MATERI GRAMMAR DALAM TOEFL

Pengertian grammar harus dipahami terlebih dahulu untuk Anda yang mulai ingin memperdalam ilmu tata bahasa inggris dengan baik dan benar. Ada beberapa versi arti dari grammar baik dari kamus di dalam negeri maupun kamus atau literatur yang berasal dari luar negeri.

Pengertian grammar menurut wikipedia adalah “grammar is the set of structural rules that govern the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. Linguists do not normally use the term to refer to orthographical rules, although usage books and style guides that call themselves grammars may also refer to spelling and punctuation.”

Translationnya “Tata bahasa adalah seperangkat aturan struktural yang mengatur komposisi klausa, frase, dan kata-kata dalam setiap bahasa alami yang diberikan. Istilah ini mengacu juga pada studi tentang aturan tersebut, dan bidang ini mencakup morfologi, sintaksis, dan fonologi, sering dilengkapi dengan fonetik, semantik, dan pragmatik. Ahli bahasa biasanya tidak menggunakan istilah untuk merujuk kepada aturan ortografis, meskipun penggunaan buku dan panduan gaya yang menyebut diri tata bahasa juga dapat merujuk pada ejaan dan tanda baca”

“Definisi Grammar” versi kamus john echols : Grammar : (kb) 1. Tata bahasa, 2. Buku tata bahasa. Sedangkan pengertian grammar menurut Oxford  learner’s pocket dictionary adalah : book that describes the rules for forming words and making sentences.

Grammar 

1. Letter / Alphabet = merupakan huruf atau alfabet seperti A, B, C, D, E, F, G dan-lain-lain

2. Words = adalah kumpulan dari letter/alphabet yang membentuk/memiliki arti, seperti contoh : eat, drink, dan lain-lain

3. Phrase = merupakan kumpulan dari words, dan sudah memiliki arti, namun belum sempurna karena belum memiliki Subjek.
Phrase dalam bahasa inggris terbagi menjadi 4 bagian :
1. Noun phrase = susunan Noun + noun contoh : Book Store atau Adjective + Noun = Contoh : Beautiful Girl
2. Adjective Phrase = susunan adverb + adjective contoh : so happy, very cool
3. Adverb Phrase = susunan adverb + adverb contoh : so well, so fast, very fast, dll
4. Verb phrase = sususan auxilary (tobe) + ordinary (kt.kerja asli) = contoh is studying, will follow, dll

4. Sentences : merupakan susunan dari words, yang memiliki arti dan sudah sempurna karena memiliki subjek.
contoh : I study English (saya belajar bahasa inggris)

Rumus Grammar

Jika belum, yuk kita review rumus-rumus grammar yang sudah temen2 pelajari. Biar tambah mantap neh ilmu grammarnya…:)

1. Rumus Modal            : S + Modal + V1 + O
contoh : I will go to school (saya akan pergi ke sekolah)

2. Rumus Kalimat Perintah : V1 + Objek/adverb,
contoh : Open the window! (bukalah jendela itu!)

3. Rumus Simple present   : S + V1 + O
contoh : We always play football everyday (Kita selalu bermain bola setiap hari)

4. Rumus Pasif Voice      : S + to be (is,am,are) + V3 :
contoh : The Ball is bought by me (bola itu dibeli oleh saya)

5. Rumus Causative Verbs  : S + make/have + V1 + O,
contoh : They have me study hard (Mereka menyuruh saya belajar dengan giat)

6. Rumus Conditional Sentence tipe 1 : if + simple present, simple future,
contoh if i have much money, i will go to Bali Island.

7. Rumus Conditional Sentence tipe 2 : if + simple past, past future,
contoh : if i had a car, i would give him money (jika saya memiliki mobil, saya akan memberinya uang)

8. Rumus Conditional Sentence tipe 3 : if + past perfect, past future perfect,
contoh : if i had had money, i would have bought a house (jika saya punya uang, saya akan membeli rumah)

Contoh test structure grammer pada TOEFL:
From the marked areas A, B, C and D, identify the one that is wrong, correct it.
1. (A) Their most favorite hotel is the Hotel Regent. (B) It is near the beach and (C) is a very cozy hotel. It is (D) not too expensive, too.
2. I like (A) these kind (B) of hotels too. I don’t (C) go for the big, noisy and (D) expensive sort.
3. The Amelia Hotel (A) is good as the Radan Hotel, (B) in fact. Actually, I (C) would rather go to the Amelia. (D) It’s closer to the town.
4. (A) He prefers the (B) Radan Hotel because (C) he feels the service (D) is more better.
5. The Weather Bureau (A) is announced that the rain (B) will continue for (C) another 36 hours. People (D) are advised to stay indoors.
6. Visibility (A) on the roads (B) are very poor. Thus, drivers are advised (C) to be careful, especially when (D) driving at night.
7. She was (A) kind enough (B) to give me (C) a lot of advices (D) about how to pass the driving test.
8. (A) I told him, “(B) I have not (C) been told (D) these news”
9. (A) The man was hung as punishment (B) for murdering (C) his five children (D) and his wife.
10. (A) I made him (B) to confess that (C) he copied your answer (D) during the test.
Answers 1. A 2. A 3. A 4. D 5. A 6. B 7. C 8. D 9. A 10. B
Error identification – Extra practice exercises. Decide which part of the sentence is grammatically incorrect. Then look at the answers below.
I enjoyed study geography at school and now I’ve enrolled at the Economics Faculty.
I used to be keen of all scientific subjects but now I would prefer to study art.
I want meet your sister when she comes to see you – she sounds very nice.
My friends tell the English exam is quite difficult but I’m not worried.
The tickets, which are extremely good value, can be buy from large supermarkets.
The number of people which asked for the discount was low but grew during the summer period.
He wanted always to be a doctor and after doing medicine he now works in a hospital.
The informations they gave us was not very helpful so I consulted the website instead.
There isn’t many time, do you think we should get a taxi to the exhibition centre?
He graduated in languages in June and is now thinking of do a second degree in psychology.
The policeman showed us an identikit picture of the man who steal the car.
How long does it take to get the station on foot from your house
I was so angry that I took the watch broken to the jewellers to get my money back.
He rang me this morning for tell me that he had passed his driving test.
I won’t be able to go on holiday this year unless I will get a part-time job.
It was so nice day that they decided to have a picnic in the field.
I haven’t never seen anybody who rides a horse so well before.
My boyfriend always takes me to see horror films, but I don’t like very much.
We went to Guatemala last year so we were tired of the usual beach holiday.
I’ve gone to Marbella. I remember it well. A busy town with a nice modern promenade and picturesque ‘piazze’.
ANSWERS WITH EXPLANATIONS
I enjoyed studying (‘enjoy’ + ing)
keen on (keen + on = essere appassionato di)
want to (‘want’+ to + verb)
tell me (‘tell’ + person (me/you/him/her etc); nb. ‘say’non è seguito dalla persona)
can be bought (to be + past participle = passive)
who (relative pronoun ‘who’ = people)
always wanted (frequency adverb goes before the main verb)
the informations (information = uncountable noun)
much time (‘much’ with uncountable nouns, ‘many’ with countable nouns)
doing (‘ing’after a preposition)
stole (past tense of steal = steal stole stolen)
get to (preposition necessary; get to /go to /come to the station, BUT. arrive at/ reach the station)
broken watch (adjective before noun)
to tell me (to+base form = per/a scopo di)
unless I will get (1° conditional = if/unless/when + present)
such a (such a + noun; so + adjective)
I haven’t never (double negative)
l don’t like them (‘like’ + direct object)
as (as = siccome; so = quindi)
I’ve been to Madrid (use ‘been’ not ‘gone’ se sei stato e tornato)

TOEFL Strategies for Listening Section

TOEFL Strategies for Listening Section TOEFL listening section, tests the ability of a student, especially a non-native English speaker, to understand spoken English (accentuated) in educational setting. Listening is an important skill to understand the concepts and ideas. Only when the concepts are understood completely it becomes a lighter task to score in the listening section of TOEFL test. In order to develop the listening skills for TOEFL, there are certain set of listening strategies or steps. They are explained in detail given below.

Requirements for TOEFL Listening Strategy
Listening strategies for TOEFL aims at providing each and every minute detail that are required to respond to all the questions within the given time in this section. Responding to the questions in time is very important because, it will help TOEFL candidates to save time, which they might spend on, one specific part of the test section. There are certain steps in strategies that would help in managing time in each part of listening test section (recordings). There are some basic requirements for listening skills which serves the steps in TOEFL listening strategies as detailed below:

Basic Comprehension
When students listen to a recorded lecture or a conversation, they should understand the central or main idea in it. Then they should skim the recording for key points, important facts, purpose and the relevant details that connects the key points.

Practical Understanding
It may also be called as “pragmatic understanding” where the meaning of a word should be taken, according to the context. Students are needed to find the intended meaning of the speaker i.e. from his point of view. A wide range of vocabulary is necessary for this process because, the recordings in listening test are usually from academic background. Practical understanding also becomes a must to find the purpose of a lecture or a conversation. Relate Ideas given in multiple information sources Relating ideas is the final state where the key points and the important facts are compared to find the relationship between them. This method would initially lead to construct an argument. Then a string of supportive and non supportive elements are categorized and as a result the causes for the events are traced. This is where a student would end up identifying the conclusion which is expressed indirectly.

Inference
Inference is to find the implied conclusion in recordings from the author’s point of view. The conclusion might be implied or expressed indirectly anywhere in the passage. These are the basic requirements necessary, in each part of the strategy of listening section, which consists of two recorded lectures and one long conversation. These fundamentals are to be followed, in the following few preparatory steps.

Strategies in Preparation
Spoken English From Various Sources And Accents There are variations between the accents of English. It is the best to listen to English from various sources like television, music, radio etc. And also it is good to listen to the native speakers of English with different pronunciation and dialect. By doing this students would be able to improve their listening skills and also they will get used to different kinds of accents. It will be helpful very much if they listen to academic passages or conversations.

Making Notes
While listening to a recording, notes should be jot down. These notes would help you to remember the important points given by speaker. The reason is also that, during the test you will be given only one chance to listen to a passage. Note making will help you to remember the details and the clues effectively.

Main Idea
The main idea of a passage should be identified in a recording, as a first task while taking notes. Main idea of a lecture is usually given in the introductory part. The other details would be given in the rest of a lecture. Once the main idea is found it becomes a lighter task to find the purpose of the speaker.

Pointer Words, Important Facts And Relationship Between The Facts
The pointer words may be defined as signal words or clues, given by the speaker. These keywords should be collected along with important facts and events. This should be done in order to compare them and identify the relationship between them. In turn this would give you the cause of the events.

Summary of Observation
Give a summary of the recording which was listened, using the notes that are taken down. During this process, only important facts, relevant details, main idea and the key facts are covered. This is a good time saving technique, to prevent going through the notes again and again.

Building your Vocabulary
Above all it is also important to build a student’s vocabulary, to find the meaning of a word, according to the context of the speaker. Students should get familiar with the words which they consider as new ones and practice them in their everyday life.

 The steps and the requirements in TOEFL strategies for listening section, which are elaborated above should be followed and practiced to manage time while taking up the test. The most important part in listening section is to concentrate on the subject of the speaker, and a student does not have to be distracted by the accent.

cause connectors

Unit on Cause and Effect

Target audience: 11th-grade students/ 4 points Bagrut

Targeted domain(s) Targeted benchmark(s) Performance task(s) Assessment tool(s)
Access to information Follow the development of an argument on a range of text and use this knowledge as needed Get to know cause and effect relationships within various texts Answering key providing the right answers related to the questions on the texts used.


Prerequisites of knowledge for Benchmark I

Objectives Activities Assessment Tools
Familiarize what cause and effect means using page 58 of Impact. Establishing the concept of C and E by providing examples, and then by reading 5 sentences. They have to underline words that tell the C + circle those that tell the effect. Frontally checking answers, Board, Text
Teach grammatical points and signal words related to the criteria of cause and effect Familiarize students with the connectors of cause and effect: due to, since, for, …therefore, thus, and then to practice finding out and recognizing these words and connectors in sentences from Frida’s assignment on cause and effect, activity 2. Grammar exercises
Gaining experience and becoming competent in using this criteria Complete cause and effect sentences that we wrote
Match the cause to the effect Impact page 61 Share frontally to get student teacher feedback
Practice the use of graphic organizers Completing the chart p61 Impact (we’ve already studied this text)
Completing a table p52 Impact The Essential Practice Boook Frontally checking answers.
Eliciting answers from students
Practicing cause and effect on a literary text. “Buy Now Pay Later” Impact p54: working on different elements, such as cause and effect connectors, graphic organizers, etc.. Answering the text’s questions.
Are these your instructions to pupils? They are good!
Explanation: When you read a text, ideas relate to each other. One such relationship is called: Cause and Effect.
A cause is something that makes something else happen. An effect is the result of something that happened.
To find the effect ask yourself: What happened?
To find the cause, ask yourself what caused it to happen?

Examples: It snowed last night. Everything is white.
What happened? Everything is white.
What caused everything to be white? It snowed last night.

General Activities on Cause and Effect

Activity 1: Underline the words that tell the cause and circle those that tell the effect. (Impact P58)

Activity 2: These words and expressions may show a Cause and Effect relationship. Get familiar with the connectors, and those you don’t know look them up in the dictionary.

Cause Effect
because / because of
as
since
for
Seeing that on account of due to
owing to therefore
that is why
as a result
consequently
for a reason
thus so hence


Activity 3: A: Underline the cause with one color and the effect with another color.
B: Circle the connector that helped you identify the cause and effect relationships.

1. The police had him under surveillance. Consequently, they collected all the information they needed on him.

2. Seeing that the teacher was busy, the student decided to speak to her later.

3. I prefer to use email since regular mail is too slow.

4. There were many streets protests and strikes against the government’s economic policy. As a result, the government has lowered taxes.

5. In order to prevent people from getting away with shoplifting, stores are using more and more sophisticated devices.

6. Due to tight security, few complaints have been received.



Activity 4: Complete the cause/effect parts of the following sentences.

1. Owing to the bad weather,__________________________________.

2. I failed the exam because____________________________________.

3. Sakhnin’s football fans made troubles during their previous game. As a result, __________________________________________.

4. Because of the closed roads and broken bridges _______________________.


Activity 5: Match a cause in A to an effect in B. (Impact page 62)

Activity 6: Complete the chart to show the causes and effects of psychological bullying on page 61 in Impact.

Activity 7: “Buy Now Pay Later” p54:
Find the cause and effect relationships in the passage.
Underline the cause with one color and the effect with another color.
Circle the connector that helped you identify the cause and effect relationships.

Activity 8: complete the table of cause and effect according to the given sentences. The first one has been done for you:

Cause Effect
More people had cars. People didn’t have to shop near home
Mc Namara didn’t have money to pay the bill.
The Diner’s Club was a success.
People could buy things they couldn’t afford.


They are all excellent activities and exercises. What is missing again is the main emphasis: Pupils should read at least 4,5 texts on the same strategy. Here I see barely one or two. This is not enough. Your main purpose in your lessons is to have he kids read, read and read. Of course you have to teach them the use of connectors etc., but the bulk of your lessons should have the kids busy reading.

tugas sofskill bahasa inggris

Bahasa inggris bisnis 2

Exercise 31 : Nouns Functioning as Adjectives
1. Twelve story
2. Language
3. Three act
4. Two day
5. 79 piece
6. Five shelve
7. 16 ounch
8. Six quart
9. Brick
10. Ten speed

Exercise 32 : Enough
1. Enough people
2. French enough
3. Enough time
4. Fast enough
5. Soon enough
6. Early enough
7. Hard enough
8. Enough slowly
9. Enough flour
10. Enough books

Exercise 33 : Because/Because of
1. Because
2. Because
3. Because of
4. Because
5. Because
6. Because
7. Because
8. Because
9. Because
10.Because of

Exercise 34 : so/suck
1. So
2. Such
3. Such
4. So
5. So
6. Such
7. Such
8. So
9. So
10. Such
11. So
12. So
13. Such
14. So
15. So

tugas bahasa inggris bisnis 2

Exercise 21 Conditional sentences
1. will understand
2. Would not
3. Will give
4. Would told
5. Would have
6. Had
7. Will stop
8. Needed
9. Would have found
10. Had enjoyed
11. Paint
12. Were
13. Writes
14. Had permit
15. Will spend
16. Will accept
17. Buys
18. Had decided
19. Would have writen
20. Will leak
21. Had studied
22. Hears
23. See
24. Gets
25. Turn
26. Are
27. Would have called
28. Would have talked
29. Explained
30. Spoke






Exercise 22 Used to
1. Eating
2. Eating
3. Swimming
4. Like
5. Speaking
6. Studying
7. Dance
8. Sleeping
9. Eating
10. Eating

Exercise 26 : Adjectives and Adverbs
1. Well
2. Intense
3. Brightly
4. Fluent
5. Fluently
6. Smooth
7. Accurately
8. Bitter
9. Soon
10. Fast
Exercise 27 : Linking (Copulative) Verbs
1. Terrible
2. Well
3. Good
4. Calm
5. Sick
6. Quickly
7. Diligently
8. Vehemently
9. Relaxedly
10. Noisy


Exercise 28 : Comparisons
1. As soon
2. More Important
3. As well
4. More Expensive
5. As hot
6. More Talented
7. More Colorful
8. Happier
9. Worse
10. Faster
Exercise 29 : Comparisons
1. Than
2. Than
3. Than
4. Than
5. Than
6. More Than
7. With
8. Than
9. More Than
10. More Than
Exercise 30 : Comparisons
1. Best
2. Happiest
3. Faster
4. Creamiest
5. More colorful
6. Better
7. Good
8. More awkwardly
9. Least
10. Prettiest
11. The best
12. From
13. Less impressive
14. The sicker
15. Than
16. Twice more than
17. Few
18. Much
19. Farthest
20. More famous

Hubungan Korupsi dengan Etika Bisnis

Pengertian Korupsi
Secara Bahasa: "korupsi" berasal dari bahasa Inggris, yaitu corrupt, yang berasal dari perpaduan dua kata dalam bahasa latin yaitu com yang berarti bersama-sama dan rumpere yang berarti pecah atau jebol. Istilah "korupsi" juga bisa dinyatakan sebagai suatu perbuatan tidak jujur atau penyelewengan yang dilakukan karena adanya suatu pemberian. Dalam prakteknya, korupsi lebih dikenal sebagai menerima uang yang ada hubungannya dengan jabatan tanpa ada catatan administrasinya.

Menurut perspektif hukum, Pengertian Korupsi secara gamblang dijelaskan dalam 13 buah Pasal dalam UU No.31 Tahun 1999 yang telah diubah dengan UU No. 20 Tahun 2001 tentang Pemberantasan Tindak Pidana Korupsi. Berdasarkan pasal-pasal tersebut, korupsi dirumuskan kedalam 3o bentuk/jenis tindak pidana korupsi. Pasal-pasal tersebut menerangkan secara terperinci mengenai perbuatan yang bisa dikenakan sanksi pidana korupsi.

Secara Hukum: Pengertian Korupsi merupakan tindak pidana sebagaimana dimaksud dalam ketentuan peraturan perundang-undangan yang mengatur tentang tindak pidana korupsi. Pengertian "korupsi" lebih ditekankan pada perbuatan yang merugikan kepentingan publik atau masyarakat luas untuk keuntungan pribadi atau golongan

Pengertian Etika Bisnis Berdasarkan Bahasa
Menurut bahasa Yunani Kuno, etika berasal dari kata ethikos yang berarti "timbul dari kebiasaan". Etika adalah cabang utama
filsafat yang mempelajari nilai atau kualitas yang menjadi studi mengenai standar dan penilaian moral. Etika mencakup analisis dan penerapan konsep seperti benar, salah, baik, buruk, dan tanggung jawab. Etika terbagi menjadi tiga bagian utama: meta-etika (studi konsep etika), etika normatif (studi penentuan nilai etika), dan etika terapan (studi penggunaan nilai-nilai etika) (id.wikipedia.org).

Pengaruh korupsi terhadap etika bisinis :
1.Menghambat investasi dan pertumbuhan ekonomi
2.Korupsi melemahkan kapasitas dan kemampuan pemerintah dalam menjalankan program pembangunan.
3.Korupsi menghambat upaya pengentasan kemiskinan dan kesenjangan pendapatan.
4.Korupsi berdampak pada penurunan kualitas moral dan akhlak.
Contoh kasus korupsi di Indonesia :
Kasus Antasari Penuh Rekayasa Termasuk Hakim. Ini terlihat dari beberapa fakta, seperti direkamnya beberapa pertemuan Antasari dengan Sigit Haryo Wibisono serta dengan Rani Juliani.Wakil Ketua Komisi Yudisial Imam Anshori Saleh mengungkapkan, kasus mantan Ketua Komisi Pemberantasan Korupsi Antasari Azhar penuh dengan rekayasa. ”Waktu di kamar dengan Rani, HP-nya dihidupkan untuk dipantau suami. Mana ada suami umpankan istri kalau bukan rekayasa,” ujar Imam, Selasa (6/9/2011) malam.
Menurut Imam, ada kemungkinan pula hakim yang menangani perkara tersebut menjadi bagian dari rekayasa yang sebenarnya dimaksudkan untuk menghancurkan Antasari dan KPK.
Imam mengistilahkan adanya tangan-tangan tersembunyi yang mengatur kasus ini mulai dari tingkat penyelidikan hingga pengadilan. ”Di Indonesia, hakim diatur itu bukan hal yang baru lagi. Beberapa yang tertangkap tangan terima sogokan itu kan diatur dengan uang. Bisa pula diatur dengan iming-iming jabatan oleh atasannya atau fasilitas yang lain,” ujar Imam.
Sekadar informasi, hakim kasus Antasari di pengadilan tingkat pertama (Pengadilan Negeri Jakarta Selatan) telah mendapatkan promosi menjadi hakim tinggi.
Salah satunya, Harry Swantoro, yang bertindak sebagai ketua majelis hakim, telah menjadi hakim tinggi Pengadilan Tinggi Denpasar. Padahal, tambah Imam, KY menganggap ketiga hakim tersebut tidak profesional. KY bahkan merekomendasikan pemberhentian sementara selama enam bulan terhadap ketiga hakim tersebut.
”MA malah terkesan protektif, melindungi hakimnya. Mestinya MA fair, rekomendasi diterima dan beri kesempatan hakim bela diri di depan Majelis Kehormatan Hakim (MKH). Itu lebih fair, menandakan MA setuju hakim diuji profesionalitasnya,” kata Imam.
Sebagai catatan, kasus Antasari mencuat kembali setelah KY menemukan adanya pelanggaran kode etik oleh hakim PN Jaksel. Hakim dinilai telah mengabaikan alat bukti berupa keterangan ahli teknologi informasi dari Institut Teknologi Bandung, Agung Haryoso, serta ahli forensik, Mun’im Idries.
Ahli TI mengungkapkan bahwa pesan singkat (SMS) yang dikirimkan ke Nasrudin tidak berasal dari telepon seluler Antasari.
Sementara Mun’im Idries mengemukakan tentang ukuran luka dan anak peluru yang masuk ke tubuh korban. Antasari yang dihukum 18 tahun penjara oleh MA melalui putusan kasasinya kemarin telah mengajukan peninjauan kembali (PK).

Tindakan tidak bertanggung jawab pada lingkungan oleh perusahaan

Beberapa perusahaan minyak besar membuat daftar ini, tetapi Chevron layak mendapat tempat khusus di neraka. Antara tahun 1972 sampai 1993, Chevron (kemudian Texaco) meracuni 18 miliar galon air di hutan hujan Ekuador tanpa perbaikan apapun, menghancurkan mata pencaharian petani lokal dan membuat penduduk asli banyak menderita penyakit. Chevron juga telah melakukan banyak polusi di Amerika Serikat: Pada tahun 1998, Richmond, California menggugat Chevron untuk tindakan ilegal melewati perawatan air limbah dan mencemari pasokan air lokal, begitu pula di New Hampshire pada tahun 2003. Chevron bertanggung jawab atas kematian beberapa orang Nigeria yang memprotes polusi yang dilakukan oleh perusahaan itu, saat mengeksploitasi minyak di Delta Nigeria. Chevron membayar milisi lokal, dikenal karena pelanggaran hak asasi manusia, untuk meredam protes, dan bahkan memasok mereka dengan helikopter dan perahu.Tentara bayaran ini kemudian menembaki para pengunjuk rasa, kemudian membakar desa mereka sampai rata dengan tanah.

sumber : http://adhiekloperer.blogspot.com/2011/06/daftar-perusahaan-pembunuh.html