MODUL

I
REVIEW OF TENSES

Bentuk kata kerja (verb tenses) menunjukkan bagaimana kata kerja

berkaitan dengan waktu. Dalam bahasa Inggris, ada tiga bentuk kata kerja utama:
sekarang (present), masa lalu (past) dan masa depan (future).
Bentuk ketiga kata kerja utama terbagi menjadi empat kategori: simple,
progressive, perfect dan perfect progressive. Oleh karena itu, terdapat dua belas
bentuk kata kerja yang akan dijabarkan di dalam modul ini.

Kegiatan Belajar 1: Present Time

a. Simple Present
Generally, the simple present indicates situations or events that happen
always, frequently, habitually, as in (a) and (b); they happen now, have
happened in the past, and will probably happen in the future. The simple
present states facts or general statements as in (c) and (d). The examples are as
follows:
a) Ann has breakfast every morning.
b) Joe usually reads a newspaper before working.
c) The world is round.
d) The sun rises in the East.
The following diagram describes the tense:
now

past future

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FORM:
STATEMENT (I, You, They, We) run.
(He, She, It) runs.
NEGATIVE (I, You, They, We) do not run.
don’t
(He, She, It) does not run.
doesn’t
QUESTION Do (I, You, They, We) work?
Does (He, She, It) work?

b. Present Progressive or Continuous

The present progressive or continuous shows an activity that is
happening right now. The action is happening by the time the person is
speaking. The action started in the past, is happening now, and probably will
continue in the future.
The following diagram illustrates the tense:
now

past future

The examples are as follows:

a) I can’t see you right now because I am having a class.

ongoing action
b) Tom and Jim are in the library. They are reading books.

ongoing action

In addition, the present progressive also expresses future time when

the sentence contains a certain plan or activity; for example:
c) Rian is going to attend the meeting tomorrow evening. The meaning is
d) Rian is attending the meeting tomorrow evening. the same.

e) Susan is going to fly to Japan next week.

The meaning is
the same.
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 f) Susan is flying to Japan next week.

FORM:
STATEMENT I am running.
(You, They, We) are running.
(He, She, It) is running.
NEGATIVE I am not running.
(You, They, We) are not working.
aren’t
(He, She, It) is not working.
isn’t
QUESTION Am I working?
Are (you, they, we) working?
Is (he, she, it) working?

c. Present Perfect
The perfect tenses all indicate that an action happens before another
event or time. There are three meanings of the present perfect. First, it shows
that an action happened or did not happen before now. The accurate time is not
significant; for example:
a) I have taken a bath.
b) She has done her work.
In sentence (a), I finished taking a bath sometime before now.
Meanwhile, in sentence (b), she finished doing her work sometime before now.
In the two sentences, it is not important to know the exact time.
Second, it expresses repeated activities at unspecified times the past. The
examples are:
c) John has consulted his thesis supervisor many times.
d) We’ve been to the library four or five times this week.
Third, when ‘since’ and ‘for’ are used, the present perfect shows actions
that started in the past and continue up to the present time such as in the
following sentences:
e) He has been a student of STPN since 2017.
f) She has studied English for eleven years.

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 The tense is described in the following diagram:
now

past future

FORM:
STATEMENT The students have finished their reports.
The lecturer has given the students feedback.
HAVE/HAS + PAST PARTICIPLE
NEGATIVE Susan and Debbie have not (haven’t) gathered the data.
Ron has not (hasn’t) analyzed the data.
HAVE/HAS + NOT + PAST PARTICIPLE
QUESTION Have you called the doctor?
Has she checked her e-mail?
HAVE/HAS + SUBJECT + PAST PARTICIPLE

d. Present Perfect Progressive or Continuous

The following is the tense diagram:
now
past future

The perfect progressive tenses show that one action is ongoing closely
before, up until another event or time. The present perfect progressive or
continuous indicates that an action is ongoing before and up to now; for
example:
I have been reading for one and a half hours.

ongoing action
When? Started in the past, up until now.

How long? For one and a half hours.

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FORM:
STATEMENT The students have been reading journals for two hours.
The lecturer has been talking in front of class since 7:30
a.m.
HAVE/HAS + BEEN + ING
NEGATIVE The students have not (haven’t) been reading journals
for two hours.
The lecturer has not (hasn’t) been talking in front of
class since 7:30 a.m.
HAVE/HAS + NOT + BEEN + ING
QUESTION How long have the students been reading journals?
How long has the teacher been talking in front of the
class?
HAVE/HAS + SUBJECT + BEEN + ING

Kegiatan Belajar 2: Past Time

a. Simple Past
The simple past shows that a situation or an activity started and finished
in the past; for example, yesterday, last afternoon, four days ago, in 1984. The
tense diagram is as follows:
now

past future

The followings are the examples:

a) Darcy got a bad dream last The activities started and finished in
night. the past (last night and yesterday).
b) The tripod broke The adverbs of time that can be
yesterday. used for the simple past are
yesterday, last…, … ago, in ….
c) They mapped the area Mostly, -ed is added to a verb to
yesterday morning. form the simple past verb.
d) The meeting started on
time.
e) John read a magazine this There are irregular past forms of
morning. verbs such as in (e) and (f).
f) Lucy went to the cinema
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 last night.

Irregular Past Forms

Keep in mind that in the following list, the past forms and the
participles are different.
Verb Word Past Form Participle
be was/were been
begin began begun
become became become
break broke broken
choose chose chosen
come came come
do did done
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
forget forgot forgotten
give gave given
get got got/gotten
grow grew grown
go went gone
know knew known
run ran run
see saw seen
speak spoke spoken
swim swam swum
steal stole stolen
take took taken
write wrote written

FORM:
STATEMENT (I, You, They, We, He, She, It) walked fast last
night.
NEGATIVE (I, You, They, We, He, She, It) did not (didn’t)
walk fast last night.
QUESTION Did (I, You, They, We, He, She, It) walk fast last
night?
SHORT ANSWER Yes, did.
I, You, They, We, He, She, It
No, didn’t.

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b. Past Progressive or Continuous
The past progressive or continuous indicates an action that was
happening or in progress at a particular time or when another action happened
in the past.
The following diagram illustrates the tense:
now

past future

Examples: I went to sleep at 11 p.m. The thief entered the house at 2 a.m.
a) I was sleeping when the thief entered the house.

at that time

The word “while” can be used instead of “when”. The meaning

is the same.
b) The thief entered the house while I was sleeping.

during that time

In sentences (a) and (b), sleeping was in progress when the thief entered the
house.

FORM: was, were + -ing

c. Past Perfect
The past perfect shows that an action was completed before another
action in the past. The tense is described in the following diagram:
now

past future

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 FORM: HAD + PAST

Example: The technician had already repaired the theodolite when the instructor
arrived.
First, the technician finished repairing the theodolite. Later, the instructor
arrived.

d. Past Perfect Progressive or Continuous

The past perfect progressive or continuous indicates that an action was
happening before another action in the past.
The tense diagram is as follows: now
past future

Example: I had been reading for one hour before my lecturer called me.

action in progress before

another action in the past

duration

Kegiatan Belajar 3: Future Time

a. Simple Future
In the simple future, “will” and “be going to” are used in expressing
future time. The following diagram describes the tense:
now

past future

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 Example: a) I will visit you tomorrow. The meaning is the
same.
b) I am going to visit you tomorrow.
gonna spoken

b. Future Progressive or Continuous

The future progressive continuous indicates that an action will be
happening at a particular time in the future.
The following diagram describes the tense:
now

past future

Example: I will be preparing for dinner when you come.

c. Future Perfect
The future perfect shows that an action will be finished before another
action in the future.
The following diagram illustrates the tense:
now

past future

Example: I will already have finished my work before I go to your house.

d. Future Perfect Progressive or Continuous

The future perfect progressive or continuous gives emphasis to the
activity duration that will be happening before another action in the future.

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 The following diagram illustrates the tense:
now

past future

Example: I will have been preparing for dinner by the time you come.

Daftar Pustaka
Azar, Bettty Schrampfer. 1989. Understanding and Using English Grammar:
Second Edition, Prentice-Hall Inc., New Jersey

_____________________. 1992. Fundamentals of English Grammar: Second

Edition, Regents/ Prentice Hall, New Jersey

Greenbaum, Sidney and Randolph Quirk. 1990. A Student’s Grammar of the

English Language, Longman, England

Sharpe, Pamela J. 2005. How to Prepare for the TOEFL.: Barron’s Educational
Series Inc., Indonesia

Website:

Introduction to Verb Tenses Everyday Grammar n. d., accessed on 3 April 2019,

<learningenglish.voanews.com/a/introduction-to-verb-tenses-
everyday-grammar/3123576.html>.

Latihan

Use the words in brackets to complete the sentences by applying the appropriate
tenses

1. (Cook, you) ________________ every morning?

2. She (draw) ____________________________ the map at the moment.
3. Ben and Sue are old friends. (They, know) ___________ each other for years.
4. How long (she, work) _________________________________ on the project?
5. Last month, I (not, win) ___________________ the storytelling competition.

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6. At 7:00 a.m., the lesson began. While the students (write) _________________
their stories, Susan (knock) ___________________ the door.
7. Tom went home at 4:15 p.m. He (finish) ___________________his work.
8. Brian (write) ______ for two hours before his friend asked him to go with him.
9. Wait a minute. I (get) ____________________ a copy for you.
10. Monic (work) ___________ at the office when the lecturer (arrive) _________.
11. I (finish) ______ writing the paper when the seminar (take place) __________.
12. I (present) ____________ my paper when the professor (come) ____________.

Rangkuman
Verb tenses are related to the time flow (past, present and future). As there
are four categories of the tenses: the simple, progressive, perfect and perfect
progressive, students need to learn twelve main verb tenses. The twelve tenses
have different uses and forms.
Besides learning the forms of the tenses, it is beneficial to understand the
tenses uses through the time lines. They clearly illustrate the uses of each tense
that ease the students to learn the twelve tenses. In addition, more practice is
needed in order to master the tenses.

Tes Formatif
Choose True (T) or False (F) for the following sentences, and circle the answer.
1. Tina usually drank a glass of milk before sleeping. (T/F)
2. It’s 7:30 p.m. The children are doing their homework. (T/F)
3. I have know some new friends since I came to the dormitory. (T/F)
4. Ted went to school at 6:00 a.m. While he was walking to school,
he was meeting Mrs. Lee. (T/F)
5. Darlene went to the cinema with her friends last night. She has
finished her assignments before leaving. (T/F)
6. Tom had been cycling for two hours before the accident happened. (T/F)
7. I will calling you later on. (T/F)

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8. It will be raining when you go home. (T/F)
9. I will have written my paper before the test begin. (T/F)
10. Dorothy will have been practicing at the laboratory when you come. (T/F)

Cocokkan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini

Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
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Arti tingkat penguasaan yang saudara peroleh adalah :
90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang

Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat

meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

12
MODUL
NOUN AND PRONOUN
II

Sama seperti bahasa Indonesia, bahasa Inggris memiliki beberapa jenis

kata seperti noun (kata benda/nomina), pronoun (kata ganti), verb (kata kerja),
adjective (kata sifat), dan adverb (keterangan). Dalam sebuah kalimat, noun biasa
bertindak sebagai subyek atau obyek. Pronoun juga bisa bertindak sebagai subyek
dan obyek, tetapi ia memiliki beberapa fungsi lainnya. Bagian yang perlu
diperhatikan berkaitan dengan noun dan pronoun adalah pengaplikasian keduanya
dengan konsep singular (tunggal) dan plural (jamak), juga countable (hitung) dan
uncountable (tak hitung) karena konsep-konsep tersebut berpengaruh terhadap
verb.
Noun tidak dapat dipisahkan dari determiner. Dalam kalimat, determiner
biasa berada di depan noun karena berfungsi sebagai kata tunjuk/penunjuk yang
nantinya akan membentuk noun phrase. Oleh karena itu, ia juga berkaitan erat
dengan konsep singular dan plural yang mengacu pada noun.

Kegiatan Belajar 1 : Singular & Plural

a. Singular & Plural (Countable nouns)
Nouns are divided into two, which are countable nouns and
uncountable nouns. Mostly, countable nouns have singular and plural forms
(Carstairs-McCarthy, 2002: 35). The singular forms are those that are usually
used as keywords in dictionary. Generally, the plural forms of nouns are added
with s/es behind their singular forms, but several words have plural form that
are totally different from their singular forms.
To differentiate count and uncountable nouns, we have to know the
characteristics of a noun. Book can be counted one by one, but not with water.
To measure water, we need to count it by the help of measuring tools, such as

13
glass or bowl, or with measuring units such as liter. In this case, book is count
noun, while water is a noncount noun.
To change into the plural forms, generally we can add -s/-es behind the
singular forms, but there are several exceptions. When we mention book that
is only one, we can write it as a book; if there are two or more, we need to add
-s behind it, so it changes to be books. However, actually there are rules for
nouns with certain endings (Frankfurt International School n.d.).
Example
Ending Rule
Singular Plural
vas vases
class classes
-s/ -ss/ -sh/ -ch/ x/ wish wishes
Add -es
-o/ beach beaches
box boxes
tomato tomatoes
Change -f into v then
-f leaf leaves
add -es
-o Add -s photo photos
Change -y into i then
-y study studies
add -es
Sometimes -o is added with -s, but some other times with –es

As mentioned before, sometimes singular forms are very different

from their plural forms. We cannot apply the rule of adding -s/-es. And for
this, there is no clear rule/formula like nouns in the table above. Therefore, we
have to memorize those special nouns when we want to use them in a
sentence. Below are several examples of nouns with special changes (Azar,
2002: 100).
Singular Plural
criterion criteria
datum data
syllabus syllabi (syllabuses)
analysis analyses
index indices (indexes)
curriculum curricula
medium media
formula formulae (formulas)

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 There are some nouns that no matter how many of them being counted,
the singular and plural forms remain the same. Examples of this kind of nouns
are fish, deer, series, and sheep. All of them are countable nouns, where we
can count on them per item. However, there is no change between the singular
and plural forms. Look at this conversation below.
Ferry : “How many TV series have you watched since last year?”
Tina : “Oh, I’ve only watched Game of Thrones, so only one series.”
Ferry : “I also watched Game of Thrones! Yet, I have watched two
series. The other one is Friends. This series is old but gold.

b. Uncountable nouns
If countable nouns mean nouns that can be counted per item,
uncountable nouns are nouns that cannot be counted per item. Every non count
noun only has one form. They can be singular and plural with the help of
certain measurements, but always singular in agreement with verbs. Below
are several categories of uncountable nouns (Sharpe, 2004: 136-137) along
with examples that might help you understand.
1) Construction materials: wood, iron, glass
Is iron the basic material of Iron Man’s costume?
2) Liquids: milk, tea, coffee
Buy me two cartons of milk on the way home!
3) Substances that can change shapes by natural force: air, water, smoke
Water changes to be ice when it hits zero Celsius degree.
4) Substances with very small parts: sugar, salt, rice, sand
Never put more than two tablespoons of sugar into my cup of coffee!
5) Groups of things with various sizes and shapes: furniture, luggage
There were two items of furniture left in grandfather’s house.
Some uncountable nouns are also countable nouns, but they usually
have different meanings and contexts. Usually, the meanings of uncountable
nouns are more general than countable nouns’. Below are several examples of

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 uncountable nouns that are also countable nouns along with the explanation
about the differences (Sharpe, 138-139).
Noncount Noun Meaning Count Noun Meaning
We were almost
Rock is Taufan’s hit by two big
favorite genre of genre of music rocks gliding from stone
music. the summit of the
mountain.
The walls of all I have two
buildings in this construction glasses, so you
container
complex are made material can borrow one to
of glass. drink tea.
Language is a all kinds of A polyglot usually
specific variety
means of language (in masters more than
of language
communication. general) two languages.
She has already
Among things that
abstract concept come late to work
are priceless is event, moment
of time thirteen times this
time.
month.
I have several
Your thought is abstract concept
thoughts to idea
very complicated. of thought
propose.

Kegiatan Belajar 2 : Pronouns

a. Pronouns
Pronouns are actually nouns that are commonly used to refer to
people. There are at least five categories based on its functions in a sentence:
subject pronoun, object pronoun, possessive pronoun, possessive adjective,
and reflexive pronouns (Azar, 2002: 132-140). Each of these categories are
divided again into singular and plural forms. It correlates with the use of each
of the pronouns that are different from each other. Especially for the subject
pronouns, it has to deal with point of views (POV) because subject pronouns
are closely related to verbs in sentences.

Singular Singular Singular

Plural
1st POV 2nd POV 3rd POV
he we
Subject
I you she you
Pronoun
it they
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 her us
Object
me you him you
Pronoun
it them
ours
Possessive hers
mine yours yours
Pronoun his
theirs
her our
Possessive
my your his your
Adjective
its their
herself
ourselves
Reflexive himself
myself yourself yourselves
Pronouns itself
themselves
oneself

Subject pronouns greatly deal with verbs in a sentence. Therefore, to

apply subject pronouns in sentences we must pay attention to the tenses. Look
at the table above! When we deal with main verbs, singular forms with 1st and
2nd point of views and plural forms do not need -s/-es behind the verbs;
singular forms with 3rd point of view need -s/-es behind the verbs. When we
deal with to be (is, am, are), singular forms with 1st POV uses am; singular
forms with 2nd POV and plural forms use are; singular forms with 3rd point of
view uses is. You is singular when it refers to one person, but you can also be
plural when it refers to a group of people.
Examples of pronouns used applied in various tenses:
She hated me when we were in high school.
She prefers to work on her job by herself without help.
These are their uniforms. (Usually when the things being
mentioned as these are not clearly defined)
compare
These are theirs. (Usually when the things being mentioned as
these are clearly defined, for example in this case are uniforms)
The last category to acknowledge is reciprocal pronouns (Carter &
McCarthy, 2006: 386). This one is special because it does not need to be
divided into singular and plural forms with point of view. Reciprocal means
that the pronouns involve the subjects in mutual relationships. Subjects being

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 involved here are usually two. Below are the kinds of reciprocal pronouns
with examples.

Reciprocal: S + P + each other/one another

Reciprocal possessive: S + P + each other’s/one another’s + noun

Reciprocal
Example
Pronouns
each other They look at each other/one another as if
Reciprocal
one another it were the last time they met.
Reciprocal each other’s We hold each other’s/one another’s hand
Possessive one another’s to give strength and support.

b. Relative Pronouns
Remember these words: who, which, that, whom, whose? They are
called relative pronouns. Relative pronouns are used to give additional
information in a sentence and usually function as heads of adjective clauses.
They have different functions dealing with things or persons. All relative
pronouns can be applied to nouns (as heads in phrases) in singular and plural
forms. Below is a table about relative pronouns with several examples.
Example
Subject Object Possessive
(additional information is
Forms Forms Forms
underlined)
The men who/that* wear red ties
are the deans of our college.
of
who Nick is married to Jane, whom he
person whom whose
that first met at his concert in 2014.
(s)
He whose name must not be spoken
is an evil creature.
I was greatly nervous during my
of test, which/that* turned out well in
that
thing which whose the end.
which
(s) The kitten whose mother never
takes care of it died yesterday.
*that and which are interchangeable, but that is informal

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Kegiatan Belajar 3 : Noun Phrases & Noun Clauses
a. Noun Phrases
A phrase is a group of words that does not include both subject and
predicate within. A noun phrase basically functions exactly the same as a noun
(as subject or object), only they consist of several other additional elements
placed before and/or after a noun as the head of a phrase. Additions before the
head are usually determiners while after the head are possibly relative clauses
(Carter & McCarthy, 2006: 300; Azar, 2002: 239). Below is a table of the
overall use of determiners to form noun phrases.
countable countable uncountable
singular plural
a, an  - -
many, a few, few -  -
much, a little, little - - 
some, any, a lot of, the   

1). Articles
The simplest noun phrase that we can find since we were in
elementary school is probably noun phrases with articles. Articles can be
in a form of a/an and the. Some nouns do not even need articles.
A/an is usually used to generalize a noun as a representative/
symbol of its whole class (generic nouns) or to state one particular thing
that is not specifically identified (indefinite nouns). An example for
generic nouns is that a book in the proverb don’t judge a book by its cover
means all books. As for an example for indefinite nouns is that when we
say I ate an apple for breakfast, the meaning of an apple focuses only on
the quantity, not specific on which apple.
Usually, we put a before nouns which begin with consonants,
while we put an before nouns which begin with vowels. This rule is
applied for nouns that begin with every letter except for those begin with
‘h’, of which the ‘h’ sound is not pronounced. Examples for this are hour
and heir. Instead of a hour and a heir, people usually use an hour and an
heir because hour is pronounced the same as our and heir is pronounced
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 the same as air. Yet, nouns like hand and hare are using a instead of an
because the ‘h’ is pronounced clearly.
Some nouns do not need any article (zero article). When we
already use the plural form of a noun as a symbol of its whole class we do
not need to put any article. This is the same when we already use
uncountable nouns to represent its whole class.
Leaves are green. (plural)
American TV series can help to enhance your English. (uncountable)
The use of the is on the contrary of the use of a/an for indefinite
nouns. The is also used for one particular thing. Let’s say there is a basket
full of apples in the kitchen. When we say I ate an apple for breakfast in
the context of indefinite noun, the apple we ate can be any apple in that
basket. Yet, when there is only one apple in the basket and we say I ate the
apple for breakfast, it means specifically that one apple in the basket.
Another use of the is to say something that is mentioned before.
We use the instead of a/an. So, we say I ate an apple, then when we add
information about that apple we ate we say, for example, the apple is red,
not an apple is red.
The is also used to refer to an entity that is only one such thing. It
means there is no other like that. Examples for this are the moon, the
earth, and the sun.

2). Possessive Determiners

In the case of possessive determiners, we have to refer back to
previous table in Kegiatan Belajar 2, especially the row named
possessive adjective. All of them are possessive determiners. The rules
are exactly the same. Only, when they are put before nouns, there will be
created noun phrases.

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 Possessive Example of Noun Phrase
Determiner (Possessive determiner is in bold, noun as head is
underlined)
my My bonnie is over the ocean.
your I like your jokes.
her
his Her story is worth written to be part of history.
its
our
your We did not understand their presentation.
their

3). Quantifiers
a). many, much, a lot of
Count and uncountable nouns also deal with many, much, and a lot of.
Many is used to express things that can be counted (countable nouns)
without specific number of the total of it, while much is used to
express things that cannot be counted (uncountable nouns). The use of
a lot of is the same as many, so it is only for countable nouns.
Many students came late to class this morning.
He puts too much sugar in my cup of coffee.
A lot of books are sold in cheaper price during the festival.

b). few, a few, little, a little

The uses of few, a few, little, and a little are still correlated with count
and uncountable nouns. For countable nouns, we use few and a few;
for uncountable nouns, we use little and a little. Similar to many, few
and a few are used to express several things that are not specific in
number. Only, a few and a little are used to say positive ideas while
few and little are for negative ideas.
She already made a few friends on her first day of school.
She only made few friends on her first day of school.
He earned a little money this month, but that’s enough.
He only earned little money this month, so his life now is miserable.

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 c). some & any
Actually, the uses of some and any are almost the same. Both can be
used to express things that are countable or uncountable nouns in
singular or plural forms. Some is usually used for positive
(affirmative) sentences, while any is used for questions and negative
sentences. However, we might meet some exceptions when some is
used for offering something and when any is used for singular forms to
state that one thing can be replaced by others under the same category.
Would you like some coffee? (Some for questions)
You can take any bus from this shelter to reach my house. (Any for
positive sentence; meaning does not matter which bus, every bus is
the same)
Do you have some money?
Do you have any money?
(In some money the speaker expects the hearer has some amount of
money; in any money he really asks if the hearer has money
without expectation)

4). Relative Clause

Relative clauses usually begin with relative pronouns. When a
relative clause acts as additional element of a noun, they together become
a noun phrase.
Example:
a) The student who wears a Taruna uniform is my brother.
b) Tom bought a new car whose color is yellow.
In the sentences a) and b), relative clauses are in bold; nouns as heads are
underlined.

22
b. Noun Clauses
If a phrase is a group of words which does not contain a subject and a
predicate, a clause is a group of words which contains a subject and a
predicate. Both noun phrase and noun clause function to be a subject or object
in a sentence.
In a sentence, there might be two kinds of clauses, which are
independent clause and dependent clause. An independent clause is the main
clause which contains the main subject and predicate and can stand alone
as a sentence, while dependent clause is a clause which also contains
subject and predicates but not complete so it cannot stand alone as a
sentence.
If in a noun phrase nouns become heads, in a noun clause it is not clear
which one the head is. Only, as a whole it acts as a noun (subject or object of a
sentence) and is always singular. Noun clauses are usually dependent clause
and made of several ways as explained below (Azar, 2002: 239-248).

1). Question Word

To create a noun clause with question words, firstly we should know that
noun clauses with question words are meant to question things but do not
end with question marks. Each of them refers to different matters: what for
topic, when for time, who for people, where for location, why for reason,
and how for manner. Below are some examples of noun phrases with
question words.
I do not quite understand why some people believe that this earth is flat.
I agree with what he said that possession of land is the root of all social
problems.
Yesterday he asked how to write a good paper in English.
Who tore the air photos is not known.

23
 2). whether & if
Whether and if are mostly interchangeable, however whether is
more formal while if is commonly used in conversation. Both whether and
if function to yes/no question in our heads. Some clauses are using or not,
some are not. When we use or not, usually there are two options that are
50:50 in our heads; when we do not use or not, usually there is one option
in our heads that is more likely to happen. See examples below to make it
clearer.
I wonder whether/if he would come to this seminar or not.
(The probability is 50:50)
He is not sure whether/if he can come to this seminar.
(He thinks he will not be able to come to the seminar)
3). that
That functions to refer to information being delivered in a noun
clause. In some sentences, the use of that in a noun clause can be optional
(but more likely to be removed), but in some other sentences it is a must.
Usually, that is being removed when it acts as an object, but is a must
when it becomes a subject in a sentence. Look at some examples below to
help you understand.
That the world revolves is real.
S P
Kevin saw himself (that) the ground cracked during the earthquake.
S P C O

Daftar Pustaka
Azar, Betty Schrampfer. 2002. Understanding and Using English Grammar,
Third Edition with Answer Key, Pearson Education, New York.

Carstairs-McCarthy, Andrew. 2002. An Introduction to English Morphology:

Words and Their Structure, Edinburgh University Press Ltd, Edinburgh.

Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English, A

Comprehensive Guide, Cambridge University Press, Cambridge.
24
Murphy, Raymond. 2019. English Grammar in Use Fifth Edition, Cambridge
University Press, Cambridge.

Sharpe, Pamela J. 2004. How to Prepare for the TOEFL Test of English as a
Foreign Language 11th Edition, Barron’s Educational Series, Inc., New
York.

Website :

Frankfurt International School, Inflections, accessed 5 April 2019,

<esl.fis.edu/grammar/rules/inflections.htm>.

Latihan
1. Change the singular nouns in the blanks to be suitable with their forms based
on the context of the sentence (nouns may remain unchanged).
a. I have two (hypothesis) ……………………… regarding the problems and
the data that I have collected.
b. Two baby (frog) ……………………… were jumping over the rocks.
c. There is only one (datum) ……………………… that has different
characteristic among the others.
2. Insert the appropriate pronouns or relative pronouns in following sentences.
a. ………. run through the rain because ………... do not bring our umbrellas.
b. Save your money for ……………; I have mine.
c. The veterans, ………. have been struggling for this country, should be
given rewards in a form of money so they can live in prosperity.
3. Choose one suitable determiner out of two provided for each number.
a. He pours too ……salt into the soup. It must be too salty. (much/many)
b. Greg only brings ……eggs, so not of us will get one each. (little/few)
c. ……. bus from this shelter, will take you to my house. (some/any)
4. Underline the noun phrases in each sentence.
a. They set free the beautiful girl from her dungeon.
b. Seven bicycles will be one of the door prizes for our annual Health
Cycling this year.
c. Our room has now been furnished.
25
5. Underline the noun clauses in each sentence.
a. They did not realize that the guy whom they met last night was their
professor.
b. I really do not have idea where the boys hide.
c. That they punished the rebel students yesterday was a way to make
students more disciplined.

Rangkuman
In a sentence nouns and pronouns both serve as either subject or object.
Nouns are divided into two: countable nouns and uncountable nouns. Countable
nouns mean nouns that can be counted per item, uncountable nouns are nouns that
cannot be counted per item. Mostly, countable nouns have singular and plural
forms. Generally, the plural forms of nouns are added with s/es behind their
singular forms, but several words have plural form that are totally different from
their singular forms.
Pronouns are actually nouns that are commonly used to refer to people.
There are at least five categories based on its functions of which are divided again
into singular and plural forms. Out of these five, relative pronouns are also part of
pronouns: who, that, which, whom, and which, each with its own function. A noun
added by element after or before it is called a noun phrase when there is no
subject and predicate within; when there are both subject and predicate within, it
is called a noun clause. Each of a noun phrase and a noun clause is one entity and
also serves as subject or object of a sentence.

Tes Formatif
See if the underlined words are correct (T) or incorrect (F). Circle your answer.
1. Today’s celebration gave so much happinesses to me. (T/F)
2. Give them the information that we got from our field observation. (T/F)
3. There are a lot of mouses in my grandmother’s house. (T/F)
4. The girls are trying theirs new dresses in dressing room. (T/F)
5. I suppose this pair of glasses is him. (T/F)
26
6. I still have a seven-year-old younger brother. (T/F)
7. Do not add too many sugar in my cup of coffee, please. (T/F)
8. No one seems to know when Maria will arrive. (T/F)
9. What we should do now is think. (T/F)
10. The guy whose wear white shirt is my fiancé. (T/F)

Cocokan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini

Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10

Arti tingkat penguasaan yang saudara peroleh adalah :

90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang
Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat
meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

27
 MODUL
III VERB

Verb adalah kata kerja dalam bahasa Inggris yang berfungsi menunjukkan
aksi dan keadaan subjek. Verb juga berfungsi sebagai predikat dalam kalimat.
Dari kata kerja inilah, bisa diketahui makna dan maksud yang terkandung dalam
sebuah kalimat, tentang apa yang terjadi dan juga situasi apa yang sedang
berlangsung.
Kata kerja memiliki bentuk dan juga fungsi yang berbeda-beda. Mulai dari
kata kerja dasar seperti Action verb dan Linking verb, gerund, to infinitive, dan
modal auxiliary.

Kegiatan Belajar 1 : Main Verb

Verb is a word in English that shows the action and state of the subject.
Regarding the function, as to show an action and state, main verb is divided into
two types, Action verb and Linking verb.
a. Action Verb
Action verb is a word that shows what the subject is doing or has
done, physically or mentally. Action verb explains what the subject is doing or
has done in a sentence.
Examples:
 I dig the ground.
 Does Andy write the article?
The words dig, write, are action verbs. It can be seen from the
examples that the verbs used in the sentences show the action done by the
subject. Those verbs and action can be seen or observed physically.
 Maya plans to go on vacation.
 We decided to leave earlier.

28
 The words plans, decided, are also action verbs. However, the action
of those verbs cannot be seen or observed physically. Those verbs are action
that is done in mental state. In short, those verbs express the mental action
done by the subject.

b. Linking Verb
Linking verbs are verbs that connect the subject to its complements.
The complements can be a noun or an adjective. The function of the
complement is to describe the subject.
Examples:
 Rudi is a lawyer.
 We are the students of National Land Institute.
Is and are are linking verbs connecting the subject (Rudi and We) to noun
complement (Lawyer and The students of National Land College). Those
complements describe what the subject job or profession is.
 The soil became polluted.
 The leaves turn red.
Whereas, the words became and turn are also linking verb followed by
adjective complement (polluted and red). The words polluted and red give
description about the soil and the leaves.
Here is the list of linking verbs.
1. Linking verb “be form” : am, is, are, was, were, been, being
2. Linking verb “verb of sensation” : feel, look, sound, smell, taste
3. Linking verb “verb of being” : appear, act, be, become, continue,
grow, prove, remain, turn, seem.

Kegiatan Belajar 2 : Gerund and Infinitive

a. Gerund
Gerund is commonly used in daily speaking and writing. It is in the form of
verb – ing, and has a function as a noun. Since gerund has a function as a
noun, it can be put into a role as a subject, object, and subject complement.
29
 Examples of sentences containing gerund
1) Gerund as the subject of the sentence
 Land surveying is one of the subject at STPN.
 Writing a thesis needs a focus and determination.
2) Gerund can also be used as an object of certain verbs.
 Alex really loves hiking.
 Shelly considers taking English course.
Common verbs and phrasal verb which are usually followed by gerund

Verbs

- enjoy - appreciate - keep - suggest - continue

- mind - finish - consider - start - remember
- quit - postpone - discuss - stop - try
- avoid - delay - mention - begin
Phrasal Verbs

- give up- get through - put off - keep on

3) Gerund as a subject complement. This type of gerund is usually put after

linking verb “to be”.
 Alex’s hobby is playing volley ball.
 The doctor’s job is examining the patient.
4) Gerund can also be put after prepositions.
 Riana tries to focus on finishing her master degree.
 Many people are interested in using online transportation.

Common preposition combinations followed by gerunds:

be excited about + gerund apologize for + gerund
be worried about + gerund blame (someone) for + gerund
forgive (someone) for + gerund

be accustomed to + gerund have an excuse for + gerund

in addition to + gerund have a reason for + gerund
be committed to + gerund be responsible for + gerund
be devoted to + gerund thank (someone) for + gerund
30
 look forward to + gerund

object to + gerund keep (someone) from + gerund

be opposed to + gerund prevent (someone) from + gerund
be used to + gerund prohibit (someone) from + gerund
stop (someone) from + gerund
complain about / of + gerund
dream about / of + gerund be accused of + gerund
talk about / of + gerund be capable of + gerund
think about / of + gerund for the purpose of + gerund
be guilty of + gerund
believe in + gerund instead of + gerund
be interested in + gerund take advantage of + gerund
participate in + gerund take care of + gerund
succeed in + gerund be tired of + gerund

Gerund can also be placed after “go” to express recreational activities.

 My father would like to go fishing this Saturday.
 Riana went swimming yesterday.
 The students went doing field practice.

b. Infinitive
Infinitive is basically a verb, base form of verb, which is not
functioning as a predicate in a sentence. Infinitive can be divided into two, to-
infinitive and bare infinitive. To-infinitive is a verb which is preceded by “to”,
for example, “to go”, “to work”, “to finish”, etc. Meanwhile, bare infinitive is
a verb which is in the base form of verb.

1). To-Infinitive
To-infinitive is verb which is preceded by “to”. The formula to
make a to-infinitive is “to + base form of verb”. For example, “to
understand, to play, to become, to submit, etc.” To infinitive can be used
to express intention, purpose or goal, the use of objects, and so forth.
The explanations of the use of to-infinitive in sentences.
a) To-Infinitive can be used to express intention, purpose, or goal.
 Mr. Jacob came to visit us yesterday.
31
  The thief pretends to know nothing about the money.
b) To-Infinitive as the subject of sentence
 To understand the topic is necessary.
 To live healthily is everyone’s dream.
c) To-Infinitive can also be used to explain the use or the purpose of the
object. This type of to-infinitive is usually put after noun or pronoun.
 Jenny rushed to the bus stop. She had a bus to catch.
 Children need toys to play with.
d) There is also a common expression of using to-infinitive after
adjectives in a sentence.
 It is good to talk to you
 It is refreshing to go jogging in the morning.
e) To-infinitive can also be put after the subject complement or adverb.
 After working overtime, Sally was too tired to cook.
 Donni is old enough to apply for the job.

2). Bare infinitive

Bare infinitive is verb which is in the base form of verb. Usually,
in a sentence, bare infinitive is preceded by other verbs such as auxiliary
verbs, verbs related to senses, and other certain verbs.
a) Bare infinitive can be put after modal auxiliary: Can, will, shall, may,
Could, would, should, might, must.
 She will leave for Jakarta tomorrow.
 Mr. Budi can’t attend the meeting.
b) Bare infinitive after verbs related to senses : See, hear, feel, watch,
notice
 I see someone break into a house.
 Mrs. Anita heard some students cry.
c) Bare infinitive after verbs “make”, “let”, and “help”
 Ellen made her husband come to the concert.

32
  Rudi let chicken run away.
d) Bare infinitive after verbs “had better”
 You had better consultto your lecturer.
 We’d better order a pizza.

Kegiatan Belajar 3 : Modal Auxiliary

Modal auxiliary is helping verbs that function to convey the speaker’s
attitudes. Using modal auxiliary can allow the speakers to express ability,
necessity, advice, permission, probability, and so on.
In English, Modal Auxiliaries are “Can, Will, Shall, May, Must, have to,
Could, Would, Should, Might, Had better, and Ought to”. Each modal has more
than one use and meaning.

a. Can and Could

Can and Could can be both used to express ability. Can is used to express
present ability, while Could is used in past ability.

 Present ability : - I can drive a car.

- I can’t play volley ball.
 Past ability : - I could run fast when I was younger.
- I couldn’t ride a bicycle when I was in primary school.
Can and Could can also be used to make a polite request.
 Can I use your phone?
 Could you open the window?
Can is used to express giving permission
 You can come to my class tomorrow.
Could can be used to give suggestion.
 If you need any help, you could ask me.
Could can also be used to express a certainty.
 Dave is not home yet, he could be stuck in the traffic.

33
b. Will and Would
Will and Would can be both used to express a polite request.
 Would please tell Mr. Bambang that I need his signature?
Will can be used to express a future plan.
 She will submit the thesis next week.
Would can also be used to express a repeated action in the past.
 When I was in primary school, my father would drive me to school.
Would can be used to convey preferences.
 I would rather play a guitar than dance.

c. Shall and Should

Shall and Should can be used to make a polite request that signals a
suggestion.
 Shall I turn on the air conditioner?
 Should I open the door?
Should can be used to give suggestion or advice.
 Elsa should study harder if she wants to pass the test.
 We should stay at the hotel for tonight.

d. May and Might

May and might can be used to express a polite request.
 May I use your bathroom?
 Might I borrow this novel?
May and might to express a certainty.
 I don’t see john in the class today. He may be sick. (Present certainty)
 Kevin goes to school on foot. His bike might be broken. (Present
certainty)

34
e. Must and have to
Must and have to can be used to express necessity. Must has stronger
expression than have to.
 She must submit the report soon to Mrs. Mulyana.
 Luis has to buy some daily needs.
Have to, in a negative form, can be used to say that something is not really
necessary but it is no problem if it is.
 You don’t have to buy me a gift for my birthday.
 She doesn’t have to put on a make-up. She is already pretty.
Must can be used to express a prohibition in a negative form of sentence.
 You mustn’t break the rules.
 We mustn’t leave this post. That’s the order.
Must can also be used to express a strong certainty.
 Sally hasn’t sent an email yet. She must be very busy.
 Mark doesn’t reply my text. He must fall asleep.
 Alex bought a new car, he must have been promoted.

f. Ought to and had better

Ought to can be used to show advisability.
 You ought to take this medicine three times a day.
 She ought to apologize for what she has done.
Ought to can also be used to show certainty that something has probably
happened because of the context before.
 Jenny has departed a couple of hours ago, she ought to arrive soon.
 Wendi has studied hard this week. She ought to do well in her test
today.
Had better can also be used to express advice. Unlike the modal auxiliary
ought to, had better is usually followed by a threat of bad result.
 You had better leave now, unless you want to miss the bus.
 We’d better finish this report before the deadline.

35
Daftar Pustaka
Azar, Betty Schramper 2002. Understanding and Using English Grammar Third
Edition, Pearson Education, New York.

Murphy, Raymond. 2019. English Grammar in Use Fifth Edition, Cambridge

University Press, United Kingdom.

Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English,

A Comprehensive Guide, Cambridge University Press, United Kingdom.

Website :

Gerund n. d., accessed 11 April 2019, <https://www.ef.com/wwen/english-

resources/english-grammar/gerund/>.

Infinitive n. d., accessed 12 April 2019, <https://www.ef.co.id/panduan-bahasa-

inggris/tata-bahasa-inggris/infinitive>.

Verbs n. d., accessed 10 April 2019, <https://learnenglish.britishcouncil.org/

english-grammar/verbs>.

Latihan
1.- Complete the sentences
save - noticed with the -appropriate
- considers words -below:
fix - concern supervising - made
a. Alex …… a house model using carton boxes
b. Bob ……. taking an English course.
c. Mr. Wahyu is …….. the exam.
2. Analyze the verbs in the sentences. Write L for sentence with Linking verb and
write A for sentence with Action verb.
a. Sheena is a diligent student.
b. John is studying geography.
c. They were angry with the referee decision.
3. Complete each sentence with any appropriate gerund below:
- taking - changing - jogging - going - shopping
- working - talking - washing

a. When John got exhausted, he stopped …………

b. Mrs. Jean talked about ……… on vacation.
36
 c. Sheena considered …… the course next year.
4. Complete the sentence with the to-infinitive or bare infinitive:
a. Johnny is strong enough ………. the boxes. (lift)
b. When I tried to sleep last night, I heard someone ……….. (cry)
c. She will ……… the bus if she leaves now. (catch)
5. Complete the sentence with appropriate modal auxiliary verb:
a. Because she is leaving tomorrow, she ……finish the reports soon.
b. …….. I borrow your umbrella? I forgot to bring one.
c. The students …….bring their phones. It’s against the rule.

Rangkuman
Verb is word in English which has several functions; to denote actions,
process and events, and to show the state of the subject. The intention and the
meaning of the sentence either about what happens and what state or situation is
conveyed can be found from verb.
Verb has many varieties of form and purpose. It can be in the form of
Action verb and Linking verb, Gerund, To infinitive, and Modal Auxiliary. Action
verb shows the action carried out by the subject. Linking verb explain the state
related to the subject. Besides that, there is also Gerund which is the form of a
verb functioned as noun. Gerund is not a main verb, rather it is a verb which
serves as noun explained in the text. Gerund can be placed as the subject or the
object of a sentence.
Similar to gerund, to infinitive is not main verb either. It serves as
additional explanation of the main verb. Meanwhile, Modal Auxiliary is a helping
verb that shows attitude of the subject toward the main verb.

Tes Formatif

37
Analyze the sentences and decide whether the underlined words or sentences are
correct or not. Choose T if it is TRUE, and choose F if it is FALSE.
1. Mrs. Shelly my new neighbor. (T/F)
2. Millie created a new model of house property. (T/F)
3. Sheldon Cooper try to explain the nuclear reaction. (T/F)
4. George measured the stick with a ruler. (T/F)
5. Lisa were angry with her brother. (T/F)
6. Brenda likes listening to some country music. (T/F)
7. Johnny must studied hard to be accepted in a university. (T/F)
8. Josephine didn’t notice that his bag fall down. (T/F)
9. Kane deciding living in the countryside. (T/F)
10. I don’t see john in the class today. He may be sick. (T/F)
Cocokan jawaban saudara dengan kunci jawaban Tes Formatif yang
terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini
Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10

Arti tingkat penguasaan yang saudara peroleh adalah :

90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang

Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat

meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

MODUL
IV 38
 ADJECTIVE AND ADVERB

Adjective merupakan kata sifat, sementara adverb bisa disepadankan

dengan keterangan. Dalam sebuah kalimat, adjective biasa bertindak sebagai
complement (pelengkap), sementara adverb menerangkan suatu kejadian/peristiwa
yang dituliskan dalam kalimat. Adjective dan adverb sering dikatakan berkaitan
erat, karena banyak adverb berasal dari adjective yang diberi imbuhan -ly.
Bahkan, beberapa adjective adalah pula adverb tanpa ada perubahan sama sekali.
Perlu diketahui bahwa tidak semua adjective berimbuhan -ly. Terdapat
banyak bentuk lainnya yang perlu dicerna dan dipahami. Bahkan, ada pula
beberapa bentuk adjective yang menggunakan imbuhan -ed dan -ing, yang mana
perlu dipelajari lebih lanjut perbedaan penggunaannya.
Adverb yang kita kenal dalam bahasa Indonesia sebagai ‘keterangan’ pun
terdapat berbagai macam. Jenis-jenis adverb utamanya berkaitan dengan waktu,
cara, dan ruang. Namun, terdapat banyak lagi yang digunakan dalam penulisan
karya ilmiah.

Kegiatan Belajar 1 : Adjectives

a. Adjectives
Generally, adjectives describe the characteristics of nouns or pronouns.
In a sentence, adjectives function as complement or additional element of
nouns (so they together become noun phrases). As mentioned above,
adjectives are not always ended with -ly. There are several additions (suffixes)
to acknowledge adjectives: -able, -al, -ial, -ful, -ic, -ical, -ish, -ive, -ative, -
less, -eous, -ious, -ous, -y (Carter & McCarthy, 2006: 438). Other forms might
not end with all those typical forms of adjectives, for example sweet, bad,
young, dry. Be careful because some of these untypical forms might share
meanings with other word classes (dry can be both adjectives and verb).

39
 One thing to remember is that adjectives stand as itself without
singular and plural forms. In a sentence, especially noun phrase, this concept
should be well understood. Many mistakes happen in this area. The sentence
‘This five year olds conservation area is a customary land’ is incorrect.
Instead, it should be ‘This five-year-old conservation area is a customary
land’ because five-year-old functions as adjective which acts as additional
element of area as the head of noun phrase. Now do you think ‘A two hours
presentation is too long’ is correct? No, it is still incorrect. The correct one is
‘A two-hour presentation is too long’. Nonetheless, ‘Two hours is too long for
a presentation’ is correct because two hours alone is a noun phrase considered
as singular.
In case of typical suffixes for adjectives, there are two other forms
which might be confusing: -ed and -ing. Words that end with those two
suffixes can be nouns, verbs, and adjectives. In adjectives, even one word can
end with both -ed and -ing and with different way of use. Adjectives with -ed
usually describe somebody’s condition (the subject is a person); adjectives
with -ing usually describe the condition of things/ events. Look at the
examples below (Murphy, 2019: 196).
-ed -ing Example
confused confusing I am confused distinguishing north and south.
The way the lecturer delivers the material is
confusing.
interested interesting He is interested in joining a story telling
competition.
The English clinic programs are interesting.
tired tiring Arya was tired so he fell asleep early last
night.
The sport class was tiring today.
satisfied satisfying My supervisor was satisfied with my final
paper.
My TOEFL score is satisfying.
disappointed disappointing They were disappointed because the class was
cancelled today.
Arctic Monkey’s new album is disappointing.

40
b. Adjective Phrases
As a phrase is a group of words, an adjective phrase consists of several
words including either when it acts as a complement or an additional element
of a noun phrase in a sentence. An adjective phrase may contain several
adjectives, or combination of adjective and other word class (usually adverb).
When an adjective phrase functions as an addition of a noun phrase, usually
there is a determiner before the adjective and additional element. In a
complement, the head of adjective phrase (which is an adjective head) is
usually on the right.
Complement = additional element + adjective head
The way Stella elaborates her argument is so good.

Noun phrase = determiner + additional element + adjective

head + noun
Stella presents us a very good elaboration of her argument
In an adjective phrase, additional element gives additional information
about the adjective. Many of the additions are adverbs, but some are not.
Below is a table of lists of the elements that are usually used. They are put
based on grades of the emphasis and only some among many. There are still
many others with different grades, not only ‘enough’, ‘certain’, and ‘so much’.
Below are only examples.

-fairly -certainly
-a little bit -so
-moderately -absolutely
-rather -very
-acceptably -undoubtedly
Addition -somewhat -truly
-tolerably -undeniably
-slightly -really
-decently -surely
-kind of -greatly
-quite -indeed
-incredibly
More or less More or less More or less More or less
Meaning means ‘a means means means ‘so
little’ ‘enough’ ‘certain’ much’
We are a The Lord of
little bit The salary in Gana’s score the Ring is
worried with her company is is an
Example
the aftermath moderately undoubtedly incredibly
effect of the good. satisfying. great movie
conflict. series.

41
c. Adjective Clauses
As you know, a clause must consist of at least a subject and a
predicate. What we have to remember is that adjectives function to give
information about nouns or pronouns either as complement of a sentence or
addition of a noun phrase. In an adjective clause, the subject is usually in a
form of question words or relative pronouns. Therefore, differentiating
adjective clauses from noun clauses is a little bit tricky. Explanation below
might give you clearer concept.

1). Relative Pronouns

In using relative pronouns, adjective clauses and noun clauses are
indeed similar. They both use relative pronouns to substitute the subject.
However, we have to go back to the concept where adjectives function
either as complements or additional elements of nouns; nouns function as
subjects or objects in sentences. In other words, a noun clause is the subject
or the object of a sentence, while adjective clause is only part of a sentence
or a noun phrase. Below is a list of relative pronouns with explanations of
how to use each of them.
Relative
Explanation Formula
Pronoun
which + predicate
Which is used to refer to
The news which has been
which something as a subject of the
widely spread on the internet
clause.
is actually a hoax.
Who is used to refer to who + predicate
who somebody as a subject of the The boy who lives is now
clause. studying in Hogwarts.
Whom is used to refer to whom + subject
whom somebody as an object of the Is the woman whom I talked
clause. to yesterday your mother?
that That can be used to refer to that + predicate (which, who)
something or somebody as a The news that has been
subject (when substituting widely spread on the internet
which and who) or object is actually a hoax.
(when substituting whom) of The boy that lives is now
the clause (informal). studying in Hogwarts.
that + subject (whom)
42
 Is the woman that I talked to
yesterday your mother?
Whose is used to refer to
something belonged to whose + noun
somebody or something. The Songs whose titles and
whose
function is similar to composers are unknown are
possessive pronoun (my, his, usually folk songs.
her, their, its).

There are two different adjective clauses: restrictive and

nonrestrictive (Azar, 2002: 281). In nonrestrictive adjective clauses, the
relative pronouns are used to give additional information about the nouns in
the sentences. Without this additional information, the sentence is actually
clear enough. To punctuate the meaning, there is a comma (,) before and
after nonrestrictive adjective clause. On the contrary, relative pronouns in
restrictive adjective clauses are used as additional element of the noun in the
sentences. Without the restrictive adjective clause, the sentence is not clear.
Usually, there are no commas before and after noun phrases. Restrictive
adjective clauses are used as additional elements of noun phrases. Look at
the examples with explanation below to know more about restrictive and
nonrestrictive adjective clauses.
Nonrestrictive Restrictive
Adjective Clause Adjective Clause
Professor Alex Fergusson, who
The professor who dispelled me from
dispelled me from his class for
his class for coming late is a very
coming late, is a very disciplined
disciplined person.
person.
(Without the adjective clause, ‘The
(Without the adjective clause,
professor is a very disciplined
‘Professor Alex Fergusson is a
person’ alone is not yet a clear
very disciplined person’ alone is
sentence.)
already a clear sentence.)
The girls whose T-shirts are white
The girls, whose T-shirts are are Team A.
white, are Team A. (The adjective clause makes it clear
(Without the adjective clause, it is that not all the girls are wearing
clear that all the girls are Team A. white T-shirts. Only those girls with
The sentence shows that all those white T-shirts belong to Team A.
girls are wearing white T-shirts.) Without the adjective clause, the
meaning will be ambiguous.)

43
 2). Question Words
The uses of question words in adjective clauses is also similar to
their uses in noun clauses. Then where is the difference? In this case, again
we must get back to the concept that adjective clauses are meant to be
additional information of nouns; noun clauses either become the subjects or
the objects of sentences. Usually, adjective clauses with question words only
use when (for time) and where (for place) (ibid., 277). Other question words
such as who, what, why, and how are commonly used in noun clauses to
become clauses as subjects or objects. Where and when can be replaced by
in/on/at which. The preposition depends on the noun (in regards to place and
time) being explained. Look at some examples below to see the difference.
Adjective Clause Noun Clause
Our group has to prepare the house
What is started needs to be
where we will live during the
finished.
community service.
The street in which the accident
You need to acknowledge well who
occurred is now being investigated
you are.
by the police.
Do you remember the date when
Why it happened is important.
we had our first meeting?
The day on which I was born was Now we know how it works by
an International Happy Day. reading the manual book.

Kegiatan Belajar 2 : Adverbs

a. Adverbs
Indeed, many adverbs are the derivation of adjectives by adding the
suffix -ly behind. However, in terms of use, adverbs are generally additional
elements of verb phrases, adjectives, or other adverbs (Carter & McCarthy,
2006: 453). When they act as additional elements of transitive verbs (verbs
with objects), the adverbs are usually placed either before the verbs or after
the objects; when they act as additional elements of intransitive verbs (verbs
without objects), the adverbs are usually placed right before or after the verbs.
Below are some of the examples of adverbs applied in sentences along with
adjectives to know the difference.

44
 Adjective Adverb
Different Form careful, gradual, proper, carefully, gradually, properly,
remarkable, great, remarkably, greatly,
thorough, thoroughly,
late, hard lately, hardly

Example: Example:
-Daenerys is a very careful -She is carrying the tea cup
person. very carefully.
-There needs to be a -The observation should be
thorough research about conducted thoroughly.
this issue. -The station doesn’t operate
-His late father was a lately due to the massive
generous man. renovation.
Same Form fast, hard, late, good, far,
long fast, hard, late, well, far, long

Example: Example:
-I am bored by this long -The lecture did not last long.
lecture. - They do well in their first
-The progress of their experiment.
experiment so far is good. -She comes late to the class
-She was late this today.
morning.

When you see the table above, you might ask, why is ‘late’ both an
adjective and adverb but there is ‘lately’ as also an adverb? Some adverbs
share exactly the same forms and meanings with adjectives but with different
functions. Some adverbs whose forms are derived from adjectives might have
very different meanings. ‘Late’ in the sentence ‘She was late this morning’ is
an adjective because it becomes a complement of the sentence. ‘Late’ in ‘His
late father was a generous man’ is also an adjective because it becomes
additional element the noun ‘father’. Only, ‘late’ in this sentence means dead.
Meanwhile, in the sentence ‘She comes late to the class today’, ‘late’ is an
adverb because it becomes additional element the verb ‘comes’. The word
‘lately’ in the sentence ‘The station doesn’t operate lately due to the massive
renovation’ neither means dead nor coming behind. ‘Lately’ means recently.
This is also applied to ‘hard’ as both adjective and adverb, both can mean
difficult. However, ‘hardly’ means almost never. Therefore, we should be
45
 careful with these kinds of words. It would be better to often check out the
dictionary to know the exact meaning and use.
In our high schools there are at least five types of adverbs that have been
shared: manner, place, time, duration, and frequency. As college students, you
should as well know five other types that are usually found in academic
discussion, both spoken and written. Below are examples of adverbs in each
category (ibid., 456). One thing to remember is that one adverb may be included
in more than one category. It depends on what way an adverb is being used in a
sentence. The types are just variation of ways/condition adverbs can be used.
Type Function Example
Quickly, fast, slowly, gradually,
Manner How something happens
eventually
Everywhere, nearby, outside, indoor,
Place Where something happens
upstairs
Later, the day after, last year, during
Time When something happens
the exam
Length of time over which For a while, since 1995, all year,
Duration
something happens permanently, temporarily
How often something Seldom, rarely, never, occasionally,
Frequency
happens sometimes, regularly, annually
How much, to what extent Greatly, somewhat, quite, enough,
Degree
something happens indeed*
Just, only, especially, generally,
Focusing Specifying an entity
particularly
Expressing degrees of Maybe, probably, possibly, arguably,
Modal
truth, possibility, necessity ambiguously
Unfortunately, kindly, naturally,
Evaluative Opinion about something
wisely, simply
Expressing the perspective
Personally, presumably, frankly,
Viewpoint of standpoint of how the
theoretically, technically
speaker sees something
Connecting clauses or By the time, while, because, however,
Linking
sentences although
*Adverbs of degree are usually the additional elements of adjectives

b. Adverb Phrases
Again, we should remember that a phrase is a group of words. When a
phrase is called an adverb phrase, it is a group of words whose head is an
adverb. A simple adverb phrase is mostly added with additional elements

46
(nouns or other adverbs), usually adverbs of degree: probably nearby, usually
annually, quite differently, maybe all day, simply lovely. However, anything
can be additional element of an adverb, especially in adverb of time and
duration. For adverb of time, there are prepositions that are mostly used like
after, before, last, and during. The additions can be after or before an adverb
as the head of the phrase. For adverb of duration, words that are most likely to
use are for and since. Below are several examples applied in sentences.
Preposition After Before Example
after midnight, after lunch, after that
the day after, a week after, 5 years
after
after   -They go back to their chambers
after midnight.
-I have sent the package on April 25
and it was received a week after.
before dawn, before dark, before
daylight
the morning before, a month before,
a few minutes before
before   -Diana must have finished her field
observation before dark.
-The due date for paper submission
was 11.59 pm yesterday. She sent
hers a few minutes before.
last century, last year, last night
last  - Sam got a gold medal in Math
Olympiad last year.
during the night, during our class,
during an exam
during  -
You would better get some sleep
during the night.
for years, for a few hours, for
several days
for  - The Dean will not be at his office
for a few hours today due to the
seminar he has to attend.
since   since 2005, since a month ago, since
high school
ever since

-He’s been working in this office

since 2005

47
 -We moved here five years ago and
have never come back to our home
town ever since.

c. Adverb Clauses
To remind you again, a clause is part of a sentence which consists of
several words like a phrase but at least contains both a subject and a predicate.
Adverb clauses involve conjunctions. In this case, conjunctions become the
head of adverb clauses. A conjunction becomes a sign that the clause
following it is a dependent clause; the other clause is called independent
clause. When an independent clause is followed by dependent clause, the
conjunction will connect them in the middle; when the dependent clause
comes before an independent clause, the conjunction will be in the front and
after the dependent clause there will be a comma (,) to separate the clauses.

Conjunction + dependent clause + comma + independent clause

Independent clause + conjunction + dependent clause

There are several types of adverb clauses. They are categorized by the
relationship between the independent and dependent clauses. At least there
are four of them: a) Time, the dependent clause gives information about the
time when event in the independent clause happens; b) Cause & effect, the
dependent clause gives the reason (cause) why the event (effect) in the
independent clause happens; c) Contrast, the independent clause and
dependent clause show things that oppose each other; and d) Condition, the
dependent clause shows the condition while the independent clause shows
something that will happen or should be done. The table below will give you
more ideas about types of adverb clauses.
Type Conjunction Example
Time after, before, when, -Sheera was always fearful before
while, since, until, as, as she tried to climb a mountain.
soon as, by the time, -While you were out, Professor
once, as long as, Farrel was looking for you.
whenever, every time,
48
 the first time
Cause & -Rick was being punished because
because, since, for, as
Effect he broke a tripod.
even though, although, -Geoffrey is still full of energy
Contrast
though, while, whereas while John is already exhausted.
-If the sky is clear this weekend,
if, unless, whether or not,
let’s go fishing!
Condition even if, only if, in case,
-I will always remember your
as long as
kindness unless I got alzheimer.

In a nutshell, adjective clause, noun clause, and adverb clause have their
own keywords as follow.
a. Adjective clause: who, which, that, whose, whom, where, when
b. Noun clause: who, whom, which, why, where, when, what, how, how much,
how many, how far, etc. (basically all question words)
c. Adverb clause: if, unless, after, before, when, while, since, because, as, mean,
even though, etc.

Daftar Pustaka
Azar, Betty Schrampfer. 2002. Understanding and Using English Grammar,
Third Edition with Answer Key, Pearson Education, New York.

Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English, A

Comprehensive Guide, Cambridge University Press, Cambridge.

Murphy, Raymond. 2019. English Grammar in Use Fifth Edition, Cambridge

University Press, Cambridge.

Website :

Adverb, English First Education, accessed 22 April 2019, <ef.com/wwen/english-

resources/english-grammar/adverbs/>.

Latihan

49
1. Put the corresponding adverbs from the italicized adjectives below.
a. He is a diligent worker because he works…………………….
b. He is a hard worker because he works…………………….
c. He is a fast learner because he learns…………………….
2. Circle the adjective phrases and underline the adverb phrases within the
sentences below.
a. I am right here while you are right there.
b. Price of goods are usually a bit high during Ramadhan.
c. Indonesian people come almost always late in every occasion.
3. Put the suitable relative pronouns or question words in the sentences below
(avoid using that).
a. Almost all of the people …………… appear on television wear make up.
b. Yesterday I ran into an old friend ……………… I had not seen for years.
c. December is the month ……………… the rain falls heavily.
4. Put the suitable conjunction and underline the dependent clause in each of the
sentences below.
since although because unless by the time
a. …………………… you come later than 5 minutes, we will leave you.
b. Gerard, Fitri, and Vien were still present in the class ……………………
the rain fell heavily this morning.
c. Gwen will have arrived at the station ……………………… we get there
to pick her up.
5. Write sentences consisting of adjective clause or adverb clause by using 3
items below.
a. Which (nonrestrictive)
Answer: ……………………………………………………………………
b. Whom (restrictive)
Answer: ……………………………………………………………………
c. In case
Answer: ……………………………………………………………………
Rangkuman
50
 Adjectives describe the characteristics of nouns or pronouns, function as
complements or as additional elements of nouns (so they together become noun
phrases); adverbs are additional elements of verb phrases, adjectives, or other
adverbs. Adjectives and adverbs are closely related, most adjectives added by
suffix -ly will become adverbs, but some adjectives and adverbs have the same
forms with sometimes different meanings.
Adverb phrases are several adverbs as additional elements of verbs with
different kinds of types: manner, time, place, frequency, and so on; adjective
phrases could be several adjectives that are usually added with adverbs of degree
when they become complements of sentences and added by determiners and
nouns when adjectives become additional elements of noun phrases.
Adjective and adverb clauses still have the same functions as when they
become individual adjectives and adverbs or phrases. Only, they consist of a
subject and a predicate in each clause and have different kinds of additions.
Adjective clauses are added with relative pronouns and question words (when and
where); adverb clauses are added with conjunctions.

Tes Formatif
See if the underlined words are correct (T) or incorrect (F). Circle your answer.
1. The topic is not interesting so now we are boring. (T/F)
2. I would have immediately furnished the rooms if I were to decorate (T/F)
the apartment myself.
3. I am very hunger. I could eat a horse. (T/F)
4. Fred still lives together with his twin, George, in their house (T/F)
where they both were born.
5. I was stunned by only looking at her from afar, whom eyes were (T/F)
like sparkling stars.
6. They pushed the car hardly so it could move a bit forward. (T/F)
7. Her house is pretty far from campus. (T/F)
8. He got punishment because he almost always sleeps during
Professor Snape’s class. (T/F)
51
9. Until the sky was very cloudy, they did not bring rain coats. (T/F)
10. The play must still go on even if it rains tonight. (T/F)

Cocokan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini
Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10
Arti tingkat penguasaan yang saudara peroleh adalah :
90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang

Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat

meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

MODUL COMPARISON
V
52
 Mendeskripsikan kata benda baik manusia, hewan, tumbuhan, atau benda-
benda lainnya bisa menggunakan bermacam cara. Salah satu cara yang bisa
digunakan adalah dengan membandingkannya dengan benda lain, baik
membandingkan satu benda dengan satu benda lain, atau juga membandingkan
satu benda dengan banyak benda lainnya. Dalam membandingkan biasanya yang
menjadi fokus atau kata kuncinya adalah kata sifat seperti panjang, pendek, pintar,
bagus, dan lain-lain. Kata sifat tersebutlah yang akan digunakan dalam
membandingkan benda satu dengan lainnya.
Dalam bahasa Inggris, tata bahasa yang membahas tentang cara
membandingkan sifat benda adalah Degree of Comparison yang terdiri dari
Comparative dan Superlative.

Kegiatan Belajar 1: Comparative

Comparative is a grammar which is used to compare the value of the
object with another object. The comparison can be formed by adding suffix “– er”
/ “- ier” or adding the word “more” to the adjective or adverb.
Look at some word formation for comparative
Big Bigger Lucky Luckier
Smart Smarter Pretty Prettier
Old Older Healthy Healthier
 Anne is older than Marie.
 This tripod is heavier than the map.
 His wife wants a bigger house.
 Ryan and Andy decided to leave earlier.
For the short adjective, one syllable, add suffix –er after the word.
Meanwhile, add suffix –ier for the short word ends in –y.
For the adjective with two or more syllables, add the word
“more”before the adjective.
Examples:

53
Expensive More expensive
Important More important
Beautiful More beautiful
 The English test is more difficult than Indonesian test.
 This theodolite is more expensive than planimeter.
 This place looks more beautiful than it does in the picture.
 Mr. Danu determined to find more loyal employees.
Adding the word more is also applicable with adverbs that end with –ly.
- More carefully
- More beautifully
- More seriously
 The boss wants me to work more carefully.
 Can you do it more seriously? No play around this time.
 Jean won the dance competition because she danced more beautifully.
The word more and the suffix –er can be used interchangeably for some
two-syllable words. For example, these words:
Clever Cleverer or More clever
Simple Simpler or More Simple
Shallow Shallower or More Shallow
Quiet Quieter or More quiet
Narrow Narrower or More Narrow
 This mind map is too complicated. Can we make it simpler?
 This mind map is too complicated. Can we make it more simple?
Comparative also has irregular form for certain adjectives and adverbs.
Good (adjective) / well (adverb) Better
 His new house is better than the old one. (adjective)
 His new assistant works better than his former one. (adverb)
Bad (adjective) / badly (adverb) Worse
 The soup tasted bad, but the pudding tasted worse. (adjective)

54
  The new employee works badly. He works even worse than the former
one. (adverb)
Far Further / farther
 We have walked for miles; I can’t walk any further / farther.
 The water spring is still far away. We need to go further / farther.

Comparative form can also be used after adverbs showing degree or extent, for
example:
- much - a little - no
- a bit - far - any
- a lot - slightly
 Yesterday was a tough day. I got a really bad headache. But I’m feeling
much better now.
 Why did you buy this type of coffee machine? It’s a lot more expensive
than the other one.
 Can you drive a bit faster? I have a train to catch.
 This room is nice and clean. But it’s no bigger than my room. (about the
same in size / not even a little bigger)
Comparative has a certain form of expression to state that something changes
continuously.
 Your driving skill is improving. It’s getting better and better.
 I haven’t seen you for years. You’ve got more and more beautiful.
Comparative can also be used to say that something depends on another thing.
 The harder you work the higher salary you will earn.
 The more expensive the tools are, the better the quality is.
 The sooner we publish the seminar poster, the more participant will join.

Kegiatan Belajar 2 : Superlative

55
 Unlike comparative which is used to compare one thing to another,
Superlative is used to show the highest quality compared to others. The
superlative form can be made by adding the suffix –est to the short words and
putting the word “more” before the adjective or adverb with two or more
syllables. Every superlative form in the sentence is preceded by article “the”.
Big Biggest Smart Smartest
Old Oldest Pretty Prettiest
 This is the biggest theater I’ve ever seen.
 Brad is the smartest student in the class.
Some of the adjectives have irregular form.
Good Best
 This soup is tasty. But this pudding is the best.
 The best student will get the chance to study aboard.
Bad Worst
 The worst news I got this morning is that the government will not fund
this project
 We shouldn’t hire this man. He has the worst attitude.
Far Furthest/ farthest
 It takes five days on the road. This is the farthest trip I’ve ever taken.
 In Shot Put competition, player with the farthest throw will be the winner.
Comparative of adjective
Adjective Comparative Superlative
cheap cheaper the cheapest
young younger the youngest
rich richer the richest
loud louder the loudest
extraordinary more extraordinary the most extraordinary
delicious more delicious the most delicious
comfortable more comfortable the most comfortable
good better the best
little less the least
bad worse the worst

Comparative of adverb
56
 Adverb Comparative Superlative
carefully more carefully the most carefully
fast faster the fastest
hard harder the hardest
slowly more slowly the most slowly
well better the best
bad worse the worst

Daftar Pustaka
Azar, Betty Schramper 2002. Understanding and Using English Grammar Third
Edition, Pearson Education, New York.

Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English, A

Comprehensive Guide, Cambridge University Press, United Kingdom.

Murphy, Raymond. 2019. English Grammar in Use Fifth Edition, Cambridge

University Press, United Kingdom

Latihan
1. Complete the sentences using comparative form
a. This restaurant is very expensive. Let’s go somewhere ……..
b. This coffee is very weak. I like it …….
c. The town was surprisingly big. I expected it to be ………

2. Complete the sentences. Use a comparative form (-er or more …).

a. Yesterday the temperature was six degrees. Today it’s only three degrees.
It’s ………today than it was yesterday.
b. Dan and I went for a run. I ran ten kilometers. Dan stopped after eight
kilometers. I ran……………. Dan.
c. The journey takes four hours by car and five hours by train. The journey
takes………. train ……………car.

3. Complete the sentences. Choose from:

- than - worse - longer - careful
- more - quietly - better - frequent

a. Getting a visa was complicated. It took ……… than I expected.

57
 b. Sorry about my mistake. I’ll try and be more……….. in future.
c. Your English has improved. It’s…………. than it was.

4. Complete the sentences using the superlative form of these words

- bad - good - quick
a.- We
cheap - shortmoney, so- popular
didn’t have much we stayed at ………… hotel in the town.
- honest - wealthy - tall
b. This building is 250 meters high, but it’s not ……….building in the city.
c. It was an awful day. It was …………day of my life.
5. Complete the sentences. Use a superlative (-est or most …) or a comparative (-
er or more …).
a. Amy and Ben have three daughters. ……………….is 14 years old. (old)
b. Who is the……….. person you know? (old)
c. What’s ………………way to get to the station? (quick)

Rangkuman
Describing noun can be carried out by many ways. One of the ways used
to describing noun is by comparing it with another noun. The focus of the
comparison is the value or the adjective of the noun. Using this kind of method, it
can be concluded which noun is better, more expensive, easier, etc.
Comparative is one of the forms in Comparison. Comparative shows the
comparison of the adjective of one noun to another. Whereas, superlative shows
the adjective of a noun which is at the upper limit of the quality. Besides that,
Superlative is used to compare one object to a group of objects.

Tes Formatif

58
Analyze the sentences and decide whether the Comparative and superlative forms
in the sentences are correct or not. Choose T (True) if it is correct, and choose
F (False) if it is not and then circle the answer.
1. I have a big house. But John’s house is more big. (T/F)
2. Your English is improving. It’s getting better and better. (T/F)
3. The city has grown fast in recent years. It’s got biggest and biggest. (T/F)
4. The sooner we leave, the earliest we’ll arrive. (T/F)
5. The younger you are, the easier it is to learn. (T/F)
6. What’s the longest river in the world? (T/F)
7. We had a nice room. It was one of better in the hotel. (T/F)
8. What’s the more important decision you’ve ever made? (T/F)
9. That was the best holiday I’ve had for a long time. (T/F)
10. Yesterday was the hotter day of the year. (T/F)

Cocokan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini
Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10
Arti tingkat penguasaan yang saudara peroleh adalah :
90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang
Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat
meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

59
 MODUL PREPOSITION AND
VI
CONJUNCTION
Preposition dan conjunction berfungsi sebagai penghubung (connectors)
antar kata, frasa atau klausa. Conjunctions memiliki fungsi yang lebih luas dari
prepositions. Prepositions berfungsi untuk menghubungkan kata di dalam sebuah
kalimat. Conjunctions dapat berfungsi untuk menghubungkan kata, frasa maupun
klausa.
Kegiatan Belajar 1: Preposition
As an important part of function words, prepositions have the main role
to connect words to each other and to form grammatical structures. Prepositions
function to connect nouns or noun equivalents such as pronouns or gerunds to
other words or parts of the sentence by expressing relationships such as position
and direction (e.g. at, on, in) and time (e.g. before, after). Prepositions are also
found in idioms or expressions.
a. Position and Direction
The pictures below illustrate the use of prepositions in relation to position
and direction:
Destination Position Destination Position
to at (away) from away from point

on (to) on off off line or

surface

in (to) in out of out of area or

volume

Source: Sidney Greenbaum and Randolph Quirk, A Student’s Grammar of the English
Language (England: Pearson Education Limited, 1990;191)

60
Next, the followings are the examples of the prepositions in figure one:
a) Sue ran to the class as she was late this morning.
b) Joe waited for Ben at the parking lot this afternoon.
c) Put the laptop on (to) the table.
d) Leave the books on the table.
e) Tom ran fast into his office as he got an urgent call.
f) Tina studied in the library last evening.
g) Don moved from Jakarta last month.
h) Don prefers staying away from Jakarta.
i) The laptop fell off the table.
j) Susan got off the train at the next station.
k) He went out of his house this evening.
l) She was out of the office for three hours this afternoon.

above = over can also mean “directly above”

A Z C
in front of behind
below = under can also mean “directly below”

In figure two, it can be stated that:

a) A is in front of Z.
b) B is above Z.
c) C is behind Z.
d) D is below Z.

61
 There are some more prepositions used in relation to position and direction
such as “across”, “around”, “between”, “among”, “throughout”, “by” or “beside”,
“near”, “against”. The following sentences are the examples:
a) I stayed in a hotel across the railway station for two days.
b) There are villages around the lake.
c) There is a new road between the two cities.
d) There is a rumor among the villagers.
e) His father works hard throughout the year.
f) Mike likes sitting beside the window.
g) Our house is near the river.
h) I put the guitar against the wall.

b. Time
Prepositions “at”, “on” and “in” are used in dealing with time.

Prepositions Use Examples

at at + “clock time” a) I woke up at 5 a.m.
at present, at the moment, at b) Rose is busy at the moment.
the present time Please call again.
at noon, at night, at midnight c) We usually chat together
before sleeping at night.
on on + a date/ a weekday a) She was born on 26
on + weekday morning(s), February 1963.
afternoon(s), evening(s) b) We visited our grandparents
on Saturday.
c) Tom has a consultation
session with his lecturer on
Thursday morning(s).
in in + a month/ a year/ a a) She was born in February.
century/ a season b) She was born in 1963.
c) The first world map
appeared in the early 16th
century.
d) The air is cold in (the)
winter.

62
 Some prepositions such as “by”, “before” and “after” are also used in
relation to time; for example:
a) I have to finish my assignment by Friday.
b) I should go home before 9 p.m.
c) I will be available for any discussion after next week.

In addition, there are some prepositional idioms that need to be memorized;

for instance:
a) according to
According to the recent research data, some settlements need to be
relocated.
b) bored with
He is bored with the inconsistency.
c) capable of
She is capable of drawing the map.
d) composed of
Soil is composed of inorganic and organic material.
e) depend on
Your heath depends on your way of life.
f) equal to
Someone’s responsibility is equal to his right.
g) from time to time
People change from time to time.
h) inferior to
He sometimes feels inferior to his senior.
i) prior to
The research review must be done prior to the international seminar.
j) regard to
Some improvement is in progress with regard to the input.
k) related to
Clear understanding of terms related to the land-use is needed.

63
 l) responsible for
Everyone has to be responsible for his or her own deeds.
m) similar to
This book is similar to the one written by J.K. Rowling.

Kegiatan Belajar 2: Conjunction

Conjunction are words or phrases that explain the relationship between

clauses. "Conjoin" means to combine. Conjunction have functions as "parallel
structure" where conjunction function to connect words or phrases that have the
same grammar function in a sentence.

1. Coordinating Conjunction
The words “and”, “or”, “but” and “nor” are known as coordinating
conjunctions. The examples are as follows:

a) Sue and Joe are applying for scholarships.

nouns
b) Lola waved and smiled at her friend at a distance.
verbs
c) Darla is watching a movie and (is) eating popcorn.
verbs
(As the auxiliaries are the same, the second “is” could be
omitted)

d) This shirt is cheap but comfortable.

adjectives
e) He wants to read books or (to) play football.
to infinitive
(the second “to” could be omitted)

Commas are used in a parallel structure to separate each part. The

last comma before the conjunction is optional. In the following examples,
both of the sentences in (a) and (b) are correct.

64
 a) Russel’s favorite colors are red, yellow, and green.
b) Russel’s favorite colors are red, yellow and green.
In addition, if there are only two units in the parallel structure, no
commas are needed such as in the following example:
a) Hellen and Diana love reading fiction.
b) The students enjoy hiking and mountain climbing.

2. Correlative Conjunction or Paired Conjunction

Correlative conjunction is used together as pairs such as
both…and, not only…but also, either…or, neither…nor. They often
express addition or elimination; for example:

a) Both Tina and Tony love reading fictions.

plural verb
b) Not only arguments but also facts are needed in order to write a
scientific article. plural verb
c) Either Luisa or her sister loves reading fiction.
singular verb
d) Neither Beth nor her sister is able to cook.
singular verb
In sentences (b), (c) and (d), when the correlative conjunctions “not
only…but also”, “either…or”, “neither…nor” are used, the singular or
plural verbs (“are”, “loves” and “is”) depend on the subjects (“facts” and
“sister”) closer to them.
Similar grammatical structure or parallel structures (two nouns, verbs,
adjectives, adverbs) must be used after the correlative conjunctions. The
following sentences are the examples:

a) Tracy loves both reading and singing.

nouns
b) As a speaker, we should speak not only clearly but also slowly.

65
 adverbs
c) We could either cook or buy food during our stay in the hotel.
verbs
d) The room is neither clean nor fresh.
adjectives

Daftar Pustaka

Aik, Kam Chuan and Kam Kai Hui. 1992. Longman Dictionary of Grammar and
Usage. Addison Wesley Longman Singapore Pte Ltd, Singapore.

Azar, Betty Schrampfer. 1992. Fundamentals of English Grammar: Second

Edition. Regents/ Prentice Hall, New Jersey.

_____________________. 2002. Understanding and Using English Grammar:

Third Edition. Pearson Education, New York.

Greenbaum, Sidney and Randolph Quirk. 1990. A Student’s Grammar of the

English Language. Longman, England.

Sharpe, Pamela J. 2005. How to Prepare for the TOEFL. Barron’s

EducationalSeries, Inc., Indonesia.

Website:

Conjunctions and Prepositions n. d., accessed 9 May 2019,

<www.studypro.eu/english-grammar/conjunctions-and-
prepositions.html>.

Latihan
1. Complete the sentences by using the appropriate prepositions.
a. Frank prefers living _______ the village.
b. The theodolite must be put _______ the ground.
c. I saw Tina ______ breakfast this morning.

2. Complete the sentences by using the appropriate prepositions.

a. There will be a meeting ________ 1:30 p.m.
b. The final exam will be conducted ________ July.

66
 c. The movie is __________ ______ the novel written by Stephanie Meyer.

3. Complete the sentences by using the appropriate prepositional idioms.

a. She feels that she isn’t _________________ ______ delivering a speech.
b. He has to be ____________________ _____ being late.
c. The learning outcomes also _______________ _____ the
students’ effort.

4. Complete the sentences by using the words in brackets and appropriate

conjunctions.
a. Ron is (sit) _________________ ________ reading his favorite book.
b. The laboratory is (clean) _______________ __________ small.
c. Reza loves (swim) ______________ _________ jogging.

5. Complete the sentences by using the appropriate correlative or paired

conjunctions.
a. Both the student ______ the lecturer __________ joining the
international seminar.
b. Either the students ______ the lectures always (come) _______________
on time.
c. Not only the lecturers _______________ the students _______ attending
the meeting.

Rangkuman
Both prepositions and conjunctions are connectors. Conjunctions have
more functions than prepositions. Prepositions connect words in sentences.
Meanwhile, conjunctions can connect words, phrases or clauses.
Some prepositions, correlative conjunctions or paired conjunctions need to
be memorized. Thus, sufficient practice is needed in order to be familiar with
prepositions and conjunctions.
Tes Formatif

67
Choose True (T) or False (F) for the following sentences. Circle T if the sentence
is correct. Then, circle F if the sentence is incorrect.
1. Take your shoes on. (T/F)
2. The class will finish on 2:30 p.m. (T/F)
3. Tom will leave to Jakarta in Monday morning. (T/F)
4. The essay is composed of 20 pages. (T/F)
5. Dian is capable on using the equipment. (T/F)
6. Ben raised his hand and asks a question. (T/F)
7. The lecturer asked the students to write essays. (T/F)
8. Both Cindy and Tracy works hard on the project. (T/F)
9. The movie is neither good or inspiring. (T/F)
10. Not only my parents but also my lecturers wants me to (T/F)
graduate soon.

Cocokkan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini
Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10

Arti tingkat penguasaan yang saudara peroleh adalah :

90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang
Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat
meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

MODUL PUNCTUATION,
VII 68
 INTERJECTION,
AND TAG QUESTION

Punctuation dalam bahasa Indonesia adalah tanda baca. Dalam kegiatan

penulisan akademik penggunaan punctuation secara tepat merupakan hal yang
penting karena akan mempengaruhi pemahaman pembaca terhadap ide yang
berusaha kita sampaikan. Penggunaan tanda baca dalam bahasa Inggris sebetulnya
hampir sama dengan bahasa Indonesia, tetapi dalam beberapa hal ada yang
berbeda.
Interjection merupakan ekspresi yang sering diujarkan dalam percakapan
sehari-hari. Biasanya interjection merupakan luapan emosi yang berbentuk kata-
kata, sebagian memiliki arti, sebagian lagi tidak. Bentuk interjection bisa
bermacam-macam: kata, frasa, idiom, dan klausa pendek. Interjection tidak begitu
berfungsi dalam penulisan akademik, tetapi perlu dikenali ketika terlibat obrolan
berbahasa Inggris dalam situasi nonformal.
Tag question juga terjadi hanya dalam percakapan. Ia lebih sering muncul
dalam percakapan nonformal, tetapi muncul juga dalam diskusi ilmiah terutama
ketika meminta persetujuan atau pendapat dari lawan bicara.
Adanya materi mengenai punctuation dalam bahasa Inggris dapat
membantu dalam penulisan karya ilmiah, sementara interjection dan tag question
bermanfaat untuk percakapan dalam bahasa Inggris.

Kegiatan Belajar 1 : Punctuation

I. Punctuation in English
Other than grammar, punctuation is an essential tool every human should
be equipped with. Why? Because, even though your grammar is good, without
precise punctuation our writing will not be well understood. Moreover, we will
get bad writing scores when we take IBT TOEFL or IELTS. But first of all, as a
warming up let us introduce ourselves with names of punctuation in English.

69
Below is a list of several of them (Carter & McCarthy, 2006: 838), but not all of
them will be explained in this module.
full stop (UK), period (US),
. ’ apostrophe
dot, point
, comma * asterisk
: colon / forward slash
; semi-colon \ backward slash
? question mark (…) round brackets
! exclamation mark […] square brackets
− dash {…} chain brackets
- hyphen <…> diamond brackets
“…
double quotes U underline
”
‘…’ single quotes I italics

Each of the symbols has their own use in written text. Some have obvious
use such as question mark and exclamation mark. But for the others, there are
more than one use. Therefore, to lighten up your knowledge unlimited only to
their names, here are the more elaboration of some of their applications in written
text that is necessary to know (ibid., 839-851). Apply the checked ones () and
do not apply the crossed ones ().

A. Capital Letters (Upper Case)

 Beginning of a sentence.
They hung out together last weekend.
 Proper nouns: personal names (including titles before names), nationalities,
languages, names of days, names of months, seasons, public holidays,
geographical locations, etc.
James Bay, German, Germany, Javanese, Wednesday, April, Winter,
International Labor Day, Mount Merapi
 Titles of books, magazines, newspapers, articles, journals, etc.
Uncle Tom’s Cabin, Jakarta Post
 Abbreviations, acronyms, and curtailed words.
HIV, AIDS
 Determiner, preposition and conjunction in a title, except when they are the
first letter of the title.
When in Rome (not When In Rome), You are the Apple of My Eye (not You
Are The Apple Of My Eye)

B. Full Stop / Period

70
 End of a sentence.
City owned bus operator Transjakarta said it will conduct a two-day pre-trial
of an electric bus later this month before starting the six-month trial phase.
 Initials for personal names.
J.D. Salinger, J.K. Rowling
 Curtailed words.
St. Petersburg, Prof. Zainuddin
 Common sets of initials or acronyms.
BBC (not B.B.C.), UNHCR (U.N.H.C.R.)
 Titles
Election KPPS Members Death Linked to Stress, Working Overnight
 Address and date in formal letter.
Duffield Engineering
Netherfield Court
Longstone Road
Ableton

15 July 2002

C. Comma
 Separating main clauses when independent clause is in front of dependent
clause.
When the sun goes down and the band won’t play, I’ll always remember us
this way.
 Non-defining relative clause.
David Joseph, which is the company’s director, said that electric
Transjakarta will operate only in limited area during the trial but not yet
accessible for public.
 Defining relative clause.
The woman who always wears red dress is called the red widow.
not
The woman, who always wears red dress, is called the red widow.
 Lists of items in a sentence.
I need you to buy potatoes, salt, tomato sauce, and cooking oil.
 Interjection and tag question.
Well, here we go again.
I have submitted my paper, haven’t I?
 Direct speech.
He said, “Now it’s time to go home.”
“Let’s go home,” he said.

D. Colon & Semi-colon

71
 Colon Semi-colon
  Separate items included in a
Introduce lists. sequence or list.
He bought us many things from Our laboratory has additional
Indonesia: sandals, batik sling bags, facilities: two air conditioners;
and tropical fruits. forty personal computers;
a set of home theater.
  Separate two clauses, usually
Indicate a sub-title or subdivision of a
compound.
topic.
Adi Sucipto is for domestic
Agrarian Reform: Land, Poverty, and
flights; NYIA is for
Inequalities
international flights.

E. Dash & Hyphen

Dash Hyphen
 Dashes can be used in similar ways to  Join a word when there is not
commas, but preferably used in informal enough space at the end of a line.
writing, usually fiction, and can be She took out a pencil from her
single and multiple dashes. red pen-
There they tried to recognize him—a cil case.
one-eyed man dressed in rags. He tried hard to prevent her
The captain—who is also a one-eyed from cross-
man only not dressed in rags—came ing the line.
with a sword drawn from its sheath.
 Still in informal writing, dashes are also  Used in a phrase to avoid
used to end an uncompleted sentence. ambiguity.
The one-eyed man in rags jumped in a twelve-year-old girl
his effort to escape but— not a twelve year old girl

F. Apostrophe
 Contraction.
it is = it’s
I’d = I would/ I had
can’t = cannot
who is/ who has = who’s
(also applied to other question words)
 Mark possessive forms of nouns and pronouns (by adding ’s in nouns or last
word in noun phrases; add apostrophe only behind nouns ended with s).
This year’s program
Richard and Carol’s house
The girl next door’s dog

G. Quotation Marks

72
 Single Quotation Marks Double Quotation Marks
 Definitions or translations.  Direct speech.
Yogyakarta is called ‘the city of culture’. “Get out!” he said loudly.
 Highlight individual words (special 
Adi Sucipto is for domestic
mention).
flights; NYIA is for
‘Theodolite’ is a measuring instrument
international flights.
of horizontal and vertical angles.
 Mention titles of articles in magazine or
newspaper and titles of chapters within
books.
Yesterday I found an article about
electric Transjakarta operation trial in
Jakarta Post.

H. Brackets
 Give additional information.
The temperature in Surabaya reached 38°C (100.5°F) during last dry season.
 Give comments (usually in informal writing).
My first experience in -10°C was exciting (I was frozen ‘tho!).

I. Underline & Italics

Underline Italics
  Highlight individual words
Highlight individual words (special
(special mention).
mention).
Theodolite is a measuring
Theodolite is a measuring instrument of
instrument of horizontal
horizontal and vertical angles.
and vertical angles.
  Titles of books, newspapers,
Titles of books, newspapers, magazines,
magazines, videos, or CDs.
videos, or CDs.
King Lear is one of
King Lear is one of Shakespeare’s four
Shakespeare’s four major
major plays.
plays.

Kegiatan Belajar 2 : Interjection

Basically, interjection is an emotive expression that comes as a reaction of
surprising events. Therefore, there are interjections such as “Eww!” to react to
disgusting things, “Ugh!” to react to disappointing events, and “Huh?” to react to
something that is confusing. Normally, this kind of expression will come
naturally. When you are a Javanese, interjection that comes out from your mouth
will naturally be “Hash!” as a reaction when you are disappointed by something.

73
However, when we have a kind of small talk with, for example, a foreign lecturer
from Australia in the middle of a seminar, we might need to express an intended
interjection as part of politeness in small talk. Below are some examples of
interjections that are mostly used in English conversation. One thing to remember
is that an interjection can be used in various situations but with different kind of
emphasis and expressions.
Interjection Example
Nice Nice! Can you do it again?
Cool Cool! That is what I think you will do.
Oh, my goodness! I hope everything is going to be well.
Oh, my goodness
Oh, my goodness. Congratulation!
Oh dear, I am sorry to hear that.
Oh, dear
Oh dear, how sweet of you. Thank you for your gift.
Well Well, what are we going to do here?
Whoa Whoa! I never thought it would be this cool!
Yum Yum! I like your cookies!
Alas! What can we do now without neither house nor
Alas
money?
Anyway Anyway, what we need to do is to learn from this tragedy.
Indeed. But do you think it can work the other way
Indeed
around?
Alright Alright. I will help you do it.
Uh-huh. I understand.
Uh-huh Uh-huh? I’m sorry I’m confused. Can you elaborate your
statement?
See See? It works just as what I’ve hypothesized.
Ah, I see Ah, I see (see means understand).
You must be joking You must be joking! It’s not funny at all!
What a news! You must be very happy with your
What a (insert any
promotion!
nouns here)
What a word! He shouldn’t be that cruel!
Seriously Seriously! I can’t believe he did that!
Really. I do.
Really
Really? I don’t think it’s going to be like that.
(Interjection: Definition and Examples n. d.)

Kegiatan Belajar 3 : Tag Question

Tag questions are usually those kinds of expressions in a form of question
to reassure that our statements are true or agreed by our speaking partner.
Therefore, tag questions are mostly found in discussions or informal texts. Tag

74
questions usually appear in the end of sentences. They also exist in Indonesian
language and appear at the end of sentences with the same function. In Indonesian
they are such as kan?/ bukan?/ ya?/ ya, kan?/ bukan begitu?/ yuk.
English tag questions have several rules. First of all, you need to know that
negative tags such as are they not and is he not are usually being contracted so
they become aren’t they and isn’t he. The second one is that we have to fully
understand the rules of singular and plural both in nouns and pronouns because
tag question deals with them. The most important thing is that there is this basic
rule: if the sentence is positive, the tag question is negative; if the sentence is
negative, the tag question is positive. Below are other rules of tag questions
along with examples (Cara Membuat Question Tag n. d., King & Stanley, 1989:
222).
1. If the sentence is a prohibition or command, the tag question is will you.
Don’t be late again, will you?
2. If the sentence uses a main verb, the tag question used is do/does or did
(adjusting the tenses).
You bring your laptop, don’t you?
He hasn’t woken up, has he?
You had breakfast, didn’t you?
3. If the subject is I am, the tag question is aren’t I; if the subject I am not, the
tag question is am I.
I’m not wrong, am I?
I am in the right house, aren’t I?
4. If the sentence uses modal, the tag question is also the same modal; if the
modal is have/has to, the tag question uses do/does (adjusting the sentence).
Brandon can drive car, can’t he?
You have to eat your medicine, don’t you? It’s time.
5. If the subject is either somebody, everyone, someone, everybody, anyone, no
one, or nobody, the tag question is singular by referring to the subject (he/she).
Somebody should’ve spilled the tea, shouldn’t they?

75
6. If the subject is either something, everything, anything, and nothing, the tag
question is singular so it will be it.
Nothing scary will happen here, won’t it?
7. If the sentence contains negative words such as nobody, hardly, no one, rarely
nothing, seldom, and barely, the tag question will be positive.
She could hardly walk yesterday, couldn’t she?
8. If the sentence begins with let’s, the tag question is shall we.
Let’s go get something to eat, shall we?

Daftar Pustaka
Azar, Betty Schrampfer. 2002. Understanding and Using English Grammar,
Third Edition with Answer Key, Pearson Education, New York.

Carter, Ronald and Michael McCarthy. 2006. Cambridge Grammar of English, A

Comprehensive Guide, Cambridge University Press, Cambridge.

King, Carol and Nancy Stanley. 1989. Building Skills for the TOEFL, Binarupa
Aksara, Jakarta.

Ledgard, T.G. and C.J.S. Garner. 1989. Basic English Revision, Cassell Publishers
Limited, London.

Website :

Cara Membuat Question Tag n. d., accessed 23 April 2019, <https://www.

ef.co.id/englishfirst/englishstudy/cara-membuat-question-tag.aspx>.

Interjection: Definition and Examples n. d., accessed 23 April 2019, <http://

partofspeech.org/interjection/>.

Latihan
Repair sentences in each number to have good punctuation (Azar, 2002: 361).
1. After Ellen gets home from work she likes to read the newspaper she follows
the same routine every day after work as soon as she gets home she changes
her clothes gets a snack and a drink and sits down in her favorite chair to read
the newspaper in peace and quiet she usually has about half an hour to read the
paper before her husband arrives home from his job.

76
 Answer:
__________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________
2. When you speak to someone who is hard of hearing you do not have to shout
it is important to face the person directly and speak clearly my elderly father is
hard of hearing but he can understand me if I face him speak slowly and say
each word clearly.
Answer:
__________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________
3. Greg Adams has been blind since he was two years old today he is a key
scientist in a computer company he is able to design complex electronic
equipment because he has a special computer that reads writes and speaks out
loud his blindness neither helps nor hinders him it is irrelevant to how well he
does his job.
Answer:
__________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

77
4. Fill the right English interjection in each number in accordance with the
situation in each sentence by choosing the interjections provided below.
Oh, dear. Well done! Ah, I see. You must be joking! Whoa!
a. ………………… I have never saw her smile since the first day of college!
How could you make her laugh this loud?
b. ………………… People will see you as a real champion now! I know you
can make it!
c. ………………… Easy, man! I didn’t mean to hurt your legs when I
tackled you down.
5. Fill the blanks suitable tag questions. Pay attention to the pronouns,
predicates, and tenses.
a. He is good in English, …………………?
b. Chickens cannot fly, …………………?
c. Theo would like to join the competition, …………………?

Rangkuman
Punctuation is essential to make our writings well understood. Each of the
punctuations has its own functions. English punctuation is almost similar to
Indonesian punctuation, but of course there are differences to be paid attention to.
In terms of speaking, interjection and tag question are also important, especially
during discussion. Normally, interjection is a naturally emotive expression, but in
certain occasions it is needed to give right responses toward someone’s argument.
Tag question is also needed to throw questions of asking for agreement, so we can
have feedbacks or counter argument from our discussion partner.\

Tes Formatif
See if the sentences are correct (T) or incorrect (F). Circle your answer.
1. The pretty woman who wears red lipstick is my step sister. (T/F)
2. If you go to supermarket, please buy me some goods: a deodorant, (T/F)
a bottle of shampoo, and a lotion.

78
3. If you go there tell her that I miss her. (T/F)
4. I climbed mount Sumbing last holiday. (T/F)
5. Great! Send my condolences to her family. (T/F)
6. Whoa! Your car is amazing, dude! (T/F)
7. What a pity. I cannot imagine myself losing a house. (T/F)
8. Everyone will understand, are they? (T/F)
9. Somebody will pick us up, won’t it? (T/F)
10. You don’t have to be responsible for it, do you? (T/F)

Cocokan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini
Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10
Arti tingkat penguasaan yang saudara peroleh adalah :
90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang
Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat
meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

MODUL
VIII 79
 SENTENCE

Dalam bahasa Inggris, terdapat kalimat aktif dan kalimat pasif. Kalimat
aktif adalah kalimat dimana subjek (subject) melakukan tindakan yang dinyatakan
oleh kata kerja (verb). Pada kalimat aktif, penekanan diberikan kepada subjek
sehingga subjek diletakkan di awal kalimat. Kalimat pasif digunakan ketika
seseorang lebih menaruh ketertarikan kepada predikat (kata kerja dan objek).
Dalam bahasa Inggris, predikat merupakan bagian terpenting dalam sebuah
kalimat. Kalimat pasif sering digunakan dalam penulisan formal seperti laporan,
artikel ilmiah dan surat kabar.
Direct dan indirect sentences dalam bahasa Inggris membahas tentang
penggunaan kalimat langsung dan tidak langsung. Sama seperti dalam bahasa
Indonesia, kalimat langsung dan tidak langsung dalam bahasa Inggris juga
mempunyai tujuan yang sama yaitu untuk mengutip atau melaporkan apa yang
orang lain ucapkan atau tuliskan. Selain tujuan atau fungsi yang sama, tanda baca
yang digunakan pun sama. Hanya saja, ada perubahan tata bahasa dalam bahasa
Inggris jika dibandingkan dalam bahasa Indonesia.

Kegiatan Belajar 1: Active and Passive Sentence

a. Active to Passive Sentence
b) ACTIVE: Tracy made the card. The meaning is the same in both
c) PASSIVE: The card was made sentences.
by Tracy.
d) Tracy made the card. The subject in the active sentence
S V O becomes the object in the passive
sentence.

“by-phrase”
The card was made by Tracy.
S V O
e) ACTIVE: The lecturer provides FORM:
feedback. BE + PAST PARTICIPLE

80
 f) PASSIVE: Feedback is BE: is, am, are, was, were, have been,
provided by the lecturer. has been, will be, etc.
g) ACTIVE: Mr. Bean will take BE is followed by PAST PARTICIPLE
the key. (regular verbs that end in –ed (for
h) PASSIVE: The key will be example, cooked, cleaned, etc.) and
taken by Mr. Bean. irregular verbs (for example, given)

b. Passive Sentence Tense Forms

TENSE ACTIVE PASSIVE
SIMPLE PRESENT Her story impresses me. I am impressed by her story.
Her story impresses Bill.Bill is impressed by her story.
Her story impresses us. We are impressed by her story.
SIMPLE PAST The alarm surprised me. I was surprised by the alarm.
The alarm surprised Bill.Bill was surprised by the
The alarm surprised us. alarm.
We were surprised by the
alarm.
PRESENT Meggie has returned the The book has been returned by
PERFECT book. Meggie.
Meggie has returned the The books have been returned
books. by Meggie.
FUTURE Ron will send the The package will be sent by
package. Ron.
Ron is going to send the The package is going to be
package. sent by Ron.

c. Transitive and Intransitive Verbs

a) Transitive Verbs Only transitive verbs (verbs followed
ACTIVE: The technician by an object) that can be changed into
overhauled the instrument. the passive such as follows:
PASSIVE: The instrument was S V O
overhauled by the technician. Tom signed the contract.
b) Intransitive Verbs Susan ate the cake.
ACTIVE: A disaster happened. Intransitive verbs (verbs that do not
PASSIVE: (not possible) have any objects) cannot be
transformed into the passive; for
example:
S V
The land cracked.
Sam worked in the laboratory.
The mountain erupted.

81
d. The use of “by-phrase”
a) The first theodolite was “by-phrase” is used when the performer
invented by Leonard Digges of of an action is considered important
Kent. such as in famous writing, paintings,
music, and inventions.
b) The shoes were made in China. Usually, “by-phrase” is not used in the
(by someone) passive when the performer of an action
c) English is widely spoken around is neither known nor important. In
the world. (by people) sentences (b) and (c), the performers of
the actions are not known. Besides,
knowing them is considered
unimportant. Therefore, “by-phrase” is
not used.

e. The Present and Past Progressive Passive Forms

ACTIVE: a) The students are Present Progressive Passive Form:
measuring the land.
PASSIVE: b) The land is being is
measured by the students. am + being + PAST PARTICIPLE
are

ACTIVE: The students were drawing Past Progressive Passive Form:

the map in the class. was
+ being + PAST PARTICIPLE
PASSIVE: The map was being drawn were
by the students.

f. Passive Modal Auxiliaries

ACTIVE MODAL AUXILIARIES PASSIVE MODAL AUXILIARIES
FORM:
MODAL + BE+ PAST PARTICIPLE

The officer will send it. It will be sent by the officer.

The officer can send it. It can be sent by the officer.
The officer should send it. It should be sent by the officer.
The officer ought to send it. It ought to be sent by the officer.
The officer must send it. It must be sent by the officer.
The officer has to send it. It has to be sent by the officer.
The officer may send it. It may be sent by the officer.
The officer might send it. It might be sent by the officer.

82
Kegiatan Belajar 2: Direct and Indirect Speech
a. Direct Speech
Direct speech, also known as quoted speech, replicate or repeat the
words that are spoken or written. Without adding or reducing any words, the
repeated words are the exact words. To signalize the direct speech, the spoken
or written words are placed between quotation marks, (“…….”).
 He said, “The dance is beautiful.”
 “It is really interesting,” he said.
 “Will you join the meeting?” she asked.
 He said, “Be careful!”
Pay attention to the commas used in those sentences. Commas come
after He said if the words He said come before the quoted sentence.
Meanwhile, commas are put in the quotation mark if the words He said come
at the end after the quoted sentence. Besides that, any punctuations; such as
period, comma, question marks, or exclamation marks; are inside the
quotation mark.
If more than one sentence is quoted, the quotation marks are placed at
the beginning and end of the sentences.
 “My mother is standing right there by the fruit stall. She is trying
to buy some oranges.” He said.
 He asked, “Can I use the phone? I need to call my mother.”
If those sentences are separated, the quotation marks are also
separated. The second sentence has quotation marks and begins with capital
letter.
 “My mother is standing right there by the fruit stall,” He said.
“She is trying to buy some oranges.”
 “Can I use the phone?” he asked. “I need to call my mother.”
There are also differences in using subject of the sentence. The subject,
whether in the form of noun or pronoun, has difference rule especially for the
subject preceded by direct sentence. Pay attention to the example.
 “It is really interesting,” he said.

83
  “It is really interesting,” said John.
The first example uses pronoun “he” as the subject, while the second one
uses noun “John”. The noun subject comes after the verb “said” unlike the
pronoun which comes before the verb “said”. This rule applies only when the
subject and the verb come in the middle or at the end of the direct speech.
Not only the verbs “say” and “ask”, a direct speech can also use various
verbs depending on the purpose or function of the direct speech. Some of these
verbs are commonly used:

- whisper - announce - comment

- add - answer - respond
- agree - beg - explain
- complain - reply

 “Don’t tell anyone,” she whispered. “He took all the money.”
 John complained, “The taxi should’ve come earlier. I miss my
flight.”

b. Indirect Speech
Indirect speech, also known as reported speech, repeats the words that are
spoken with some addition or alteration without changing the meaning. Indirect
sentence doesn’t use quotation marks.
The verb from direct sentences is usually changed into past form in the
indirect sentences.
Direct speech Indirect Speech
 He said, “I play football on  He said that he played football
Monday.” on Monday.
 John said, “I bought some books  John Said that he had bought
yesterday.” some books the day before,
 She said’ “Brandon is sleeping in  She said that Brandon was
the couch.” sleeping in the couch at that
moment.
 Mother said, “Your father will  Mother said that my father
come home soon.” would come home soon.

84
 The verb in the quoted sentence is changed into past form in the indirect
sentence. Here is the list of the verb change.
Direct speech Indirect speech
 Simple present  Simple past
Play / Plays Played
 Present continuous  Past continuous
Is playing Was playing
 Present perfect  Past perfect
Have finished Had finished
 Simple past  Past perfect
Wrote Had written
 Will  Would
Will leave Would leave
 Can  Could
Can do Could do
 May  Might
May leave Might leave
 Must  Had to
Must submit Had to submit
 Have to  Had to
Have to submit Had to submit

The change is not only for the verb form but also for the subject inside the
direct speech. Adjusted to the context, the word “I” in the sentence “I play
football every Monday”, changes into “he” in the indirect speech.
Besides the verb and the subject, the adverb in indirect speech also
changes. Here is the list of the alteration of the adverb.
Direct speech Indirect Speech
 Now  At that moment
 Yesterday  The day before
 Today  That day
 Last week  The week before
 Next year  The following week
 Tomorrow  The next day / the following day
 Here  There
 This  That
 These  Those
 Ago  Before
 Tonight  That night
 Last night  The night before
85
Pay attention to the change of pronoun, verb, and the adverb in sentences below.
Direct Speech Indirect Speech
 John said, “I bought some John said that he had
books yesterday.” bought some books
the day before.
 “I found these puppies Emma Said that she had
last night,” Said Emma. found those puppies the
night before.

Daftar Pustaka

Allen, W. Stannard. 1958. Living English Structure for Schools, Kanisius,

Indonesia.

Azar, Betty Schrampfer. 1992. Fundamentals of English Grammar: Second

Edition, Regents/Prentice Hall, New Jersey.

____________________, 2002. Understanding and Using English Grammar

Third Edition, Pearson Education, New York.

Murphy, Raymond. 2019. English Grammar in Use Fifth Edition, Cambridge

University Press, United Kingdom.

Praninskas, Jean. 1959. Rapid Review of English Grammar for Students of English
as a Second Language, Prentice-Hall, Inc., United States of America.

Website:

Active Sentence n. d., accessed 3 April 2019, <writingexplained.org/grammar-

dictionary/active-sentence>.

Direct dan Indirect Speech n. d. /, accessed 15 April 2019, <https://www.ef.co.id/

panduan-bahasa-inggris/tata-bahasa-inggris/direct-dan-indirect-speech>.

Examples of Active and Passive Voice n. d., accessed on 3 April 2019,<examples.

yourdictionary.com/examples-of-active-and-passive-voice.html>.

Indirect Speech n. d., accessed 15 April 2019, <https://owlcation.com/ humanities/

Indirect-Speech>.

The Use of the Passive Voice n. d. , accessed 3 April 2019, <www.grammaring.

com/ the-use-of-the-passive-voice>.
Latihan
86
1. Change the active sentence into the passive sentence with the same meaning.
a. Ricard writes the book.
____________________________________
b. Ron submitted the report.
____________________________________
c. Victoria will sing the song.
____________________________________
d. Emma has cleaned the room
____________________________________
2. Change the active sentence into the passive sentence. Complete the passive
sentence by writing the subject.
a. SIMPLE PRESENT
Mr. Tom supports me. I am supported by Mr. Tom.
Mr. Tom supports Mike. by Mr. Tom.
Mr. Tom supports us. by Mr. Tom.
b. SIMPLE PAST
Mr. Tom supported me. by Mr. Tom.
Mr. Tom supported them. by Mr. Tom.
c. PRESENT PERFECT
Mr. Tom has supported Brian. by Mr. Tom.
Mr. Tom has supported us. by Mr. Tom.
d. FUTURE
Mr. Tom will support them. by Mr. Tom.
Mr. Tom is going to support us. by Mr. Tom.
3. Change the verbs into the passive in the same tense.
ACTIVE PASSIVE
a. The movie inspired her. She was inspired by the movie.
b. The movie didn’t inspire her. She wasn’t inspired by the movie.
c. Did the movie inspire her? Was she inspired by the movie?
d. The noise will disturb other students. ___________________________

87
 e. The noise won’t disturb other students. ___________________________
f. Will the noise disturb other students? ___________________________
g. He has reported the results. ____________________________
h. He hasn’t reported the results. ____________________________
i. Has he reported the results yet? _____________________________
j. The bad news shocks them. _____________________________
k. The bad news doesn’t shock them. _____________________________
l. Does the bad news shock them? _________________________________

4. Change the sentences into the passive. Write the “by-phrase” when it is
necessary.
a. The Minister of Agrarian Affairs made the new policy.
____________________________________________________________
b. The appointed officer estimates the land value.
___________________________________________________________
c. Some people criticized the land reform.
____________________________________________________________
d. Someone has created the land information system.
____________________________________________________________

5. Change the direct sentences into indirect sentences

a. Pedro said, "I will pick you up."
Pedro said ……………………………………………..
b. "Do you need a ruler?" Annie asked.
Annie asked me if I …………………………………….
c. Jennifer asked, "Where do you live?"
Jennifer asked me ……………………………………….
d. Tammy asked, "Are you sleepy?"
Tammy wanted to know …………………………………..

Rangkuman

88
 The difference between active and passive sentences is in the emphasis of
each sentence. In an active sentence, the emphasis or focus is on the subject or the
action doer. The subject is mentioned at the beginning of the sentence. In a
passive sentence, the focus is on the recipient. In the passive sentence, the agent
(someone or something that does the action) is not mentioned unless the
information is important. The passive sentence is commonly used in formal
writing. There is only one form in making the passive from the active:
BE + PAST PARTICIPLE
The following examples aim at helping to be familiar with the form:
ACTIVE PASSIVE
a) The minister monitors the land a) The land development is
development. monitored by the minister.
b) The minister is monitoring the b) The land development is being
land development. monitored by the minister.
c) The minister has monitored the c) The land development has been
land development. monitored by the minister.
d) The minister monitored the land d) The land development was
development. monitored by the minister.
e) The minister was monitoring the e) The land development was
land development. being monitored by the minister.
f) The minister had monitored the f) The land development had been
land development. monitored by the minister.
g) The minister is going to monitor g) The land development is going
the land development. to be monitored by the minister.
h) The minister will monitor the h) The land development will be
land development. monitored by the minister.
i) The minister can monitor the i) The land development can be
land development. monitored by the minister.
j) The minister should monitor the j) The land development should be
land development. monitored by the minister.
k) The minister ought to monitor k) The land development ought to
the land development. be monitored by the minister.
l) The minister must monitor the l) The land development must be
land development. monitored by the minister.
m) The minister has to monitor the m) The land development has to be
land development. monitored by the minister.
n) The minister may monitor the n) The land development may be
land development. monitored by the minister.

Direct and Indirect sentence is one of the expression in English. It can be

in the form of written or spoken sentence. These kinds of sentence are used to
89
quote or report someone’s saying. Direct sentence quotes and reports someone’s
utterance directly. The word and sentence from the source in the quoted sentence
doesn’t change. Indirect sentence gives several changes in the quotation and
report. The changes are related to the verbs, pronoun, and adverb of time of the
sentence.

Tes Formatif

Choose True (T) or False (F) for the following sentences. Circle T if the sentence
is correct. Then, circle F if the sentence is incorrect.
Active and Passive Sentences
1. The test is correct by the lecturer. (T/F)
2. The new shelf has bought by the officer. (T/F)
3. The program developed by the IT officer. (T/F)
4. The land is being measured by the students. (T/F)
5. The land value had investigate by the officer. (T/F)
Direct Sentences Indirect Sentences
6. “Drink plenty of water,” the The doctor told me to drink (T/F)
doctor said to me plenty of water.

7. “Don’t work too hard,” I said I told Joe to work too hard. (T/F)
to Joe.

8. “Can you help me, please,” Jackie asked me to helping her. (T/F)
Jackie said to me.

9. "I'm excited about my new Allen said that he was excited (T/F)
job,” said Allen about his new job.

10. Fred asked me, "Can we still Fred asked me that we could (T/F)
get tickets to the game?" still get tickets to the game.

Cocokkan jawaban saudara dengan kunci jawaban Tes Formatif yang

terdapat pada bagian akhir modul ini. Hitunglah jawaban saudara yang benar.

90
Kemudian gunakan rumus di bawah ini untuk mengetahui tingkat penguasaan
saudara terhadap materi kegiatan belajar ini

Rumus :
Jumlah jawaban saudara yang benar
Tingkat Penguasaan = ---------------------------------------------------- X 100 %
10

Arti tingkat penguasaan yang saudara peroleh adalah :

90 – 100 % = Baik Sekali;
80 – 90 % = Baik
70 – 80 % = Cukup
< 70 % = Kurang

Bila saudara memperoleh tingkat penguasaan 80 % atau lebih, saudara dapat

meneruskan dengan modul selanjutnya. Sedangkan jika tingkat penguasaan
saudara masih berada di bawah 80 %, saudara diwajibkan mengulangi modul ini,
terutama bagian yang belum saudara kuasai secara baik.

Kunci Jawaban Tes Formatif

91
Modul I : Modul II : Modul III: Modul IV:
1. F 1. F 1. F 1. F
2. T 2. T 2. T 2. T
3. F 3. F 3. F 3. F
4. F 4. F 4. T 4. T
5. F 5. F 5. F 5. F
6. T 6. T 6. T 6. F
7. F 7. F 7. F 7. T
8. T 8. T 8. T 8. T
9. F 9. T 9. F 9. F
10. T 10. F 10. T 10. F

Modul V: Modul VI: Modul VII: Modul VIII:

1. F 1. F 1. T 1. F
2. T 2. F 2. F 2. F
3. F 3. F 3. F 3. F
4. F 4. T 4. F 4. T
5. T 5. F 5. F 5. F
6. T 6. F 6. T 6. T
7. F 7. T 7. T 7. F
8. F 8. F 8. F 8. F
9. T 9. F 9. F 9. T
10. F 10. F 10. T 10. F

92