CHAPTER I
INTRODUCTION
A. Background
The development is the changes towards a more advanced, more mature and more mature.
The development of students is a complex one. This means that many factors that influence it, both innate and environmental factors. Both of which are equally affected.
In this chapter I shall describe some of the concepts of development.
1. Understanding Development
The development is on the individual changes that started at the time of conception and continues throughout life, which continued in a systematic, progressive and continuous both on physical (physical) and psychic (spiritual) it. But keep in mind that not every change in the development Organism.
The changes are not due to development, such as individuals who use drugs.
To clarify the changes as a result of the development.
a. Terakar developments in biological element that occurs in a long period and are general, not related to the event or particular experience. But children's learning experiences also influence the development process in question.
b. The development can be viewed from the side or function sturuktur, or physical and psychological changes. Changes in sturuktur the physical changes associated with both size and shape. Like the change arms, legs, muscles, while the change from the side of the function changes associated with psychic such as changes in the ability to think, remember, an emotional reaction.
c. Developments that are patterned, orderly, predictable. This means that when children develop normally, he would follow certain patterns that have been able to dpperkirakan example, children can sit stelah will crawl and stand and so on.
d. Developments that are unique to each individual. Means that development, but in addition there is no difference kasamaan. Even within a given side there is no single individual with other individuals.
e. That development occurs in stages for a relatively long time. It means that the change in character for a moment, melainkanterjadi in a process that took place on an ongoing basis in a relatively long time.
f. The development is the changes that occur throughout the life of starting from the time of conception to die world. Conception is the creation or marriage duration human seed which later grew into an organism or a fetus as a potential human being known as petus (baby in the womb).
B. Factors Affecting the Development
1. Transcription factors (inheritance)
Derivatives have an important role in the growth and development of children. He was born into this world with different kinds of heritage that comes from their parents or grandparents. Inheritance is the most important among other forms of body, face, skin color, talents, qualities or character and disease.
2. Environmental factors
Environment was instrumental in the growth and development of children. Environment is a caring family and raising children, educating the school, the community where the kids hang out, play and natural circumstances surrounding the climate.
a. Family.
Family, place children in foster care and in exaggerated, influence on growth and development, especially the economic situation of households and the level of the parents in caring for a very large influence on child growth.
b. School.
The school is one of the factors that influence the growth and development of children, especially for intelligence. Children who never went to school will be missed in many ways. The school was instrumental in improving the mindset of 100 school children they can learn a variety of science. Low high school education and helped determine the type of mindset and personality.
c. Community.
Community is the neighborhood children. They also include children's friends outside of school. Condition didesa people or the city where he lived also influenced the development of his soul. Children who are raised in a different city paradigm with village children. Son town to be generally more dynamic and active when compared with rural children who tend to be static and slow.
d. Around Nature.
Natural circumstances surrounding the child lives, also affected the growth and development of children. Natural circumstances surrounding the location where the child resides, in the village or town, the beach or the mountains, remote villages near the town. For example, children prefer the village to the state of quiet or a bit slow, whereas the city wants a crowded situation. The difference is psychosis because influence of different natural conditions between the villages with the city.
CHAPTER II
DEVELOPMENT OF CHILDHOOD TO THE PRE-TEENS
A. Development of Physical Aspects
The study of physical growth has been shown that growing children can be divided into 4 main periods, two periods characterized by rapid growth in two other periods are characterized by slow growth. During the prenatal period and 6 months after birth, rapid growth of body Sagat. At the end of the first to know pascalahirnya life, growth showed a slightly slower tempo and then became stable until the child enters adolescence, or stage kemataga sex life.
Size and body build yag genetically inherited, also affect the growth rate. Children who have a muscular body build biyasanya will grow quickly compared with those who build small or medium body. Children with this big body up, will enter the stage biyasanya teen faster than their peers who have a smaller body build.
Kecilya big person's body is influenced by heredity and also factor the environment factor. Hereditary factors determine how the hormones that regulate the physical growth dikelurka by the anterior lobe of the pituitary gland, a small kelejar located based on the lower brain.
At the time a person is born, he already has the muscle fibers, but is still underdeveloped. After kelahiraya, these fibers will change the size, and composition betuk. Pajag, width, and thickness of this muscle will experience the growth process. Entering adulthood, this muscle has grown five times from the time of birth.
In the development of fat cells there are three kriis period. The first period during the last three months of pre-born life, the second period for two to three years after the birth and kehidupa third period Atara age of eleven to thirteen years.
B. Aspects of language development (talking)
Language development at the beginner level (babies) can be considered a kind of preparation to speak.
a. In the first months, babies cry just smart. In this case a baby's crying is considered as a statement of displeasure.
b. Then he cried in a way that varies according to declared intentions.
c. Next he made a sound (the sounds) that are manifold. but the sounds that do not have a meaning, just to practice breathing.
d. Toward the middle age at first know, he imitates the voices he listens, and then repeated the voice, but not karna he had understood what was said to him.
There are two reasons why the baby is not good at speaking: first, the tools are not perfect speech. Second, to be able to speak, he needs the ability to think is not owned by a baby boy. The ability to speak can be developed through learning and communicating with others mutually.
At first, children learn language patterns is to meet:
1. desire to obtain information about the environment, self, and his friends are seen in children aged 2 and a half - 3 years.
2. Give orders and express his will.
3. Social interactions with others.
4. Expressing opinions and ideas.
A child's language development by Clara and William Stern, the German scientist, is divided into four times, namely: the one-word sentence, the given name, the single sentence and the compound sentences.
C. Development of the Moral Aspect
For simplicity in discussing moral development, need to understand the meaning of that term. Moral behavior is behavior in accordance with the moral code of social groups. "Moral" is derived from the word meaning latinyang procedures, habits and customs. Moral behavior is controlled by moral concepts perilakuyang regulations has become a habit for the members of a culture and a popla determine the expected behavior of all members of the group.
Immoral behavior means behavior that is inconsistent with social expectations. such behavior is not caused by lack of social expectations of acuhan, but disagreement with the social standards or lack of feeling obliged to conform.
Immoral behavior means behavior that is more due to lack of hope acuhan social groups from the deliberate violation of the standard group. Some of the behavior of small children are more immoral than takbermoral pad.
Patterns of Moral Development
According Peaget moral development occurs in two stages. The first stage is called moral realism stage (morality by the limitation ". The second stage is called the autonomy of morality (morality of cooperation or reciprocity)
In this first stage of a child's rate actions as right or wrong based on consequences and not by motivation behind. Moral children follow the rules automatically, without thinking or judging, and tends to regard adults as all-powerful ruling. The most important according to Piaget that the child was considered an act of punishment atu one based not on moral values.
In the second stage of cognitive development of children has been established so that he can consider all possible ways to solve specific problems. Children begin to see problems from different points of view and can consider various factors to solve the problem.
D. GROWTH OF RELIGION
1). Development of Religious Life
In the span of life there are several stages of development. According to Kohnstamm, stage of development of human life is divided into five periods, namely:
1. Age 0 to 3 years, or following on a vital period.
2. Age 3 to 6 years, a period of aesthetic or period of time to try and play.
3. Age 6 - 12 years, a period of intellectual (the school)
4. Age 12 to 21 years, a period of social or youth.
5. Age 21 years and above, or the mature period of physical and psychological maturity one.
Elizabeth B. Hurlock formulating stage of human development more fully as follows:
1. Prenatal period, the time of the conception until birth.
2. Neonatal period, when the birth until the end of the second week.
3. Babies period, end of the second week until the end of the second year.
4. Childhood early, aged 2 - 6 years.
5. Childhood end, aged 6 to 10 or 11 years.
6. Early Puberty (pre adolesence), aged 11 to 13 years
7. Early Adolescent Period, the age of 13 - 17 years. Late adolescence 17 to 21 years.
8. Period Beginning Adult, ages 21 to 40 years.
9. Early Half Baya, age 40 - 60 years.
10. Old Age, age 60 years and above.
E. SOCIAL DEVELOPMENT
According to traditional beliefs some people are born with a social nature and some do not. People who contemplate more myself than with others, or those who are social mind more focused on things outside himself, a 'natural' is indeed so, or because of factors descent. Also, people who oppose the anti-social person.
1). Commencement of Social Behavior
At the time of birth, babies do not like to associate with other people. During their physical needs met, they have no interest in other people. In the first or second vulan since bayai born, they are merely reacting to their environmental stimuli, regardless of whether the stimuli were human origin or object, for example, they can not clearly distinguish between human voices and other sounds.
Socialization in the form of sociable behavior began in the third month, when antaramanusia and bayidapat distinguish objects of their environment and they react differently to them. At the time of their muscles strong enough and coordinated so memunginkan to look the person or thing and follow the movements of people ataubenda, and see the target clearly. Hearing they were developed enough to enable them to know the voice. As a result of these developments, in terms of maturity, they are ready to learn in a society.
2). Reaction To The Deewasa
The reaction is baby's first social of adults because, normally, the adults are baby's first social relationships. At the age of the baby three months, they turned away toward the voice and smiled back at ma smile or cluck. Babies mengeksperesikan joy to the presence of another person with a smile, menyepakkan feet, or wave. Social smile, or smile as a reaction to people who are distinguished from the smile olehrabaan reflexes arising in the baby's cheek or lips, is seen as the beginning of social development.
F. EMOTIONAL DEVELOPMENT
The ability to react emotionally to have existed in newborns. The first symptoms of emotional behavior is common to keterangsangan strong stimulation. Keterangsangan exaggeration is reflected in the many activities in the newborn. However, when the baby is born, the baby did not show a clear reaction can be expressed as a specific emotional state.
Often, before the passage of neonate period, a general in keterangsangan newborns can be divided into a simple reaction impressive about pleasure and displeasure. Unpleasant reactions can be obtained by changing the position abruptly, suddenly made a loud noise, hinder movement of the baby, let the baby wearing a wet diaper, and put something cold on his skin. Such stimuli cause weeping and great activities. In contrast, a pleasant reaction was clear when the baby suckle. Such reactions can also be obtained by waving it, patted it, give warmth, and carried her tenderly. Delight in infants can be seen from an overall relaxation of body, and the pleasant voice of coo and gurgle.
There are variations in terms of frequency, intensity and duration of various emotions, and also the age of appearance. These variations have started looking before the end of infancy and becoming more frequent and more striking with increasing age of the child.
Appearance Characteristic Child Emotion
• Strong emotions
• Emotions often seem
• Emotions are temporary
• reaction reflects the individuality
• Emotional changes strength
• Emotions can be known through behavioral symptoms
G. COGNITIVE DEVELOPMENT
Individual differences in cognitive development of infants has been studied through the use of the scale of the development or infant intelligence tests. It is important to know if a baby develops at a slow rate, normal, or fast. If a baby develops at a slow rate, some form of enrichment is important. But when a baby develops at a more advanced stage, parents may be advised to give the toy a more "difficult" to stimulate their cognitive growth. Mental scale pda and cognitive development of infants include the following measures: Attention to auditory and visual stimulation provided. Manipulation, such as combining objects or shaking a toy that can produce sound.
CHAPTER III
CONCLUSION
The development is the changes towards a more advanced, more mature and more mature. Developments that are unique to each individual. Means that development, but in addition there is no difference kasamaan. Even within a given side there is no single individual with other individuals.
Community is the neighborhood children. They also include children's friends outside of school. Condition didesa people or the city where he lived also influenced the development of his soul. Children who are raised in a different city paradigm with village children.
The study of physical growth has been shown that growing children can be divided into 4 main periods, two periods characterized by rapid growth in two other periods are characterized by slow growth.
There are two reasons why the baby is not good at speaking: first, the tools are not perfect speech. Second, to be able to speak, he needs the ability to think is not owned by a baby boy. The ability to speak can be developed through learning and communicating with others mutually.
Moral behavior is behavior in accordance with the moral code of social groups. "Moral" is derived from the word meaning latinyang procedures, habits and customs. Moral behavior is controlled by moral concepts perilakuyang regulations has become a habit for the members of a culture and a popla determine the expected behavior of all members of the group.
According to traditional beliefs some people are born with a social nature and some do not. People who contemplate more myself than with others, or those who are social mind more focused on things outside himself, a 'natural' is indeed so, or because of factors descent. Also, people who oppose the anti-social person.
The ability to react emotionally to have existed in newborns. The first symptoms of emotional behavior is common to keterangsangan strong stimulation. Keterangsangan exaggeration is reflected in the many activities in the newborn. However, when the baby is born, the baby did not show a clear reaction can be expressed as a specific emotional state.
Individual differences in cognitive development of infants has been studied through the use of the scale of the development or infant intelligence tests. It is important to know if a baby develops at a slow rate, normal, or fast. If a baby develops at a slow rate, some form of enrichment is important. But when a baby develops at a more advanced stage, parents may be advised to give the toy a more "difficult" to stimulate their cognitive growth.
REFERENCES
Djamarah, Syaiful Bahri. 2008. Learning Psychology. PT. Rineka Copyright: Jakarta.
MuhibbinSyah, M.Ed. 2008. Psychology Education With New Approach. PT. Teenagers Rosdakarya: Bandung.
Djiwandono, Sri Esti. 2006. Educational Psychology. PT Grasindo: Jakarta.
Sarwono. S. W. 1999. Adolescent psychology. PT. King Gizfinto Persada: Jakarta.
Tampilkan postingan dengan label bahasa Inggris. Tampilkan semua postingan
Tampilkan postingan dengan label bahasa Inggris. Tampilkan semua postingan
05 November 2009
24 Juli 2008
Sentence
BAB I
PENDAHULUAN
Bahasa memiliki sistem tata bahasa. Dalam tata bahasa ada lima hierarki satuan bahasa.
1. Kalimat. (Sentence)
Kalimat sederhana (simple sentence) terdiri dari beberapa kata yang digabungkan dan mempunyai kaitan antara satu kata dengan kata lainnya dan terdiri dari Subjek dan Predikat (dalam bahasa Inggris ada Subyek and 'Verb'):
Contoh: Nina telah menyelesaikan pekerjaannya.
contoh in English : She has finished her work.
2. Klausa. (Clause)
Terdiri dari beberapa kata yang mempunyai arti. Klausa disebut juga anak kalimat dan tidak bisa berdiri sendiri. Terdiri dari Subjek dan Predikat dan memiliki kata penghubung:
contoh : bahwa dia sudah menikah.
contoh in English : that he has gotten married.
Kedua kalimat diatas tidak bisa berdiri sendiri karena kata penghubung yang membuatnya tidak mempunyai makna yang tuntas
3. Phrasa (Frase)
Terdiri dari beberapa kata yang mengandung arti tertentu. Tidak ada Subjek dan Predikat.
contoh: Buku bagus.
contoh in english : a good book.
4. Kata (Word)
Kata merupakan unsur utama pembentuk phrasa, klausa dan sentence. Terdapat dua unsur utama dalam kata, yairu kata dasar dan kata berimbuhan (akhiran, awalan atau sisipan).
contoh : tangkap (kata), penangkapan (berimbuhan)
contoh in english : teach (word), teacher (has suffix)
5. Morfem (in english Morfem [baca:morfim]
Morfem adalah satuan terkecil dalam kata yang mengandung makna.
contoh, morfem [-lah] dalam "Dialah yang mengambil buku".....mengandung makna pengeras. Dalam bahasa Inggris, contohnya, akhiran [-s] dalam kata books adalah morfem imbuhan karena ia mengandung makna "jamak"
Dan khusus untuk makalah kali ini saya akan coba membahas mengenai yang pertama yakni sentence.
BAB II
SENTENCE (KALIMAT)
A. Pengertian Sentence (Kalimat)
Menurut Ilmu Bahasa, sentence (kalimat) adalah sekumpulan kata yang mempunyai paling sedikit satu subjek dan satu predikat serta mengandung pengertian yang sempurna (lengkap). Sebuah kalimat diawali dengan huruf besar dan diakhiri dengan titik.
Atau didalam wikipedia ada dijelaskan akan tetapi saya tidak mendapati yang berbahasa Indonesia dan hanya mendapati yang berbahasa Inggris. Adapun yang tertulis didalam wikipedia adalah sebagai berikut : In linguistics, a sentence is a grammatical unit of one or more words, bearing minimal syntactic relation to the words that precede or follow it, often preceded and followed in speech by pauses, having one of a small number of characteristic intonation patterns, and typically expressing an independent statement, question, request, command, etc. Sentences are generally characterized in most languages by the presence of a finite verb.
B. Pembagian Kalimat
• Simple Sentence (Kalimat Sederhana) yaitu kalimat yang hanya mengandung satu verb (kata keja) utama yang mencerminkan adanya satu gagasan saja.
• Compound Sentence (Kalimat Majemuk) yaitu kalimat yang mengandung dua verb utama atau lebih yang menggambarkan 2 gagasan atau lebih yang disambungkan dengan kata sambung (conjunctions).
• Complex Sentence (Kalimat Sempurna) yaitu kalimat yang mengandung 1 main clause (kalimat induk) dan 1 atau lebih anak kalimat yang dihubungkan dengan Kata Ganti Penghubung (Relative Pronouns).
• Complex-Compound Sentence (Kalimat Majemuk Sempurna) yaitu kalimat gabungan antara kalimat majemuk dan kalimat sempurna yaitu kalimat yang terdiri dari 1 atau lebih kalimat utama dan 1 atau lebih anak kalimat .
Perhatikan contoh-contoh kalimat berikut ini:
• Jean is in the house (simple sentence)
• It’s starting to rain and I have left my deck-chair outside (Compound Sentence)
• The suspect denied that he had been in the neighborhood (Complex Sentence)
• The man stole the jewelry and he did it in his home until he could safely get out of town. (Complex-Compound Sentence)
1. Simple Sentence
A simple sentence is a sentence structure that contains one independent clause and no dependent clauses.
Examples
• The singer bowed.
This simple sentence has one independent clause which contains one subject, singer, and one predicate, bowed.
• The baby cried.
This simple sentence has one independent clause which contains one subject, baby, and one predicate, cried.
2. Compound sentence (linguistics)
In the English language, a compound sentence is composed of at least two independent clauses. It does not require a dependent clause. The clauses are joined by a coordinating conjunction (with or without a comma), a correlative conjunction (with or without a comma), or a semicolon that functions as a conjunction. A conjunction can be used to make a compound sentence. The use of a comma to separate two independent clauses in a sentence is accepted as part of the English language.
Example: My honey invited me to a cinema, but I do not want to go.
3. Complex sentence
A complex sentence is a sentence with an independent clause and at least one dependent clause (subordinating clause). The dependent clause is introduced by either a subordinate conjunction such as although, or because or a relative pronoun such as who or which.
Examples
• When I saw what you had done, I was sad.
o Independent clause: I was sad
o Dependent clauses: When I saw and what you had done
• Knowing that you hate me makes me sad.
o A complex sentence with a sub-clause functioning as a subject.
o Independent clause: (subject) makes me sad.
o Dependent clause: That you hate me (acting as the subject)
Also when using a verb don't use "ing" endings.
• Some voters want special consideration that accounts for their handicaps.
o This complex sentence's subordinate clause is offset by a relative pronoun rather than by a subordinating conjunction. "That" serves a nominal function and serves as a substitute for the noun "consideration" in the independent clause.
o Independent clause: Some voters want special consideration
o Dependent clause: that accounts for their handicaps (modifies the noun in the independent clause)
4. Complex-compound sentence
In syntax, a sentence with at least two independent clauses and one or more dependent clauses is referred to as a complex-compound sentence. Sometimes also called a compound-complex sentence.
Examples
The cat lived in the backyard, but the dog, who knew he was superior, lived inside the house.
Independent clauses:
• The cat lived in the backyard.
Dependent clause:
• who knew he was superior
Though the movie had been tested on the market, The Last Shadow did not fare well in the United States, but it did develop a huge following in Europe, which usually does not go for this movie genre.
C. Pembagian Kalimat Berdasarkan Fungsi Penggunaannya
• Declarative Sentence (Statement) - yaitu kalimat berita atau pernyataan, yang positif maupun negatif, yang benar atau bohong. Posisi Subjek kalimat sebelum kata kerja kalimat tersebut.
• Interrogative Sentence (Question) - yaitu kalimat pertanyaan. Kalimat ini terbagi lagi menjadi Yes/No Question (Kalimat yang jawabannya yes/no yang diawali dengan Auxiliary), Information Question (Kalimat tanya yang jawabannya memerlukan keterangan dan diawali dengan kata tanya), dan Embedded Questions (Pertanyaan di dalam sebuah pernyataan).
• Exclamatory Sentence (Exclamation) - yaitu kalimat yang menyatakan seruan atau ucapan yang spontan karena heran, kagum, terkejut, sedih, dll.
• Imperative Sentence (Command) - yaitu kalimat perintah yang mencakup kalimat permohonan, doa dan sebagainya.
Perhatikan contoh-contoh kalimatnya berikut ini:
• How many spoons are in that box? (Question - Information Question)
• Are you alone? (Question - Yes/No Question)
• What good boy! (Exclamation)
BAB III
KESIMPULAN
Bahasa memiliki sistem tata bahasa. Dalam tata bahasa ada lima hierarki satuan bahasa.
1. Kalimat. (Sentence)
2. Klausa. (Clause)
3. Phrasa (Frase)
4. Kata (Word)
5. Morfem
Menurut Ilmu Bahasa, sentence (kalimat) adalah sekumpulan kata yang mempunyai paling sedikit satu subjek dan satu predikat serta mengandung pengertian yang sempurna (lengkap). Sebuah kalimat diawali dengan huruf besar dan diakhiri dengan titik.
Sementara pembagian kalimat didalam bahasa Inggris terbagi kepada :
• Simple Sentence (Kalimat Sederhana)
• Compound Sentence (Kalimat Majemuk)
• Complex Sentence (Kalimat Sempurna)
• Complex-Compound Sentence
PENDAHULUAN
Bahasa memiliki sistem tata bahasa. Dalam tata bahasa ada lima hierarki satuan bahasa.
1. Kalimat. (Sentence)
Kalimat sederhana (simple sentence) terdiri dari beberapa kata yang digabungkan dan mempunyai kaitan antara satu kata dengan kata lainnya dan terdiri dari Subjek dan Predikat (dalam bahasa Inggris ada Subyek and 'Verb'):
Contoh: Nina telah menyelesaikan pekerjaannya.
contoh in English : She has finished her work.
2. Klausa. (Clause)
Terdiri dari beberapa kata yang mempunyai arti. Klausa disebut juga anak kalimat dan tidak bisa berdiri sendiri. Terdiri dari Subjek dan Predikat dan memiliki kata penghubung:
contoh : bahwa dia sudah menikah.
contoh in English : that he has gotten married.
Kedua kalimat diatas tidak bisa berdiri sendiri karena kata penghubung yang membuatnya tidak mempunyai makna yang tuntas
3. Phrasa (Frase)
Terdiri dari beberapa kata yang mengandung arti tertentu. Tidak ada Subjek dan Predikat.
contoh: Buku bagus.
contoh in english : a good book.
4. Kata (Word)
Kata merupakan unsur utama pembentuk phrasa, klausa dan sentence. Terdapat dua unsur utama dalam kata, yairu kata dasar dan kata berimbuhan (akhiran, awalan atau sisipan).
contoh : tangkap (kata), penangkapan (berimbuhan)
contoh in english : teach (word), teacher (has suffix)
5. Morfem (in english Morfem [baca:morfim]
Morfem adalah satuan terkecil dalam kata yang mengandung makna.
contoh, morfem [-lah] dalam "Dialah yang mengambil buku".....mengandung makna pengeras. Dalam bahasa Inggris, contohnya, akhiran [-s] dalam kata books adalah morfem imbuhan karena ia mengandung makna "jamak"
Dan khusus untuk makalah kali ini saya akan coba membahas mengenai yang pertama yakni sentence.
BAB II
SENTENCE (KALIMAT)
A. Pengertian Sentence (Kalimat)
Menurut Ilmu Bahasa, sentence (kalimat) adalah sekumpulan kata yang mempunyai paling sedikit satu subjek dan satu predikat serta mengandung pengertian yang sempurna (lengkap). Sebuah kalimat diawali dengan huruf besar dan diakhiri dengan titik.
Atau didalam wikipedia ada dijelaskan akan tetapi saya tidak mendapati yang berbahasa Indonesia dan hanya mendapati yang berbahasa Inggris. Adapun yang tertulis didalam wikipedia adalah sebagai berikut : In linguistics, a sentence is a grammatical unit of one or more words, bearing minimal syntactic relation to the words that precede or follow it, often preceded and followed in speech by pauses, having one of a small number of characteristic intonation patterns, and typically expressing an independent statement, question, request, command, etc. Sentences are generally characterized in most languages by the presence of a finite verb.
B. Pembagian Kalimat
• Simple Sentence (Kalimat Sederhana) yaitu kalimat yang hanya mengandung satu verb (kata keja) utama yang mencerminkan adanya satu gagasan saja.
• Compound Sentence (Kalimat Majemuk) yaitu kalimat yang mengandung dua verb utama atau lebih yang menggambarkan 2 gagasan atau lebih yang disambungkan dengan kata sambung (conjunctions).
• Complex Sentence (Kalimat Sempurna) yaitu kalimat yang mengandung 1 main clause (kalimat induk) dan 1 atau lebih anak kalimat yang dihubungkan dengan Kata Ganti Penghubung (Relative Pronouns).
• Complex-Compound Sentence (Kalimat Majemuk Sempurna) yaitu kalimat gabungan antara kalimat majemuk dan kalimat sempurna yaitu kalimat yang terdiri dari 1 atau lebih kalimat utama dan 1 atau lebih anak kalimat .
Perhatikan contoh-contoh kalimat berikut ini:
• Jean is in the house (simple sentence)
• It’s starting to rain and I have left my deck-chair outside (Compound Sentence)
• The suspect denied that he had been in the neighborhood (Complex Sentence)
• The man stole the jewelry and he did it in his home until he could safely get out of town. (Complex-Compound Sentence)
1. Simple Sentence
A simple sentence is a sentence structure that contains one independent clause and no dependent clauses.
Examples
• The singer bowed.
This simple sentence has one independent clause which contains one subject, singer, and one predicate, bowed.
• The baby cried.
This simple sentence has one independent clause which contains one subject, baby, and one predicate, cried.
2. Compound sentence (linguistics)
In the English language, a compound sentence is composed of at least two independent clauses. It does not require a dependent clause. The clauses are joined by a coordinating conjunction (with or without a comma), a correlative conjunction (with or without a comma), or a semicolon that functions as a conjunction. A conjunction can be used to make a compound sentence. The use of a comma to separate two independent clauses in a sentence is accepted as part of the English language.
Example: My honey invited me to a cinema, but I do not want to go.
3. Complex sentence
A complex sentence is a sentence with an independent clause and at least one dependent clause (subordinating clause). The dependent clause is introduced by either a subordinate conjunction such as although, or because or a relative pronoun such as who or which.
Examples
• When I saw what you had done, I was sad.
o Independent clause: I was sad
o Dependent clauses: When I saw and what you had done
• Knowing that you hate me makes me sad.
o A complex sentence with a sub-clause functioning as a subject.
o Independent clause: (subject) makes me sad.
o Dependent clause: That you hate me (acting as the subject)
Also when using a verb don't use "ing" endings.
• Some voters want special consideration that accounts for their handicaps.
o This complex sentence's subordinate clause is offset by a relative pronoun rather than by a subordinating conjunction. "That" serves a nominal function and serves as a substitute for the noun "consideration" in the independent clause.
o Independent clause: Some voters want special consideration
o Dependent clause: that accounts for their handicaps (modifies the noun in the independent clause)
4. Complex-compound sentence
In syntax, a sentence with at least two independent clauses and one or more dependent clauses is referred to as a complex-compound sentence. Sometimes also called a compound-complex sentence.
Examples
The cat lived in the backyard, but the dog, who knew he was superior, lived inside the house.
Independent clauses:
• The cat lived in the backyard.
Dependent clause:
• who knew he was superior
Though the movie had been tested on the market, The Last Shadow did not fare well in the United States, but it did develop a huge following in Europe, which usually does not go for this movie genre.
C. Pembagian Kalimat Berdasarkan Fungsi Penggunaannya
• Declarative Sentence (Statement) - yaitu kalimat berita atau pernyataan, yang positif maupun negatif, yang benar atau bohong. Posisi Subjek kalimat sebelum kata kerja kalimat tersebut.
• Interrogative Sentence (Question) - yaitu kalimat pertanyaan. Kalimat ini terbagi lagi menjadi Yes/No Question (Kalimat yang jawabannya yes/no yang diawali dengan Auxiliary), Information Question (Kalimat tanya yang jawabannya memerlukan keterangan dan diawali dengan kata tanya), dan Embedded Questions (Pertanyaan di dalam sebuah pernyataan).
• Exclamatory Sentence (Exclamation) - yaitu kalimat yang menyatakan seruan atau ucapan yang spontan karena heran, kagum, terkejut, sedih, dll.
• Imperative Sentence (Command) - yaitu kalimat perintah yang mencakup kalimat permohonan, doa dan sebagainya.
Perhatikan contoh-contoh kalimatnya berikut ini:
• How many spoons are in that box? (Question - Information Question)
• Are you alone? (Question - Yes/No Question)
• What good boy! (Exclamation)
BAB III
KESIMPULAN
Bahasa memiliki sistem tata bahasa. Dalam tata bahasa ada lima hierarki satuan bahasa.
1. Kalimat. (Sentence)
2. Klausa. (Clause)
3. Phrasa (Frase)
4. Kata (Word)
5. Morfem
Menurut Ilmu Bahasa, sentence (kalimat) adalah sekumpulan kata yang mempunyai paling sedikit satu subjek dan satu predikat serta mengandung pengertian yang sempurna (lengkap). Sebuah kalimat diawali dengan huruf besar dan diakhiri dengan titik.
Sementara pembagian kalimat didalam bahasa Inggris terbagi kepada :
• Simple Sentence (Kalimat Sederhana)
• Compound Sentence (Kalimat Majemuk)
• Complex Sentence (Kalimat Sempurna)
• Complex-Compound Sentence
Basic Skill Of English Language
BAB I
PENDAHULUAN
Adanya beberapa masalah yang dihadapi baik oleh guru maupun oleh siswa dalam pembelajaran bahasa Inggris. Secara urnum dalam belajar bahasa Inggris siswa harus menguasai empat keterampilan berbahasa, yaitu: keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing), Namun dalam penelitian ini hanya difokuskan pada masalah yang timbul dalam kegiatan menulis, khususnya dalam membuat kalimat bahasa Inggris sederhana.
Data dari lapangan menunjukkan bahwa kemampuan membuat kalimat bahasa Inggris siswa sangat memprihatinkan atau masih rendah, yaitu nilai rata-rata 4,10 setelah diadakan tes awal kemampuan siswa dalam membuat kalimat bahasa Inggris (t-O).
Rendahnya kemampuan siswa dalam membuat kalimat bahasa Inggris ini tentunya dipengaruhi oleh beberapa hal, antara lain: kurangnya latihan yang diberikan guru, pelaksanaan kegiatan belajar mengajar di kelas kurang bervariasi dan kurangnya tugas yang diberikan oleh guru. Dan pastinya kurangnya kemampuan siswa dalam keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing).
BAB II
BASIC SKILL OF ENGLISH LANGUAGE
Yang dimaksud dengan basic skill of English language adalah : Listening, Reading, Writing dan Speaking.
A. Listening
Kadang - kadang kita tanya sama diri kita sendiri, terus juga sama guru Inggris kita ” Ngapain sih belajar listening?” . Banyak siswa yang merasa listening itu tidak berguna. Wah apa ya gunanya listening , Coba simak saja pentingnya listening berikut ini.
Several years back there was a public service announcement that ran on television. It talked about the importance of good listening skills and the difference between hearing and listening. Hearing is a physical ability while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow you to understand what someone is “talking about”. In 1991 the United States Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) identified five competencies and three foundation skills that are essential for those entering the workforce. Listening skills were among the foundation skills SCANS identified.
How to Listen Well
The following tips will help you listen well. Doing these things will also demonstrate to the speaker that you are paying attention. While you may in fact be able to listen while looking down at the floor, doing so may imply that you are not.
• maintain eye contact;
• don’t interrupt the speaker;
• sit still;
• nod your head;
• lean toward the speaker;
• repeat instructions and ask appropriate questions when the speaker has finished.
A good listener knows that being attentive to what the speaker doesn’t say is as important as being attentive to what he does say. Look for non-verbal cues such as facial expressions and posture to get the full gist of what the speaker is telling you.
B. Reading
Ternyata banyak lho mahasiswa - mahasiswa Indonesia yang saat berhadapan dengan literatur - literatur Berbahasa Inggris jadi pusing tujuh keliling. Dan bias jadi kita adalah salah satunya. Walaupun sudah belajar Bahasa Inggris sejak SMP, namun tetap saja kalau sudah berhadapan dengan berbagai literatur dalam Bahasa Inggris , jadi pusing. Kalau sudah begini jadi pingin bisa membaca dalam Bahasa Inggris dengan baik. Gimana caranya ? ada cara - cara fun untuk pelan - pelan meningkatkan kemampuan membaca Bahasa Inggris kita.
Make a habit of reading regularly. Read as many English books, newspapers and magazines as you can find. Again this should be fun so make sure the texts you choose are not too too difficult for you. If the book or article you are reading is difficult, then find something easier.
Find an author that you like and read all their books. By doing this you will get used to the style of a particular author and the typical vocabulary and grammar they use. As you read more of his/her books you will find it easier and easier.
If you have a local library find out if they stock English books or if they have bilingual editions of English classics. Or ask them to stock English translations of books you are already familiar with.
Try reading things more than once. Read something and then read it again a few weeks/months later. You should find your understanding has improved.
Don’t try to read “the classics”. Save them for later, start with contemporary short stories. And don’t forget, there are loads of excellent comics out there too.
Learning Tip - don’t try to understand every word. Try to understand the overall meaning of a sentence or passage.
Learning Tip - don’t translate - only use a dictionary if a word keeps appearing in a text and you still don’t understand it.
C. Writing
Kita semua pasti pada kenal sama J.K. Rowling ?.Ya, dia adalah nggak lain dan nggak bukan, penulis novel Harry Potter yang dahsyat bangat. Jika ingin menjadi seperti J.K. Rowling mari kita menulis, tapi, mungkin susah kalau langsung disuruh nulis novel, makanya pertama-tama coba kita tulis cerita pendek dulu. Ada tips tentang cara - cara nulis short story yang asyik.
Writing short stories allows the writer to experiment and find himself. Beginners very rarely have their natural voice when they begin writing. By learning about themselves, through writing many separate pieces, they find those styles, points-of-view, viewpoints, and language that are more natural to them. Commonly, beginners try to write like those authors they admire or authors who have written books similar to the kind they hope to write. Often this style may not be the one best suited to the particular writer. It is also common to see beginners change styles WITHIN books.
1. Burn Off the Autobiographical Urge
A common failing with beginning writers is that they write too close to themselves, producing autobiographical or near-autobiographical work. Though some great autobiographical novels have been written, most creative writing teachers are well aware that the autobiographical urge needs to be spent before the beginner learns that good writing needs to be generalisable. The writing of many short stories usually burns off this rarely desirable tendency and should some of the material be noticeably special it is still available as the basis for a longer work.
2. Variety of Experience
If students are writing a single novel, perhaps two in their first year, though this would be rare, they can, at the most, explore writing in two genres. If, on the other hand, students are writing, say, one short story a week they can try many many genres, styles, viewpoints; they can explore the terse hard-boiled Ford/Hemingway approach, the lyrical styles of Laurie Lee or Dylan Thomas, John Irving, and many points in between. This is not the case if they are writing novels.
3. Beginners Get Used to Completing Tasks.
One major advantage of writing short stories to begin with is that the one or two thousand word task seems less intimidating than the novel and far more achieveable.
4. Quicker, Better Feedback.
It is easier to get proper feedback on a short story because it is a complete entity. Thus, by writing many shorts the student gets repeated feedback and learns more quickly about his strengths and weaknesses.
5. Easily Focussed Teaching/Learning.
A sympathetic teacher can design short story tasks to develop those areas seen as weakest. This is virtually impossible if the student is writing a novel.
6. More Meaningful Cross-criticism
Students writing short stories can be encouraged to exchange works and learn by cross-reviewing each other’s work. Though this can be done with novel extracts, the story, by being complete, being finite, is more easy to judge. Further, where same-subject shorts are being exchanged, it is easier and clearer to understand how different approaches to the same intial subject alter the final work. With differently-titled novels, approach may well be obscured by subject matter.
7. Comparison and Identifying Voice and Style
In classes, getting students to produce shorts has the advantage of compare and contrast. This is obviously less easy with novels on often vastly different subjects. By creating a single subject task, the teacher has the advantage that all students are working in roughly the same area, and, since the initial subject matter is the same, s/he is more easily able to note the student’s individual characteristic set against a constant.<
8. Discipline
The discipline of the short story, the need to say as much as possible in a few words as possible is an excellent teacher. The ability to paint briefly is not wasted but makes the eventual novelist a better one. John Gardner was very keen to emphasise the usefulness of small focussed exercises in which the student could concentrate on selected areas of his art. Teachers can shape and point far easier when the target is an exercise or short story
9. Less Waste, More Material
A wasted novel is for most beginners a wasted year. A wasted short story is typically a few days or a week. Though it is true that theoretically a student could write 52 consecutive wasted short stories, experience tells us otherwise, since, after every story, finite, complete, the student has usually learned something. In the case of the novel the student does not learn much until he has completed his long and arduous task and submits.
10. Nothing Wasted
Novels are rarely honed down to short stories. The reverse is not true. Short stories have been made into novellas, short stories made into novels, and short stories have been made into films.
11. Short stories contain all the major elements of good writing.
Beginning, middle and end, dialogue, characterisation, conflict and change. It is easier to teach for example, the idea of premise/theme on a single short than on a novel. A student can be asked to write a 2,000 word short illustrating a proverb without ever referring to it or proving a statement such as “All men are pigs”. It hardly needs saying that a teacher cannot realistically ask students to produce a novel to do the same.
D. Speaking
Tentunya ketika orang belajar Bahasa Inggris mereka berharap akan dapat menggunakan bahasa itu untuk dapat berkomunikasi dengan orang lain, mengungkapan maksud mereka, memahami serta dipahami oleh orang lain dalam bahasa tersebut. Namun, sungguh sayang, faktanya ketika seorang pelajar di Indonesia yang sudah belajar Bahasa Inggris selama minimal 6 tahun (3 tahun di SMP, 3 tahun di SMA), masih banyak sekali yang tidak bisa berbicara dengan lancar. Jangankan dengan lancar, mengucapkan kata - katanya saja susahnya bukan main. Ada apa sebenarnya dengan pembelajaran Bahasa Inggris di sekolah - sekolah kita ? Siapa yang salah ? Gurunya yang tidak bisa mengajar atau muridnya yang malas belajar?
Bukan tujuan dari makalah ini untuk mengetahui apa penyebab pasti hal tersebut terjadi. makalah ini lebih ingin membagikan tips bagi para siswa, untuk merubah cara belajar mereka dalam Bahasa Inggris. Kalau selama ini para siswa belajar Bahasa Inggris secara pasif, tulisan ini ingin mengajak semua pelajar untuk secara lebih aktif mengambil peran dalam pembelajaran.
Cara - cara ini bisa dipakai untuk setidaknya untuk bisa belajar Bahasa Inggris secara lebih aktif baik di sekolah maupun luar sekolah.
1. Ingatkan Bapak / Ibu Guru untuk secara dominan menggunakan Bahasa Inggris dalam mengajar!
2. Sering - seringlah mendengar lagu - lagu dalam Bahasa Inggris. Catak liriknya dan cari tahu arti dan cara pengucapannya di kamus. Apabila masih kurang jelas tanyakan pada Bapak / Ibu guru di sekolah.
3. Usahakan melihat acara - acara di TV atau mendengar siaran radio yang berbahasa Inggris! Mungkin pertama kalian akan menemukan banyak kesulitan namun lama kelamaan akan terbiasa. Catat kata - kata baru yang kalian dengar dan cari penggunaanya di dalam kamus.
4. Kalau kalian melihat Film dalam Bahasa Inggris, jangan terus tergantung pada terjemahan yang ada! Coba gunakan kemampuan kalian sendiri untuk mendengar dan memahami ucapan - ucapan yang kalian dengar!
5. Selalu ulang terus kata - kata yang kalian temukan! Kalau kata baru yang kalian temukan tidak dipakai lama - kelamaan akan hilang!
6. Coba gunakan Bahasa Inggris dengan teman - teman kalian, dengan guru, atau kalau mungkin dengan orang tua kalian dalam percakapan sehari - hari! Jangan takut salah, bahkan orang - orang native speaker pun juga kadang - kadang salah. Yang penting terus coba dan coba!
7. Akhirnya, No practice no progress! Practice makes Perfect! Jadi berlatih terus dan jangan malu!
BAB III
KESIMPULAN
1. Yang dimaksud dengan basic skill of English language adalah : Listening, Speaking, Reading dan Writing.
2. Adanya beberapa masalah yang dihadapi baik oleh guru maupun oleh siswa dalam pembelajaran bahasa Inggris. Secara urnum dalam belajar bahasa Inggris siswa harus menguasai empat keterampilan berbahasa, yaitu: keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing).
3. Tips to listen will maintain eye contact;
• don’t interrupt the speaker;
• sit still;
• nod your head;
• lean toward the speaker;
• repeat instructions and ask appropriate questions when the speaker has finished.
3. Kita semua pasti pada kenal sama J.K. Rowling ?.Ya, dia adalah nggak lain dan nggak bukan, penulis novel Harry Potter yang dahsyat bangat. Jika ingin menjadi seperti J.K. Rowling mari kita menulis.
4. Tips tentang cara - cara nulis short story yang asyik.
a. Burn Off the Autobiographical Urge
b. Variety of Experience
c. Beginners Get Used to Completing Tasks.
d. Quicker, Better Feedback.
e. Easily Focussed Teaching/Learning.
f. More Meaningful Cross-criticism
g. Comparison and Identifying Voice and Style
h. Discipline
i. Less Waste, More Material
j. Nothing Wasted
k. Short stories contain all the major elements of good writing.
5. Cara - cara ini bisa dipakai untuk setidaknya untuk bisa belajar Bahasa Inggris secara lebih aktif baik di sekolah maupun luar sekolah.
a. . Ingatkan Bapak / Ibu Guru untuk berbahasa Inggris dalam mengajar!
b. Sering - seringlah mendengar lagu - lagu dalam Bahasa Inggris.
c. Usahakan melihat acara - acara di TV atau mendengar siaran radio yang berbahasa Inggris!
d. Kalau kalian melihat Film dalam Bahasa Inggris, jangan terus tergantung pada terjemahan yang ada!
e. Selalu ulang terus kata - kata yang kita temukan
f. Coba gunakan Bahasa Inggris
g. Akhirnya, No practice no progress! Practice makes Perfect!
DAFTAR REFERENSI
http://pakguruonline.pendidikan.net/Peningkatan%20Kemampuan%20Membuat%20Kalimat%20Bahasa%20Inggris.RTF
http://francisxavier.blog2.plasa.com/2008/05/13/pengin-jadi-kayak-jk-rowling-makanya-nulis/
http://francisxavier.blog2.plasa.com/2008/04/29/improve-your-reading-skills/
http://francisxavier.blog2.plasa.com/2008/05/10/listening-skill-buat-apa-sich/
http://www.uny.ac.id/akademik/sharefile/files/06062007134630_ELCR.doc
http://lcc-ptc.blogspot.com/2008/05/meningkatkan-kemampuan-membaca.html
PENDAHULUAN
Adanya beberapa masalah yang dihadapi baik oleh guru maupun oleh siswa dalam pembelajaran bahasa Inggris. Secara urnum dalam belajar bahasa Inggris siswa harus menguasai empat keterampilan berbahasa, yaitu: keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing), Namun dalam penelitian ini hanya difokuskan pada masalah yang timbul dalam kegiatan menulis, khususnya dalam membuat kalimat bahasa Inggris sederhana.
Data dari lapangan menunjukkan bahwa kemampuan membuat kalimat bahasa Inggris siswa sangat memprihatinkan atau masih rendah, yaitu nilai rata-rata 4,10 setelah diadakan tes awal kemampuan siswa dalam membuat kalimat bahasa Inggris (t-O).
Rendahnya kemampuan siswa dalam membuat kalimat bahasa Inggris ini tentunya dipengaruhi oleh beberapa hal, antara lain: kurangnya latihan yang diberikan guru, pelaksanaan kegiatan belajar mengajar di kelas kurang bervariasi dan kurangnya tugas yang diberikan oleh guru. Dan pastinya kurangnya kemampuan siswa dalam keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing).
BAB II
BASIC SKILL OF ENGLISH LANGUAGE
Yang dimaksud dengan basic skill of English language adalah : Listening, Reading, Writing dan Speaking.
A. Listening
Kadang - kadang kita tanya sama diri kita sendiri, terus juga sama guru Inggris kita ” Ngapain sih belajar listening?” . Banyak siswa yang merasa listening itu tidak berguna. Wah apa ya gunanya listening , Coba simak saja pentingnya listening berikut ini.
Several years back there was a public service announcement that ran on television. It talked about the importance of good listening skills and the difference between hearing and listening. Hearing is a physical ability while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow you to understand what someone is “talking about”. In 1991 the United States Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) identified five competencies and three foundation skills that are essential for those entering the workforce. Listening skills were among the foundation skills SCANS identified.
How to Listen Well
The following tips will help you listen well. Doing these things will also demonstrate to the speaker that you are paying attention. While you may in fact be able to listen while looking down at the floor, doing so may imply that you are not.
• maintain eye contact;
• don’t interrupt the speaker;
• sit still;
• nod your head;
• lean toward the speaker;
• repeat instructions and ask appropriate questions when the speaker has finished.
A good listener knows that being attentive to what the speaker doesn’t say is as important as being attentive to what he does say. Look for non-verbal cues such as facial expressions and posture to get the full gist of what the speaker is telling you.
B. Reading
Ternyata banyak lho mahasiswa - mahasiswa Indonesia yang saat berhadapan dengan literatur - literatur Berbahasa Inggris jadi pusing tujuh keliling. Dan bias jadi kita adalah salah satunya. Walaupun sudah belajar Bahasa Inggris sejak SMP, namun tetap saja kalau sudah berhadapan dengan berbagai literatur dalam Bahasa Inggris , jadi pusing. Kalau sudah begini jadi pingin bisa membaca dalam Bahasa Inggris dengan baik. Gimana caranya ? ada cara - cara fun untuk pelan - pelan meningkatkan kemampuan membaca Bahasa Inggris kita.
Make a habit of reading regularly. Read as many English books, newspapers and magazines as you can find. Again this should be fun so make sure the texts you choose are not too too difficult for you. If the book or article you are reading is difficult, then find something easier.
Find an author that you like and read all their books. By doing this you will get used to the style of a particular author and the typical vocabulary and grammar they use. As you read more of his/her books you will find it easier and easier.
If you have a local library find out if they stock English books or if they have bilingual editions of English classics. Or ask them to stock English translations of books you are already familiar with.
Try reading things more than once. Read something and then read it again a few weeks/months later. You should find your understanding has improved.
Don’t try to read “the classics”. Save them for later, start with contemporary short stories. And don’t forget, there are loads of excellent comics out there too.
Learning Tip - don’t try to understand every word. Try to understand the overall meaning of a sentence or passage.
Learning Tip - don’t translate - only use a dictionary if a word keeps appearing in a text and you still don’t understand it.
C. Writing
Kita semua pasti pada kenal sama J.K. Rowling ?.Ya, dia adalah nggak lain dan nggak bukan, penulis novel Harry Potter yang dahsyat bangat. Jika ingin menjadi seperti J.K. Rowling mari kita menulis, tapi, mungkin susah kalau langsung disuruh nulis novel, makanya pertama-tama coba kita tulis cerita pendek dulu. Ada tips tentang cara - cara nulis short story yang asyik.
Writing short stories allows the writer to experiment and find himself. Beginners very rarely have their natural voice when they begin writing. By learning about themselves, through writing many separate pieces, they find those styles, points-of-view, viewpoints, and language that are more natural to them. Commonly, beginners try to write like those authors they admire or authors who have written books similar to the kind they hope to write. Often this style may not be the one best suited to the particular writer. It is also common to see beginners change styles WITHIN books.
1. Burn Off the Autobiographical Urge
A common failing with beginning writers is that they write too close to themselves, producing autobiographical or near-autobiographical work. Though some great autobiographical novels have been written, most creative writing teachers are well aware that the autobiographical urge needs to be spent before the beginner learns that good writing needs to be generalisable. The writing of many short stories usually burns off this rarely desirable tendency and should some of the material be noticeably special it is still available as the basis for a longer work.
2. Variety of Experience
If students are writing a single novel, perhaps two in their first year, though this would be rare, they can, at the most, explore writing in two genres. If, on the other hand, students are writing, say, one short story a week they can try many many genres, styles, viewpoints; they can explore the terse hard-boiled Ford/Hemingway approach, the lyrical styles of Laurie Lee or Dylan Thomas, John Irving, and many points in between. This is not the case if they are writing novels.
3. Beginners Get Used to Completing Tasks.
One major advantage of writing short stories to begin with is that the one or two thousand word task seems less intimidating than the novel and far more achieveable.
4. Quicker, Better Feedback.
It is easier to get proper feedback on a short story because it is a complete entity. Thus, by writing many shorts the student gets repeated feedback and learns more quickly about his strengths and weaknesses.
5. Easily Focussed Teaching/Learning.
A sympathetic teacher can design short story tasks to develop those areas seen as weakest. This is virtually impossible if the student is writing a novel.
6. More Meaningful Cross-criticism
Students writing short stories can be encouraged to exchange works and learn by cross-reviewing each other’s work. Though this can be done with novel extracts, the story, by being complete, being finite, is more easy to judge. Further, where same-subject shorts are being exchanged, it is easier and clearer to understand how different approaches to the same intial subject alter the final work. With differently-titled novels, approach may well be obscured by subject matter.
7. Comparison and Identifying Voice and Style
In classes, getting students to produce shorts has the advantage of compare and contrast. This is obviously less easy with novels on often vastly different subjects. By creating a single subject task, the teacher has the advantage that all students are working in roughly the same area, and, since the initial subject matter is the same, s/he is more easily able to note the student’s individual characteristic set against a constant.<
8. Discipline
The discipline of the short story, the need to say as much as possible in a few words as possible is an excellent teacher. The ability to paint briefly is not wasted but makes the eventual novelist a better one. John Gardner was very keen to emphasise the usefulness of small focussed exercises in which the student could concentrate on selected areas of his art. Teachers can shape and point far easier when the target is an exercise or short story
9. Less Waste, More Material
A wasted novel is for most beginners a wasted year. A wasted short story is typically a few days or a week. Though it is true that theoretically a student could write 52 consecutive wasted short stories, experience tells us otherwise, since, after every story, finite, complete, the student has usually learned something. In the case of the novel the student does not learn much until he has completed his long and arduous task and submits.
10. Nothing Wasted
Novels are rarely honed down to short stories. The reverse is not true. Short stories have been made into novellas, short stories made into novels, and short stories have been made into films.
11. Short stories contain all the major elements of good writing.
Beginning, middle and end, dialogue, characterisation, conflict and change. It is easier to teach for example, the idea of premise/theme on a single short than on a novel. A student can be asked to write a 2,000 word short illustrating a proverb without ever referring to it or proving a statement such as “All men are pigs”. It hardly needs saying that a teacher cannot realistically ask students to produce a novel to do the same.
D. Speaking
Tentunya ketika orang belajar Bahasa Inggris mereka berharap akan dapat menggunakan bahasa itu untuk dapat berkomunikasi dengan orang lain, mengungkapan maksud mereka, memahami serta dipahami oleh orang lain dalam bahasa tersebut. Namun, sungguh sayang, faktanya ketika seorang pelajar di Indonesia yang sudah belajar Bahasa Inggris selama minimal 6 tahun (3 tahun di SMP, 3 tahun di SMA), masih banyak sekali yang tidak bisa berbicara dengan lancar. Jangankan dengan lancar, mengucapkan kata - katanya saja susahnya bukan main. Ada apa sebenarnya dengan pembelajaran Bahasa Inggris di sekolah - sekolah kita ? Siapa yang salah ? Gurunya yang tidak bisa mengajar atau muridnya yang malas belajar?
Bukan tujuan dari makalah ini untuk mengetahui apa penyebab pasti hal tersebut terjadi. makalah ini lebih ingin membagikan tips bagi para siswa, untuk merubah cara belajar mereka dalam Bahasa Inggris. Kalau selama ini para siswa belajar Bahasa Inggris secara pasif, tulisan ini ingin mengajak semua pelajar untuk secara lebih aktif mengambil peran dalam pembelajaran.
Cara - cara ini bisa dipakai untuk setidaknya untuk bisa belajar Bahasa Inggris secara lebih aktif baik di sekolah maupun luar sekolah.
1. Ingatkan Bapak / Ibu Guru untuk secara dominan menggunakan Bahasa Inggris dalam mengajar!
2. Sering - seringlah mendengar lagu - lagu dalam Bahasa Inggris. Catak liriknya dan cari tahu arti dan cara pengucapannya di kamus. Apabila masih kurang jelas tanyakan pada Bapak / Ibu guru di sekolah.
3. Usahakan melihat acara - acara di TV atau mendengar siaran radio yang berbahasa Inggris! Mungkin pertama kalian akan menemukan banyak kesulitan namun lama kelamaan akan terbiasa. Catat kata - kata baru yang kalian dengar dan cari penggunaanya di dalam kamus.
4. Kalau kalian melihat Film dalam Bahasa Inggris, jangan terus tergantung pada terjemahan yang ada! Coba gunakan kemampuan kalian sendiri untuk mendengar dan memahami ucapan - ucapan yang kalian dengar!
5. Selalu ulang terus kata - kata yang kalian temukan! Kalau kata baru yang kalian temukan tidak dipakai lama - kelamaan akan hilang!
6. Coba gunakan Bahasa Inggris dengan teman - teman kalian, dengan guru, atau kalau mungkin dengan orang tua kalian dalam percakapan sehari - hari! Jangan takut salah, bahkan orang - orang native speaker pun juga kadang - kadang salah. Yang penting terus coba dan coba!
7. Akhirnya, No practice no progress! Practice makes Perfect! Jadi berlatih terus dan jangan malu!
BAB III
KESIMPULAN
1. Yang dimaksud dengan basic skill of English language adalah : Listening, Speaking, Reading dan Writing.
2. Adanya beberapa masalah yang dihadapi baik oleh guru maupun oleh siswa dalam pembelajaran bahasa Inggris. Secara urnum dalam belajar bahasa Inggris siswa harus menguasai empat keterampilan berbahasa, yaitu: keterampilan mendengar (listening), berbicara (speaking), membaca (reading) dan menulis (writing).
3. Tips to listen will maintain eye contact;
• don’t interrupt the speaker;
• sit still;
• nod your head;
• lean toward the speaker;
• repeat instructions and ask appropriate questions when the speaker has finished.
3. Kita semua pasti pada kenal sama J.K. Rowling ?.Ya, dia adalah nggak lain dan nggak bukan, penulis novel Harry Potter yang dahsyat bangat. Jika ingin menjadi seperti J.K. Rowling mari kita menulis.
4. Tips tentang cara - cara nulis short story yang asyik.
a. Burn Off the Autobiographical Urge
b. Variety of Experience
c. Beginners Get Used to Completing Tasks.
d. Quicker, Better Feedback.
e. Easily Focussed Teaching/Learning.
f. More Meaningful Cross-criticism
g. Comparison and Identifying Voice and Style
h. Discipline
i. Less Waste, More Material
j. Nothing Wasted
k. Short stories contain all the major elements of good writing.
5. Cara - cara ini bisa dipakai untuk setidaknya untuk bisa belajar Bahasa Inggris secara lebih aktif baik di sekolah maupun luar sekolah.
a. . Ingatkan Bapak / Ibu Guru untuk berbahasa Inggris dalam mengajar!
b. Sering - seringlah mendengar lagu - lagu dalam Bahasa Inggris.
c. Usahakan melihat acara - acara di TV atau mendengar siaran radio yang berbahasa Inggris!
d. Kalau kalian melihat Film dalam Bahasa Inggris, jangan terus tergantung pada terjemahan yang ada!
e. Selalu ulang terus kata - kata yang kita temukan
f. Coba gunakan Bahasa Inggris
g. Akhirnya, No practice no progress! Practice makes Perfect!
DAFTAR REFERENSI
http://pakguruonline.pendidikan.net/Peningkatan%20Kemampuan%20Membuat%20Kalimat%20Bahasa%20Inggris.RTF
http://francisxavier.blog2.plasa.com/2008/05/13/pengin-jadi-kayak-jk-rowling-makanya-nulis/
http://francisxavier.blog2.plasa.com/2008/04/29/improve-your-reading-skills/
http://francisxavier.blog2.plasa.com/2008/05/10/listening-skill-buat-apa-sich/
http://www.uny.ac.id/akademik/sharefile/files/06062007134630_ELCR.doc
http://lcc-ptc.blogspot.com/2008/05/meningkatkan-kemampuan-membaca.html
tenses
BAB I
PENDAHULUAN
Tenses adalah bentuk dari kata kerja (verb ) yang menunjukan waktu suatu tindakan dalam kalimat bahasa inggris, misalnya waktu lampau, sekarang atau akan datang. Bahasa inggris mempunyai tiga pembagian waktu yakni past (lampau), present(sekarang), dan future(akan datang). Berdasarkan pembagian waktu tersebut, dibentuklah tiga kelompok Tense utama yang masing-masing waktu tersebut, dibentuklah tiga kelompok Tense utama yang masing-masing dirinci lagi untuk menyatakan tindakan dalam waktu yang lebih spesifik.
Tense Secara Umum adalah sbb:
Present Past
1. Present Simple Tense
2. Present Continuous Tense
3. Present Perfect Tense
4. Present Perfect Continuous Tense 1. Past Simple Tense
2. Past Continuous Tense
3. Past Perfect Tense
4. Past Perfect Continuous Tense
Future Past Future
1. Future Simple Tense
2. Future Continuous Tense
3. Future Perfect Tense
4. Future Perfect Continuous Tense 1. Past Future Simple Tense
2. Past Future Continuous Tense
3. Past Future Perfect Tense
4. Past Future Perfect Continuous Tense
BAB II
T E N S E S- T E N S E S
A. Simple Present Tenses
Walaupun Present artinya sekarang tetapi hal ini jangan ditapsirkan bahwa tindakan tersebut dilakukan pada saat ini. Tenses ini digunakan untuk menyatakan sesuatu yang bersifat tetap, kebiasaan atau kebenaran yang hakiki. Karena sering menyangkut kejadian diwaktu lamapu, sekarang dan akan datang, Tenses ini paling sedikit mempunyai keterangan waktu tertentu.
Kalimat-kalimat bahasa inggris umumnya harus mempunyai subject(s) dan predicate(p). karena itu semua Tenses akan dipormulasi seperti itu.
Rumus:
Subject + Auxiliary verb + Main verb
Contoh :
The Moon goes round the Earth
Simple Present Tense dipakai ketika:
• Kejadiannya bersifat umum, atau
• Terjadi sepanjang waktu, atau kebiasaan di masa lampau, sekarang dan masa yang akan datang, atau
• Kejadiannya tidak hanya terjadi sekarang, atau
• Bersifat kebenaran umum, yang orang lain tidak dapat menyangkal lagi akan kebenarannya.
B. Present Continuous Tense
Tenses ini digunakan untuk menyatakan suatu tindakan yang benar-benar sedang dilakukan saat ini. Kalimat-kalimat dalam Tenses ini lebih sering dipakai dari pada present Tenses.
Rumus:
subject + is, am, are + kata kerja + ing
Tense ini dipakai untuk menjelaskan tentang:
• Kejadian yang sedang terjadi sekarang, atau
• Kejadian yang akan terjadi di masa yang akan dating
Contoh :
She is not Staying in Medan.
C. Present Perfect Tense
Rumus:
subject + have + past participle (Kata Kerja Bentuk ke-3)
Tense ini digunakan untuk:
• Pengalaman
• Perubahan
• Situasi Yang berkelanjutan
Perhatikan contoh-contoh kalimatnya berikut ini:
• I have lived in Medan for 3 years.
D. Present Perfect Continuous Tense
Rumus:
subject + have / has + been + K.Kerja + ing
Kita menggunakan Tense ini untuk menjelaskan:
• Satu kejadian/kegiatan yang baru saja berlangsung
• Satu perbuatan yang berlangsung hingga sekarang (pada saat bicara masih terjadi)
Perhatikan contoh kalimat berikut:
• I have been reading for 2 hours (Sekarang masih membaca buku)
E. Simple Past Tense
Rumus Kalimat Positif:
subject + Kata Kerja Bentuk ke - 2
Rumus Kalimat Negatif :
subject + did + not + Kata Kerja Bentuk ke - 1
Rumus Kalimat Tanya:
Did + subject + Kata Kerja Bentuk ke - 1
Pengecualian: Ketika Predikat suatu kalimat bukan kata kerja, maka pengganti kata kerja tersebut adalah was (I, she, he, it) dan were (we, you, they).
Kapan kita memakai Simple Past Tense?
Kita memakai Tense ini untuk membicarakan tentang satu perbuatan yang terjadi di masa lampau.
Perhatikan contoh kalimat berikut:
• Barbara was here 5 minutes ago.
F. Past Continuous Tense
Rumus:
subject + was, were + Kata Kerja + ing
Kapan kita menggunakan Tense ini?
Tense ini menggambarkan suatu tindakan atau kejadian pada waktu tertentu di masa lampau. Contoh:
We were not joking.
G. Past Perfect Tense
Rumus:
subject + had + Kata Kerja Bentuk ke - 3
Kapan kita menggunakan Past Perfect Tense?
Tense ini mengekspresikan tindakan di masa lalu sebelum tindakan lain terjadi, namun kejadiannya di masa lampau.
Perhatikan:
She had not gone to school.
H. Past Perfect Continuous Tense
Rumus:
subject + had + been + Kata Kerja + ing
Kapan Kita menggunakan Past Perfect Continuous Tense?
Tense ini sama pemakaiannya dengan Past Perfect Tense, namun mengekspresikan tindakan-tindakan yang lebih lama di masa lampau sebelum tindakan lain terjadi.
Perhatikan:
We had not been expecting her.
I. Simple Future Tense
Rumus:
subject + WILL/SHALL + Kata Kerja Bentuk I
Kapan kita mengunakan Simple Future Tense?
a. Tidak Ada Rencana Sebelumnya
contoh :
• Hold on. I‘ll get a pen.
b. Prediksi
Contoh:
• It will rain tomorrow.
KALIMAT NON-VERBAL
Ketika predikat suatu kalimat bukan kata kerja, maka gunakan be untuk menggantikan kata kerja tersebut. Contoh:
• I‘ll be in London tomorrow.
Catatan:
Ketika kita mempunyai rencana atau keinginan untuk melakukan suatu kegiatan di masa yang akan datang, maka gunakan be going to atau Present Continuous Tense untuk menggantikan will/shall.
J. Future Continuous Tense
Rumus:
subject + WILL + BE + Kata Kerja + ing
Kapan kita menggunakan Future Continuous Tense?
Tense ini menggambarkan suatu tindakan yang akan terjadi di waktu tertentu di masa yang akan datang.
Contoh:
• She will not be sleeping when you telephone her.
• We ‘ll be having dinner when the film starts.
K. Future Perfect Tense
Rumus:
subject + WILL + HAVE + Kata Kerja Bentuk ke 3
Kapan Kita Menggunakan Future Perfect Tense?
Tense ini kita pakai untuk menggambarkan suatu kegiatan yang akan terjadi di masa yang akan datang sebelum kegiatan lain terjadi. Contoh:
Contoh:
• They will be tired when they arrive. They will not have slept for a long time.
L. Future Perfect Continuous Tense
Rumus:
Subject + WILL + HAVE + BEEN + Kata Kerja I + ing
Kapan kita memakai Future Perfect Continuous Tense?
Kita menggunakan Tense ini untuk membicarakan tentang suatu tindakan/kegiatan yang panjang sebelum beberapa saat di masa yang akan datang. Contoh:
• He will be tired when he arrives. He will have been traveling for 24 hours.
M. Past Future Tense
Rumus:
subject + WOULD + Kata Kerja Bentuk I
Contoh :
She would not be at school tomorrow.
N. Past Future Continuous Tense
Rumus:
subject + WOULD + BE + Kata Kerja + ing
Contoh:
We would not be having dinner at home.
O. Past Future Perfect Tense
Rumus:
subject + WOULD + HAVE + Kata Kerja Bentuk ke 3
Contoh:
We would not have left.
P. Past Future Perfect Continuous Tense
Rumus:
Subject + WOULD + HAVE + BEEN + Kata Kerja I + ing
Contoh:
We would not have been waiting long.
BAB III
KESIMPULAN
Rumus Umum Tense adalah sbb:
No Tenses Rumus
1 Present Simple Tense S + V1 + dll
2 Present Continuous Tense S + is, am, are + V-ing + dll
3 Present Perfect Tense S + have,has + V3 + dll
4 Present Perfect Continuous Tense S + have, has + been + V-ing + dll
5 Past Simple Tense S + V2 + dll
6 Past Continuous Tense S + was, were + V-ing + dll
7 Past Perfect Tense S + had + V3 + dll
8 Past Perfect Continuous Tense S + had + been + V-ing + dll
9 Future Simple Tense S + will + V1 + dll
10 Future Continuous Tense S + will + be + V-ing + dll
11 Future Perfect Tense S + will + have + V3 + dll
12 Future Perfect Continuous Tense S + will + have + been + V-ing + dll
13 Past Future Simple Tense S + would + V1 + dll
14 Past Future Continuous Tense S + would + be + V-ing + dll
15 Past Future Perfect Tense S + would + have + V3 + dll
16 Past Future Perfect Continuous Tense S + would + have + been + V-ing + dll
DAFTAR PUSTAKA
Drs. Artona Wardiman, Bahasa Inggris Untuk SMA Kelas II GBPP 1987, GANECA EXACT BANDUNG, Cetakan kedua Januari 1988
Drs. Artona Wardiman, Bahasa Inggris Untuk SMA Kelas III GBPP 1987, GANECA EXACT BANDUNG, Cetakan kedua Januari 1988
http://smpn1jatmjk.blogspot.com/2007/11/Tenses_21.html
http://ismailworld.wordpress.com/2008/02/06/Tense-summary/
http://en.wikipedia.org/w/index.php?title=Tenses&redirect=no
PENDAHULUAN
Tenses adalah bentuk dari kata kerja (verb ) yang menunjukan waktu suatu tindakan dalam kalimat bahasa inggris, misalnya waktu lampau, sekarang atau akan datang. Bahasa inggris mempunyai tiga pembagian waktu yakni past (lampau), present(sekarang), dan future(akan datang). Berdasarkan pembagian waktu tersebut, dibentuklah tiga kelompok Tense utama yang masing-masing waktu tersebut, dibentuklah tiga kelompok Tense utama yang masing-masing dirinci lagi untuk menyatakan tindakan dalam waktu yang lebih spesifik.
Tense Secara Umum adalah sbb:
Present Past
1. Present Simple Tense
2. Present Continuous Tense
3. Present Perfect Tense
4. Present Perfect Continuous Tense 1. Past Simple Tense
2. Past Continuous Tense
3. Past Perfect Tense
4. Past Perfect Continuous Tense
Future Past Future
1. Future Simple Tense
2. Future Continuous Tense
3. Future Perfect Tense
4. Future Perfect Continuous Tense 1. Past Future Simple Tense
2. Past Future Continuous Tense
3. Past Future Perfect Tense
4. Past Future Perfect Continuous Tense
BAB II
T E N S E S- T E N S E S
A. Simple Present Tenses
Walaupun Present artinya sekarang tetapi hal ini jangan ditapsirkan bahwa tindakan tersebut dilakukan pada saat ini. Tenses ini digunakan untuk menyatakan sesuatu yang bersifat tetap, kebiasaan atau kebenaran yang hakiki. Karena sering menyangkut kejadian diwaktu lamapu, sekarang dan akan datang, Tenses ini paling sedikit mempunyai keterangan waktu tertentu.
Kalimat-kalimat bahasa inggris umumnya harus mempunyai subject(s) dan predicate(p). karena itu semua Tenses akan dipormulasi seperti itu.
Rumus:
Subject + Auxiliary verb + Main verb
Contoh :
The Moon goes round the Earth
Simple Present Tense dipakai ketika:
• Kejadiannya bersifat umum, atau
• Terjadi sepanjang waktu, atau kebiasaan di masa lampau, sekarang dan masa yang akan datang, atau
• Kejadiannya tidak hanya terjadi sekarang, atau
• Bersifat kebenaran umum, yang orang lain tidak dapat menyangkal lagi akan kebenarannya.
B. Present Continuous Tense
Tenses ini digunakan untuk menyatakan suatu tindakan yang benar-benar sedang dilakukan saat ini. Kalimat-kalimat dalam Tenses ini lebih sering dipakai dari pada present Tenses.
Rumus:
subject + is, am, are + kata kerja + ing
Tense ini dipakai untuk menjelaskan tentang:
• Kejadian yang sedang terjadi sekarang, atau
• Kejadian yang akan terjadi di masa yang akan dating
Contoh :
She is not Staying in Medan.
C. Present Perfect Tense
Rumus:
subject + have + past participle (Kata Kerja Bentuk ke-3)
Tense ini digunakan untuk:
• Pengalaman
• Perubahan
• Situasi Yang berkelanjutan
Perhatikan contoh-contoh kalimatnya berikut ini:
• I have lived in Medan for 3 years.
D. Present Perfect Continuous Tense
Rumus:
subject + have / has + been + K.Kerja + ing
Kita menggunakan Tense ini untuk menjelaskan:
• Satu kejadian/kegiatan yang baru saja berlangsung
• Satu perbuatan yang berlangsung hingga sekarang (pada saat bicara masih terjadi)
Perhatikan contoh kalimat berikut:
• I have been reading for 2 hours (Sekarang masih membaca buku)
E. Simple Past Tense
Rumus Kalimat Positif:
subject + Kata Kerja Bentuk ke - 2
Rumus Kalimat Negatif :
subject + did + not + Kata Kerja Bentuk ke - 1
Rumus Kalimat Tanya:
Did + subject + Kata Kerja Bentuk ke - 1
Pengecualian: Ketika Predikat suatu kalimat bukan kata kerja, maka pengganti kata kerja tersebut adalah was (I, she, he, it) dan were (we, you, they).
Kapan kita memakai Simple Past Tense?
Kita memakai Tense ini untuk membicarakan tentang satu perbuatan yang terjadi di masa lampau.
Perhatikan contoh kalimat berikut:
• Barbara was here 5 minutes ago.
F. Past Continuous Tense
Rumus:
subject + was, were + Kata Kerja + ing
Kapan kita menggunakan Tense ini?
Tense ini menggambarkan suatu tindakan atau kejadian pada waktu tertentu di masa lampau. Contoh:
We were not joking.
G. Past Perfect Tense
Rumus:
subject + had + Kata Kerja Bentuk ke - 3
Kapan kita menggunakan Past Perfect Tense?
Tense ini mengekspresikan tindakan di masa lalu sebelum tindakan lain terjadi, namun kejadiannya di masa lampau.
Perhatikan:
She had not gone to school.
H. Past Perfect Continuous Tense
Rumus:
subject + had + been + Kata Kerja + ing
Kapan Kita menggunakan Past Perfect Continuous Tense?
Tense ini sama pemakaiannya dengan Past Perfect Tense, namun mengekspresikan tindakan-tindakan yang lebih lama di masa lampau sebelum tindakan lain terjadi.
Perhatikan:
We had not been expecting her.
I. Simple Future Tense
Rumus:
subject + WILL/SHALL + Kata Kerja Bentuk I
Kapan kita mengunakan Simple Future Tense?
a. Tidak Ada Rencana Sebelumnya
contoh :
• Hold on. I‘ll get a pen.
b. Prediksi
Contoh:
• It will rain tomorrow.
KALIMAT NON-VERBAL
Ketika predikat suatu kalimat bukan kata kerja, maka gunakan be untuk menggantikan kata kerja tersebut. Contoh:
• I‘ll be in London tomorrow.
Catatan:
Ketika kita mempunyai rencana atau keinginan untuk melakukan suatu kegiatan di masa yang akan datang, maka gunakan be going to atau Present Continuous Tense untuk menggantikan will/shall.
J. Future Continuous Tense
Rumus:
subject + WILL + BE + Kata Kerja + ing
Kapan kita menggunakan Future Continuous Tense?
Tense ini menggambarkan suatu tindakan yang akan terjadi di waktu tertentu di masa yang akan datang.
Contoh:
• She will not be sleeping when you telephone her.
• We ‘ll be having dinner when the film starts.
K. Future Perfect Tense
Rumus:
subject + WILL + HAVE + Kata Kerja Bentuk ke 3
Kapan Kita Menggunakan Future Perfect Tense?
Tense ini kita pakai untuk menggambarkan suatu kegiatan yang akan terjadi di masa yang akan datang sebelum kegiatan lain terjadi. Contoh:
Contoh:
• They will be tired when they arrive. They will not have slept for a long time.
L. Future Perfect Continuous Tense
Rumus:
Subject + WILL + HAVE + BEEN + Kata Kerja I + ing
Kapan kita memakai Future Perfect Continuous Tense?
Kita menggunakan Tense ini untuk membicarakan tentang suatu tindakan/kegiatan yang panjang sebelum beberapa saat di masa yang akan datang. Contoh:
• He will be tired when he arrives. He will have been traveling for 24 hours.
M. Past Future Tense
Rumus:
subject + WOULD + Kata Kerja Bentuk I
Contoh :
She would not be at school tomorrow.
N. Past Future Continuous Tense
Rumus:
subject + WOULD + BE + Kata Kerja + ing
Contoh:
We would not be having dinner at home.
O. Past Future Perfect Tense
Rumus:
subject + WOULD + HAVE + Kata Kerja Bentuk ke 3
Contoh:
We would not have left.
P. Past Future Perfect Continuous Tense
Rumus:
Subject + WOULD + HAVE + BEEN + Kata Kerja I + ing
Contoh:
We would not have been waiting long.
BAB III
KESIMPULAN
Rumus Umum Tense adalah sbb:
No Tenses Rumus
1 Present Simple Tense S + V1 + dll
2 Present Continuous Tense S + is, am, are + V-ing + dll
3 Present Perfect Tense S + have,has + V3 + dll
4 Present Perfect Continuous Tense S + have, has + been + V-ing + dll
5 Past Simple Tense S + V2 + dll
6 Past Continuous Tense S + was, were + V-ing + dll
7 Past Perfect Tense S + had + V3 + dll
8 Past Perfect Continuous Tense S + had + been + V-ing + dll
9 Future Simple Tense S + will + V1 + dll
10 Future Continuous Tense S + will + be + V-ing + dll
11 Future Perfect Tense S + will + have + V3 + dll
12 Future Perfect Continuous Tense S + will + have + been + V-ing + dll
13 Past Future Simple Tense S + would + V1 + dll
14 Past Future Continuous Tense S + would + be + V-ing + dll
15 Past Future Perfect Tense S + would + have + V3 + dll
16 Past Future Perfect Continuous Tense S + would + have + been + V-ing + dll
DAFTAR PUSTAKA
Drs. Artona Wardiman, Bahasa Inggris Untuk SMA Kelas II GBPP 1987, GANECA EXACT BANDUNG, Cetakan kedua Januari 1988
Drs. Artona Wardiman, Bahasa Inggris Untuk SMA Kelas III GBPP 1987, GANECA EXACT BANDUNG, Cetakan kedua Januari 1988
http://smpn1jatmjk.blogspot.com/2007/11/Tenses_21.html
http://ismailworld.wordpress.com/2008/02/06/Tense-summary/
http://en.wikipedia.org/w/index.php?title=Tenses&redirect=no
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