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

Page | 32
lampau, tetapi kebiasaan itu kini tidak lagi
dilakukan. Contoh :
1. She
used
to
sing
when
she
was
youn
g.
(Dia
biasa
meny
anyi
ketik
a dia
muda
).
2. He used to cry when he was a child.
(Dia biasa menangis ketika dia masih kecil).
3. She
use
d to
com
e
here
ever
y
wee
k.
(Dia

Page | 33
 bias
a
dati
ng
ke
sini
seti
ap
pek
an)

4 AJ Thomson and AV Martinet, A Practical

English Grammar, second edition, OUP,

London, 1968, p.90.
5 Ingat bahwa ought to = should

Page | 34
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

Page | 35
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

Page | 36
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 :

Page | 37
- provide : menyediakan
- breakthrough : terobosan
- tidier : lebih rapi
- upfront : di depan sekali
- crucial : penting
- switching : pengubah
- sophisticated : canggih
- genuine : asli, dasar
C. R
E
A
D
I
N
G

C
O
M
P
R
E
H
E
N
S
I
O
N

I
d

Page | 38
e
n
t
i
f
y
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.

Page | 39
e. 4
reasons
which
hold
potentia
l 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
DEVELOPME
NT
(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

Page | 40
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

Page | 41
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 ura
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 ditu
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. Akti
f : Does Ahmad write a letter ? Pasif : Is a letter written b
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

Page | 42
: Who is beaten by Ali ? (Siapa
dipukul oleh Ali ?)

Page | 43
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. A
kti
f : Who has beaten Ali ? Pasif : Whi has Ali beate
7. Aktif : Who has Ali beaten ?

Page | 44
Pasif : Who has been beaten by Ali ?

Page | 45
4. P
a
s
t

T
e
n
s
e
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.

Page | 46
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 ?

Page | 47
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. F
u
t
u
r
e

T
e
n
s
e
Contoh :
1. Aktif : Ahmad will write a letter.
Pasif : Ahmad will be written by Ahmad.
2. Aktif : Ahmad will not write a letter.

Page | 48
 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 ?

Page | 49
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 ?

Page | 50
Pasif : What can be done by us ?

Page | 51
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.

Page | 52
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. S
a
y
a

h
e
r
a
n

(
t
e
r
k
e
j
u
t
)

Page | 53
e
l
i
h
a
t

d
i
a
.

w
a
s

s
u
r
p
r
i
s
e
d

t
o

Page | 54
 e
e

h
i
m
.
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).

Page | 55
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.

Page | 56
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

Page | 57
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.

Page | 58
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

Page | 59
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:

Page | 60
Financial Management, which is responsible
for capital requirements, fund control, and
credit, and Ac
Company Structure

Page | 61
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

Page | 62
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

Page | 63
 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 M
SUPERHIGHWAY u
GLOBAL
l INFORMATION
t SOCIETY

i
m
e
d
i
a

M
a
i
i

V
i
r
t
u

Page | 64
a
l

R
e
a
l
i
t
y

T
e
l
e
c
o
m
m
u
t
i
n
g

D
e
s
k
t
o
p

Page | 65
 C
o
n
f
e
r
e
n
c
i
n
g
A
d
GLOBAL INFORMATION
v
INFRASTRUCTURE
a
n
c
e
d

P
a
y
-
P
e
r
-
V
i

Page | 66
e
w

I
n
t
e
r
a
c
t
i
v
e

V
i
d
e
o

H
y
p
e
r
m
e
d
i
a
V

Page | 67
i
d
e
o
-
O
n
-
D
e
m
a
n
d

(
V
O
D
)

E
d
u
t
a
i
n
m
e
n
t

Page | 68
 (
E
d
u
c
a
t
i
o
n

E
n
t
e
r
t
a
i
n
m
e
n
t
)
Telecooperation

Page | 69
 MULTIMEDIA COMMUNICATION

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

Page | 70
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. LANGUAG
E
DEVELOPME
NT
(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

Page | 71
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?

Page | 72
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
s
o
m
e
o
n
e

n
o
b
o
d

Page | 73
y

s
o
m
e
b
o
d
y
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?

Page | 74
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
work
ing
hard,
aren’
t I?

Page | 75
Ban
ding
kan
deng
an
kali
mat
berik
ut
ini:
Cont
oh:
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

Page | 76
Hardly ever : hanpir tidak
By
no
me
an
: sama sekali tidak Few : sedikit
N
o
/
n
o
n
e

n
o
t

a
n
y

C
o
n
t
o
h

Page | 77
 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?

Page | 78
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

Page | 79
 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

Page | 80
 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………………

Page | 81
………………………
.
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?

Page | 82
Exercise 2. Discussion. How do you see your future
profession?
P
l
e
a
s
e

a
n
s
w
e
r

t
h
e

f
o
l
l
o
w
i
n
g

q
u

Page | 83
e
s
t
i
o
n
s
:
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?

Page | 84
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

Page | 85
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

Page | 86
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

Page | 87
occurring
purchasing
pure
separate
threats
unprecedented

Page | 88
 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

Page | 89
 depressing. (etc.)  work.
 I’m not satisfied with my job.
 My job makes me depressed.
(etc.)
The –ing adjective tells you about the job.

The –ed adjective tells you how

somebody feels (about the job).

Compare these examples: Interested

Page | 90
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 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 w
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 . . . . . . . . . . . . .

Page | 91
 . . . . . . . ..
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.

Page | 92
 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?

Page | 93
 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 / exh

annoying / annoyed disgusting / disgusted interesting / inte
boring / bored exciting / excited surprising / surp

Page | 94
 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.

Page | 95
  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

Page | 96
B. Adjective or adverb?

Adjectives (quick/careful etc.) tells us Adverbs (quickly/carefully e

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

C. We also use adverbs before

adjective and other adverbs.
For example:
reasonably

Page | 97
cheap (adverb + adjective) terribly sorry (ad

Page | 98
  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/organize
d/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

Page | 99
 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)

Page |
100
 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
happy/happily nervous(ly) perfect(ly) quick(ly) specia

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

Page |
101
 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

Page |
102
 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’
 H
a
v
e

y
o
u

s
e
e
n

T
o
m

Page |
103
a
t
e
l
y
?

H
a
r
d
l
y
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

Page |
104
 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)

Page |
105
 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

Page |
106
 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 . . . . . . . . . . . . . .
. . . . . . ..

Page |
107
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

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108
 . . . . . . ..
E. Compl
ete
these
senten
ces
with
hardly
+
any/an
ybody/
anythi
ng/any
where/
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 21st 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

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 If looking
they couldforall be “the best”, the
increasingly telecom companies
sophisticated would be happy.facilities,
telecommunications
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. Page |
110
Public administration. Hospitals, universities, schools, emergency services and
similar bodies who find more and more applications in telecommunications to help
them do their work more efficiently and cost-effectively.
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.

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111
 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

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112
Leisure
ordinary
privileged
Residential
sophisticated
switches

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113
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 wat
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
possibility; she is imagining the situation and doesn’t expect to find a wallet
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:

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114
  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. . .
woul
d’ 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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115
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)

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116
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 .

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118
 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
invit
e
Bill
to
the
part
y?
B:
No.
(hav
e to
invit
e his
frien
d
too)
..............................................
..........

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119
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

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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

Page |
122
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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123
 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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124
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

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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

Page |
127
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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128
 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

Page |
129
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:
g turn round
e
t

o
n

d
r
i
v
e

o
f
f

c
o
m
e

b
a
c
k

Page |
130
 The bus off.
was full.  Sally is leaving tomorrow and
We coming back on Saturday.
couldn’t  When I touched him on the shoulder, he
get on. turned round.
 A woman
got into
the car
and
drove
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)
b out take off
r
e get up get on get by
a
k

d
o
w
n
l
o
o
k

Page |
131
 L ’s a car coming. (= be careful)
o  It was my first flight. I was nervous as the plane
o took off. (= went into the air)
k  I was tired this morning. I couldn’t get
o up. (= get out of bed)
u  How was the exam? How did you get
t! on? (= how did you do?)
T  My French isn’t very good but it’s
h enough to get by. (= to manage)
e
r
e
C. Sometimes a phrasal verb is followed by a preposition. For
example:

p w orward cut down

h a
r y
a
s k
a e
l e
p
v
e u
r p
b l
r o
u o
n k

a f

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132
prepositi I can’t keep up with you.
on  Why  Are you looking forward to your holiday?
fro did  Jack is trying to cut down on
m you smoking. (= reduce smoking)
wit run
h to away
on from
me?
 Y
o
u
’
r
e

w
a
l
k
i
n
g

t
o
o

f
a
s
t
.

Page |
133
D. Sometimes a phrasal verb has an object.
Usually there are two possible positions for
the object. You can say:

Page |
134
 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

fill in this form?

t
fill this form in?
u
r
n
e
d

i
t

o
f
f
.

(
n
o
t

‘
I

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135
t
u
r
n
e
d

o
f
f

i
t
’
)

S
o
m
e

m
o
r
e

e
x
a
m
p

Page |
136
 l
e
s
:

 Could you
but They gave me a form and told me to fill it in. (not
‘fill in it’)

 The police breaking down the door.

got into the breaking the door down.
house by

but The door wasn’t locked. Why did the police break
it down? (not
‘break dow throw away these newspapers.
n it’)
throw these
I newspapers away.

t
h
i
n
k

I
’
l
l
but Do you want these newspapers or
shall I throw them away? (not
away
wakethem’)
up the baby.
‘throw
wake the baby up.
 Don’t

Page |
137
 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
d
rop out (= stop taking part in something)
clear up (= become brighter-for weather) move in (= start living
close down (= go out of business)
s
how 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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138
 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 w
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?

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139
 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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140
 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 th

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)

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141
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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P
E Business
R Corresp
T ondence
E (Letter
M Writing)
U
A
N

1
2

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

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 expressed and ideas or information is
communicated in writing in the process of
business activities.
II. P
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t

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f

B
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L
e
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D
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f
e
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r
-
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
Complex Campus 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

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 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.

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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:
Y
o
u
r
s

f
a
i
t
h
f
u
l
l
y

F
o
r

M
/
S

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 c
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o
n

E
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e
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t
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c
a
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s

(
S
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)

J
A
S

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 O
N

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152
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
S
u
b
j
e
c
t
:

S
a
l
u
t

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a
t
i
o
n
,

Opening part

Main part

E
n
c
l
o
s
u
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e
s

C
C
P

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C a
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m s
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t n
a a
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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.

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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

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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.

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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

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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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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/Busi
ness_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_photodic
t/m02_lpd_wks_glb_5650_drt.p df

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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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