Modul Bahasa Inggris Ilkom 2018

1
Bahasa Inggris 1 Prodi Ilmu Komunikasi

Universitas Malikussaleh
UNIT 1
1.
READING
You have to read the following text at home
College Life in the United States
Instructors at American colleges and universities have many different teaching

methods. Some instructors give assignments every day. They grade homework.
Students in their classes have to take many quizzes, a midterm exam, and a final
exam. Other instructors give only assignments. Some teachers always follow a
course outline and usually use textbook. Others send students to the library for
assignments.
The atmosphere in some classrooms is very formal. Students call their instructor
“ Professor Smith,” “Mrs. Jones,” and so on. Some teachers wear business clothes
and give lectures. Other classrooms have an informal atmosphere. Students and
lectures discuss their ideas. Instructors dress informally, and students call them by
they first name. American teachers are not alike in their teaching styles.
At American colleges and universities, libraries and learning centers are available
to the students. They can often use typewriter, tape recorders, video machines, and
computers. They can buy books, notebooks, and other thing at campus stores.
There are also services available to the students. They can get advice on their
problems from counselors and individual help with their classes from tutors. In
addition to facilities and services for study, colleges and universities usually offer
facilities for recreation. Some schools have swimming pools and tennis courts.
Most have snack bars or cafetarias. (Taken from INTERACTIONS, Kirn, 1985)
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Difficult Words
Provide the possible meanings of the following words in Indonesian language.

1. an assignment = …………………………………………
2. atmosphere = …………………………………………
3. an advice = …………………………………………
4. a counselor = …………………………………………
5. alike = …………………………………………
2. COMPREHENSION QUESTIONS
To check your understanding, answer the questions below in a separated paper!

1. What are two kinds of classroom atmosphere?
2. What are the examples of learning facilities at most American colleges or
universities?
3. Where do these students use these things?
4. What do counselors offer students with?
3. ORAL REPRODUCTION
With your partner in your class, practice expressing your ideas orally based on the
text you have read.
1. Tell your partner the teaching methods commonly used by our teachers or
lectures at our colleges or universities
2. Tell your partner the teaching method that you like most and the one that
you like least
3. Tell your partner the advantages and disadvantages of our teaching method
by contrast with American teaching methods.
4. GRAMMAR FOCUS
“Instructors at American colleges and universities have many different teaching

methods”
The sentence taken from the text is often called Simple Present Tense.
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Every sentence must have a subject and a predicate. This is also true for
Simple Present Tense statements. The predicate of Simple Present
Tense statements may take either a form of verbal or non-verbal
predicate.
Examples:
A. Sentences with verbal predicates
No Subject Verbal Predicate

1 I like computers very much.
2 You learn English at the Language Centre.
3 We do not study mathematics a lot.
4 She does not study statistics.
5 He studies statistical analysis.
st st
(+) Noun or verb 1 or verb 1 +s
pronoun
(-) Noun or do not/does not + verb 1
st
pronoun
B. Sentences with non verbal predicates
No Subject Non-Verbal Predicate

1 I am a student of a private university.
2 We are not employees.
3 My university is very big.
4 Her sister is not a student.
5 She is in Jakarta.
(+) Noun or is/am/are
pronoun
(-) Noun or is/am/are not
Pronoun
Note: This pattern is usually used to express habitual actions or general truth.
5. SPEAKING
¢ Activity 1
As a student you have to schedule your routine activities. Fill in the form
below. Now ask in turn about routine activities. Follow this model:
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A : Where are you at 6 o’clock in the morning?

B : I am at home.
A : What do you usually do at home at 6 o’clock?
B : I usually read a book.
Schedule of my daily activities
No Time Plac Activities

e
1 6 at home. read a book
2 ……… ……… ………..
3 ……… ……… ………
4 ……… ……… ………
10 ……… ……… ………
¢ Activity 2
Work in pairs with another partner telling him/her your partner’s routine activities
you have talked about. Begin like this:
A : Please tell me your friend’s routine activities?
B : Well, Ani/Anto is at home at 6 o’clock. S(he) usually reads a book. Etc.
6. WRITING
Write down a paragraph about your own routine activities. See the example below.
I am usually at home at 6 o’clock in the morning. At the time I often read a book,
etc.
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UNIT 2
1.
READING
“How can I get to the Post ofice?”
I have a special rule for travel: never carry a map. I prefer to ask for directions.
Sometimes I get lost, but I usually have a good time. I can practice a new language,
meet new people, and learn new customs. And I find out about different “styles” of
directions every time I ask, “How can I get to the post office?”
Foreign tourist often confused in Japan because most streets there don’t have
names; in Japan, people use landmarks in their directions instead of their street
names. For example, the Japanese will say to travelers, “Go straight down to the
corner. Turn left at the big hotel and go past a fruit market. The post office is across
from the bus stop.”
In the countryside of the American Midwest, there are not usually many
landmarks. There are no mountains, so the land is very flat; in many places there is
no town or buildings within miles. Instead of landmark, people will tell you
directions and distances. In Kansas or Iowa, for instance, people will say,” Go
north two miles. Turn east, and then go another mile.”
People in Los Angles, California, have no idea of distance on the map: they measure
distance in Los Angles in time, not miles. “ How far away is the post office?” you
ask. “Oh,” they answer, “it’s about five minutes from here. ” You say, “ Yes, but
how many miles away is it?”. They don’t know. People in Greece sometimes do
not
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even try to give directions because tourists seldom understand the Greek
language. Instead, a Greek will often say, “Follow me.” Then he will lead you
through the streets of the city to the post office. Sometimes a person doesn’t know
the answer to your questions. What happens in this situation? A New Yorker
might say, “Sorry, I have no idea.” But in Yucatan, Mexico no one answers, “I
don’t know.” People in Yucatan believe that “I don’t know” is impolite. They
usually give an answer, often a wrong one. A tourist can get very, very lost in
Yucatan!
One thing will help you everywhere- in Japan, the United States, Greece, Mexico,
or any other place. You might not understand the person’s body language: Go in
that direction, and you may find the post office! (Taken from INTERACTIONS,
Kirn,
1985)
Difficult Words
Provide the possible meanings of the following words in the Indoensian language.
1. to carry = …………………………………………
2. to get lost = …………………………………………
3. flat = …………………………………………
4. distance = …………………………………………
5. to understand = …………………………………………

1. What is the main idea of the passage?
2. What kind of thing is “the countryside”?
3. How does it look like?
4. What doesn’t it have?
5. What does the word countryside mean?
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With your partner in your class, practice expressing your ideas orally based on the
text you have read.
Discuss the following topics!

1. The ways to give directions in your own cultures (country)
2. The use of body language in giving directions
3. The opinions why the people in different countries give directions
in different ways.
4. GRAMMAR FOCUS
“One thing will help you everywhere”

The sentence taken from the text is often called Simple Future Tense.
Every sentence must have a subject and a predicate. This is also true
for Simple Future Tense statements. The predicate of Simple Future
predicate.
Examples:
No Subje Verbal Predicate

1 I ct Will study seriously.
2 A friend of mine Will study together with me.
3 Diligent students Will not forget their homework.
4 They Will not stop studying English.
5 All of us Will remember one another.
(+) Noun or pronoun will + verb 1st
(-) Noun or pronoun Will not + verb 1st
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No Subject Non-
Verbal Predicate
1 We Will be parents in the future.
2 Girls Will be mothers.
3 Boys Will be fathers.
4 All of us Will not be unemployed.
5 Some of us Will not be in Lampung.
(+) Noun or pronoun Will + be
(-) Noun or pronoun Will not + be
5. SPEAKING
¢ Activity 1
Arrange your planning of the next semester semester. When finished, do

the practice again and now change roles. Fill in the form below. Start like
this:
A : Where will you be in the first week of the next semester?
B : Well, I will be at campus.
A : What will you do there?
B : I will of course meet with my academic guidance. Etc.
Planning for the next semester

No Time Place Activities
1 week 1 at campus meet with my academic
2 ……… ……… guidance
3 ……… ……… ………..
4 ……… ……… ………
10 ……… ……… ……….
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¢ Activity 2
Tell your friend’s planning you have talked about to another classmate. Begin
like this:
A : Please tell me his/her planning for the next semester?
B : Well, I would like to tell you Toni’s planning for the next semester. At the
first week, he will be at campus. He will meet with his academic guidance.
Etc.
6. WRITING
Write down a paragraph of ten to fifteen sentences about your planning for
next semester.
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UNIT 3
1.
READING
Women in the Nuclear Family
The family is changing. In the past, grandparents, parents, and children used to
live together; in other words, they had an “extended family.” Sometimes two or
more brothers with their wives and children were part of this large family group.
But family structure is changing throughout the world. The “nuclear family”
consists of only one father, one mother and children; it is becoming the main
family structure everywhere.
The nuclear family offers married women some advantages: they have freedom
from their relatives, and husband does not have all the power of the family. Family
structure in most part of the world is still “patriarchal”; that is the father is the
head of the family and makes most of the important decisions. Studies show,
however, that in nuclear families, men and women usually make an equal number
of decisions about family life. Also, well-educated husbands and wives often prefer
to share the power.
But wives usually have to “pay” for the benefits of freedom and power. When
women lived in extended families, sisters, grandmothers, and aunts helped one
another with housework and childcare. In addition, older women in a large family
group had important positions. Wives in nuclear families do not often enjoy this
benefit, and they have another disadvantage, too; women generally live longer than
their husbands, so older women from nuclear families often have to live alone.
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Studies show that women are generally less satisfied with marriage than mean are.
In the past, mean worked outside the home and women worked inside. Housework
and childcare were a full-time job, and there was no time for anything else. Of
course this situation is changing. Women now work outside the home and have
more freedom than they did in the past. Why, then, are some women still
discontent?
In most parts of the world today, women work because the family needs more
money. However, their outside jobs often give them less freedom, not more,
because they still have to do most of the housework. The women actually have two
full-time jobs- one outside the home and another inside- and not much free time.
The nuclear family will probably continue to be the main family form of the future.
Change, however, usually brings disadvantages along with benefits, and family
forms of the past had had many advantages. (Taken from INTERACTIONS, Kirn,
1985)
Difficult Words
Provide the possible meanings of the following words in the Indoensian

language.
1. grandparents = …………………………………………
2. to consists = …………………………………………
3. a decision = …………………………………………
4. freedom = …………………………………………
5. probably = …………………………………………

1. What does the text talk about?
2. What advantages does the nuclear family offer women?
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3. What are some disadvantages of the nuclear family for women?

4. Why are many women dissatisfied with marriage and nuclear family?
5. What does they in paragraph 2 line 1 refer to?
Please work in-group of three or four, discussing the questions below:

1. Do you live in nuclear family or extended family? What is the main
family structure in your neighborhood?
2. What do you think is good about nuclear family?
3. What is good about extended family?
4. What is your pinion about a married woman working outside the home?
Why or why not?
4. GRAMMAR FOCUS
“they had an extended family.”

The sentence taken from the text is often called Simple Past Tense.
Every sentence must have a subject and a predicate. This is also true
for Simple Past Tense statements. The predicate of Simple Past Tense
statements may take either a form of verbal or non-verbal predicate.
Examples:

1 My fatherct Studied at a Senior School in Medan.
2 He Continued his study in Bandung in 1961.
3 My mother Did not study in Medan.
4 She Did not finish her university.
5 They Moved to Lampung in 1970.
(+) Noun or pronoun verb 2nd
(-) Noun or pronoun Did not + verb 1st
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1 My fatherct Was very active in students’ activities.
2 He Was the captain in this class.
3 My mother Was not active.
4 She Was one of the beautiful girl in her class.
5 They Were not lazy students.
(+) Noun or pronoun Was/were
(-) Noun or pronoun Was/were not
5. SPEAKING
¢ Activity 1
Work in pairs talking in turn about your past activities. Fill in the form
below. Follow the model:
A : Where were you at 6 a.m. yesterday?
B : I was at home.
A : What did you do at home?
B : I did jogging. Etc
Schedule of Yesterday’s activities

No Time Place Activities
1 6 a.m. at home. do jogging
2 ……… ……… ………..
3 ……… ……… ………
4 ……… ……… ………
10 ……… ……… ………
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¢ Activity 2
Now ask another friend what your friend did yesterday. Begin like this: A :
Where was he at 6 a.m. yesterday?
B : He was at home?
A : What did he do at home at 6 a.m. yesterday?
B : He said that he did jogging. Etc.
6. WRITING
Write a paragraph about your own yesterday’s activities.

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UNIT 4
1.
READING
Untitle
d
Most children have achieved remarkably sophisticated language capabilities by the

age of three. Their vocabularies have reached about 1000 words, and they can use
as many as five of those words in a single sentence. They make up new words, too.
They can speak about the past and future as well as the present. They understand
that some words have more than one meaning. They can duck when a ball is
coming or see a duck on lake. They have began to use negatives (“That’s not mine”)
and helping verbs (“I can do it myself”).
Over the next two years, their vocabulary will more than double. They will begin to
play with words, to repeat silly sounds, to try out “toilet” words or even swear
words, just to elicit an adult’s reaction. Newly aware of the power of words, they
will begin to argue, and they will start to tell jokes.
This language play carries on a process of experimentation that began when child
was an infant, first encountering language. At one time, experts thought children
learned language simply by imitating adults. Nowadays, most linguists agree that
children learn primarily by experimenting- by listening and thinking about what
they hear, by making their own sounds, and then by observing the way others react.
Language comes first as a great garble of sound. Slowly, children learn to hear
individual sound patterns, or words. They try out sounds. For example babies
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babble “da da” and from adult’s responses (“yes, that’s daddy”), learn which sounds
enable them to communicate effectively. (Taken from TOEFL Prep Book, Lin
Lougheed, 1992)
Difficult
Words

language.
1. sophisticated = …………………………………………
2. to make up = …………………………………………
3. silly = …………………………………………
4. infant = …………………………………………
5. babble = …………………………………………

1. What is the best title for the passage?
2. What age can children tell their past experience?
3. At the age of five, what do the children begin to experiment with?
4. How does an infant learn a language?
5. What does the passage tell us about the child’s first recognition of words?
With your partner in your class, practice expressing your ideas orally based on
the text you have read!
Tell your partner about:
1. Your experience when you were still a child
2. your way of teaching a language if you have children
“Most children have achieved remarkably sophisticated language capabilities by
the age of three”
The sentence taken from the text is often called Present Perfect Tense.
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Every sentence must have a subject and a predicate. This is also true for
Present Perfect Tense statements. The predicate of Present Perfect
predicate.
Examples:

ct
1 Some students have lived here since they were born.
2 We have studied English for 6 years.
3 My father has not met some of my friends.
4 Nobody here has seen UFO.
5 Some lecturers have not earned their Ph.D. degrees.
rd
(+) Noun or pronoun have/has verb 3
rd
(-) Noun or pronoun have/has not + verb 3

We ct have been university students for 6
1
months.
2 Everybody has been very busy with his homework.
3 Some universities have not been accrediated .
4 Our dean has been to USA twice.
5 This department has been accredited.
(+) Noun or pronoun have/has + been
(-) Noun or pronoun have/has not + been
5. SPEAKING
¢ Activity 1
Ask your friend about the condition and activities of his/her family. Fill in the
form below. Follow the model:
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A : Hi, how have you been for a week?
B : I have (I’ve) been fine.
A : What have you done then?
B : I have finished my homework and visited my friends in Jakarta.
A : Sounds good. And how has you sister been?
B : She has (She’s) been fine too.
A : What has she done for a week?
B : As I know, she has just returned home after a vacation in Bali.
Summary of my family condition and activities for a week

Members Condition Activities
of the
family
You fine finish homework, visit friend
father ………….. …………..
mother ………….. …………..
brother ………….. …………..
sister ………….. …………..
nieces ………….. …………..
nephews ………….. …………..
etc.
¢ Activity 2
Now change roles. Practice the activity 1 again.

¢ Activity 3
Now tell another friend about the condition and activities of your friend’s family
for a week you have talked about. See the example below.
A : Please tell me the condition and activities of his/her family for one week.
B : Well, he has been fine and he has finished …….etc
6. WRITING
Write down condition and activities of your own family for a week.
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UNIT 5
1.
READING
Advertising: The Selling of a

Product
A consumer walks into a store. He stands in front of hundreds of foxes of laundry

detergent. He chooses one brand, pays for it, and leaves. Why does he pick that
specific kind of soap? Is it truly better than the others? Probably not. These days,
many products are nearly identical to each other in quality and price. If products
are almost the same, what makes consumers buy one brand instead of another?
Although we might not like to admit it, commercials on television and
advertisements in magazines probably influence us much more than we think they
do.
Advertising informs consumers about new products available on the market. It

gives us information about everything from shampoo to toothpaste to computers
and cars. But there is one serious problem with this. The “information” is actually
very often “misinformation.” It tells us the products’ benefits but hides their
disadvantages. Advertisings not only lead us to buy things that we don’t need and
can’t afford, but it also confuses our sense of reality. “Zoom toothpaste prevents
cavities and give you white teeth!” the advertisement tells us. But it does not tell us
the complete truth: that a healthy diet and a good toothbrush will have the same
effect.
Advertisers use many methods to get us to buy their products. One of their most
successful methods is to make us feel dissatisfied with ourselves and our imperfect
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lives. Advertisements show us who we aren’t and what we don’t have. Our teeth are
not white enough. Our hair isn’t shiny enough. Our clothes aren’t clean enough.
Advertisements make us afraid that people won’t like us if we don’t use the
advertised products. “Why don’t I have any dates?” a good-looking girl sadly asks
in commercial. “Here” replies her roommate,” try Zoom toothpaste!” Of course she
tries it, and immediately the whole football team falls in love with her. “That’s a
stupid commercial,” we might say. But we still buy Zoom toothpaste out of fear of
being unpopular and having no friends.
If fear is the negative motive for buying product, then wanting a good self-image is
the positive reason for choosing it. Each of us has a mental picture of the kind of
person we would like to be. For example, a modern young woman might like to
think that she looks like a beautiful movie star. A middle–age man might want to
see himself a strong, attractive athlete. Advertisers know this. They write specific
ads to make certain groups of people choose their product. Two people may choose
different brand of toothpaste with the identical price, amount, and quality; each
person believes that he is expressing his personality by choosing that brand.
(Taken from INTERACTIONS, Kirn, 1985)
Difficult Words

language.
1. a brand = …………………………………………
2. admit = …………………………………………
3. shiny = …………………………………………
4. good-looking = …………………………………………
5. identical price = …………………………………………
To check your understanding, answer the questions below in a separate paper!

1. What is the main idea of the text?
2. What does it in line 6 refer to?
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3. What does they in line 7 refer to?

4. The word admit in line 6 nearly eans…..
5. What does this in paragraph 2 line 3 refer to?
Talk with your friends about the following questions:

1. What kind of advertising attracts your attention? Do you sometimes buy
products in the ads or commercials?
2. How are American and Canadian advertisements and commercials different
from those in our country?
3. What image would you like to have for yourself?
4. What famous brands of products do you have in your home now? Why
did you buy these?
4. GRAMMAR FOCUS
“A consumer walks into a store”

“The information is actually very often misinformation.”
The two sentences have different types of predicate: verbal and non
verbal predicates
Every sentence must have a subject and a predicate. The predicate may
take either a form of verbal or non-verbal predicate.
Examples:
No Tens Exampl
1 es
Simple Present Tense We like Informationes
Technology.
2 Simple Future Tense We will learn English for two semesters.
3 Simple Past Tense We did not learn English seriously at
SMU.
4 Simple Past Tense We have learned English for 6 years.
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No Tens Exampl
1 es es
Simple Present Tense We are students of STMIK Darmajaya.
2 Simple Future Tense We will not be bad English learners.
3 Simple Past Tense We were not very serious students at SMU.
4 Simple Past Tense We have been university students for a
year.
5. SPEAKING
¢ Activity 1
Please interview your friend about his/her routine activities, future planning,
past activities, and activities for one week you have talked about. Use only yes-no
questions. Follow this model:
Reporter : Excuse me, are you usually at home at 6 o’clock in the morning?
Badu : yes I am.
Reporter : Do you read a book at that time?
Badu : No I don’t. I usually take a bath.
Reporter : Will you be at home tomorrow?
Badu : yes
Reporter : Will you study at home?
Badu : yes I will.
Reporter : what about yesterday, were you at home yesterday?
Badu : No I wasn’t. I was at campus.
Repoter : Did you study at campus?
Badu : Yes I did.
Reporter : For a week, have you been at home/fine?
Badu : yes I have.
Reporter : Have you done your work?
Badu : yes
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¢ Activity 2
Now change roles and do activity 1 again.
¢ Activity 3
Work in-group of three or four. You have to guess your friend, famous people,
or the things surroundings. Here is the example:
Example 1
A : Is it a man?
B : Yes, it is.
C : Does he wear glasses?
B : No, he doesn’t.
D : Is his hair curly?
B : Yes.
D : Is he Anto?
B : yes he is.
Example 2
A : Is it hard?
B : No
C : Do all the students in this class use it?
B : Yes they do
C : Is it small?
B : yes it is.
C : it is a pen?
B : yes.
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6. WRITING
Write down ten to fifteen sentences about the characteristics of your friends or
things you have guessed. See the example below.
His name is …… He always wears glasses. He looks rather thin. He always brings a
bag. His hair is curly and his skin is rather black, etc.
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UNIT 6
1.
READING
Television: How it Affects Us
How does television affect our lives? It can be very helpful to people who carefully
choose the shows that they watch. Television can increase our knowledge of the
outside world; there are high-quality programs that help us understand many
fields of study: science, medicine, the arts, and so on. Moreover, television benefits
very old people who can’t often leave the house, as well as patient in the
hospitals. It also offers non-native speakers the advantage of daily informal
language practice; they can increase their vocabulary and practice listening.
On the other hand there are several serious disadvantages to television. Of course,
it provides us with a pleasant way to relax and spend our free time, but in some
countries, people watch the “boob tube” for an average of six hours of more a day.
Many children stare at a t.v. screen for more hours each day than they do anything
else, including studying and sleeping. It’s clear that the tube has a powerful
influence on their lives and that its influence is often negative.
Recent studies show that after only thirty seconds of t.v., a person’s brain “relaxes”
the same that it does just before the person falls asleep. Another effect of television
on the human brain is that it seems to cause poor concentration. Chidden who view
a lot t.v. can often concentrate on a subject for only fifteen to twenty minutes; they
can pay attention only for amount of time between commercials. Another
disadvantage is that t.v. often causes people to become dissatisfied with their own
lives. Real life does not seem as exciting to these people as the lives of actors on the
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screen. To many people, t.v. becomes more real than reality, and their own lives
seem boring. Also many people get upset or depressed when they cannot solve the
problems in real life as quickly as t.v. actors seem to. On the screen, actors solve the
problems in a half-hour program or thirty-second commercial.
Before a child is fourteen years old, he or she views eleven thousand murders on
the tube he or she begins to believe that there is nothing strange about fights,
killing, and other kinds of violence. Many studies show that people become more
violence after certain programs. They may even do the things that they saw in a
violent show. An example is the effect of the movie The Deer Hunter. After it
appeared on t.v. in the United States, twenty-nine people tried to kill themselves a
way similar to an event in the film.
The most negative effect of “boob tube” might be people’s addiction to it. People
often feel a strange and powerful need to watch t.v. even when they don’t enjoy it.
(Taken from INTERACTIONS, Kirn, 1985)
Difficult
Words

language.
1. to affect = …………………………………………
2. to benefit = …………………………………………
3. pleasant = …………………………………………
4. disadvantage = …………………………………………
5. violence = …………………………………………

1. What is the main idea of the text?
2. What does the word stare in line 11most nearly mean?
3. What does it in paragraph 3 line 2 refer to?
5. What are the effects of television on human brain?
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Discuss with you friends about the following questions:

1. How many hours do you watch television every day?
2. Which show do you like most? Why?
3. Which shows/ programs don’t you like? Why?
4. Does t.v. help you in any way? If so, how?
4. GRAMMAR FOCUS
How does television affect our lives?
The sentence taken from the text is a question or interrogative in Simple
Present
Tense.
Interrogatives in Simple Present Tense
A. For
subjects
Purpose Question word Predica

Person Who does not like te
accounting?
Thing What makes you happy?
Specific What class is not interesting?
thing
Choice Which (house) is yours?
Possesive Whose class is the most difficult one?
Number How many people study in this university?
Wh word or How Verbal Predicate …?
Wh word or How Non-verbal Predicate
…?
B. For non-subjects
Purpose Question Word Claus

Place Where is your house?e
Object Whom does she like most in this
class?
Object What (subjects) do you like very much ?
Time When do you drink coffe?
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Manner How is she now?
Reason Why are they always absent on
Monday?
Wh-Word or How do/does subject …?
Wh-Word or How is/are/am subject …?
5. SPEAKING
¢ Activity 1
Ask your friend about information of his/her family. Change roles. Use
Wh- questions. Use the model below: Start like this:
Example 1
Reporter : Excuse me, who is at home everyday?
Badu : My sister and I.
Reporter : Why are you at home today?
Badu : Because …………
Reporter : and why is your sister at home too?
Badu : Because, she ………..
Reporter : and who goes to school?
Badu : My Brother himself
Reporter : How does your brother go to school?
Badu : He goes to school by bus. Etc.
Example 2
Make statement about the activities of your family. Please respond the
statement using only Wh-questions. Follow this model:
A : I study at home today.
B : Who studies at home today?
A ; Why do you study at home today?
B : Because………
¢ Activity 2
Tell with another partner about your friend’s activities of his/her family.
6. WRITING
34
Write down what you have talked about with your friend
31

UNIT 7
1.
READING
What will we expect from computers in the near

future?
Trends in hardware development are helping students with disabilities gain greater
independence and integration into society. Speech recognition systems, electronic
communications, personal computers, robots, and artificial intelligence are making
a difference. The movement towards miniaturization, use of lighter materials, and
high-capacity information processing are making devices more transparent.
Devices such as wrist-watch computers will provide students with unobtrusive
support. Peripheral devices are becoming more adaptable to multimodalities.
Computers that are activated by voice and have synthesized speech are assisting
students who are physically handicapped, blind, and at risk. Captions and
enhanced narration of TV programs are also helping students who have physical
and language disabilities. Distance education, telecommunications, expert systems,
and artificial intelligence are projected to become more prevalent and especially
valuable to the special education populace. (Taken from Computers in Education
by Merrill, at al.)
Difficult Words

language.
1.hardware = …………………………………………
2. society = …………………………………………
3. a device = …………………………………………
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4. to assist = …………………………………………
5. populace = …………………………………………

1. What does the passage talk about?
2. What are the benefits of the computer in the near future?
3. The word transparent in line 6 nearly means ………
4. The word unobtrusive in line 7 means …………
5. The word prevalent in the last line most nearly means…….
the text you have read.
1. How is the development of the current computer different from computers
in the near future?
2. Ask your friends the benefits of computers in the near future especially
for students who are physically handicapped, blind, and at risk.
4. GRAMMAR FOCUS
“What will we expect from computers in the near future?”

The sentence taken from the text is a question or interrogative in Simple Future
Tense.
Interrogatives in Simple Future Tense

33
A. For subjects

Person Who te party?
will not join our
Thing What will make you happy?
Specific What class will not be interesting?
thing
Choice Which (house) will be yours?
Possesive Whose car will be parked here?
Number How many people will come to the meeting?
…?
B. For non-subjects

Place Where will you study e
next year?
Object Whom will you marry?
Object What (subjects) will you take next semester ?
Time When will she finish her study?
Manner How will you be this afternoon?
Reason Why will you be absent tomorrow?
Wh-Word or How will subject …?
5. SPEAKING
¢ Activity 1
Ask your friend about information of his/her family future planning. Reverse
roles. Now your friend is a reporter. Use the model below:
Example 1
Reporter : Excuse me, who will be at home tomorrow?
34
Badu : My parents
Reporter : Why will your parents be at home tomorrow?
Badu : Because ………..
Reporter : and who will work tomorrow?
Badu : My brother.
Reporter : How will your brother go to work?
Badu : He will go to work by motorcycle.
Example 2
Make statement about tomorrow’s activities. Please respond the statement
using only Wh-questions. Follow this model.
A : Tomorrow I will study at home.
B : Sorry, who will study at friend’s house?
B : Who will study at home?
B : Why will you study hard next semester?
A : Because I have no class.
¢ Activity 2
Tell with another classmate about your friend’s future activities.
6. WRITING
Write down his family future activities you talked about.

35
36
UNIT 8
1.
READING
Who named the Apple computer?
One of the best-known success stories associated with the advent of the
microcomputer is that of Steven Jobs. As a student at Homestead High School in
Los Altos (California) during the early 1970s, he attended lecturers at Hewlett-
Packard, driven by his fascination with technology. After creating and selling an
illegal electronic telephone attachment that allowed the user to make long-distance
calls at no cost, Jobs and his friend Stephen Wozniak built and marked one of the
world’s first microcomputers. From a business that began in a bedroom and garage
of his parents’ home, Jobs six years later was chairman of the board of a company
with $600 million in sales and growing almost out of control. The Apple computer
was named by Jobs in memory of a summer spent working in the orchards of
Oregon. (Taken from Computers in Education by Merrill, at al.)
Difficult Words
Provide the possible meanings of the following words in the Indonesian

language.
1. advent = …………………………………………
2. fascination = …………………………………………
3. illegal = …………………………………………
4. at no cost = …………………………………………
5. chairman = …………………………………………
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2. COMPREHENSION
QUESTIONS

1.What is the name of Steven Jobs often associated with?
2. What did Steven Jobs experiment and make money from it?
3. What was the practical use of his work?
4. Where did he begin his business?
5. How was his business after six years he began his business?
the text you have read
Discuss with your partner
1.the type of computer that most students use
2. the advantages and disadvantages of using computers
3. the computer programs that university students should use
4. GRAMMAR FOCUS
“Who named the Apple computer?”

The sentence taken from the text is a question or interrogative in Simple Past
Tense.
Interrogatives in Simple Past Tense

A. For
subjects
Person Who teparty?
did not join our
Thing What made you happy?
Specific What class was not interesting?
thing
Choice Which (house) was your parents’ house?
Possesive Whose car was here yesterday?
Number How many people came to the meeting?
38

…?
B. For non-subjects

Place Where e
were you yesterday?
Object Whom did you meet in Jakarta?
Object What (subjects) did you take next semester ?
Time When did you finish your SMU?
Manner How were you last night?
Reason Why were you absent yesterday?
Wh-Word or How did subject …?
Wh-Word or How was/were subject …?
5. SPEAKING
¢ Activity 1
Ask your friend about information of past activities of his/her family. Reverse
roles. Now your friend is a reporter. Use the model below. Start like this:
Example 1
Reporter : Excuse me, who was at home yesterday/last week?
B : My sister and I.
Reporter : Why were you at home yesterday?
B : Because …………
Reporter : and why was your sister at home too?
B : Because she ………..
Reporter : Who studied at home yesterday?
B : My brother
Reporter : What did he study yesterday?
B : He studied economics.
39
Reporter : thank you very much.

B : You are very wellcome
Example 2
Make statement about your own past activities. Please respond the statement
using only Wh-questions. Follow this model
A : I did home work last night.
B : Who did homework last night?
A ; Where did you do homework last night?
B : ………
6. WRITING
Write ten to fifteen sentences about past activities of friend’s family.

An example:
His sister and s(he) were at home yesterday. He was at home because he……ane
her sister was at home because she …….., etc
39
UNIT 9
1.
READING
How has a computer application influenced our

attitudes?
Attitudes are associated with almost every learning activity. An attitude is an

internal state that affects our tendency to respond in a certain way. People
generally have a positive or negative emotional reaction to any learning situation.
That emotional reaction influences our attitudes about what we have learned. Our
attitudes influence how we respond with respect to our knowledge and skills.
Attitudes are involved in choices made about smoking cigarettes, attendening an
opera, studying, following safety procedures, and obeying traffic laws. Attitudes
can be influenced and changed through the use of classical condition,
reinforcement, and human modeling.
Any computer application will have some influence on student attitudes. If the
program is designed to adapt to individual needs, then the student will experience
success and have a positive emotional reaction. If the program is too easy or too
difficult, the student will become bored or frustrated, which leads to negative
attitudes. If appropriate gaming elements are incorporated into the application,
then the students will be motivated to continue to interact with the program. When
students have a choice, they will engage in those learning activities that are
enjoyable and relevant to their interests. Computer-based videodisc applications
can be used to demonstrate or model appropriate choice behaviors.
(Taken from Computers in Education by Merrill, et al.)
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Difficult Words
1.An attitude = …………………………………………
2. knowledge = …………………………………………
3. reinforcment = …………………………………………
4. to adapt = …………………………………………
5. enjoyable = …………………………………………
4. GRAMMAR FOCUS
“How has a computer application influenced our attitudes?”

The sentence taken from the text is a question or interrogative in Present Perfect
Tense.
Interrogatives in Present Perfect Tense
A. For
subjects
Person Who te
has met your father?
Thing What has made you happy?
Specific What class has been interesting?
thing
Choice Which (building) has been cleaned?
Possessive Whose car has hit the three?
Number How many students have finished their studies?
41

…?
B. For non-subject

Place Where have you been?e
Object Whom have you seen since this
morning?
Object What (subjects) have they taken this semester
?
Time How long have you been in Lampung?
Manner How has she done her job?
Reason Why have they been absent for a
week?
Wh-Word or How have/has subject …?
5. SPEAKING
¢ Activity 1
Ask your friend about information of what your classmate has done. Reverse
roles. Now your friend is a reporter. Use the model below. Start like this:
Example 1
Reporter : Excuse me, who has been at home so far?
B : My sister and I.
Reporter : Why have you been at home today?
B : Because …………
Reporter : and why has your sister been at home too?
B : Because, she ………..
Reporter : Who has watched tv?
B : My younger brother
Reporter : What program have your brother has watched?
42
B : He has …………
Reporter : Thanks a lot
B : no worries
Example 2
Make statement about what your family has done for a week. Please respond
the statement using only Wh-questions. Follow this model
A : I have been/ stayed at home for a week.
B : Who has been/stayed at home for a week?
A : Why have you been/stayed at home for a week?
B : Because………
6. WRITING
Write ten to fifteen sentences about the activities she has done for one week.
An example:
His sister and s(he) have been/stayed at home for a week. He has been/stayed at
home because he……while her sister has been/stayed at home because she ……..,
etc
43
UNIT
10
1.
READING
Food
Personalities
People express their personalities in their clothes, their cars, and their homes. A
study shows that our diets are also an expression of our personalities. Perhaps we
don’t choose foods only for taste and nutrition. We might choose them because
they “tell” people something about us. For example, some people mainly eat
gourmet foods, such as caviar and lobster, and they eat only in expensive
restaurants (never in cafeterias or snack bars). They might want to “tell” the world
that they know about the “the better things in life.”
Human beings can eat many different kinds of foods, but some people choose not
to eat meat. These vegetarians often have more in common than just their diet.
Their personalities might be similar, too. For example, vegetarians in the United
States may be creative people, and they might not enjoy competitive sports or jobs.
They worry about their health of the world, and they probably don’t believe in war.
Some people eat mostly “fast food”. One study shows that many fast food-eaters
have a lot in common with each other, but they are very much different from
vegetarians. They are competitive and good at business. They are also in hurry.
Many fast food eaters might not agree with this description of their personalities,
but it is a common picture of them.
Some people also believe that people of the same astrological sign have similar
food
personalities. Arians (born under the sign of Aries, between March 21 and April 19)
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usually like spicy food, with a lot of onions and pepper. People with the sign of
Taurus (April 20 to may 20) prefer healthful fruits and vegetables to other food,
but they often eat too much. Sagittarians (November 22 to December 21) like
ethnic foods from many different countries. Aquarians (January 20 to February
18) can eat as much meat and fish as they want, but sugar and cholesterol are
sometimes problems for them. (Taken from Mozaic, Wegmann & Kenezevic, 1985)
Difficult Words

language.
1. a diet = …………………………………………
2. nutrition = …………………………………………
3. a vegetarian = …………………………………………
4. to agree = …………………………………………
5. pepper = …………………………………………

1. What do them and they in line 3 refer to?
2. Why do we choose certain foods?
3. Why do some people eat mainly gourmet foods?
4. What do vegetarians have in common besides their diet?
5. What are two examples of personality characteristics?
1. What kinds of foods do you like and dislike? Why?
2. What kind of food do you eat most often? Why? Does this kind of food
express your personality?
45
3. Do you know gourmet eaters? Vegetarians? Fast-food eaters? In your

opinion, what kind of people are they?
4. Do you believe the information in this reading? Why or why not?
4. GRAMMAR FOCUS
“People with the sign of Taurus (April 20 to may 20) prefer healthful fruits
and vegetables to other food”
The sentence above is expressed by using a preference.
There are some types of preference.
Subject Predicate in preference forms

University like computers better than typewriters
students
We prefer computer books to accounting books
The students would rather study than play
The forms are as follows:
Subject Predica
like noun better thantenoun
prefer noun to noun
would rather verb 1st than verb 1st
Note:
Instead of would rather, we may use would sooner
We may also use gerund instead of noun, e.g. I like swimming better than
hiking.
5. SPEAKING
¢ Activity 1
46
Please list a number of the subjects provided in this semester. Put a tick (V) on
the subjects you like and a cross (x) on the subjects you dislike. Ask your friend’s
likes and dislikes as given in the example below.
A : Do you like all the subjects you are studying in this

semester? B : No, I don’t.
A : What subjects do you like then?
B : management, history, etc.
A : How do you like them?
B : I think I like them very much (I am crazy about them).
A : Which one do you like better, management or
…….?
B : I like management better.
A : And which subjects you dislike?
B : I dislike (can’t stand of) mathematics
A : Why do you dislike mathematics?
Subjects like very OK dislike/hate/c

much/ an’t
………….. be crazy
……….. …… …………..stan
………….. ……….. …… …………..
…………. ……….. …… …………..
…………. ……….. …… …………..
…………. ……….. …… …………..
…………. ……….. …… …………..
………….. ……….. …… …………..
………….. ……….. …… …………..
¢ Activity 2
Tell another friend your friend’s likes and dislikes you have talked about.
47
6. WRITING
Write a paragraph about your friend’s like and dislikes.

Start like this:
S(he) likes some subjects s(he) is studying this semester such as, ………. But s(he)
……
48
UNIT 11
1.
READING
The
Laser
Since the laser is an intense, highly directional source of light, some of its energy
will be absorbed by the material it strikes. This absorption can result in a
temperature increase of the surface and/or the interior of the object. If the object
placed in the path of the laser is the human body, then extra precautions should be
taken.
The eye is much more vulnerable to injury from laser radiation than the skin.
When a laser beam directly hits the eye, visible light is transmitted through the
cornea and lens and is focused to a small spot on the retina. This is true for direct
viewing (looking into the laser) as well as specular reflections of the beam
(reflection off mirror like surfaces).
Both Class I and II Helium-Neon lasers can be used for classroom demonstrations
because of the low potential for injury to the user or viewer. However, the Laser
Institute of America lists the following safety precautions when operating Class II
lasers:
Do not permit a person to stare into the laser.
Do not point the laser at a person’s eye.
Keep beam paths above or well below either sitting or standing eye level.
Permit only experienced personal to operate the laser, and do not leave an
operable laser unattended.
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Eliminate unnecessary specular surfaces from the vicinity of the beam path.
(Taken from TOEFL Prep Book, Lin Lougheed, 1992)
Difficult Words
1.intense = …………………………………………
2. to result in = …………………………………………
3. specular = …………………………………………
4. precautions = …………………………………………
5. injury = …………………………………………

1. What is the main topic of the passage?
2. What is actually the laser?
3. What happens if the laser hits your eyes?
4. What laser is safe to be used for classroom demonstrations
1. What is interesting for you about the laser?
2. What other lights do you think dangerous for our eyes?
3. What do you do with your eyes if the dangerous light hits your eyes?
4. GRAMMAR FOCUS
“Keep beam paths above or well below either sitting or standing eye level”
The sentence taken from the text is called a command.
50
Commands are expressed by the imperative. In the second person imperative, the
subject you is rarely used.
Subjec Comman
t
(You) click on the Browse button indthe Create Shortcut dialog
box
(You) select Bold Italic from the Font Style list
(You) bring your own diskettes
The formula is as follows:
st
verb 1
Note:
For negative commands, we put do not (don’t) before the verb. For example:
- Don’t bring the bad diskettes.
For non verbal predicates, we use be. For example:
- Be quiet.
- Don’t be lazy.
5.
SPEAKING
¢
Activity 1
Ask a friend of you the procedure for making or doing something for example, the
procedure for making the ice cream. Firs list the ingredients and tools as shown
in Table below. Start like this:
A : Excuse me, tell me how the ice cream is made?
B : Well, first two eggs are broken into the bowl. Then one cup of sugar
is added
and everything is blended together, etc.
Example of Ingredients and tools for making ice cream
No Ingredients Tools
1 two eggs bowel
2 one cup of sugar blender
3 …………… ……………
etc …………… ……………
51
¢ Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.

52

UNIT
12
1.
READING
Are Men More Creative Than Women?
Through out history it has been men, for the most part, who have engaged in public
life. Men have sought for public achievement and recognition, while women
obtained their main satisfactions by bearing and rearing children. In women’s eyes,
public achievement makes a man more attractive as a marriage partner. But for
men the situation is reversed. The more a woman achieves publicly, the less
desirable she seems as a wife.
There are three possible positions one can tackle about male and female creativity.
The first is that males are inherently more creative in all fields. The second is that if
it were not for the greater appeal of crating and cherishing young human beings,
females would be as creative as males. If this were the case, then if men were
permitted the enjoyment women have always had in rearing young children, male
creativity might be reduced also. (There is some indication in the United States
today that this is so.) The third possible position is that certain forms of creativity
are more congenial to one sex than to the other and that the great creative acts will
therefore come from only one sex in a given field. (Taken from Mozaic, Wegmann
& Kenezevic, 1985)
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Difficult Words
1.public = …………………………………………
2. achievement = …………………………………………
3. attractive = …………………………………………
4. appeal = …………………………………………
5. congenial = …………………………………………

1. Who has been popular in public life?
2. What do men think about public achievement and recognition for women?
3. Are females are as creative as males?
4. What are the tree possible positions given regarding male and female
creativity? Are there any other possible explanations? What position do
you think correct? Why?
1. In your society, which sex enjoys more public life?
2. What women who have been famous for their creativity?
3. What fields are dominated almost completely by one sex? What are your
reasons for this?
4. Do you think it is harder for women to excel in science, business, art, or
politics nowadays, or do they have the same opportunities as men? Does
this vary from one culture to another? Explain.
4. GRAMMAR FOCUS
54
“if it were not for the greater appeal of crating and cherishing young human
beings, females would be as creative as males”
The sentence above is called a conditional sentence.
Conditional sentences have two parts: the if clause and the main
clause. There are three types of conditional sentences:
Type 1: the action at present or future = probable to happen
Type 2: contrary to the facts at present = impossible to happen
Type 3: contrary to the facts in the past = impossible to happen
Type If Main
clause
If you do not study hard, clause
you will not pass the exam.
Type 1 (it is probable that you do (it is probable that you do not
not study hard) pass the exam)
You would see the earth above
If you lived in the moon,
you.
Type 2 (impossible that you live in
(impossible that you see the
the moon)
earth above you)
If we had got independence Japanese would not have
in 1940, colonialized our country.
Type 3
(we did not get (Japanese colonialized our
independence in 1940) country)
st st
Type 1 If subject verb 1 Subject will verb 1
snd st
Type 2 If subject verb 2 Subject would verb 1
rd
Type 3 If subject had verb 3 Subject would have verb
rd
3
Note:
Possible variations of the basic forms:
Conditional sentences may take negative forms.
In type 1 instead of will, we may use can, may, might, must, or should.
In type 2 instead of would, we may use might or could.
In type 3 instead of would have, we may use might have, or could have.
55
5. SPEAKING
¢ Activity 1
Please imagine that your friend is the one in the list below. Ask him/ her that
s(he) would or could do if s(he) were the one in the list. Change roles and practice
the activity again. Start like this:
A : If you were the President what would you do?
B : If I were the president, I would raise the fund for education.
Here are the lists:

President, an artist, a bird, a rector,
¢ Activity 2
Now imagine that your friend has something that s(he) doesn’t really have, or
can do some thing that s(he) really can’t do. Ask your friend, starting like this:
A : What would you do if you had Rp. 100.000.000?
B : If I had Rp. 1000.000.000, I would go around the
world. A : and what would you do if you could fly planes.
B : If I could fly planes I would ………
No Imagination
1 have
2 Rp.1.000.000.000,-
3 fly planes
4 …………….
5 …………….
etc …………….
¢ Activity 3
56
Tell another friend about your friend’s imagination you have already asked in
activity 1 and 2.
6. WRITING
Write down your friend’s imagination. You have talked about.

57
UNIT
13
1.
READING
Charlie Chaplin, Creator of Comedy
Charlie Chaplin has broken all records in making people laugh. No one has so set a
whole world laughing as the little man with the bowler hat, the cane, and the
overlarge shoes.
Much has been written about Chaplin’s art and his legendary career, and opinions
have varied widely. But perhaps the commentator who called him “the most
universal human being of our time” comes closest to the truth. Those who have
called him a genius stress the timeless and universal qualities in his work. It is an
art filled with tragic undertones and deep human feeling, with which an audience
cannot help but become involved and identified. It is for these reasons, I believe,
that the figure of “Charlie” has kept its grip on generation after generation.
All his biographers agree that Chaplin’s miserable childhood in the London slums
was the decisive influence in his development and in the type of films he made.
Chaplin himself emphasizes it in his memories. The more one reads about his
earliest period, the more one is inclined to agree. For Chaplin, his suffering youth
has a lingering fascination: it gave him a world that he could transform with his
imagination onto the movie screen.
Chaplin was never afraid of tackle controversial subjects in his films. He released a
parody on war (Shoulder Arms) only a few weeks before the American troops came
home from the hell of the trenches in World War I (1918). This was regarded as
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sheer madness, but the parody was well received. So perfectly did it hit the nail on
the head that even the homecoming soldiers found it irresistible and deeply
appreciated this skit on what for them had been grim reality.
Churchgoers raged when Chaplin, in The Pilgrim (1923), attacked nonconformist

religions. In City lights (1931) he took his turn at mocking capitalism. Modern
Times (1936) parodied the inhuman destruction of the machine age. The great
Dictator (1940) made fun of Hitler and proclaimed Chaplin’s view of world politics.
Chaplin, in his comic satirical way, fought what he perceived as tyranny and
injustice. (Taken from Mozaic, Wegmann & Kenezevic, 1985)
Difficult Words

language.
1.legendary = …………………………………………
2. truth = …………………………………………
3. to transform = …………………………………………
4. a nail = …………………………………………
5. injustice = …………………………………………

1. What is the main idea of the passage?
2. What did Charlie Chaplin look like?
3. What is one quality of his genius almost everyone agrees?
4. What was Charlie not afraid to deal with?
Please work in-group of three or four, discussing the questions below:

1. What our comedian program do you like better? Why?
59
2. What our comedian program do you dislike? Why?

3. What is your pinion about the comedian groups in our country? Why or
why not?
4. How is program of comedy in our country different from that of comedy in
other countries?
4. GRAMMAR FOCUS
For instance, he refers to the Trobriand Islanders who differentiate between

what he defines as fairy tales, legends, and myths. (The underlined clause is
called relative clause).
Relative clauses or adjective clauses are clauses that describe noun

in such a way to distinguish it from other nouns of the same class.
Person Noun Pronoun Relative Main

Subject The woman who clause
teaches you English clause
lives here.
The woman that teaches you English lives here.
Object The man whom we met yesterday is his father.
The man who we met yesterday is his father.
The man that we met yesterday is his father.
Possessiv The girl whose hair is long will see you.
e
Thing Noun Pronoun Relative Main

Subject The cat which bit clause
you clause
will be killed.
The cat that bit you will be killed.
Object The house which you have painted is very good.
The house that you have painted is very good.
Possessiv The car whose color you like is very old.
e
The car of which color you like is very old.
Note:
The formula is as follows:
60
Subject Pronoun Predica

The who/that teteaches you English
(the woman = subject)
woman
The cat which/that (the cat = subject) bit you will be killed
Object Pronoun Subject predicate

The man Whom/who/that we met (the man = object) yesterday
The house Which/that you have painted (the house = object)
Possesiv Pronoun Noun (in a clause)

e
The girl whose (her = possesive) hair is long
The car whose/of which (its = possesive) color you like
5. SPEAKING
¢ Activity 1
Please identify a person or thing surroundings. Follow this

model. A : Which one is the best student in this class?
B : The best student in this class is the student who uses glasses.
¢ Activity 2
Ask the characteristics of person or thing. Follow this model.

Example 1
A : What are the characteristics of a good student?
B : A good student is first the student who always studies hard, second the
one who always does homework, third, ………
Example 2
A : Tell me the characteristics of a good t.v. program?
61
B : I think a good tv program is first, the program that deals with education,
second the program that doesn’t show any violence, third, ……….
6. WRITING
Please write down the characteristics of person or someone you have talked about.
62
UNIT 14
1.
READING
Thinking
Skills
Many teachers today believe that they teach thinking skills. In most instances,
however, what they actually do involves putting students into situations where they
are simply made to think and expected to do is as best they can. Most methods
teachers customarily use to “teach” thinking are indirect, rather than direct. These
methods are based on the questionable assumption that by doing thinking,
students automatically learn how to engage in such thinking.
Educational researchers have pointed out time and again that learning to think is
not an automatic by-product of studying certain subjects, assimilating the products
of someone else’s thinking, or simply being asked to think about a subject or topic.
Nor do youngsters learn how to engage in critical thinking effectively by
themselves. There is little reason to believe that competence in critical thinking can
be an incidental outcome of instruction directed, or that appears to be directed, at
other ends. By concentrating on the detail of the subject mater being studied, most
common approaches to teaching critical thinking so obscure the skills of how to
engage in thinking that students fail to master them.
If we want to improve student proficiency in thinking, we must use more direct

methods of instruction than we now use. First, we must establish as explicit goals
of instruction, the attitude, skill, and knowledge components of critical thinking.
Second, we must employ direct, systematic instruction in these skills prior to,
Ratri Candrasari
2018
63
during, and following student introduction to and use of these skills in our
classrooms. (Taken from TOEFL Prep Book, Lin Lougheed, 1992)
Difficult Words
1.an instance = …………………………………………
2. to assimilate = …………………………………………
3. an outcome = …………………………………………
4. proficiency = …………………………………………
5. to employ = …………………………………………

1. What does the passage mainly talk about?
2. Why does the author believe that teaching of thinking is inadequate today?
3. How many steps does the author suggest to teach thinking?
4. What does the second they in line 2 refer to?
5. What does the word engage in line 6 mostly mean?
1. How is indirect thinking different from direct thinking?
2. What are both the strengths and weaknesses of the methods of thinking?
3. How is your way of thinking different from that of the members of
your family?
4. GRAMMAR FOCUS
“they are simply made to think and expected to do”

64
The clause above is expressed in passive tense.
The passive of an active tense is formed by putting to be in the same tense

as the active verb and adding the past participle of the active verb or verb
rd
3 . The subject of the verb or “doer” becomes the agent and often not
mentioned. When it is mentioned it is preceded by by and placed at the end
Examples
1 I write a letter A letter is (not) written.

2 I wrote a letter A letter was (not) written.
3 I will write a letter A letter will (not) be written.
4 I have written a letter A letter has (not) been written.
5 I am writing a letter A letter is (not) being written.
6 I was writing a letter A letter was (not) being written.
7 I will have written a A letter will (not) have been
letter written.
No Active Tense Passive Tense

1 write is/am/are written
2 wrote was/were written
3 will write will be written
4 have/has written have/has been written
5 is/am/are writing is/am/are being written
6 was/were writing was/were being written
7 will have written will have been written
rd
verbs (+) to be verb 3
rd
(-) to be not verb 3
Note:
Passive voice can be combined with infinitive forms when the passive forms
are followed the verbs like, love, want and wish.
Example:
- I want the computer to be repaired.
Another form of passive voice can used with the verbs have to and need to.
Example:
- The painter needs to be installed to the computer.
65
5. SPEAKING
¢ Activity 1
Ask a friend of you the procedure for making or doing something for example, the
procedure for making the ice cream. First list the ingredients and tools as shown
in Table below. Start like this:
A : Excuse me, tell me how the ice cream is made?
B : Well, first two eggs are broken into the bowl. Then one cup of sugar
is added
and everything is blended together, etc.
Example of Ingredients and tools for making ice cream

No Ingredients Tool
s
1 two eggs bowel
2 one cup of sugar blender
3 …………… ……………
4 …………… ……………
4 …………… ……………
etc
¢ Activity 2
Now change roles and practice activity 1 again.
6. WRITING
Now write up a description for making or doing something.

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1

Bahasa Inggris 1 Prodi Ilmu Komunikasi

You have to read the following text at home

College Life in the United States

Instructors at American colleges and universities have many different teaching

Provide the possible meanings of the following words in Indonesian language.

To check your understanding, answer the questions below in a separated paper!

“Instructors at American colleges and universities have many different teaching

No Subject Verbal Predicate

No Subject Non-Verbal Predicate

A : Where are you at 6 o’clock in the morning?

Schedule of my daily activities

No Time Plac Activities

You have to read the following text at home

“How can I get to the Post ofice?”

To check your understanding, answer the questions below in a separated paper!

Discuss the following topics!

“One thing will help you everywhere”

No Subje Verbal Predicate

B. Sentences with non verbal predicates

Arrange your planning of the next semester semester. When finished, do

Planning for the next semester

A : Please tell me his/her planning for the next semester?

You have to read the following text at home

Women in the Nuclear Family

Provide the possible meanings of the following words in the Indoensian

To check your understanding, answer the questions below in a separated paper!

3. What are some disadvantages of the nuclear family for women?

Please work in-group of three or four, discussing the questions below:

“they had an extended family.”

No Subje Verbal Predicate

B. Sentences with non verbal predicates

No Subje Verbal Predicate

Schedule of Yesterday’s activities

Write a paragraph about your own yesterday’s activities.

You have to read the following text at home

Most children have achieved remarkably sophisticated language capabilities by the

Provide the possible meanings of the following words in the Indoensian

To check your understanding, answer the questions below in a separated paper!

No Subje Verbal Predicate

B. Sentences with non verbal predicates

No Subje Verbal Predicate

Summary of my family condition and activities for a week

Now change roles. Practice the activity 1 again.

You have to read the following text at home

Advertising: The Selling of a

A consumer walks into a store. He stands in front of hundreds of foxes of laundry

Advertising informs consumers about new products available on the market. It

Provide the possible meanings of the following words in the Indoensian

To check your understanding, answer the questions below in a separate paper!

3. What does they in line 7 refer to?

Talk with your friends about the following questions:

“A consumer walks into a store”

B. Sentences with non verbal predicates

Now change roles and do activity 1 again.

You have to read the following text at home

Television: How it Affects Us

Provide the possible meanings of the following words in the Indoensian

To check your understanding, answer the questions below in a separated paper!

Discuss with you friends about the following questions:

Purpose Question word Predica

Purpose Question Word Claus