Chapter 1-7

CHAPTER 1
WH QUESTIONS
Introduction
English is the international language. By mastering English well, we will be able to

communicate with other nations in the world. Apart from that, we will also be able to
increase our insight and knowledge for the progress of our nation and country,
because we will be able to read English literature, listen to foreign radio broadcasts,
and watch films and other knowledge. in the end we can master knowledge in all
fields.
Of course we often ask other people about things we don't know. Like what is your
name, where do you live, when does school start, and so on. In English this type of
question is called a WH Question, because all questions start from the words W+H,
such as what (when), where (where), when (when), why (why), which (which), who
(whom). ), whom (with whom), whose (who has), and how (how). Without realizing
it, we learn this WH question in our daily life.
Every language certainly has its own rules or what we often call grammatical terms,
as well as English, there are many rules that must be taken into account when using it.
In connection with this, we will present an explanation of how to use question words
properly. in the form of Wh questions.
Definition of WH Questions
WH questions are question words in English which are written starting with wh–
words. What is the function of the WH question? WH questions are used by someone
to ask for information, to which the person speaking must provide a clear answer, in
English they are also known as open questions. In other words, you cannot answer a
question sentence in the form of a WH question using only yes or no.
WH questions is also a question to ask for information. The information requested

can be in the form of time, place, person, object, thing, reason, or method. Like other
forms of questions, it also ends with a question mark.1
1
Intan Aulia Husnunnisa, ‘Apa Itu Kata Tanya (Question Words) WH Questions Dalam Bahasa Inggris?’, English
Academy, 2022.
WH questions begin with: what, where, when, why, which, who, whom, whose, or
how. The wh- word is a pronoun. Where, when, why, and how to replace adverbs;
what and who to replace subject or object; whose to replace possessive; and whom,
what, who, and which to replace object. For example, with an indefinite pronoun:
Subject = Someone or something to indicate that the subject is unknown.
● Wh- Questions to As Subject:
No Example of a Declarative Sentence
1. Someone called my boss 5 minutes ago.

2. Something inspired her to visit Rhome.
3. Someone’s story changed her life.
4. This book was written by Enid Blyton.
To form a wh-question in the first and second sentences, simply replace the
indefinite pronoun with who and what, while in the third sentence, the indefinite
pronoun and its apostrophe are replaced with whose. As for the fourth sentence, the
details of the subject (this book) are replaced by which.
So the formula wh- question to ask subject:
Or
● Wh- Question to ask about an object:
For example, let's say object = somebody, someone or something indicates that the
object is unknown and the example is "Aaa" to indicate that the details of the object
(object in the form of a noun phrase) are not known. See the following example of a
declarative sentence.
1. We can do something during the storm.

2. My neighbor may need somebody to repair his car.
3. Retno loves someone in my class.
4. Enid Blyton wrote this book several decades ago.
To form a wh-question in the first and second sentences, simply replace the indefinite
pronoun with who and what, move it to the front of the sentence, and move the
auxiliary verb (can and may) to the position after the pronoun. The third sentence does
not have an auxiliary verb, but only has the main verb (love). Because it doesn't have
an auxiliary, to form the wh-question in the third sentence you need a dummy
auxiliary (do, does, did) which will be placed after who.2
As for the fourth sentence, the details of the subject (this book) in the form of a noun
phrase are replaced by which So an example of a wh-question based on the
declarative sentence above is as follows:
No Example of a Wh- Questions
1.1. What
Whatcan
canwe
wedo
doduring
duringthe
thestorm?.
storm?.
2.2. My neighbor may need somebody to repair his car.
3.3. Retnoloves
Retno lovessomeone
someonein
inmy
myclass.
class.
4.4. Enid Blyton wrote this book several decades ago.
So the wh-question formula is for asking objects:
Or
Note: Bare infinitive applies to simple present, past, and future. For perfect and
continuous use each past participle (V3) and present participle (V1-ing).
● Wh- Questions to Ask Adverbs :
For example, the adverb is in the form of an indefinite pronoun = somewhere

2
A. L Restrepo, ‘WH Question Words’, 2020.
and someday to indicate that the adverb is unknown. See the following example of a
declarative sentence:
1. We should carry out the plan someday.
2. Aldo is watching a football match somewhere.
3. Sella put away her money and jewelry somewhere.
4. The new worker works extremely slowly.
To form a wh-question in the first and second sentences, simply change the indefinite
pronoun with when and where, move it to the front of the sentence, and move the
auxiliary verb (should danis) to the position after the pronoun. The third sentence does
not have an auxiliary verb, but only has the main verb (put away). Because it doesn't
have an auxiliary, to form the wh-question in the third sentence, a dummy auxiliary
(did) is needed which will be placed after who.3
As for the fourth sentence, do not include the word being asked with indefinite
pronoun or whatever because it would be weird. “Extremely slowly” is an adverb
phrase. "Extremely" is an intensifier/adverb of degree explaining the adverb "slowly".
Assume the intensifier is unknown. Likewise for the sixth sentence, think "so that he
could arrive on time" (adverbial clause) is unknown. So an example of a wh-question
based on the declarative sentence above is as follows:
No Example of a Wh- Question
1. When should we carry out the plan?

2. Where is Aldo watching a football match?
3. Where did Sella put away her money and jewelry?
4. How slowly does the new worker work?
3
Pradirwan, ‘Bentuk Kalimat Tanya Dalam Bahasa Inggris’, Question Forms, 2015.
So the wh-question formula is to ask for an adverb:
Example:
1. Declarative sentence: He saw you yesterday.
● Wh Question : Who Saw You? Or Who saw you yesterday ?
2. Declarative sentence : You saw my sister yesterday.
● Wh Question : Who did you see? Or Who did you see yesterday?
3. Declarative sentence : She is talking to my father now.
● Wh Question : Who is she talking to? Or Who is she talking now?
4. Declarative sentence : It is like drama.
● Wh Question : What it is like?
Types Of Wh Questions
kind of question why. If in Indonesian language material, maybe you only know
5W+1H. So, in English, you have to learn 8W+1H. Wow, what are the 8 W 1 H?
The answers are what, when, where, who, whose, which, whose, why and how.4
1) What (Apa)
What is used to ask about things. Yep, as we know, what is a question word
that functions to ask about something or something related to someone.
Examples of its use in sentences:
● What are you doing?
(Apa yang sedang kamu lakukan?)

4
Giuliano Bocci and Valentina Bianchi, ‘Focus in Wh -Questions’, 2020.
● What is your
name? (Siapa
namamu?)
● What do you think about the movie?
(Apa pendapatmu tentang film itu?)
● What time is it?
(Jam berapa sekarang?)
● What should I do?
(Apa yang harus aku lakukan?)
Apart from its function to find information about something, you can also
use jata what to ask for repetition or confirmation, aka asking for repetition
or confirmation of what someone else has said. Example is this:
● What? I can’t hear you.
(Apa? Aku tidak bisa mendengarmu.)
● You did what?
(Kamu sudah melakukan apa?)
2) Where (Dimana)
If you want to find out information about the location, purpose and position
of someone or something, of course the right question word to use is where.
Example of an interrogative sentence:
● Where do they live?
(Di mana mereka tinggal?)
● Where is your Mom?
(Di mana Ibumu?)
● Where is my
handphone? (Di mana

ponselku?)
● Where are you headed?
(Kamu mau pergi ke mana?)
● Where should I park?
(Di mana aku harus parkir?)

3) Why (Mengapa/Kenapa)
This question word functions as a search for reasons or causes. In this case,
the reasons can be positive or negative to find out the background to
something happening. Examples are as follows:
● Why do you love me?
(Mengapa kau
mencintaiku?)
● Why did it happen?
(Mengapa itu
terjadi?)
● Why are you crying?
(Mengapa kamu
menangis?)
● Why did you come late?
(Kenapa kamu datang terlambat?)
4) When (Kapan)
Of course, when is used to ask when something happens. This question word
is closely related to the adverb of time which can be the answer to this type
of question. Examples of use with the question word when are:
● When do you finish college?
(Kapan kamu selesai

kuliah?)
● When does the taxi arrive?

(Kapan taksi tiba?)
● When did she leave?

(Kapan dia pergi?)
● When will dad fix my bicycle?
(Kapan ayah akan memperbaiki sepedaku?)
● When will the meeting
start? (Kapan rapat akan

dimulai?)
5) Which (Yang Mana)

How often are you confused about a choice? Whether it's choices related to
goods, colors, opinions, etc. Well, you can use which to ask about options.
Come on, who likes to ask their bestie or partner for their choice, but ends up
choosing their own choice? Hey. The following are examples of sentences to
ask about choices:
● Which color do you want?
(Warna apa yang kamu

inginkan?)
● Which extracurricular do you join in?
(Ekstrakurikuler yang mana yang kamu

ikuti?)
● Which do you prefer, iOS or Android?
(Kamu prefer yang mana, iOS atau

Android?)
● Of all the drinks on the menu, which one would you
like? (Dari semua minuman di menu, kamu suka apa?)
● Which one do you choose? The left or right?
(Kamu pilih mana? Kanan atau kiri?)
6) Who (Siapa)
Who told you about my secret?
So, above is an example of a question used in the question word who
(question word who) to ask about people or a person/subject. Other examples
are:
● Who opened the window?
(Siapa yang membuka

jendela?)
● Who are you?
(Kamu
siapa?)
● Who is your favorite Korean artist?
(Siapa artis Korea favorit kamu?)
● Who is your boyfriend?
(Siapa pasanganmu?)
7) Whom (dengan Siapa)

So, in English there are differences in question words for those in the
position of subject and object. If previously who was used to ask about
people whose status is the subject, then whom is a type of question word for
people who have the position of being the object or recipient of the action of
the subject. So that you don't get confused, look at the example below:
● Whom are you going to meet?
(Dengan siapa kamu akan

bertemu?)
● Whom did you see in the morning?
(Siapa yang kamu lihat pada pagi hari?)
● Whom should we send the invitation to?
(Pada siapa kita harus mengirimkan undangan?)
● Whom was Tedy talking to?
(Tedy berbicara dengan

siapa?)
● Whom will you marry?
(Kamu akan menikah dengan siapa?)
8) Whose (milik siapa)

If you ask, what is the difference between whose and who and whom? The
difference is, whose is a question word to ask for possession, aka ownership.
How can you use it in a sentence? See the following example:
● Whose novels are these?
(Milik siapa novel-novel ini?)
● Whose car is that?
(Mobil siapa itu?)
● Whose wallet is this? Is it
yours? (Ini dompet siapa?

Punyamu?)
● Whose turn is it?
(Ini giliran siapa?)
● Whose outfit are you wearing?
(Baju siapa yang kamu pakai?)

9) How (Bagaimana)
Finally, there is a how for you to use when you want to ask about manner or
process, condition and quality. This question word also applies to asking for
price, duration, frequency, age, method, distance, or quantity5. Example
sentence:
● How can you explain this problem? Please tell us.
(Bagaimana kamu bisa menjelaskan masalah ini? Tolong beritahu kami.)
● How was your exam?
(Bagaimana ujian
kamu?)
● How far is Siem Reap from Phnom Penh?
5
J Orlando, ‘A Comparison of Questions with Auxiliaries and Questions without Auxiliaries.’, Forming Questions, 2013.
(Seberapa jauh Siem Reap dari Phnom
Penh?)
● How much money do you have?
(Seberapa banyak uang yang kamu punya?)
● How often you go to Bali in a year?
(Seberapa sering kamu pergi ke Bali dalam satu tahun)
Adverb of a WH Question
Adverbs are a very broad group of words, which can describe how, where, or when an
event takes place. Adverbs can also express the speaker's point of view about an
event, the intensity of an adjective or other adverb, or some other function. Read the
following materials discussing the grammar of adverbs in English so that you can
speak and write accurately and descriptively. In general, there are 8 types of adverbs
in English that you can learn. These eight types of adverbs have their respective
functions and examples.6
Types of English Adverbs:

1. Adverb of Time
The adverb of time is the most widely used adverb in tenses. An adverb of
time is an adverb of time to explain when or how long an action occurs.
In English, this time statement usually answers the questions when (when) and
how long (duration). Oh yes, you can write the adverb of time at the beginning
or end of a sentence, where the final position usually functions as an emphasis.
Examples of adverbs of time to answer "when" include yesterday, this

morning, this afternoon, tonight, at 7 p.m., etc.
An example of an adverb of time to explain the time an event occurs before or

after another event is before, after.
Examples of adverbs of time to explain duration are for a moment, since

yesterday, during the week, from Sunday to Monday, and many more. 7
Example sentences are as follows:
6
Indra A, ‘Adverb Of Wh Quetions’, 2020.
7
Gischa, ‘Adverb of Time’, 2022.
▪ He collapsed and died yesterday.
(He collapsed and died yesterday.)
▪ I read a narrative text titled Cinderella before going to bed.

(I read a narrative text called Cinderella before going to bed.)
2. Adverb of Manner
This is an adverb whose job is to tell someone how something happened, aka
answering the question how?
Finding this adverb isn't difficult, you know. You see, the adverb of manner
usually has the ending -ly. Examples of adverbs of manner are badly, happily,
sadly, slowly, quickly, and others.8
You can place the adverb of manner at the beginning, middle or end of a
sentence. However, especially for well, hard, fast and bad, they can only
occupythe initial position of the sentence. Example sentences using the adverb
of manner:
▪ Randy paints my face badly.
(Randy melukis wajahku dengan buruk.)
▪ Sadly, Fadly broke up with his girlfriend.

(Sayangnya, Fadly putus dengan
pacarnya.)
3. Adverb of Frequency
If someone asks, "How often do you exercise in a week?" So to answer this
question you need an adverb of frequency. Yes, the adverb of frequency is an
adverb to express how often something is done or occurs.
This adverb also plays a role in showing activities that we routinely do in the
present or in the past.
Anyway, there are adverbs of frequency divided into two types, namely
8
Resty Widya Kurniasari, ‘Translation of Adverbs of Manner from English to Indonesian: Content Analysis of Charlotte’s
Web Novel by E. B. White’, International Journal of Science and Society, 2.2 (2020), 377–82
definite and indefinite. Definite is an adverb that describes the frequency of an
event more specifically than indefinite.
Examples of definite adverbs of frequency are once, twice, three times, every
day, daily, weekly, monthly, and yearly with the writing position in the
middle or end of the sentence. Meanwhile, the indefinites include frequently,
hardly ever, never, occasionally, often, rarely, regularly, scarcely,
sometimes, and usually which are usually placed at the beginning or middle
of a sentence.9
Examples of its application in sentences:

- Alfi usually eats a slice of bread in the morning.
(Alfi biasanya makan satu lembar roti di pagi
hari.)
- Rara goes to school three times a week.
(Rara pergi ke sekolah tiga kali
seminggu.)
- Our cat was bitten twice by the same dog.
(Kucing kami digigit dua kali oleh anjing yang sama.)
9
T Thunder, ‘Adverb of Frequency’, 2022
Choose the best answer to each question from the alternatives given!
1. My juice is gone! took my juice?

A. What
B. Who
C. Why
D. Whom
2. is your favorite color?

A. What
B. Who
C. Why
D. Whom
3. I am looking for my socks. Do you know they are?

A. What
B. Who
C. Where
D. When
4. Cats are lovely animal. hate them?

A. What
B. When
C. Why
D. Who
5. I miss you, Grandma. will we meet?

A. When
B. Who
C. Why
D. Whose
6. I found a pen. pen is this?
A. Which
B. Whose
C. Who
D. Whom
7. do you go to school with?

A. Who
B. Whom
C. Why
D. Whose
8. ice cream is better? Chocolate or vanilla?

A. Whose
B. Who
C. Which
D. Where
9. is that woman stands over the?

A. Who
B. Whom
C. Where
D. Which
10. are you so angry?

A. What
B. Where
C. Who
D. Why
LISTENING
In the listening test, you will be asked to demonstrate how well you understand
spoken English. The entire listening test will last approximately 60 minutes. You must
mark your answers on the separate answer sheet.
Instructions: for each question in this part, you will hear statements about a picture in
your test book. When you hear the statements, you must select the one statement that
best describes what you see in the picture. Then find the number of the question on
your answer sheet and mark your answer. The statements will not be printed in your
test and will be spoken only one time.10
Listen and answer the statements that match the following picture!
1. Look at the picture marked number 1 in

your textbook. What gender is the elephant
in the picture below?
A. Elephants have no gender
B. The elephant is male
C. The elephant is female
D. The elephant is transvestite
2. Look at the picture marked number 2 in your

textbook. Why do flamingos lift one leg?
A. Because of habbit
B. Because it itches
C. Because of tiredness
D. Because it reduces heat loss
10
J, ‘Become a Better Listener: Active Listening’, (2018).
textbook. What parts are found in the body of
an adult butterfly?
A. Neck, hands, wings
B. Head, chest, stomach
C. Eyes, trunk, mouth
D. Skin, fur, fingers

textbook. What is the texture of dolphin
skin?
A. Smooth and supple
B. Rough and chewy
C. Hard and smooth
D. Slippery and soft

textbook. How many shells are there on a
turtle?
A. Two
B. Five
C. One
D. Three

textbook. How many colonies do bees
produce?
A. Twenty thousand
B. Sixty thousand
C. Fifty thousand
D. Ten thousand
How much does the cat weigh in the story?
A. 2kg
B. 3kg
C. 3,5kg
D. 4kg

what type of dog is in the picture beside?
A. Pomeranian
B. French bulldog
C. Pug
D. Corgi

what type of bird is described in the picture
beside?
A. Owl
B. Eagle
C. Cockatoo
D. Dove

Based on the description in the audio, what
type of fish is the fish next to?
A. Najawa Red Goldfish

B. Goldfish Punten
C. Majalaya Goldfish
D. Local Goldfish
READING
Improving Students’ Motivation In Writing Descriptive Texts
There are a lot of definitions about writing which are presented by experts.
Meyers (2005:2) says that writing is partly a talent, but it’s mostly a skill, and the any
skill it improve with practice. According to Meyers (2005:2), writing is one of four
language skills, it is considered as a difficult skill because the writers have to make some
aspects in writing such as content, organization, purpose, vocabulary, punctuation, and
spelling in balance way. This is the basic students’ problems in writing. It is also need
attention because it needs its own principles and method it requires mastery not only of
grammatical a rhetorical devices but also of the conceptual and judgment.
Because of that, it needs practice to improve that skill. Students write papers and
answer questions on tests, scientists write reports on their work, teachers write
evaluations of their students, people make lists to remember what they must do, some of
us keep diaries to remember what we have done, salesman write messages from the field
to the office, and we write notes and letters to keep in touch with relatives or friends.
There are practical reasons for writing (Hall, 1982:1). From the statement above,
I assume that writing needs practice. Students’ practice with their papers and answer
question on tests, teachers’ with their students’ evaluations, salesman with messages
from the field to the office letter, etc. Meyers (2005:2) says that writing is an action a
process of discovering and organizing putting on paper, and reshaping and revising.
Writing can express thought, feeling, ideas experiences, etc to convey a specific
purpose.
Harmer adds that to deliver from that explain of course we need to practice or
express what idea in our mind in the form of lists, letters, essays, reports, or novels
(Harmer, 2004:4). Based on all statements above the researcher can conclude that
writing is an activity of developing ideas, thoughts and memories into written form,
either in sentences or paragraph form. According to Wishon and Burks (1980:378-383),
there are four types of writing as follow:
1) Narrative: Narrative is the form of writing used to relate the story of act or
events. Narrative places occurrences in time and tells about what happened according to
natural time sequence. Sofyanda (2005:21) explained that a narrative is a story.
Narratives are imaginative stories but sometimes narratives can be factual too.
Narrative includes fairy stories, fable, novel, short story, romance, etc.
2) Descriptive: Descriptive reproduces the way things look, smell, taste, feel, or
sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used to
describe a visual image of people, place, even of units of time, days, or season. It may
be used also to describe more than the outward appearance of people. It may tell about
their traits of character personality. Sofyanda (2005:40) said that descriptive is a piece
of writing or speech that says what someone or something is like.
3) Exposition: Exposition is used in giving information, making explanations

and interoperating meanings. It includes editorial, essay, and informative and
instructional material. Exposition maybe used to explain the process, which is to tell
how something is made or done.
4) Argumentative: Argumentative is used in persuading and convincing. It is

closely related to exposition and is often found combined with it. Argumentation is used
to make a case or to prove or disprove a statement or proposition. In this case, the
researcher only focused on descriptive writing for the research implementation and
more discussion given in the next section.
According to Murray (1949) in Lewin (1949:6), the writing process consists of

three stages: prewriting, writing and rewriting. Another opinion begins adapting it,
many added a four stage, that is publishing, because it represents the culmination of the
first three, it is the purpose for doing all the work in those three stages.
Descriptive text is one of text-types which is taught in English teaching. As its

name, the text is descriptive. Martin (1985:143) states that descriptive writing is writing
that describes a person, a place, an idea, an organization, or an activity. Oshima and
Hogue (2007:61) states that descriptive writing appeals to the senses, so it tells how
something looks, feels, smells, tastes and/or sounds. It is in line with Meyers (2005:60)
said that “a description of a scene allows your readers to see, hear, or even feel the
subject matter clearly”. According to Coffey (1987:36), one can use two kinds of
details: objective details and subjective details.11
11
Rohimah, ‘Improving Students’ Motivation In Writing Descriptive Texts’, Improving Students’ Motivation In Writing
Descriptive Texts. Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam, 2018, 14–17.
Exercise!
1. What does Meyers (2005:2) think about writing?
2. anything that can be expressed from writing?
3. What do you think about (Harmer, 2004:4) regarding the text above?
4. What are the 4 types of writing shown in the description?
5. What do Oshima and Hogue (2007:61) state about descriptive text?
WRITTING
General Concept of Writing
Writing is a way to produce that comes from our thought. It is influenced both by
personal attitudes and social experiences. It is also a process, that when we write it, will
be influenced by the constraints of genre to be present in learning activities.
Writing has become a prominent part in peoples’ everyday life. When students test their
foreign language abilities or other skills, they often rely on the students’ proficiency to
measure knowledge. In almost all aspects of life, writing in whatever form it be, proves
to be an effective way of communication. Writing as one of the language skills, has
given an important constribution on human works.
English is a compulsory subject in Indonesian expecially in junior and senior high

schools. Passing the subject in national examination is one of requirements for students
to graduate from the levels of education in Indonesia. It implies that English is
considered important as a means of communication with people in the globe.
There are five types of performance in writing (Brown, 2000).
a. Imitative is intended for students to learn the conventions of the orthographic

code. In intensive writing, students write down English letters, words or
sentences.
b. Intensive focuses on exposing students with grammatical concepts. Students
typically work on controlled grammatical exercises.
c. Self-writing In this writing performance, the activities no longer focuses on

specific grammatical features and orthographic code. Students begin to write
information for themselves, they themselves are the audience of their writing.
d. Display writing is a type of writing performance which is commonly found in

the school curricula context. Activities in this performance include short
answer exercises, essay examinations and research reports.
Real writing is reflects the genuine communication of messages to audiences in need

of the messages. In this writing, students write for fulfilling the need of information
from the audiences.12
Exercises!
1. Name five types of performance in writing (Brown, 2000)!
2. What is meant by intensive?
3. What is the meaning of Displaywriting?
GRAMMAR
Grammar is the grammar or “guide” that we use when learning a language. So, every
language must have grammar, not just English. Through grammar, we will know how
to speak correctly and structured so that it can be understood by other people 13. Wh-
Questions: Structure:
1. With an Auxiliary Verb
Wh- Questions can be formed with these structures:
Wh- word + an auxiliary verb + subject + main verb
Example:
● When are you moving out?
● What have you done?
Or
12
Rohimah, ‘A GENRE BASED APPROACH IN IMPROVING STUDENTS’WRITING NARRATIVE TEXT’, Tahdzib
Al-Akhlaq: Jurnal Pendidikan Islam, 2019, 53–63.
13
Pauzan, The Book Of Complete English Grammar: Tata Bahasa Inggris Lengkap, 2021.
Wh- word + a modal verb + subject + main verb
Example:
● Who would you like to talk to?
● What should I do?
2. Without an Auxiliary Verb

Some wh-words can function as either the object or the subject of the question. When
this is the case, we do not need an auxiliary verb. These wh- words are: What, Who,
Which, Whose. In such cases, the structure of the question would be as follows14:
Wh-word + main verb + rest of the sentence
Example:
● What fell off the wall?
● Who bought this?
● Whose phone rang?
3. Negative Wh- Questions

A negative question is one that is worded in such a way as to require a “no” response
for an affirmative answer and a “yes” response for a negative answer. In other words, negative
questions switch the “yes/no” response order of regular, or positive, questions to a less intuitive
“no/yes” order. We can form a negative wh- question using the negative form of the auxiliary
verbs ‘be’ 'do', and 'have'.15
14
Taylor and Francis Inc., Prominence and Locality in Grammar: The Syntax and Semantics of Wh-Questions and
Reflexives, 2019
15
S Haas, ‘Negative Questions’, 2018, pp. 1–2.
Exarcise!
instruction: Choose the correct wh question based on the sentence given. The underlined
word is the answer of wh question chosen!
1. "Lydia works at the airport as a stewardess."

WH question: does Lydia work?
a. When
b. Where
c. What
d. Who
2. "Wendy stores the applicants' resume in the archive room."

WH question: does Wendy store in the archive room?
a. Where
b. Who
c. When
d. What
3. "Early in the morning Emma usually takes her dog for walking around in the neighborhood."
WH question: does Emma usually take her dog for walking?
a. What
b. When
c. How
d. Where
4. "Gerardo always talks loudly when he gets mad."

WH question: does Gerardo talk when he gets mad?
a. What
b. When
c. How
d. Who
5. "Mr. Dennis is still unstable."
WH question: is Mr. Dennis?
a. Who
b. What
c. How
d. Why
6. "Cindy accidentally spills her coffee on Marianna's scarf."

WH question: scarf does Cindy spill her coffee on?
a. What
b. Who
c. Whose
d. Whom
7. "Nicholas is not angry to me, He is angry to Riska because she doesn't finish the job.
WH question: is Nicholas angry to?
a. Why
b. Who
c. Whose
d. Whom
8. "Daryl wakes up at 4 a.m. everyday."

a. Who wakes up at 4 a.m. everyday?
b. When does Daryl wake up everyday?
c. What does Daryl do at 4 a.m. everyday?
d. Why does Daryl wake up at 4 a.m. everyday?
9. "The chicken bucket is $.7 in Chum bucket but Kraby O'Monday sells it $.8 per bucket."
a. How much does the chicken bucket cost in Kraby O'Monday?
b. What is the price of the chicken bucket in Chum bucket?
c. How many dollar is the chicken bucket?
d. Who sells the chicken bucket $.7?
10. "The town square is always crowded on Sunday since people come for culinary festival."
a. How is the town square on Sunday?
b. When is the culinary festival?
c. Where is the town square?
d. What happen in the town square?
11. "The town square is always crowded on Sunday since people come for culinary festival."
a. When do people come for culinary festival?
b. How is the culinary festival on Sunday?
c. Why is the town square is crowded?
d. Why do people come to the town square?
12. "Tiara is Mrs. Bella's niece."

a. Who is Mrs. Bella?
b. What is Tiara to Mrs. Bella?
c. Whose niece Tiara is?
d. What is Mrs. Bella to Tiara?
13. "Mr. Irwan's desk is at the opposite of Mss. Ingrid's."

a. Where is Mss. Ingrid's desk?
b. Where is Mr. Irwan's desk?
c. How is Mr. Irwan and Mss. Ingrid's desk?
d. What is the opposite of Mr. Irwan's desk?
14. "Bats usually go out of cave after the sunset."

a. Where do bats usually go out?
b. When do bats usually go out of cave?
c. What do bats do after sunset?
d. Why do bats go out of cave?
15. "Jordi directs Alvin to the ExxonMobil to refuel his motorcycle."

a. Who directs Jordi? c. Whom does Jordi direct to the ExxonMobil?
b. Who does Jordi direct? d. Whom does Alvin direct to the ExxonMobil?
16. "My phone battery is only 27% left."
WH question: is your phone battery left?
a. How often
b. How many
c. How long
d. How much
17. "His name is Raphael."

WH question: is his name?
a. Where
b. Who
c. What
d. How
18. A : ___________ do you eat?

B : I eat Banana
a. What
b. Why
c. When
d. How
19. A : ____________ are those people? (orang)

B : Those people are my family
a. Who
b. Where
c. Why
d. when
20. Ari : ____________ are you doing? (aktivitas)

Rina : I am cooking
a. What
b. When
c. Where
d. How
CHAPTER II
INTRODUCTION
The exploration and understanding of modals are integral components in grasping

the nuances of the English language. This chapter serves as a gateway to delve into the
world of modals, shedding light on their definitions, types, formulas, and practical
applications. As a fundamental aspect of linguistic comprehension, modals play a pivotal
role in shaping the structure and tone of sentences. In this chapter, we will navigate
through the background that sets the stage for our exploration, providing context to the
significance of modals in English grammar. By examining the various types, including
Modals Present, Modals Past, and Modals Perfect, we aim to unravel the intricacies of
their usage. Furthermore, the chapter will delve into the formulas governing positive,
negative, and interrogative sentences involving modals. To enhance clarity, numerous
examples will be presented to illustrate the application of modals. Additionally, we will
explore the functions and usage of modals, offering readers a comprehensive
understanding of their linguistic role. As a supplement, a reading section is included to
reinforce practical comprehension. Together, these elements form a cohesive
introduction to the multifaceted realm of modals in the English language.
English language learners encounter various grammatical structures that
contribute to effective communication. One such crucial aspect is the study of modals.
Before delving into the intricacies of modals, it is imperative to establish the contextual
background that underscores their importance. Language is a dynamic tool that reflects
cultural nuances, and modals, with their nuanced expressions, significantly impact the
tone and precision of communication. In this section, we will explore the contextual
landscape that motivates our exploration into modals, setting the stage for a
comprehensive understanding of their role in English language usage. Continuing from
the general introduction, you may want to provide more specific details about the
importance of studying modals and how they contribute to effective communication in
English. Consider incorporating any relevant statistics, historical context, or real-world
examples to engage your readers further.
A. Definition of modals
In the intricate tapestry of English grammar, modal verbs, often referred to as modals, emerge
as a distinctive class of auxiliary verbs that significantly enrich linguistic expression. These verbs,
including but not limited to 'can,' 'could,' 'shall,' 'should,' 'will,' 'would,' 'may,' 'might,' and 'must,'
operate in conjunction with the base form of a main verb. Their distinctive feature lies in their ability to
convey a nuanced range of meanings related to necessity, possibility, ability, permission, probability,
and obligation. Modals introduce a layer of subtlety to language, enabling speakers and writers to
convey not just the action itself but also the speaker's attitude, the degree of certainty, or the willingness
associated with that action. They act as linguistic tools that navigate the intricacies of interpersonal
communication, reflecting the dynamic nature of language and human interaction. 16
To grasp the essence of modals, it is essential to recognize their role as agents of meaning
modulation, allowing for the articulation of shades of meaning that go beyond the straightforward
conveyance of actions. By understanding the contextual application of each modal verb, language users
can imbue their expressions with finesse and precision, thereby elevating the communicative impact of
their discourse. In essence, modals stand as linguistic chameleons, adapting to the ever-shifting
landscape of communication by imparting a layer of sophistication to the English language. This section
will delve into the multifaceted nature of modals, unraveling their linguistic intricacies and exploring
the myriad ways in which they contribute to the richness of expression within the English grammatical
framework.
16
Rohimah, 2019. A Genre Based Approach In Improving Students'writing Narrative Text
All auxiliary verbs except be, do and have are called modals. Modals have several characteristics, including:
Modals do not change form according to the subject or time.
1. Example: She should attend the meeting. (She should attend the meeting.)
2. Example: We will succeed. (We will succeed.)
3. Example: The dog might bark. (The dog might bark.)
Modals do not require 'to' or '-ing' after them.

1. Example: You must finish your homework. (You must finish your homework.)
2. Example: I can speak Spanish. (I can speak Spanish.)
3. Example: They might visit us. (They might visit us.)
Modals cannot be used alone without the main verb.17

1. Example: He could solve the problem. No: He could.
2. Example: We should help others. No: We should.
3. Example: They must complete the assignment. No: They must.
17
Rohimah, 2019. A Genre Based Approach In Improving Students'writing Narrative Text
B. Types modals
Modals, as a distinctive category of auxiliary verbs, encompass a diverse array of expressions that
contribute nuanced meanings to statements. The following delineates the primary types of modals, each
serving a specific linguistic purpose:
1. Modals of Possibility:
● Example: She might attend the party.
● Example: It may rain tomorrow.
● Example: They could come if they finish early.
2. Modals of Necessity:
● Example: You must submit the report by Friday.
● Example: We should finish the project this week.
● Example: It has to be done today.
3. Modals of Ability:
● Example: He can speak three languages.
● Example: They could swim when they were young.
● Example: I may solve the problem.
4. Modals of Permission:
● Example: May I borrow your pen?
● Example: Can I use your phone?
● Example: You're allowed to enter the building.
5. Modals of Certainty:
● Example: She must be at home; her car is in the driveway.
● Example: It has to be true; there's evidence to support it.
● Example: They can't be far; we just saw them.
6. Modals of Probability:
● Example: It might snow tonight.
● Example: The train could be delayed due to weather.
● Example: The event may take place outdoors.
Understanding these distinct types of modals empowers language users to articulate a wide range of
meanings, from expressing possibilities and permissions to conveying necessity and certainty. Each
type adds a layer of richness to the language, enabling effective communication in diverse contexts. 18
C. Modals Formula
Modals, while versatile in expressing various meanings, follow specific formulas in sentence
construction. Understanding these formulas is instrumental in using modals accurately. Below are the
formulas for constructing positive, negative, and interrogative sentences using modals:
1. Positive Sentences:
● Subject + Modal + Base Verb (without 'to') + Object
● Example: She can sing beautifully.
● Example: They must complete the assignment.
2. Negative Sentences:
● Subject + Modal + Not + Base Verb (without 'to') + Object
● Example: He should not ignore the advice.
● Example: We may not attend the event.
3. Interrogative Sentences:
● Modal + Subject + Base Verb (without 'to') + Object + ?
● Example: Can you help me with this task?
● Example: Must we finish this today?
These formulas provide a structural guide for effectively incorporating modals into sentences.
In positive constructions, modals are placed before the base verb without 'to.' In negative sentences, the
modal is followed by 'not' before the base verb. Interrogative sentences begin with the modal, followed
by the subject, the base verb without 'to,' and end with a question mark. By adhering to these formulas,
communicators can articulate precise meanings and convey a diverse range of sentiments using modals
18
Sutiono AZ, 2021 "Reading Skills and Strategies: A Study of Undergraduate Speakers of Arabic Learning English
in their spoken and written expressions.19
19
Sutiono AZ, 2021 "Reading Skills and Strategies: A Study of Undergraduate Speakers of Arabic Learning English
D. Examples Of Modals
Type Formula Examples

Positive Sentences Subject + Modal + Base Verb (without 'to') + She can sing beautifully.
Object
They must complete the
assignment.
Negative Sentences Subject + Modal + Not + Base Verb (without He should not ignore the
'to') + Object advice.
We may not attend the event.
Interrogative Modal + Subject + Base Verb (without 'to') + Can you help me with this
Sentences Object + ? task?
Must we finish this today?
In practical application, modals enhance language by conveying diverse meanings across various contexts.
1. Modals of Possibility:
Modals such as 'might,' 'may,' and 'could' are employed to express possibilities. For instance, "She might visit us
next week," conveys a potential future event, while "It may be sunny tomorrow" suggests the likelihood of
favorable weather. "They could finish the project ahead of schedule" indicates a feasible accomplishment.
2. Modals of Necessity:
Modals like 'must' and 'should' denote necessity. In sentences such as "You must complete your homework
before going out" and "We should attend the meeting on time," these modals underscore imperative actions. "It
has to be done correctly" emphasizes the obligatory nature of a particular task. 20
3. Modals of Ability:
The modals 'can' and 'could' are utilized to express ability. "He can solve complex math problems" highlights a
specific skill, while "They could swim across the lake" demonstrates a past capability. "I may be able to help
with the presentation" implies a potential skill that could be applied.
4. Modals of Permission:
Modals of permission, such as 'may' and 'can,' are evident in sentences like "May I use your laptop?" seeking
consent, and "You're allowed to enter the restricted area," granting permission. "Can they join the party?" also
seeks permission or confirmation.
5. Modals of Certainty:
Modals like 'must' and 'has to be' convey certainty. "She must be at the airport by now" expresses a high degree
of confidence, while "It has to be the right decision" asserts certainty. "They can't have forgotten about the
meeting" indicates a strong probability based on the negative modal 'can't.' 21
20
Rohimah (2018 "The Effects of Early Home Literacy Environments on Fourth-Grade Literacy Achievement: An
International Comparison."
21
Rohimah (2018 "The Effects of Early Home Literacy Environments on Fourth-Grade Literacy Achievement: An
International Comparison."
6. Modals of Probability:
Expressing likelihood or probability, modals like 'might' are demonstrated in examples such as "It might rain
later." Similarly, "The project could be completed by next month" implies a realistic possibility. "The event may
attract a large audience" suggests a potential outcome.
E. Modals Functions and example
Function Formula Examples

Expressing Subject + Modal (might, may, could) + She might visit us next week.
Possibility Base Verb (without 'to')
It may be sunny tomorrow.
They could finish the project ahead
of schedule.
Indicating Subject + Modal (must, should) + Base You must complete your homework
Necessity Verb (without 'to') before going out.
We should attend the meeting on
time.
It has to be done correctly.
Demonstrating Subject + Modal (can, could) + Base He can solve complex math
Ability Verb (without 'to') problems.
They could swim across the lake.
I may be able to help with the
presentation.
Granting Subject + Modal (may, can) + Base May I use your laptop?
Permission Verb (without 'to')
You're allowed to enter the
restricted area.
Can they join the party?
Expressing Subject + Modal (must, has to be) + She must be at the airport by now.
Certainty Base Verb (without 'to')
It has to be the right decision.
They can't have forgotten about the
meeting.
Indicating Modal (might) + Subject + Base Verb It might rain later.
Probability (without 'to')
The project could be completed by
next month.
The event may attract a large
audience.
Modals, as integral components of English grammar, serve diverse functions, each contributing to nuanced
expressions within sentences.22
Expressing Possibility:
Modal verbs such as 'might,' 'may,' and 'could' are employed to convey possibilities. For instance, "She
might visit us next week" introduces a potential future event, while "It may be sunny tomorrow" indicates
the likelihood of favorable weather. The phrase "They could finish the project ahead of schedule" implies a
feasible accomplishment that is within the realm of possibility.
Indicating Necessity:
Modals like 'must' and 'should' communicate a sense of necessity. "You must complete your homework
before going out" underscores an imperative action, and "We should attend the meeting on time"
emphasizes the importance of punctuality. Additionally, "It has to be done correctly" conveys a compelling
need for accuracy.
Demonstrating Ability:
Modals such as 'can' and 'could' are employed to showcase one's abilities. "He can solve complex math
problems" highlights a specific skill, while "They could swim across the lake" demonstrates a past
capability. Furthermore, "I may be able to help with the presentation" suggests a potential skill that could be
applied.
Granting Permission:
Modal verbs like 'may' and 'can' are used to grant permission. "May I use your laptop?" seeks consent, while
"You're allowed to enter the restricted area" authorizes access. Additionally, "Can they join the party?"
seeks permission or confirmation for participation.23
Expressing Certainty:
Modals including 'must' and 'has to be' convey a sense of certainty. "She must be at the airport by now"
expresses a high degree of confidence, and "It has to be the right decision" asserts certainty. Furthermore,
"They can't have forgotten about the meeting" indicates a strong probability based on the negative modal
'can't.'
Indicating Probability:
22
Third and Fourth Graders' Reading Comprehension." Scientific Studies of Reading, 21(3), 179-193.
23
Third and Fourth Graders' Reading Comprehension." Scientific Studies of Reading, 21(3), 179-193.
Modal 'might' is utilized to convey probability. "It might rain later" suggests a realistic possibility of
precipitation. Additionally, "The project could be completed by next month" implies a plausible outcome,
and "The event may attract a large audience" indicates a potential occurrence.
In summary, modals play a crucial role in language by facilitating the expression of various meanings,
allowing speakers and writers to communicate with precision and subtlety across a spectrum of contexts.
Modals, as integral components of English grammar, serve diverse functions, each contributing to nuanced
expressions within sentences. When expressing possibility, modal verbs like 'might,' 'may,' and 'could' are
employed to introduce potential events or outcomes. For example, "She might visit us next week" implies a
probable visit, while "It may be sunny tomorrow" suggests the likelihood of favorable weather. The phrase
"They could finish the project ahead of schedule" implies a feasible accomplishment within the realm of
possibility.24
In indicating necessity, modals such as 'must' and 'should' communicate imperative actions. "You must
complete your homework before going out" underscores a compulsory task, and "We should attend the
meeting on time" emphasizes the importance of punctuality. Furthermore, "It has to be done correctly"
conveys a compelling need for accuracy.
Demonstrating ability is another crucial function of modals. 'Can' and 'could' are employed to showcase
specific skills or capabilities. "He can solve complex math problems" highlights a particular proficiency,
while "They could swim across the lake" demonstrates a past capability. Additionally, "I may be able to
help with the presentation" suggests a potential skill that could be applied.
In the realm of permissions, modals like 'may' and 'can' play a key role. "May I use your laptop?" seeks
consent, while "You're allowed to enter the restricted area" grants authorization. "Can they join the party?"
seeks permission or confirmation for participation. Expressing certainty is facilitated by modals including
'must' and 'has to be.' "She must be at the airport by now" expresses a high degree of confidence, and "It has
to be the right decision" asserts certainty. Furthermore, "They can't have forgotten about the meeting"
indicates a strong probability based on the negative modal 'can't.' Indicating probability involves using
modal 'might.' "It might rain later" suggests a realistic possibility of precipitation. Additionally, "The
project could be completed by next month" implies a plausible outcome, and "The event may attract a large
audience" indicates a potential occurrence. In summary, modals serve as versatile tools, allowing speakers
and writers to convey a spectrum of meanings with precision and subtlety across various communicative
contexts.
Continuing, the functions of modals underscore their pivotal role in effective communication. Their
application in expressing certainty and probability allows for nuanced language use. When certainty is
essential, modals like 'must' and 'has to be' confidently convey a strong belief or conclusion. For instance,
24
Crosbie, M., Conroy, A., Lawton, S., Graham, I., & O'Sullivan, B. (2021). Parental Involvement: A Handbook for
Childcare Providers. Dublin: Barnardos National Children's Resources Centre.
"She must be at the airport by now" expresses unwavering certainty in the assumption. Conversely, in
indicating probability, the modal 'might' suggests a degree of uncertainty, as seen in "It might rain later,"
allowing for the acknowledgment of potential but not guaranteed events.
Ultimately, modals provide a rich tapestry of linguistic tools, allowing speakers to navigate the
intricacies of language with finesse. Their varied functions enable the conveyance of not just actions but
also the speaker's attitude, certainty level, or willingness associated with those actions. As language users
master the nuanced application of modals, they enhance their ability to articulate thoughts and ideas with
precision, contributing to effective and contextually appropriate communication. Furthermore, the granting
of permission is a distinct function of modals, often employing 'may' and 'can.' "May I use your laptop?"
exemplifies a polite inquiry seeking consent, while "You're allowed to enter the restricted area" explicitly
authorizes access. Similarly, "Can they join the party?" seeks permission or confirmation for participation,
showcasing the versatility of modals in navigating social interactions. In exploring the diverse functions of
modals, the ability to express possibility, necessity, ability, permission, certainty, and probability equips
language users with a broad spectrum of communicative tools. This versatility enhances the precision and
effectiveness of language, allowing speakers and writers to tailor their expressions to the specific nuances of
each situation. In conclusion, modals function as linguistic agents that transcend the mere conveyance of
actions, imparting depth and subtlety to language. Their varied roles contribute to the multifaceted nature of
effective communication, enriching the expressive capabilities of English speakers and writers across
diverse contexts.25
Moreover, modals serve as indispensable linguistic tools, enabling nuanced communication across a
myriad of functions. In the realm of expressing possibility, modal verbs such as 'might,' 'may,' and 'could'
add layers of probability to statements. "She might visit us next week" suggests a potential event, instilling
a sense of anticipation. Similarly, "It may be sunny tomorrow" communicates the likelihood of favorable
weather, allowing for a flexible expression of potential outcomes. The phrase "They could finish the project
ahead of schedule" indicates not only a possibility but also a capability, showcasing the versatility of
modals in depicting potential achievements.
In the context of indicating necessity, modals such as 'must' and 'should' take center stage. "You must
complete your homework before going out" carries the weight of obligation, emphasizing the importance of
a prerequisite action. Likewise, "We should attend the meeting on time" conveys a strong recommendation,
underlining the significance of punctuality in a professional setting. Additionally, "It has to be done
correctly" injects a sense of urgency, stressing the essential nature of accuracy in a given task.
Demonstrating ability represents another facet of modals, showcasing proficiency or capacity. 'Can' and
'could' are pivotal in articulating skills or past capabilities. "He can solve complex math problems"
highlights a specific expertise, while "They could swim across the lake" narrates a past achievement. The
modal "I may be able to help with the presentation" introduces a potential skill, adding a layer of
25
Crosbie, M., Conroy, A., Lawton, S., Graham, I., & O'Sullivan, B. (2021). Parental Involvement: A Handbook for
Childcare Providers. Dublin: Barnardos National Children's Resources Centre.
adaptability to the speaker's capabilities. In the domain of granting permission, modals like 'may' and 'can'
govern polite inquiries and authorizations. "May I use your laptop?" exemplifies a courteous request
seeking consent, emphasizing politeness in seeking approval. On the other hand, "You're allowed to enter
the restricted area" explicitly permits access, setting clear boundaries and permissions. Similarly, "Can they
join the party?" seeks affirmation for participation, illustrating how modals facilitate social interactions by
navigating permissions and approvals.
Expressing certainty and probability involves modals like 'must,' 'has to be,' and 'might.' "She must be at
the airport by now" conveys a strong conviction, leaving little room for doubt. In contrast, "It has to be the
right decision" asserts certainty in a decision-making context. On the probabilistic side, "It might rain later"
acknowledges the possibility of precipitation without guaranteeing it. Similarly, "The project could be
completed by next month" introduces a plausible outcome, and "The event may attract a large audience"
hints at a potential occurrence. In the grand tapestry of language, modals emerge as versatile brushstrokes,
painting intricate nuances onto the canvas of communication. Their multifaceted functions allow for the
expression of a wide spectrum of meanings, contributing to the precision, subtlety, and effectiveness of
language use. As language users navigate the intricacies of modals, they gain a profound understanding of
how these linguistic tools elevate their capacity to convey thoughts and ideas with finesse across diverse
communicative scenarios.
In essence, the profound significance of modals lies in their capacity to navigate the complex terrain of
language, offering speakers and writers a versatile toolkit for effective communication. As individuals delve
into the intricacies of modals, they unlock a dynamic range of expressions that transcend mere action
descriptions. These linguistic devices empower communicators to convey not only what is being done but
also the nuances of how, when, and why certain actions take place.26
The dynamic interplay of modals in expressing possibility, necessity, ability, permission, certainty, and
probability mirrors the intricacies of human interaction. They are indispensable in professional settings,
interpersonal relationships, and various social contexts where the subtleties of language contribute
significantly to effective communication. Furthermore, the nuanced functions of modals highlight the
adaptable nature of the English language. As speakers and writers master the art of incorporating modals
into their expressions, they gain a deeper understanding of language as a living, evolving entity that can
gracefully navigate the complexities of contemporary communication. In conclusion, the exploration of
modals transcends a mere grammatical study; it becomes a journey into the art of effective expression. By
comprehending and employing modals with finesse, language users enrich their ability to communicate with
precision, empathy, and sophistication, contributing to a harmonious exchange of ideas in the ever-evolving
landscape of human interaction. In the intricate tapestry of language, modals continue to weave threads of
meaning, offering a profound impact on the art of communication. Their dynamic functions, ranging from
expressing possibility and necessity to demonstrating ability and granting permission, imbue language with
a richness that goes beyond the surface level of conveying actions. The evolving landscape of
26
Crozier, G. (2021). "Parental Involvement: Who Wants It?". International Studies in Sociology of Education, 9(3),
219-238.
communication requires a nuanced understanding of modals, as they serve as linguistic bridges connecting
thoughts, intentions, and emotions. As individuals navigate professional realms, interpersonal relationships,
and societal interactions, the mastery of modals becomes increasingly crucial. The ability to express
certainty or probability, coupled with the diplomacy inherent in seeking permission or granting consent,
showcases the adaptability and versatility of modals in addressing the diverse facets of human discourse.
Furthermore, the study of modals is not merely a grammatical exercise; it is an exploration of the subtle
dance of language dynamics. The functions of modals mirror the intricacies of human thought and
expression, providing a canvas for communicators to paint vivid strokes of meaning. Language users, in
their journey to articulate thoughts with precision, recognize the nuanced role modals play in shaping the
texture of their expressions.
In essence, modals are more than linguistic constructs; they are keys unlocking the doors to effective
communication. Through their varied functions, modals empower individuals to convey not just what is said
but how it is said, fostering a deeper connection between speakers and listeners. In the ongoing narrative of
language evolution, the study and proficient use of modals contribute to the ever-expanding tapestry of
effective and nuanced communication.27
F. Modals Usage
The versatile application of modals in everyday language usage is a testament to their indispensable role in
effective communication. Modals, encompassing a spectrum of functions, find their utility in various
contexts, adding layers of meaning and precision to spoken and written expressions.
In discussions of possibility, modals such as 'might,' 'may,' and 'could' open doors to potential scenarios and
future events. Utterances like "She might attend the event" or "It may rain later" gracefully introduce a
degree of uncertainty or likelihood, allowing speakers to navigate the uncertain terrain of the future with
finesse.
Function Examples
Expressing Possibility "She might attend the event."
"It may rain later."
"They could finish the project ahead of schedule."
Indicating Necessity "You must submit the report by Friday."
"We should consider alternative options."
Demonstrating Ability "He can speak multiple languages."
"They could solve the problem."
Granting Permission "May I borrow your book?"
27
Dawkins, L. D. (2019). Factors Influencing Student Achievement in Reading (Disertasi). Walden University,
Minneapolis.
"You can use my laptop."
Expressing Certainty "She must be at the airport by now."
"It has to be the right decision."
Indicating Probability "It might rain later."
"The project could be completed by next month."
"The event may attract a large audience."
The diverse applications of modals underscore their integral role in shaping the contours of
communication. When delving into possibilities, modals gracefully introduce a sense of uncertainty or
likelihood, painting a canvas of potential future scenarios. They become indispensable in articulating
obligations and recommendations, with 'must' emphasizing critical deadlines and 'should' offering insightful
suggestions without imposing strict obligations.28
Demonstrating abilities through modals becomes a vibrant testament to individual proficiencies and
past accomplishments. These linguistic tools facilitate polite requests and approvals, as 'may' seeks consent
in courteous inquiries, while 'can' grants permissions, fostering respectful social interactions. In the realm of
certainty and probability, modals navigate the delicate balance between conviction and speculation.
Expressions like "She must be at the airport by now" exude confidence, while "It might rain later"
acknowledges a plausible but uncertain future. Each modal choice becomes a strategic decision, not just
G. Reading
Furthermore, in journalistic writing, modals are employed to convey a sense of journalistic responsibility and
ethical reporting. Statements such as "The journalist must verify facts before publication" underscore the
commitment to accuracy, a fundamental principle in journalism. Readers navigating news articles benefit from
recognizing the modals used, as they offer clues about the author's adherence to journalistic standards and the
level of certainty attributed to reported information. In business and professional communication, modals are
pivotal in conveying directives, expectations, and potential outcomes. Documents such as business proposals or
strategic plans utilize modals to express the necessity of certain actions or the feasibility of proposed strategies.
Understanding the nuanced use of modals in these contexts is essential for stakeholders making informed
decisions based on the information presented. Additionally, modals are integral in cross-cultural
communication, where varying degrees of formality, politeness, and indirectness play a crucial role. Phrases
like "Could you please provide further details?" exhibit a courteous inquiry, acknowledging the importance of
politeness in certain cultural contexts. Readers attuned to these nuances can better interpret the intended tone
Dawkins, L. D. (2019). Factors Influencing Student Achievement in Reading (Disertasi). Walden University,
28
Minneapolis.
and navigate communication effectively across diverse cultural landscapes. 29
Moreover, as readers engage with digital content, modals become key elements in user interfaces, guiding
individuals through interactive experiences. Pop-up messages using modals often present users with options like
"You can customize your preferences" or warnings such as "You must agree to the terms and conditions."
Recognizing these modals aids users in understanding the implications of their actions within digital platforms.
In essence, the role of modals in reading extends far beyond grammatical analysis; it is a dynamic exploration of
how language shapes meaning, intention, and communication across a myriad of written forms. Attentive
readers who recognize the strategic use of modals enhance their interpretative skills, gaining a more profound
comprehension of the author's message and the contextual intricacies embedded within the text. Furthermore,
the impact of modals in reading comprehension is particularly evident in persuasive writing. Advertisements,
opinion pieces, and persuasive essays strategically employ modals to influence readers' attitudes and actions.
For instance, phrases like "You can achieve success with our product" instill a sense of empowerment and
encourage a positive response. Readers navigating persuasive texts benefit from being attuned to the nuanced
use of modals, allowing them to discern between factual claims and persuasive rhetoric. 30
H. Grammar
Within the realm of grammar, the study of modals is an exploration into the intricate structures that govern the
English language. Modals, also known as modal auxiliaries or modal verbs, are a distinctive group that includes
words such as 'can,' 'could,' 'will,' 'would,' 'shall,' 'should,' 'may,' 'might,' and 'must.' These verbs operate in
conjunction with the base form of another verb, adding layers of meaning related to possibility, necessity,
permission, ability, and more.
The grammatical functions of modals are manifold. They don't adhere to the conventional rules of verb
conjugation, remaining constant regardless of the subject. For instance, "I can swim" and "They can swim"
showcase the unchanging nature of the modal 'can,' emphasizing the uniformity in expressing ability
irrespective of the subject. Another distinctive feature is the absence of the infinitive 'to' before the base verb
when modals are in play. Unlike regular verbs that often necessitate 'to' (e.g., 'to play,' 'to read'), modals stand
alone, creating concise and direct expressions. "She may join the team" and "He must complete the assignment"
exemplify this characteristic brevity. Modals also contribute to expressing time relationships. While they
themselves don't undergo tense changes, their pairing with other verbs helps convey temporal nuances. For
29
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. (2019). "Essential Elements of Fostering and Teaching
Reading Comprehension." In S. J. Samuels & A. Farstrup (Eds.), What Research Has to Say About Reading Instruction
4th Edition (pp. 51-93). Newark, DE: International Reading Association.
30
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. (2019). "Essential Elements of Fostering and Teaching
Reading Comprehension." In S. J. Samuels & A. Farstrup (Eds.), What Research Has to Say About Reading Instruction
4th Edition (pp. 51-93). Newark, DE: International Reading Association.
instance, "She can sing" pertains to present ability, while "She could sing" introduces a past dimension,
showcasing the temporal adaptability facilitated by modals. Furthermore, modals play a vital role in forming
questions and negatives. In interrogative sentences, modals often take the lead, as seen in "Can you help?" or
"Should we proceed?" Negatives, on the other hand, involve the addition of 'not' after the modal, as exemplified
in "He may not attend" or "You must not disturb. Understanding the grammar of modals extends to recognizing
their diverse functions within a sentence. In addition to their primary roles in expressing possibility, necessity,
and permission, modals also participate in conveying degrees of certainty, willingness, and requests. For
example, "She might be coming" implies a degree of uncertainty, while "You should try this" indicates a
suggestion or recommendation. In conclusion, delving into the grammar of modals unveils their unique role in
sentence structures, offering a nuanced and flexible framework for expressing a wide array of meanings in the
English language. The study of modals not only enhances linguistic precision but also provides valuable
insights into the subtleties of communication and expression.
Moreover, the grammatical versatility of modals becomes apparent in their ability to convey a spectrum of
meanings within a sentence. The context in which a modal is employed greatly influences its interpretation. For
instance, the modal 'can' might denote physical ability, as in "She can swim," or it may signify permission when
used in a sentence like "Can I use your phone?" This dual functionality illustrates the adaptability of modals,
allowing for nuanced expressions in diverse communicative situations.31
Aspect Examples
Subject-Verb Agreement "She can sing." (Singular Subject) "They can sing." (Plural Subject)
Absence of 'To' Infinitive "She may join the team." "He must complete the assignment."
Temporal Nuances "She can speak." (Present) "She could speak." (Past)
Question Formation "Can you help?" "Should we proceed?"
Negatives "He may not attend." "You must not disturb."
Conditional Sentences "If I could go back in time, I would change my decision."
Politeness and Courtesy "May I ask a question?" "Could you please pass the salt?"
Degrees of Certainty "You must submit your application." "She may attend the
conference."
Perfect and Progressive "He could have finished the project earlier."
Tenses
Legal and Formal Language "The tenant shall vacate the premises by the agreed date."
Reported Speech "She said, 'I can help.'" "She said that she could help."
Furthermore, delving into the grammar of modals reveals their unique syntactic role in forming questions,
negatives, and other complex sentence structures. Modals often take the lead in constructing interrogative
sentences, as illustrated in "Can you assist?" or "Would she join the team?" The straightforward integration of
31
Ergul, C., Sarica, A. D., Akoglu, G., & Karaman, G. (2017). "The Home Literacy Environments of Turkish
Kindergarten: Does SES Make a Difference?". International Journal of Instruction, 10(1), 187-202.
modals into question formation underscores their grammatical significance and ease of application in everyday
language. Negatives, too, involve a seamless incorporation of modals. The addition of 'not' after the modal
transforms affirmative statements into negatives, as seen in "He must study" becoming "He must not study" to
convey prohibition or negation. This grammatical flexibility allows modals to effortlessly navigate the spectrum
of affirmative and negative expressions, adding depth to communicative possibilities. Modals also serve as
linchpins in conditional sentences, enabling the articulation of hypothetical or unreal scenarios. Whether
expressing unreal present situations with "If I could, I would help" or imagining hypothetical future conditions
in "If it might rain tomorrow, we'll stay indoors," modals play a central role in constructing conditional clauses,
contributing to the 32richness of language structures. Additionally, modals participate in the creation of complex
sentence patterns, especially in combination with other verbs. The pairing of a modal with a main verb helps
convey shades of meaning related to ability, probability, obligation, and more. Phrases like "She can play the
piano" and "He should finish the assignment" showcase the collaborative nature of modals with main verbs,
enhancing the precision of communication. Moreover, the absence of an infinitive 'to' after modals distinguishes
them from regular verbs, aligning with their unique grammatical identity. Unlike phrases such as "I want to eat"
or "They like to travel," modals stand independently, contributing to a distinctive syntactic structure that aids in
concise and direct expression. In conclusion, a thorough exploration of the grammar surrounding modals
provides a comprehensive understanding of their syntactic functions and their integral role in sentence
construction. From forming questions to navigating negatives, handling conditional structures, and collaborating
with main verbs, modals showcase a grammatical versatility that enriches the linguistic landscape and offers
language users a powerful means of conveying diverse meanings with precision and efficiency.
Subject-Verb Agreement:
Modals exhibit consistency in form, regardless of the subject. Whether singular or plural, the modal remains
unchanged. For instance, "She can sing" and "They can sing" showcase the uniformity of modals in expressing
ability irrespective of the subject.
Absence of 'To' Infinitive:

Modals stand alone without the infinitive 'to' before the base verb. This concise structure distinguishes modals
from regular verbs, as seen in phrases like "She may join the team" and "He must complete the assignment."
Temporal Nuances:
While modals themselves don't change to indicate time, their combination with other verbs allows for the
expression of past, present, and future actions. "She can speak" pertains to present ability, while "She could
speak" introduces a past dimension.
Question Formation:
Modals often take the lead in constructing interrogative sentences. "Can you help?" and "Should we proceed?"
32
Ergul, C., Sarica, A. D., Akoglu, G., & Karaman, G. (2017). "The Home Literacy Environments of Turkish
Kindergarten: Does SES Make a Difference?". International Journal of Instruction, 10(1), 187-202.
illustrate the straightforward integration of modals into question formation. 33
Negatives:
Transforming affirmative statements into negatives involves the addition of 'not' after the modal. "He may not
attend" and "You must not disturb" exemplify this grammatical transformation to convey prohibition or
negation.
Conditional Sentences:
Modals play a crucial role in constructing conditional sentences, enabling the articulation of hypothetical or
unreal scenarios. "If I could go back in time, I would change my decision" illustrates this usage.
Politeness and Courtesy:

Modals such as 'may' and 'could' are frequently employed to soften requests or suggestions, contributing to
polite language. Phrases like "May I ask a question?" showcase the politeness conveyed through modals.
Degrees of Certainty:
Modals contribute to expressing degrees of certainty, with 'must' conveying a strong sense of necessity ("You
must submit your application") and 'may' introducing an element of possibility and uncertainty ("She may
attend the conference").
Perfect and Progressive Tenses:

Although modals themselves don't change to indicate time, their combination with auxiliary verbs allows for the
expression of past, present, and future actions. "He could have finished the project earlier" exemplifies the use
of modals in perfect tenses.
Legal and Formal Language:

Modals are pivotal in legal contexts, articulating obligations, permissions, and conditions with utmost clarity.
"The tenant shall vacate the premises by the agreed date" utilizes 'shall' to signify a legal obligation.
Reported Speech:
Modals undergo changes in reported speech to align with the reporting context. "She said, 'I can help'" becomes
"She said that she could help," showcasing the transformation of the modal to maintain grammatical accuracy. 34
Understanding these aspects of the grammar of modals provides a comprehensive view of their syntactic
functions and their integral role in sentence construction across various contexts.
33
Karaman, G. (2017). "The Home Literacy Environments of Turkish Kindergarten: Does SES Make a Difference?".
International Journal of Instruction, 10(1), 187-202.
34
Fantuzzo, J., McWayne, C., & Perry, M. A. (2021). "Multiple Dimensions of Family Involvement and Their Relations
to Behavioral and Learning Competencies for Urban, Low-Income Children." School Psychology Review, Vol. 33(44),
467-480.
Exploring the grammar of modals offers a nuanced understanding of their diverse functions within the English
language. One distinctive feature is the consistent form of modals, irrespective of the subject's number. This
uniformity, evident in phrases like "She can sing" and "They can sing," underscores their versatility in
expressing ability without being constrained by subject-verb agreement.
The absence of the infinitive 'to' before the base verb is another hallmark of modals. This succinct structure,
seen in sentences like "She may join the team" and "He must complete the assignment," distinguishes modals
from regular verbs, contributing to their concise and direct expression of various meanings.
Temporal nuances add a layer of complexity to the grammar of modals. While the modals themselves remain
constant, their combination with other verbs facilitates the expression of past, present, and future actions. "She
can speak" emphasizes present ability, while "She could speak" introduces a past dimension, showcasing the
adaptability of modals to convey temporal relationships.
In question formation, modals take a leading role, as seen in interrogative sentences like "Can you help?" and
"Should we proceed?" The straightforward integration of modals into questions highlights their grammatical
significance and ease of application in everyday language.
Transforming affirmative statements into negatives involves the addition of 'not' after the modal. Phrases like
"He may not attend" and "You must not disturb" exemplify this transformation, illustrating how modals convey
prohibition or negation with grammatical precision.35
The grammar of modals extends to conditional sentences, allowing for the articulation of hypothetical or unreal
scenarios. Phrases such as "If I could go back in time, I would change my decision" showcase the pivotal role of
modals in constructing conditional clauses.
Politeness and courtesy find expression through modals like 'may' and 'could,' frequently employed to soften
requests or suggestions. Phrases such as "May I ask a question?" exemplify the politeness conveyed through the
careful use of modals. Modals also contribute to expressing degrees of certainty, obligation, and necessity. The
strong sense of necessity conveyed by 'must' in "You must submit your application" contrasts with the element
of possibility and uncertainty introduced by 'may' in "She may attend the conference." The interaction of modals
with perfect and progressive tenses allows for the expression of nuanced temporal meanings. "He could have
finished the project earlier" illustrates how modals combine with auxiliary verbs to convey past possibilities. In
legal and formal language, modals play a crucial role in articulating obligations, permissions, and conditions
with utmost clarity. The use of 'shall' in "The tenant shall vacate the premises by the agreed date" signifies a
legal obligation, showcasing the precision afforded by modals in such contexts. Finally, in reported speech,
modals undergo changes to align with the reporting context. "She said, 'I can help'" becomes "She said that she
35
Fantuzzo, J., McWayne, C., & Perry, M. A. (2021). "Multiple Dimensions of Family Involvement and Their Relations
to Behavioral and Learning Competencies for Urban, Low-Income Children." School Psychology Review, Vol. 33(44),
467-480.
could help," demonstrating the grammatical transformation of modals to maintain accuracy in reported
statements. In essence, the grammar of modals is a rich and multifaceted terrain, offering language users a
versatile toolkit for precise and nuanced expression across a spectrum of linguistic functions. 36
36
Behavioral and Learning Competencies for Urban, Low-Income Children." School Psychology Review, Vol. 33(44),
467-480.
CHAPTER III
IT
2.1 Definition “It”
“It" is a form of pronoun that is used to refer to something that is unclear or
cannot be identified. Example, it is so hot here (panas sekali disini). 37 it is a neutral
singular personal pronoun, it functions in a sentence as a subject, but it also has
Another function is as an object in a sentence. 38 It is also called the third person
singular neutral pronoun which is just consists of one word and the word is a free
morpheme. It functions in a sentence as a subject, but it also has other functions.39
2.2 Function “It”

“It” which designates an “antencedent” of unknown gender. The pronoun “it” has
several replacing functions as follows:
A. The Functions of preparatory “It”
1. A that clause is used as the subject
Example :
a. It is splendid that you could come today
b. It wa unfortunate that the weather was so wet
c. It is possible that he misunderstood what I say?
2. A complement is used as the subject
Example :
a. He is wrong to lie
b. It is a great pleasure to see you
c. It would be a mistake to ignore his advice
d. It will bewiser to drive slowly
37
M Kasmini and S Kadarmo, ModulL English Grammar (Cmedia, 2017)
<https://books.google.co.id/books?id=K7BWDwAAQBAJ>.
38
Gabriela D. Kalumata, Donald R. Lotulung, and Garryn Ch. Ranuntu, ‘Kata Ganti Bahasa Inggris Dan Bahasa
Talaud: Analisis Kontrastif’, Jurnal Elektronik Fakultas Sastra Universitas Sam Ratulangi, Mi, 2022, 5–24.
39
Ayung Lukisan, ‘Kata Ganti Dalam Bahasa Inggris Dan Bahasa Wayoli (Suatu Analisis Kontrastif)’, Jurnal Skripsi,
1.3 (2017), 2–26 <https://ejournal.unsrat.ac.id/index.php/jefs/article/view/15939/15454>.
3. An ing-verb (gerund) is used as the subject
Example :
a. It is foolish behaving like that
b. It’s no good hoping for their help
c. It wouldn’t be much good complaining to the authority
4. A “for + pronoun (noun) + to-infinitive” is used

as the subject
Example :
a. It was hard for him to live on his small pension
b. It is easy for a rich widow to find a handsome husband
c. It’s difficult for anyone to be angry with her
5. “Subordinate-clauses” others, are used as
subjects Example :
a. It doubtful whether he will be able to come
b. It’s a mystery how the burglars got into the house
B. Preparatory it as Object
1. A pronoun is used as a subject to indicate an
antecedent Example :
a. I took the book from the table and put it on the shelf
b. He took the book away, I saw it myself
2. A pronoun it is also used in its position as a subject without a real
antecedent or obvious antecedent. This happens in :
a. Expressions of indentification
Example : What is it ? it is a transfer
b. Expressions about the weather
Example :
1. Was ita nice day yesterday ? Yes, it wa pleasant,
but it wasn’t very warm
2. Is it cold there in the winter, Yes it’s very cold in Japan40
2.3 “It” as Subject
40
M.P.S.M.M.P.D.N.A.M.P. Dra. Nanik Suratmi, Shortcut For: Mastering English Grammar (Media Nusa
Creative(MNC Publishing), 2022) <https://books.google.co.id/books?id=BMWeEAAAQBAJ>.
a. “It” functions as a charm pronoun
Example : Your pen is very good, where did you buy it?
In the sentence above, "it" functions as a substitute for pen
b. “It” functions as an impersonal because its function is not (to) replace a noun or
impersonal It. There are three patterns comonly used in “impersonal it”
1. It + be +adjective/noun + infinitive
Example : it was very difficult to find solution
This pattern is often used whenthe subject is an infinitive phrase.
2. It + verb+ that + clause (anak kalimat)

This pattern explains the clause or expression that comes behind it. Here, it
can be a subject or an object.
a. It is obvious (that) he does not agree with you. (it=Subject)
b. It is difficult to solve the problem
c. S + V + it + adjective/noun
Example : I think it wise helping others 41
2.4 Definition Pronoun

Pronouns are words used to replace nouns (nouns) which can be people, objects,
42
animals, places or abstract concepts. and also pronouns are pronouns for nouns or
43
words that replace nouns or nouns because not all nouns have to be named. The
purpose of using pronouns is to refine the language a person uses, making sentences
more effective and not repetitive so that the sentences used do not seem long-winded.
44
Pronouns are words that can be said to be "imitations" or substitutes for nouns or
noun phrases, because they have a general meaning or meaning that is not specific.
These words are usually words that are mandatory elements of a noun phrase and are
considered the core of an action or phrase. Although these pronouns are limited in
terms of what explains the essence can be added to the pronoun. 45According to their
41
P Prastowo, Sakti Bahasa Inggris Dalam 10 Hari: Tips-Tips Mudah Belajar Bahasa Inggris (DIVA PRESS, 2018)
<https://books.google.co.id/books?id=M2F2EAAAQBAJ>.
42
S S Sri Chairani, Buku Ajar Bahasa Inggris Dasar Jilid 1, 2023
<https://books.google.com/books?
hl=en&lr=&id=3e3SEAAAQBAJ&oi=fnd&pg=PP1&dq=the+service+marketing+tri
angle+smt+di+pendidikan&ots=WU1mv1eI9T&sig=6--6lWnJiqMit-3wtmyjyOtCgZA>.
43
M Aswad, English Grammar (Deepublish, 2016) <https://books.google.co.id/books?id=HdwwDwAAQBAJ>.
44
H GP, Biblical Hebrew: An Introductory Syntax and Grammatical (Harianto GP, 2019)
<https://books.google.co.id/books?id=xya_DwAAQBAJ>.
45
S E E Girsang and others, TOEFL PREPARATION OF STRUCTURE SKILL (Get Press Indonesia, 2023)
<https://books.google.co.id/books?id=t4LPEAAAQBAJ>.
function and nature, pronouns can be categorized as follows :
A. Personal pronoun = kata ganti orang

B. Possessive pronoun = kata ganti kepemilikan
C. Reflexive pronoun = kata ganti refleksif
D. Indefinite pronoun = kata ganti tak nentu
E. Interrogative pronoun = kata ganti penanya. 46
Pronouns have characteristics among others :

1. Pronouns are usually found in subject and object positions, but this does not rule
out the possibility that in predicate position
2. Pronoun references are not fixed or change depending on who is being talked about.
3. Pronouns adjust to the context of the sentence.47
46
N Rudiyanto, Otodidak Belajar Grammar (Media Pressindo, 2011)
<https://books.google.co.id/books?id=ULnIEAAAQBAJ>.m
47
S.H.M.K. Dr. H. Bachrudin, Relasi Bahasa Indonesia Dan Bahasa Hukum Indonesia Dalam Penyusunan
Perjanjian Dan Pembuatan Akta Notaris (Prenada Media, 2023) <https://books.google.co.id/books?
id=DUa5EAAAQBAJ>.
2.5 Types of Pronoun
Pronouns, which are one of the eight parts of speech, can be divided into personal
pronouns, demonstrative pronouns, interrogative pronouns, relative pronouns, indefinite
pronouns, reflexive pronouns, intensive pronouns, reciprocal pronouns and expletive
pronouns.
1. Personal Pronoun
A personal pronoun is a word used as a substitute for a person thing. This personal is
further differentited based on its position as object and subject. There are several
personal pronouns as subject and object namely :
No Subject Pronoun Object Pronoun
un
1 Person I Me
2 person You You
3 person (male) He Him
3 person (female) She Her
3 thing It It
1 person (plural) We Us
2 person (plural) You You
3 person (plural) They Them
Example :
a. After school, we decided to visit uncle Jhon in the farm
b. Billy gives me a bucket of flowers
2. Possessive Pronoun
In their use possessive pronouns cannot be followed by nouns or non-nouns that are
replaced, which is known from the context of sentence.
No Possessive Pronoun
un
1 person Mine
2 person Yours
3 person (male) His
3 person (female) Hers
3 thing Its
1 person (plural) Ours
2 person (plural) Yours
3 person (plural) Theirs
Example :
a. This is my key, yours is on desk

b. Whose bag is this ? it is hers
3. Demonstrative Pronoun
Demonstrative pronouns are pronouns that relate to rhe number and distance. These
pronouns generally replace objects, people or things.
Numb Distan Prono
er ce un
Singular Jauh That
Dekat This
Plural Jauh Those
Dekat These
Example :
a. This is my new bicyle
b. These are cheaper than those
4. Interrogative Pronoun
Interrogative pronouns are pronouns thatare used to make pronoun questions in
English including. Who (ever), What (ever),Which (ever), Whose, Whom. Example :
a. Who is making that noise?
b. Whom have you told about this?
c. Whoever is knocking at the door at night?
5. Relative Pronoun
Relative pronouns is a pronouns to from a relative clause or adjective clause. Relative
pronouns functions as a subject in the right object or possessive. This pronoun
includes , Who(ever), Whom(ever), Whose, Which(ever), That. Example :
a. The book that you lent me was left at my grandma’s house.
b. The girl whom you met is my sister
6. Indefinite Pronoun
Indefinite pronoun are pronouns to refer to people, objects or things in general or non-
specific terms. These pronouns are singular and plural or both. Example :
a. There is someone who looks for you
b. Nobody wants to help me do my job.

c. There are a few countries left to visit before I am old
d. Both of us want to wacth football in the stadium
e. All of this mine or All of these are mine
f. I am sorry, there is none left
7. Reflexive Pronoun
Reflexive pronouns is apronoun to state that the subject of a sentence receives the
action of verb.
Singul Plur
ar al
Myself Yourselves
Yourself Ourselves
Herself Themselves
Himself
Itself
Example:
a. I am going to buy myself food
b. We should give free time for ourselves to take rest
8. Intensive Pronoun
The insentive pronoun form is the samas the reflexive pronoun, which is a pronoun tht
emphasize the noun or pronoun thet they actually perform the action. Example :
a. It myself promised not to repeat it again
b. The waterfall itself a beautiful sight to behold
9. Reciprocal Pronoun
Reciprocal pronoun are pronouns are pronouns that are used when two or more
subjects perform the same action as each other. Example reciprocal pronoun are
each other and one another.
Example :
a. They love each other but no one confesses his love
b. Friends should help one another
10. Expletive Pronoun

Expletive pronouns are words that do not addmeaning but are useful for emphasizing
parts of a sentence. They are also called empety word. These words are the subject
and verb in a sentence. The words that are often used are there and it. Example :
a. There is no toy in my room
b. It was nice to meet her48
2.6 Function Pronouns

1. As Subject
Example : She is Mawar
2. As Object
Example : I met him two days ago
3. As Object of preposition
Example : I’m afraid of
him
4. Subjective complement49
Example : It’s me who sent you an email
5. Objective complement
Example : They simply made it hers
6. As question words
Example : Whose car is this ?
48
S Rizal, Kuasai English Grammar: Mahir Grammar Bahasa Inggris Bagi Pemula (Anak Hebat Indonesia, 2023)
<https://books.google.co.id/books?id=fezjEAAAQBAJ>.
49
T S TOEFL, Top High Score TOEFL (Bintang Wahyu, 2023)
3.1 LISTENING
Direction:
In this part, you will hear some dialogues or monologues spoken in english. the dialogues
or monologues will be spoken twice. You must listen carefully to understand what the
speakers are saying. After you listen to the dialogue or monologue, look at the five
pictures provided and decide which would be the most suitable one for the dialogue or
monologue you have heard.
1. Choose the best answer…

A. C C. B E. A
B. E D. A

A. D
B. C
C. E
D. B
E. A

A. E C. A E. D
B. C D. B

A. B C. E E. A
B. D D. C
3.2 READING
READING I
According to Gates & Hemingway said that,

Millennium the new era is marked by a new era called the era of velocity
(speed).
In this new era, information, decisions, and actions will take place at the speed of thought.
This leads to increasingly rapid changes business characteristics, easier access to
information, changing styles consumers' lives and expectations of the business world, as
well as the increasingly rapid improvement in quality and refinement of business
processes.
According to Drucker, one implication the biggest challenge for HEIs in order to prepare
graduates to face the new millennium is to form an intellectual attitude that includes
mastering how to learn to learn (learning to learn) which is supported by four pillars:
Learning to live together, learning to know, learning to do, learn to be.
Kanungo & mendonca, Quaccuarelli that, In context business education, PT is required to
be able to produce future alumni with a number of characteristics, including: critical and
accomplished internet savvy masters more than one international language. Highly skilled
in interpersonal communication personal, has cross-cultural understanding, has potential
as a leader, is able to design his own career path expected (employability), ethics comes
from purpose, pride, patience, persistence and perspective), and have high moral
standards.
All of this has the effect of increasing urgency the need to carry out PT reform, especially
regarding products (for example, curriculum and study programs offered), processes
(admission, registration, teaching and learning, student affairs, etc.), services (facilities
and support and special services), human resources (academic and non-academic staff)
and living environment (sensitive to social, ethical and environmental issues). What is no
less important is that HEIs must be able to provide equality of opportunity to every
student develop oneself according to their abilities (Drost).
Additionally, ethical and moral aspects should also be included into the curriculum, either
in the form of separate courses or integrated in other courses, especially those designed in
such
a way that it can support the formation of abilities students make ethical decisions and
behave ethically.50
Answer the following questions :

1. What are the biggest challenges for universities in preaparing graduates for the new
Millennium ?
a. From a strong generation
b. form an intellectual attitude that includes mastering how to learn to learn (learning
to learn)
c. from students who are disciplined and firm
d. from intellectuals who are able to put forward joint decisions
2. Form an intellectual attitude that includes mastering how to learn to learn (learning to
learn) which is supported by four pillars. Mention below which includes these four
pillars?
a. Learning to live together, learning to know, learning to do, learn to be.
b. Learning to life in individually, learning to learn, learning to understand, learning
for purpose
c. Learn to understand others, learn to understand yourself, learn to take
responsibility for decisions, learn to understand situations.
d. Learning to live together, learning to know, learning for purpose, Learn to
understand others
3. What are the needs for PT reform?

a. Curriculum and study programs offered
b. Student affairs
c. Facilities and support and special services
d. Especially regarding products, processes, services and human resources
50
Rohimah Universitas Islam As-syafi, ‘Person Journal of Applied Linguistics Tenses Mistakes of
the 10 Th Grade Students in Writing Recount : A Mini Research in Senior High School 1 South Tangerang City
Universitas Islam AS- Syafi ’ Iyah’, 63–70.
4. How many pillars are there in forming an intellectual attitude ?
a. One
b. Three
c. Four
d. Six
READING II
UNDERSTANDING OF SCIZOFRENIA
People with mental disorders are people who experience disturbances in thoughts,
behaviors, and feelings manifested in the form of a set of symptoms and / or
behavioral changes that are meaningful, and can cause suffering and obstacles in
carrying out the functions of people as human beings. This is to differentiate from
people with psychiatric problems are people who have physical, mental, social,
growth and development, and / or quality of life problems so that they have the risk
of experiencing mental disorders. This explanation was taken from Law No. 18 of
2014 concerning Mental Health.
Schizophrenia comes from Greek, schizein which means separate or broken and
phren which means soul. Breaking out or mismatch between cognitive and
behavioral effects. Schizophrenia is a functional psychosis with major disturbances
in the thinking process and disharminalization between thought processes, affect or
emotion, will and psychomotor accompanied by distortion of reality, especially due
to delusions and hallucinations, divided associations so that appear incoherence,
affect and emotional inadekuat, and psychomotor shows withdrawal, ambivalence
and bizar behavior.
Schizophrenia is a disorder that lasts for at least 6 months and covers at least 1
month of active phase symptoms. Meanwhile schizophrenia disorders are
characterized by positive symptoms (delusions and hallucinations), negative
symptoms (apathy, withdrawal, decreased thinking power, and decreased affect),
and cognitive disorders (memory, attention).
Based on the 10th International Statistical Classification of Diseases and Related

Health Problems or abbreviated as ICD - 10 and Comparison of Classification of
Diagnosis for Mental Disorders III or abbreviated PPDGJ III, to establish a
diagnosis of schizophrenia must have at least one of the following clear symptoms.
Listed below are the symptoms that appear in schizophrenics:
1. Thought Echo : The contents of his own thoughts that echo and repeat in his head
(not hard) and the contents of the mind repeat, although the contents are the same,
but the quality is different.
2. Thought Insertion or Withdrawal : The contents of foreign thoughts from outside
enter ked ala his mind (insertion) or the contents of his mind are taken out by
something from outside himself (withdrwal).
3. Thought Broadcasting : The contents of his mind spread out so that other people or
the public found out.
4. Delution of Control : Understanding about itself is controlled by a certain force
from the outside.
5. Delution of Influence : His understanding of himself is influenced by certain powers
from outside.
6. Delution of Passivity : Understanding about himself is helpless and resigned to
outside forces.
7. Delution of Perception : Unusual sensory experience that is meaningful is very
distinctive for him, usually mystical or miraculous.
8. Delution of Auditors : Hallucinations that comment continuously and so forth.
By looking at the symptoms of schizophrenia above, we can see how exactly a

schizophrenic person thinks, so that we can understand the extent to which human
rights law in schizophrenics can be applied.51
51
Rohimah Na, ‘Forms of Human Rights Violations Faced By People With Schizophrenia’, Tahdzib Al-Akhlaq: Jurnal
Answer the question based on the text above!
1. From which language does the word schizophrenia?

a. Spanyol
b. Yunani
c. Mandarin
d. Inggris
2. How long does schizophrenia last?

a. Lasts at least 6 months and includes at least 1 month of active phase symptoms.
b. One Year
c. 6 months – 1 year
d. 3 months
3. How many symptoms do people with schizophrenia have?

a. 5
b. 3
c. 6
d. 8
4. Schizophrenic disorders are characterized by?

a. Weight loss
b. Appetite
c. Cognitive disorders
d. High body temperature
3.3 GRAMMAR
1. I am planning to go to the party tonight but it is not raining. It’s raining very hard
now. I wish ….
a. It had stopped
b. It stops
c. It would stop
d. It will stop
e. It stopped
2. “Let’s go Snorkcling.” I wish I We have a test next Tuesday

a. will be able to
b. am able to
c. be able to
d. could
e. could be
3. I wish you ….tomorrow.

a. are going to go
b. have gone
c. would go
d. will go
e. shall go
4. Is Susi still sick?

Yes, I wish she …. here now to help me type the report.
a. had been
b. is
c. would be
d. were
e. will be
5. I wish …. now to watch our play.
a. he will be here
b. he is here
c. he were here
d. he has been here
e. he be here
3.4 WRITING
Pay attention to the following short story, then complete the blank
sentences with the choices below! (Had, His, Them, Tried, His, Were,
Saved, Become, That, Went, When, Was, Believed, Eaten, Looked)
“T
he
Lio
n
Ki
ng”
In the Pride Lands of Africa, a lion ruled over the animals as a king. The
birth of King Mufasa and Queen Sarabi’s son Simba created envy and
resentment in Mufasa’s younger brother, Scar, who knew his nephew now
replaced him as heir to the throne. After Simba … grown into a young cub,
Mufasa gave him a tour of the Pride Lands, teaching him the
responsibilities of being a king and the Circle of Life. Later that day, Scar
tricked Simba and
…. best friend Nala into exploring a forbidden elephant graveyard, despite
the protests of Mufasa’s hornbill majordomo Zazu.
At the graveyard, three spotted hyenas named Shenzi, Banzai, and Ed

attack the cubs before Mufasa, alerted by Zazu, saved …. and forgave
Simba for his actions. That night, the hyenas, who were allied with Scar,
plot with him to kill Mufasa and Simba.
The next day Scar lured Simba to a gorge and told him to wait there while
he got Mufasa. On Scar’s orders, the hyenas stampeded a large herd of
wildebeest into the gorge. Mufasa saved Simba, but as Mufasa …. to climb
up the gorge’s walls, Scar threw him back into the stampede, where he was
trampled to death. After Simba found Mufasa’s body, Scar convinced him
he was responsible for …. father’s death and advised Simba to flee the
kingdom.
As Simba left, Scar ordered Shenzi, Banzai, and Ed to kill the cub, but
Simba escaped. That night, Scar announced to the pride that both Mufasa
and Simba …. killed in the stampede and stepped forward as the new king,
allowing a pack of hyenas to live in the Pride Lands.
After running far away, Simba collapsed from exhaustion in a desert.

Timon and Pumbaa, a meerkat and a warthog, found him and nursed him
back to health. Simba subsequently grew up with them in the jungle, living
a carefree life with his friends under the motto “Hakuna Matata” (“no
worries” in Swahili). When he was a young adult, Simba …. Timon and
Pumbaa from a hungry lioness, who turned out to be Nala. She and Simba
reconciled and fell in love. Nala urged Simba to return home, telling him
the Pride Lands had …. a wasteland with not enough food and water.
Feeling guilty over his father’s death, Simba refused and stormed off,
leaving Nala disappointed and angry. As Simba exited the jungle, he
encountered Mufasa’s mandrill friend and advisor, Rafiki. Rafiki told
Simba …. Mufasa was “alive” and took him to a pond. There Simba was
visited by the ghost of Mufasa in the sky, who told him he took his rightful
place as the king of the Pride Lands. Simba realized he could no longer run
from his past and …. home. Nala, Timon, and Pumbaa joined him and
agreed to help him.
At the Pride Lands, Simba saw Scar hit Sarabi and confronted him, but
Scar taunted Simba over his “part” in Mufasa’s death. However, …. Scar
pushed Simba to the edge of Pride Rock, he revealed that he killed Mufasa.
Enraged, Simba roared back up and forced Scar to reveal the truth to the
pride. Timon, Pumbaa, Rafiki, Zazu, and the lionesses fended off the
hyenas while Scar, attempting to escape, was cornered by Simba at the top
of Pride Rock. Scar begged
Simba for mercy, insisting that he …. family and placing the blame on the
hyenas.
Simba no longer …. Scar but spared his life on the grounds of forever
leaving the Pride Lands. Scar appeared to comply but then attacked his
nephew. After a fierce fighting, Simba threw his uncle off Pride Rock. Scar
survived the fall but was attacked and …. alive by the hyenas, who
overheard his attempted to betray them.
With Scar and the hyenas gone, Simba ascended to the top of Pride Rock
and took over the kingdom as the rain fell again. Sometime later, with
Pride Rock restored to its former glory, Simba …. down happily at his
kingdom with Nala, Timon, and Pumbaa by his side; Rafiki presented
Simba and Nala’s newborn cub to the inhabitants of the Pride Lands, and
the Circle of Life continued
CHAPTER IV
SINGULAR OF OTHER : ANOTHER, THE OTHER
A. Definition of singular
The definition of singular is as follows. Singular nouns were nouns that
show a single or not more than one (Lasersohn, 2019)52. On the other hand, we
can be assumed that when a noun indicated one only, it was a singular noun.
According to Jeremy Harmer in Thursina, singular nouns were only one in
number, where a word refers to one person, place, thing, or idea (Thursina,
2021)53. In line with the previous statement, the singular nouns mean a single
thing or one thing. Generally, singular nouns were a noun that refers to only one
person, one place, one thing, or one idea. From the explanation above, we know
that a singular noun was indicated to show and refer to a single thing, person,
place, or idea. There were some examples of singular nouns: house, horse, boat,
flower, file, river, etc
A singular proposition is a proposition that expresses a truth or a falsehood
about a specific individual or object. Singular proposition can be divided into two
kinds, namely singular existential proposition and singular identity proposition.
Singular existential proposition is a proposition that states the existence or the
absence of a specific individual or object. An example of a singular existential
proposition is Ada seekor harimau di hutan. Singular identity proposition is a
proposition that states the similarity or the difference between two specific
individuals or objects. An example of a singular identity proposition is Siti adalah
ibu dari Ani (Jaelani et al., 2019)54
52
Lasersohn, P. (2019). Prefinal version of paper written for de Gruyter’s Semantics: An
International Handbook of Natural Language Mass Nouns and Plurals
53
Thursina, T. (2021). An Analysis of Singular-Plural Errors in Writing Argumentative
Paragraph of the Sixth Semester Students’ Presented to the Faculty of Educational and Teaching
Sciences in a Partial Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art)
in English Language Education
54
Jaelani, A. Q., Sunan, U., Yogyakarta, K., & Asfiyah, W. (2019b). Development of
Language and Its Implications on Learning. Linguistics, and Literature, 2(2), 8–22
B. Noun
It is necessary to discuss noun before discussing singular noun in detail.
State that noun is a word that name something, such as a person, a place, a thing, a
quality, or an idea similarly, Ahammad said that nouns were a word that had a
function to show a specific thing like creatures, objects, places, actions, qualities,
states, existences, and ideas(Ahammad, 2017)55. We also knew that a noun was a
part of speech in English aimed as a prominent member, part of a free speech
whose members can appear as the main word in the clause subject, the object of
the verb, or a prepositional object. Danes in Ahmadi also said that nouns were a
word that allows us to named and label the people, entities, objects, places, and
concepts that make us up the world (Ahmadi et al., 2020)56. Altenberg also said
that the noun was referred to a person, place, thing, or idea. Based on the
explanation above, we can say that the noun was a word that includes a part of
speech and has a function to describe a person, thing, place, object, etc.
Swan, states that noun is a word like oil, memory, arm, wich can be used
with an article. He says that noun are usually the names of people or things .
Personal names (e.g George), and place names (e.g Jakarta) are called proper
nouns, or proper names they are usually without articles.
According to Handayani and Silitonga, singular nouns referred to someone
talking about one or a single thing, place, or someone's name. When you want to
express the singular nouns, you can use the definite or indefinite article (a/an/the).
Simultaneously, the plural nouns were indicated to someone talking about more
than one thing (Dhona Handayani & Silitonga, 2016)57.
Meanwhile Oxford Advance Learner’s Dictinonary (Hornby) defines noun
as a word used to identify any of a class or things, people, places, or ideas, or
55
Ahammad, S. S. (2017). The Noun: A Comparative Analysis between the Arabic and the
English Languages. IOSR Journal of Humanities and Social Science, 22(05), 64–73.
56
Ahmadi, M., Esfandiari, R., & Zarei, A. A. (2020). A Corpus-based Study of Noun
Phrase Complexity in Applied Linguistics Research Article Abstracts in Two Contexts of
Publication. 9(1), 76–94.
57
Silitonga, F., & Handayani, N. D. (2016). EFL Students’ Ability to Identify Singular
and Plural Nouns in Paragraph. ELLITE: Journal of English Language, Literature, and Teaching,
1(2), 117–126
particular one of those. “Noun is a class of word that name or classify people,
animals, things, ideas. They accur typical as subject of clauses of as objects of
verbs and prepositions. Their appearance is often signaled by noun markers like
the article (a, an, the)”
As discussed before, nouns were referred to the person, thing, place, ideas,
and so on, which had a particular function in a sentence structure. According to
Mark Lester in Yadav et al., there were two types of bare nouns in English; the
first one was proper nouns, and the second one was common nouns (Yadav &
Yadav, 2020)58
From the definition above, it can be known that a noun is a word that
names something, such as a person, a place, a thing, a quality, an idea or particular
one of those.
C. Singular of Other :Another, The Other
Have you ever been confused about differentiating between other and another?
Or differentiate other, the other, and others? There are still many students who
are confused and don't understand how to use these 3 words, Of course it is
very confusing when we don't know the functions and usage in English. Even
though the similar vocabulary only comes from the word "OTHER", you
know. You also have to know the use of Other, Others, The Other, The Others
& Another so you can adapt it to the context of an English sentence
(Meenakshi Sharma Yadav et al., 2020)59.
with many students still misunderstanding how to use these words. Below
is an explanation. Before discussing the use of other, let's first understand the
meaning and function of each. When translated into Indonesian, all the
vocabulary (Another, Other, The Other), have the same meaning, namely
"Lainya". All of this vocabulary is used to express other objects. Another,
58
Yadav, M. S., & Yadav, M. K. (2020). Role of Optimism over Pessimism in the Novels
of Thomas Hardy: Mechanism of Chance and Fate. 2(1), 142–153. 8
59
Meenakshi Sharma Yadav, by, Professor of English, A., Kumar Yadav Associate
Professor of English, M., & Alwar, L. (2020). Role of the Transformational Generative Grammar
and other Language Learning Theories in English Language Teaching. In Electronic Research
Journal of Social Sciences and Humanities (Vol. 2)
Other and Others are aimed at other objects in general. For example, another
pen, another towel, another laptop, etc. Meanwhile, The Other & The Others
refer to specific objects. For example, another blue pen, another towel
belonging to him, another laptop at home. Next, we study the function and use
of Other, Others, The Other, The Others and Another. In the second to fourth
subpoints, there is a more detailed explanation of each vocabulary. Before
continuing, let's first understand the following functions and uses.
Other, The Other, and Another have 2 functions:

1. as an Adjective
2. as a Pronoun
1. Other, Another, The Other as an Adjective

Adjective are used to describe objects (Nouns). If the vocabulary
above is followed by an object, it means it functions as an adjective. In
English it is usually called a Determiner. Remember, the key is the
presence of nouns. Example sentence: "I need another bottle." Other
examples: another pencil, other people, the other ideas
2. Another as a Pronoun
As a pronoun, there is no need for an object to follow the
vocabulary. Why doesn't there need to be something after it?
Because Another, Others, The Others function as substitutes for nouns.

Example sentence: "I have two cups. One cup is blue. Another is white.
1) Other
The first is Other, according to the Cambridge Dictionary, other
means "lainnya". When used in a sentence, the word other cannot stand
alone as a full word, because other is a determiner. Therefore, other is
always followed by the noun it refers to.
FORM : (Determiner + Other + Kata Benda Tunggal Bisa
Dihitung)
Other can actually be used before a single countable noun, but we

have to add a determiner before it
Example :
 Tina is a teacher, while my other daughter is a doctor.

 Can I ask you one other thing?
We can also use other in front of ones (other + ones) if the noun
replaced by ones has been mentioned previously.
Examples:
 These jeans don’t fit me anymore. I should buy other ones

 Don’t worry about running out of inks. We’ll get you other ones
Examples of using other in sentences are below. In English, other is

usually used as a modifier of a noun. This combination of other and noun
is called a noun phrase
Examples:
 Other people may hate you, but I’ll never do that
 The plan has been approved by other local organizations
 Our website will help students and other youths to discover their
talents
 I ran out of money, is there any other way to pay the bill?
 My cat and other pets are entrusted to the animal care services
 Other Man loves football, but andi never love it
 I prefer Other Shoes than these ones.
 I can’t help you now. There’s other business I need to deal with
2) Another
Another means “yang lainya” one from a group of similar items,
one as an addition to something previously mentioned. Another is a
combination of article an + other, written in one word, if translated into
Indonesian it means 'other'. Another as an adjective is always followed by
a singular noun, never by plural nouns. Frequently encountered errors is
that many still use the word another_people. This is not allowed This
happens because people is a plural noun. Apart from that, another is also
used as a pronoun its presence stands alone (without any noun
accompanying it). Another as a pronoun is used to avoid repetition of
nouns that are not necessary in the sentence.
"Another" in English can act as an adjective and pronoun. In the
first subpoint, the function as Adjective & Pronoun is explained. If you
haven't had time to read it, scroll up again to see the first subpoint.
Another has the meaning "one...other" or "the only one". The use of
Another is usually followed by a singular object - it can be counted
(Singular Countable Noun). The use of Another in English is like: another
woman, another girl, another child. However, it can NOT be used on:
another woman, another girl, another child.
Another can be used to express
One more, an additional, or an extra (satu lagi atau tambahan)
An alternative one, a different one (Hal alternatif atau hal lain yang
berbeda)
a) Another is used in front of a singular countable noun.

What does Singular Countable Noun mean? Singular comes from
Single, meaning Alone or One. Countable means it can be counted. So,
Another can be followed by a single object - it can be counted (Singular
Countable Noun).
Examples:
 I will not give you another chance.
 Michael has bought another house.
 Would you like to order another cup of coffee?
 I think you should choose another bag. That one is too small
 Tell me if you want another cup of tea
b) Another + One
The use of "another" and "one" together in a sentence can refer to an
additional statement or identification of an object that is similar or similar to the
object previously mentioned. Here are some examples of using
Form :Another + One
Examples:
 Though she has eaten two bowls of soup, she wants another one.
 You have borrowed some of my books. You can borrow another
one if you want.
 Okay, I’ll get you another one.
 I have a blue shirt, but I need another one for the party.
 She has a beautiful flower in her hand, and she wants another one
to complete the bouquet.
The use of "another + one" often indicates the context of addition or the
need for something similar. But, as with the use of words in language, context and
meaning can vary depending on the specific sentence and situation.
c) Another As Pronoun
Another can be used as a pronoun, where the speaker already understands

the object, but does not know specifically which object it is. So, Another
functions to replace the previous noun and the number is one. When "another"
is used as a pronoun, it refers to another or additional thing that is similar or
similar to that previously mentioned. In this role, "another" acts as a
replacement for a previously introduced object or thing. Here are some
examples of using "another" as a pronoun:
 That mango was sweet. I think I’ll have another.

 I don’t like this soap. Let’s ask for another.
 I lost my pencil. I need to buy another.
 I have a piece of cake; would you like another?
 She already has a book, but she wants another to read on the plane.
In each of the examples above, "another" is used as a substitute for a

previously mentioned object, and helps convey that there is more than one or
the presence of an addition of something similar.
d) Another Before Plural
Although “another” can only be placed before singular nouns, another can also
be placed before plural nouns if there are certain numbers or phrases such as a
couple of, a few, etc. before the plural noun
Form: Another + number + plural noun
Pola ini menunjukkan bahwa Anda menghitung jumlah atau kuantitas

objek, dan "another" digunakan untuk menyatakan keinginan atau kebutuhan
untuk mendapatkan lebih banyak dari objek tersebut sesuai dengan jumlah yang
diinginkan.
Examples:
 I have three pens. Can you lend me another two for the meeting?
 She has four books, but she wants another five for her collection
 We already have six chairs, but we need another four for the guests.
 I believe we’ll be driving flying cars in another 50 years.
 He’d have finished his work if they had given him another couple of days.
3) The Other
Meanwhile, the other also has the same meaning as another,
namely 'another', but its use is different from another. The other is
something else, the last in a certain group, the only one remaining from a
certain number of similar or the same kind of goods. The other can be
followed by singular nouns or plural nouns, but in this unit we will only
focus on the use of the singular. The other as a pronoun also stands alone
like another. The other refers to the remaining objects/people whose
number is one. The other is specific, meaning it is clear what we mean
(Jaelani et al., 2019). If there are two objects or people, then 'the other'
means 'the other one', but if there are more than two, 'the other' means the
last or remaining one. Based on the explanation that has been outlined.
Based on the explanation outlined above, it can be concluded that
another and the other can be used as adjectives in front of nouns or in
front of the word one. Another and the other can also be used alone (stand
alone) as pronouns.
a) The Other + Singular Countable Noun
The use of The Other to express one specific object between the two
objects mentioned previously. In an English sentence, The Other can be
followed by a singular object - it can be counted (Singular Countable Noun).
Let's look at the following example of using The Other. When "the other" is
used together with a singular countable noun, it indicates that we are
referring to one of the two previously mentioned objects or people.
The following is an example of using "the other" with a singular countable

noun.
 I have two shirts. One is short-sleeved, and the other is long-

sleeved.
 There are two students in the room. One is studying, and the other is
reading
 He owns two cars. One is a sedan, and the other is a convertible.
 I have two brothers. One is an artist, and the other is an engineer.
 She has two pens. One is blue, and the other is black.
b) The Other As An Adjective
When "the other" is used as an adjective, it usually refers to one of
two previously mentioned things in a context. As an adjective, "the other"
shows the difference or contrast between two choices or objects. Here are
some examples of using "the other" as an adjective:
Examples:
 I have two cars. One is red, and the other is blue.
 She has two brothers. One is a doctor, and the other is an
engineer.
 There are two paths in the forest. One leads to the river, and the
other goes to the mountain.
 I bought two dresses. One is for casual occasions, and the other
is for formal events
 We have two options. One is to fly, and the other is to drive
Based on the examples above, "the other" serves as an adjective that

helps identify or provide further information about the second object or
person mentioned previously.
c) The Other As Pronoun

When "the other" is used as a pronoun, it functions as a substitute
to state or refer to one of two things or people that have been mentioned
previously. Here are some examples of using "the other" as a pronoun
 I have two books. One is a mystery, and the other is a romance
novel
 There are two cups on the table. One is mine, and the other is
yours.
 I have two cats. One is black, and the other is white.
 She has two cars. One is a sedan, and the other is an SUV.
 There are two options. One is to take the train, and the other is to
drive.
In each example, “the other” acts as a substitute for a previously mentioned
object or person, helping to avoid unnecessary word repetition in the sentence.
Another Apple
Paul ate one apple, then he ate Another One
Another
The Other Apple
Paul ate one apple, sara ate The Other One
The Other
4) Review Explanation of Use of another and the other

 Another
1. She has a cat, but she is thinking of getting another
(Here, "another" is used to refer to additional cats he might purchase.)
2. I have a blue shirt, but I need another one for the party.
(In this sentence, "another one" refers to an additional shirt similar to
the one mentioned previously.)
3. She already has a book, but she wants another to read on the plane.
(Here, "another" is used1. "Another" here refers to an additional book
he wanted to read during the plane ride. to refer to additional cats he
might purchase.)
4. She has four books, but she wants another five for her collection
(Here, "another five" refers to five additional books desired for the
collection.)
 The Other
1. I have two shirts. One is short-sleeved, and the other is long-sleeved.
(In this sentence, "the other" refers to a shirt that has long sleeves.)
2. She has two brothers. One is a doctor, and the other is an engineer.
(In this sentence, "the other" is used as an adjective to provide
information about the second brother's occupation)
3. I have two cats. One is black, and the other is white.
(The pronoun "the other" here refers to a white cat.)
Fill the blank bellow with the correct answer !
1. There are many kinds of birds in the world. One kind is an eagle.
a. _______________ kind is a chicken.
b. _______________ kind is a crow.
c _______________ kind is a sea gull.
d. What is the name of _______________ kind of bird in the world?
2. I have two brothers. One in named Nick. _________________ is

named Matt.
3. There are five names on this list. One is Adam. _________________ is
Greg.
4. France borders on several countries. One is Spain.
_________________ is Italy.
5. Nicole and Michelle are identical twins. The best way to tell them
apart is by looking at their ears. One of them has pierced ears, and
___________________ doesn‟t.
6.
ADAM
GREG
ERIC
NICK
JESICA
There are five names on this list. One is Adam. _________________ is

Greg. ____________________ is Nick.
____________________ one of the names is Eric.
____________________ name on the list (the last
7. It rained yesterday, and from the look of those dark clouds, we are
going to have _________________ rainstorm today
8. Of the fifty states in the United States, forty-nine are located on the
North American continent. Where is __________________ located?
9. This house is brand new. house is really old.
10. This pie is fantastic! Can I have piece?
11. I received two gifts for my birthday. One was from my parents.
one was from my brother.
12. These pants don’t fit well. Let me try ones.
13. I’m almost finished with my homework. I just need

ten minutes.
CHAPTER III
EXERCISE
A. Listening
In the listening test, you will be asked to demonstrate how well you understand
spoken English. The entire listening test will last approximately 45 minutes. There are
four parts, and directions are given for each part. You must mark your answers on the
separate answer sheet. Do not write your answers in your test book.
PART A
Section one, listening comprehension. Part A, directions. In part A, you will hear
short conversations between two people. After each conversation, you will hear a
question about the conversation. The conversations and questions will not be repeated.
After you hear a question, read the four possible answers in your test book and choose
the best answer. Now we will begin part A with the first conversation. Part A, number
one. (Woods & Jacksoon, 2023)60
1. A. He knew that cherries were pricier than.
B. bought cherries and grapes because of not knowing their prices.
C. He didn't know that cherries were pricier than grapes
D. He didn't buy either grapes or cherries because both were pricy.
2. A. She felt it wasn’t fair.

B. She was in rage.
C. She felt inferior.
D. She wasn't furious.
3. A. He is unhappy at the thought of retiring.

B. He hates to leave his job soon.
C. He is retiring too fast.
D. He is eager to leave his job.
4. A. The rent was given by her for Tom.

60
Woods, I., & Jacksoon. (2023). Professional Development Workshop Listening
comprehension. Toefl ITP
B. She was asked money for paying the rent.
C. Tom gave her money for the rent.
D. The money was lent by Tom early this month.
5. A. She shouldn't leave her purse here.

B. She's probably in the apartment.
C. Her purse must not be in the apartment.
D. She left the apartment without taking her purse
6. A. Chuck looked at him in the hospital.

B. Chuck didn't seem to be doing very well.
C. This visit was better than the last.
D. Chuck had improved.
7. A. She didn’t think that he’d do the dishes.

B. The plates did not need to be washed.
C. She asked him to be ready to go.
D. The dishes would not be done.
8. A. Professor described the lesson for his class.

B. There was a long line to register for the required class.
C. Professor’s requirement for the course is high.
D. Professor required the class to outline his course.
9. A. She's shopping for a carpet.

B. She needs to help him find something.
C. She's found a new ring.
D. She's thankful she has a rag.
10. A. She ran into another car at the corner.

B. She ran to her cousin because she’s scared.
C. She unexpectedly met one of her relatives.
D. Carl was running from place to place.
PART B
Part B, directions. In this part of the test, you will hear longer conversations. After
each conversation, you will hear several questions. The conversations and questions will
not be repeated. After you hear a question, read the four possible answers in your test book
and choose the best answer. Questions 11 through 14. Listen to a conversation between a
man and a woman.
11. A. Trash orbiting Earth.

B. Becoming space scientists.
C. A trip by an astronaut to the Moon.
D. The overabundance of garbage on Earth.
12. A. From a lecture.

B. On a television program.
C. In a magazine article.
D. In a book.
13. A. 3,000 tons

B. 3,000 pounds
C. 13,000 pounds
D. 300 tons
14. A. The problem will take care of itself.

B. Scientists will find solutions to the problem.
C. She will be able to travel in space.
D. The junk will fall to Earth.
B. Reading I
NEW YORK
New York (city), the largest city in the United States, the home of the United
Nations, and the center of global fi nance, communications, and business. New York City
is unusual among cities because of its high residential density, its extraordinarily diverse
population, its hundreds of tall offi ce and apartment buildings, its thriving central
business district, its extensive public transportation system, and its more than 400 distinct
neighborhoods. The city’s concert houses, museums, galleries, and theaters constitute an
ensemble of cultural richness rivaled by few cities. In 2000 the population of the city of
New York was 8,008,278; the population of the metropolitan region was 21,199,865.
New York City consists of fi ve boroughs they are Queens, Brooklyn, Staten Island, The
Bronx, and Manhattan. There are so many attractive places in the city. One of its most
popular landmarks is the statue of liberty. It is a symbol of freedom for many, was one of
the fi rst sights to welcome immigrants arriving in the United States. The statue stands 93
m (305 ft) tall on Liberty Island in New York Harbor. It was designed by French sculptor
Frédéric-Auguste Bartholdi and is a gift from France commemmorating the fi rst
centennial of U.S. independence from Britain. New York’s 250 museums cater to every
specialty and every taste. It has museums in such fi elds as natural history, broadcasting,
fi re-fi ghting, crafts, and ethnic cultures. As the world’s greatest art center, New York
City has more than 400 galleries and is a mecca for artists, art dealers, and collectors.
Madison Avenue between 57th and 86th Streets is the most important locale for galleries,
but dozens of others are located in SoHo (south of Houston Street) and adjoining
neighborhoods. New York also has a famous botanical garden. It is called Brooklyn
Botanic Garden, 21 hectare (52-acre) botanic garden, located in the borough of Brooklyn,
in New York City. The garden includes such attractions as the Children’s Garden, the fi
rst of its kind in the world (Priyana et al., 2018).61
1. What is the text about?

a. Washington D.C.
b. The statue of Liberty
c. New York boroughs
d. The culture of New York
e. New York City
2. The following is true about New York, except ....

a. It have a botanical garden
b. It is the home of the statue of Liberty
c. It has 250 museums
61
Priyana, J., Ani, R.. (2018). Interlanguage: English for Senior High School Students XI Science and
Social Study Programme
d. It consists of four boroughs
e. It has more than 500 galleries
3. Where is the statue of liberty located?

a. Liberty Island
b. Brooklyn
c. SoHo
d. Manhattan
e. Queens
4. What does the word commemorating in the second paragraph means?

a. Acknowledgement
b. Ignore
c. Memorize
d. celebration
e. Memorializing
5. What does the word “it” in the last paragraph refers to?
a. New York
b. Brooklyn
c. Children’s garden
d. Museum
e. Botanical garden
6. How many galleries are there in New York?

a. 400
b. More than 400
c. Less than 400
d. Not more than 500
e. More less than 350 17.
7. So Ho is the acronym of ....

a. South of Honolulu
b. South of Hillside
c. South of Hoboken
d. South of Houston
e. South of Hackensack facilites
Reading II
Speaking Class og STKIP Muhammadiyah Bogor
Speaking skill is one of the language skills that must be mastered by English
Education Program students. Speaking is taught in eight credits, as compulsory subject
that is included as MKK subject (mata kuliah keilmuan dan keterampilan) – MKK
subjects provide students with basic knowledge and skills. These skills consist of micro
skills and macro skills. Micro skills refer to the producing the smaller chunks of language
such as phonemes, morphemes, words, collocations, and phrasal unit. While, the macro
skills imply the speaker's focus on the larger elements: fluency, discourse, function, style.
Cohesion, nonverbal communication, and strategic option.
In English Education Study Program of STKIP Muhammadiyah Bogor, Speaking
Class starts at Semester I until Semester IV. In semester IV the students are expected to
be able to communicate in local, national, or even international settings about economy,
social, environmental and politic issues.
However, getting speaking skills for all students in the classroom is not easy as
they often face uneven participation, little talking time as certain students dominate the
class. Therefore, it is the lecturer's role to set the speaking activity that can facilitate both
the active speakers and silence speakers. The silence speakers need to practice speaking
in low-pressure situation such as in small group before practicing in high pressure
situation like presentation in class. Seeing these facts the lecturer must try to resolve the
problems faced by students. This can be done by changing the teaching approach,
teaching technique, teaching activities and teaching strategies in order that the students
can obtain the English skills particularly speaking skill maximally. One of the solutions
is by applying Contextual Teaching and Learning (CTL) in teaching speaking (Rohimah,
2023).62
Through CTL the lecturer can relate the learning materials and students activities
that are relevant to their needs in their real life. The lecturer can apply several teaching
models that are suggested by the guidelines (2008) of the application of Competence-
62
Rohimah. Applying Ctl Model To Activate Students’Islamic World Participatipn In Speaking Class At
English Education Program.Vol 14 NO 2 (2023). Hlm. 425
based Curriculum in high institution such as Small Group Discussion, Project Based
Learning (PjBL), Problem Based Learning (PBL), Discovery Brown, Douglas. 2000.
Principle of Language Learning and Teaching. San Fransisco: Longman. P. 146.
Learning, Debate and others. The purpose of this study is to find out whether CTL
teaching model can activate students' participation in Speaking class of the fourth
semester students of English Education Study Program of STKIP Muhammadiyah Bogor.
Question :
1. What is the name of the subject that includes speaking as a compulsory subject in
English Education Program?
2. What is the name of the subject that includes speaking as a compulsory subject in
English Education Program?
3. What are the two types of skills that are taught in the English Education Program?
4. What is the expected level of communication for students in semester IV of the
English Education Study Program of STKIP Muhammadiyah Bogor?
5. What is the lecturer’s role in setting the speaking activity in the classroom?
Reading III
Should Americans be Forced to Use Public Transportation?
First, let me define what the question is and isn’t asking. It isn’t asking if we should we
all abandon cars right now, nor is it asking if we should abandon them completely, nor is
it asking if every American should do so. It is asking whether some Americans should
have to take public transit some of the time, and I would say yes. Oil use and pollution
aside, in some cities like Los Angeles and New York there just isn’t room for any more
roads, so in order for large cities to grow, they need more people to take public transit or
risk permanent traffi c jam. One bus can safely hold 40 people, so even at half capacity
that’s nearly 20 cars’ worth of space in traffi c cleared up, and nearly 20 parking spaces
that don’t need to be built. There are a lot of people that can take public transit with little
inconvenience but simply don’t because they never have in the past. If residents in areas
with plenty of transit had to buy transit passes as part of their property taxes then they
would have little excuse not to bus occasionally. A number of universities already bundle
a ‘U-Pass’ with their tuition fees, forcing their students to take the bus. When given the
chance the majority of those students have voted to keep these programs. A similar
system in apartments where a portion of the tenants are not issued parking spaces in
exchange for a discount on their rent would also be forcing people to use public transit.
This is already being done with the assignment of one community car to several
apartment tenants that arrange a schedule for the car, and this program gets many positive
reviews. So yes, I would say that Americans should be forced to use public transit, as
Americans whom are already forced to do so fi nd that it works well for them. (Priyana et
al., 2018)
1. What does the writer suggest?

a. Americans should learn to use public transportations.
b. American should give up their cars
c. Americans should be forced to use public transportations
d. The government should limit the number cars.
e. The government should charge extra taxes for those who uses cars.
2. The following is one of the writer’s suggestions in forcing people to use public
transportations ....
a. Make people buy transit passes as part of their property taxes
b. Banning the use of cars.
c. Stop automobiles productions.
d. Fine people who do not use public transportations.
e. Limit the number of gasoline
3. What is the purpose of the article?
a. Defining the functions of public transportations.
b. Arguing that American should not use public transportations.
c. Suggesting American the ways to use public transportation.
d. Asking for more public transportations.
e. Suggesting that American should be forced to use public transportations.
4. What is the function of the fi rst paragraph?

a. Repeating the thesis or proposal
b. Stating the proposal
c. Stating the reasons behind the thesis
d. Giving arguments
e. Describing the problem
5. In the article you fi nd the word transit a few times. What does it means?
a. Stop
b. Transportation
c. Exit
d. Entrance
e. Bus stop
6. What is the function of the last paragraph?

a. Describing the problem
b. Stating the reasons behind the thesis
c. Giving arguments
d. Stating the proposal
e. Repeating the thesis or proposal
D. GRAMMAR
1. Another
Another + One
Examples :
 Though she has eaten two bowls of soup, she wants another one.
 You have borrowed some of my books. You can borrow another one if you want.
 Okay, I’ll get you another one.
 I have a blue shirt, but I need another one for the party.
She has a beautiful flower in her hand, and she wants another one to complete the
bouquet
Another + number + plural noun

Examples :
 I have three pens. Can you lend me another two for the meeting?
 She has four books, but she wants another five for her collection
 We already have six chairs, but we need another four for the guests.
 I believe we’ll be driving flying cars in another 50 years.
 He’d have finished his work if they had given him another couple of days.
2.The Other
The Other + Singular Countable Noun
Examples :
 I have two shirts. One is short-sleeved, and the other is long-sleeved.

 There are two students in the room. One is studying, and the other is reading
 He owns two cars. One is a sedan, and the other is a convertible.
 I have two brothers. One is an artist, and the other is an engineer.
 She has two pens. One is blue, and the other is black.
E. Writing
Writing is one of the four language skills besides listening, speaking and reading
in language teaching. Writing can be defined as a process of transforming thought into
written language (Tsuraya & Ulya, 2021)63. In other words, writing is the process of
expressing ideas, thinking or feeling in words on the piece of paper. In the process of
writing, the students need to have enough ideas, organize them well and express them in
appropriate style. Nunan states that writing is the mental work of inventing ideas,
thinking how about to express them, and organizing them into statements and
paragraphs that will be clear to a reader (Candradewi Wahyu Anggraeni, 2021).
Gaith (2002) states that writing is a complex process that allows writers to
explore thought and ideas, and make them visible and concrete on the piece of paper.
63
Tsuraya, N., & Ulya, I. (2021). DEVELOPING E-NOVEL AS WRITING TEACHING MATERIAL OF
NARRATIVE TEXT.
Writing gives a unique opportunity to explore ideas and acquire information. By
writing, someone can express his thoughts more communicable to other.
From the explanation above, it can be concluded that writing is complex process
of transforming thought and ideas, thinking how to Writing is one of the four language
skills besides listening, speaking and reading in language teaching. Writing can be
defined as a process of transforming thought into written language. In other words,
writing is the process of expressing ideas, thinking or feeling in words on the piece of
paper. In the process of writing, the students need to have enough ideas, organize them
well and express them in appropriate style. Nunan (2003: 88) states that writing is the
mental work of inventing ideas, thinking how about to express them, and organizing
them into statements and paragraphs that will be clear to a reader.
Gaith (2002) states that writing is a complex process that allows writers to
explore thought and ideas, and make them visible and concrete on the piece of paper.
Writing gives a unique opportunity to explore ideas and acquire information. By
writing, someone can express his thoughts more communicable to other. From the
explanation above, it can be concluded that writing is complex process of transforming
thought and ideas, thinking how to
Exercise I
1. Tania: “Do you always eat breakfast?”
Sonia: “Yes, I generally________my breakfast at 6.30”
A. had B. has
C. have D. eats
2. You seem to be having problem there. _________ I help you?

A. Would B. will C. Shall D. will have
3. I don't have enough money to buy dinner. __________ you lend me a couple of dollars?
A.. May B. Could C. Shall D. ought
4. Many people have one child only. What is the plural noun of the underlined word?
A. childs B. kids C. Children D. kid
5. The students always do ... homework before the class begins.

A. them B. they C. their D.theirs
6. Excuse me. Is this (I)________dictionary or (you)________?

A. my, your B. mine, your C. my, yours D. your, mine
7. Newborn babies can’t take care of.....

A. herself B.himself C. Themselves D.itself
8._______ don't you like orange juice?

A. What B. Why C. When D.How
9. I will______ to New Delhi and Karachi tomorrow.

A. going B. be going C. go. D. be gone
10._______ is the dog's bone?

A.What B. Where C.When D.How
11. They___________math when Dina called last night.

A. was studying B. were studying C. is studying D. are studying
12. Before Bambang goes to bed, he always________his teeth.

A. brushing B. brushed C. is brushed D. brushes
13. I’m going to bed after I__________my homework

A. finish B. finished C. finishing D. is finished
14 Rianty didn’t come to class today, and she probably__________tomorrow either.

A. will come B. won’t come C. will be come D. will coming
15.________stay up past midnight, but now I often go to bed very late because I have to study.
A. don’t use to B. didn’t use to C. don’t use B. didn’t use
Exercise II
1. An ocean is the great body of...... water that covers almost three-fourths of the earth's surface.
2. Seas are smaller than oceansMost seasin factare small...... of an ocean.
3. The South China Sea is located between the Southeast Asian mainland and Indonesia and the
Philippine......
4. Politically Borneo is made up of the....... of three countries.
5. Sabah and Sarawak are states of Malaysia. Brunei is a tiny......
6. The third political....... of Borneo is known as Kalimantan and is part of Indonesia.
7. Borneo's location on the is an important clue [kunci rahasia; tanda] to its...... 8. Its equatorial
location means that Borneo is...... all year round.
9. Celebes [Sulawesi) consists of four peninsulas semenanjung: jazirah) that branch out from a
mountainous area in the center of the island and are separated by three....... Bone, Tomini, and
Tolo.
10.The....... date from the Hindu period, and Hindu customs and the Hindu religion are still
widespread in Bali.
Honoring Black History
Many agree that the beginning of equal rights for all began with President Lincoln's
Emancipation Proclamation in September 1863At that point, he declared that all slaves "shall be
thenthenceforwardand forever free." From there it was still a long road to equal rightswhich
came to a head with the Civil Rights Movement in the 1950s and 1960sLed by figures such as
Martin Luther KingJr, Rosa Parks, and the Little Rock Nine, black Americans began to fight for
rights equal to those of white Americans. “Carter G Woodson, the Father of Black History”(Pero
Gaglo Dagbovie, 2014)64
The origins of Black History Month lie somewhere between those two important time
periodsIn 1915about 50 years after the Emancipation ProclamationCarter G. Woodson and Jesse
64
Pero Gaglo Dagbovie. (2014). Carter G Woodson, the Father of Black History. The History Press
EMoorland founded the Association for the Study of Negro Life and History (ASNLH)Their
organization was aimed at researching and publicizing the achievements of African
AmericansNow known as the Association for the Study of African American Life and History
(ASALH)the group promoted a national Negro History Week in 1926They chose the second
week in February because it was the same week as Abraham Lincoln's and Frederick Douglass's
birthdaysDuring this weekcommunities and schools across the nation held local
celebrationsperformanceslecturesand other events.
From that pointmayors across the country began recognizing Negro History Week every
yearAs the Civil Rights Movement increased awarenessmany college campuses started
recognizing a Black History Month in the late 1960s instead of celebrating for only a weekIt
finally became a nationally recognized event in 1976. when President Gerald Ford made it
official He challenged the public to seize the opportunity to honor the too-often neglected
accomplishments of black Americans in every area of endeavor throughout our history."
Since thenevery president has continued to name February as Black History MonthThey
choose a specific theme every yearFor example2018's theme was "African Americans in Times
of War" to celebrate the roles that black Americans have held in all American wars. The first
themein 1928was "CivilizationA World Achievementwhile in 1976the United States's
bicentennialit was "America for All Americans"
Woodson never wanted Negro History Week to simply be a weeklong celebration during
his times or in the future. Simply put, he wanted Negro History Week to become what he called
"Negro History Year." In 1940, Woodson proclaimed:
The important and encouraging result is the gradual elimination of Negro History Week,
that is, rendering the effort unnecessary in schools where the Negro is studied so thoroughly that
special exercises are no longer exceptional...Before all persons concerned with the study of the
Negro must be set this goal of studying the Negro throughout the school year, for thirty- six
weeks rather than one week...Readers of this periodical [THE NEGRO HISTORY BULLETIN]
who follow the course of study outlined will understand how to make Negro History Week
develop into Negro History Year...There is a growing demand for work-books and syllabi with
which to facilitate the study of the Negro and thus make Negro History Week Negro History
Year.
The war ended in April 1865. Soon after, James and Anne met and married. They moved
to HuntingtonWest Virginia
In 1874 they moved back to New CantonVirginia. They bought a small farm. Carter
Godwin Woodson was born there on December 19, 1875.
Question
1. Who was the second African American to earn a doctorate from Harvard University, after W.
E. B. Du Bois?
2. What was the name of the organization that Carter G. Woodson founded in 1915 to promote
the study of African American history and culture?
3. What was the original name of the annual celebration that Carter G. Woodson launched in
1926, which later became Black History Month?
4. What was the title of Carter G. Woodson’s most influential book, published in 1933, that
criticized the Eurocentric perspective of American history?
5. What was the name of Carter G. Woodson’s sister, who was also a poet, teacher, and
activist?
CHAPTER V
“To Be Going To Vs Will”
The construction "to be going to" has roots in English originating from Old German.
This form began to be used to refer to future plans or intentions around the 16th century.
In the beginning, the use of "to be going to" had more to do with physical movement, but
over time, it evolved to include general intentions for the future.." "To be going to" is
used to express existing plans or intentions to do something in the future. This indicates
that the action was pre-planned or there was a strong intention to carry it out. This use is a
reflection of existing plans or circumstances.². The modal verb "will" also has roots in
Old English. Originally, "will" was used as a form of the verb "willan" which means "to
want" or "desire." Over time, its meaning expanded to include use in future contexts,
particularly to predict events. "Will" is used to make estimates or predictions about future
events without reference to concrete plans or strong intentions. It is also used to express
decisions made while speaking, offering help, making promises, and as a polite request.
“Will” and “going to” are both used in some pretty similar ways. Both are used to talk
about the future. You can say “I will cook dinner tonight,” and “I’m going to cook dinner
tonight.” The meaning of these two statements is almost exactly the same. But there are
some subtle differences. And in other cases, will and going to can be used in
very different ways65
A. To Be Going To Vs Will
1. Defination “To Be Going To Vs Will”
What about going to? Be is also an auxiliary verb, aka a helping verb. For the
simple future, use be in the present form, namely is, am, are according to the subject.
Subject pairs with -am; The subjects she, he, it are paired with is and finally they, we,
you are followed by are. Maybe many of you still confuse the formula for perfect
tense and present continuous tense. The pattern is somewhat similar to continuous,
only going to adds verb 1 while continuous contains verb -ing.
Will is a modal auxiliary verb which is used to give meaning to present future
tense sentences. What is a modal auxiliary verb? Modal auxiliary verbs are also called
65
Brown, H.D. 2016. Teaching by Principles: An Interactive Approach to Language
auxiliary verbs in Indonesian. As the name suggests, its function is to help verbs
provide a clearer meaning about time and emphasize their function.
2. The difference “To Be Going To Vs Will”

The main difference between will and going to is that will is used to describe
something that happens in the future, while going to is used to describe something
that has already been planned. Will is used to talk about future events that are
unexpected or not planned. For example, if someone says “I will go to the store later,”
they are talking about an event that has not been planned yet.
Going to helps us talk about future events that have already been planned. For
example, if someone says “I’m going to the store later,” they are talking about an
event that has already been planned.
Will and going to can also be used to talk about predictions. When talking about
predictions, will is used for predictions about the future that are based on evidence or
facts, while going to is used for predictions about the future that are based on personal
feelings or opinion.66
3. Function “To Be Going To”

"To be going to" is a future tense in the English language, used to talk about plans,
intentions, or predictions of what will happen in the future. It is formed using a modal
verb (will) and an infinitive (to + base form of the main verb).67
- For example : "I will finish my work by 6 pm" or "She will come to the party".
The "to be going to" future tense is also used to express ability, opportunity, and
necessity.
66
Andreson, Lorin Wet al. 2021. A Taxomony For Learning
67
Engelmore, R., Morgan, A eds. (2018). Blackboard Systems
- For example : "By next year, I will be going to buy a new car" (ability), "If I win
the lottery, I will be going to travel the world" (opportunity), or "We will be
going to have a meeting after lunch" (necessity).
In some cases, "to be going to" can be used interchangeably with "will" in future
sentences. However, "will" is more commonly used with adverbial phrases of time,
while "to be going to" is more appropriate when talking about future intentions or
plans.
- For example "I will meet you at 6 pm" (using "will") or "I will be going to meet
you at 6 pm" (using "to be going to")
4. Function “Will”
1. Expressing Future Actions or Events :
- Will is used to talk about future actions or events that are not planned or arranged
yet.
- It is often used to make predictions or to express willingness or determination.
- Will is used to express a future fact or certainty.
2. Making Predictions :
- Will is used to make predictions about future events or actions.
- It is often used to express a personal opinion or belief about what will happen in
the future.
3. Expressing Willingness or Determination :

- Will is used to express willingness or determination to do something in the
future.
- It is often used to make promises, offers, or threats.
4. Making Requests :
- Will is used to make polite requests or invitations.
- It is often used to ask someone to do something in the future.
5. Expressing Habits or General Truths :

- Will is used to express habits or general truths about the future.
- It is often used to talk about things that are always true or that happen regularly
in the future.
5. When To Use “To Be Going To”

To be + going to is a form of future tense which is used to express an action that
will come, with the sentence structure as below68:
Positive Sentence :
Subject + to be (am/is/are) + going to + verb 1
Negative Sentence :
Subject + to be (am/is/are) + not + going to + verb 1
Interrogative Sentence :
To be (am/is/are) + subject + going to + Verb 1
Consider the following examples:
Positive Sentence :
1. I am going to work tomorrow.
Saya akan bekerja besok
2. She is going to read the book tonight.

Dia akan membaca buku itu nanti malam
3. We are going to buy some books next week.

Kami akan membeli beberapa buku minggu depan
Negative Sentence:
1. I am not going to work tomorrow.
Saya tidak akan bekerja besok
68
Pauzan (2017). The Theaching of The Local Content Subject of English for Tourism in English Language
2. She is not going to read the book tonight.
Dia tidak akan membaca buku itu nanti malam
3. They are not going to buy some books next week.

Mereka tidak akan membeli beberapa buku minngu depan
Interrogative Sentence :
1. Am I going to work tomorrow ?
Apakah saya akan bekerja besok ?
2. Is she going to read the book tonight ?

Apakah dia akan membaca buku itu nanti malam ?
3. Are they going to buy some books next week ?

Apakah mereka akan membeli beberapa buku minggu depan ?
Notes:
1. Adjusting to be (am, is, are) with the subject.
2. The verb behind going to must be in form 1 (verb 1) without any additions or
changes.
I am
He is
She is > going to verb 1
You are
We are
They are
3. Some time descriptions that can be used:
Next month Bulan Depan
Next Monday Senin Depan
Soon Segera
The day after tomorrow Lusa
Tomorrow Besok
Tonight Nanti Malam
6. When To Use “Will”
Will is a much better word choice than going to in a number of situations. If you
are making a prediction about something far in the future, will is the more common
wording in English69.
Positive Sentense :
Subject + Will/Shall + V1 + Object
Negative Sentense :
Subject + Will/Shall not + Verb.
Interrogative Sentense :
Will/Shall + Subject + Verb.
Consider the following examples :
1. Example of a sentence that states a plan (intention) or arrangement

- Ratna I'll be back from Surabaya soon
Ratna akan segera Kembali dari Surabaya
- Will you be at the office tomorrow ?

Apakah kamu akan berada di kantor besok ?
- We shall move to another better hotel.

Kami akan pindah ke hotel lain yang lebih bagus
2. Examples of sentences that express beliefs about the future

- I'm sure you will have a great day.
Saya yakin kamu akan mengalami hari yang menyenangkan
- We won't be ready for tomorrow.

Kami tidak akan siap untuk besok
69
Kusuma, A. (2016). TOEFL Practice Test TOEIC. Sukarta: Genta Smart Publisher.
- They will come to Jakarta tomorrow.
Mereka akan pergi ke Jakarta besok
3. Examples of sentences that use the present simple for something that has been
decided or scheduled
- I'm going to call Mr. Fred after dinner at 8 o'clock.
Saya akan menelpon Pak Fred setelah makan malam jam 8
- We're going to watch a movie next week.

Kami akan menonton film minggu depan
4. Example sentences for events that will happen in the future

- He will be 20 years old the day after tomorrow.
Dia Laki-laki akan berusia 20 tahun lusa nanti
- We will arrive at London tonight.

Kita akan tiba di London malam ini
5. Examples of sentences that express a request or invitation to another person

- Will you come to my party tonigh ?
Maukah kamu datang ke pestaku malam mini ?
- Will you help me to learn math tomorrow ?

Maukah kamu membantuku belajar matematika besok ?
Notes:
1. "Will" is used for I, You, We, They, He, She, and It.
2. "Shall" is only used for I, and We.
3. We use “will” for future actions when we decide to do something at the time
of speaking. (Do not use “will” to express future plans that have already been
made at the time of speaking.)70
A. LISTENING
Question-Response
70
Richards, J.C (2018). The Language Teaching Matrix. Cambridge: Cambridge university press
Question 1. You will hear…………
(A) Yes, it's very complicated.
(B) Yes, I often wear it.
(C) No, but she used to.
Question 2. You will hear………

(A) Two in the same row, please.
(B) It didn't weigh very much.
(C) Thanks, I think I will.
Question 3. You will hear……….

(A) Then let's go ahead and buy one.
(B) I don't think we've been introduced.
(C) I never win anything.
Question 4. You will hear............

(A) No, he isn't
(B) Her name is Nadia
(C) Yes, it is.
Question 5. You will hear………..

(A) How do yo do?
(B) Fine, thanks.
(C) I'm doing well
Question 6. You will hear:………..
(A) I have a lot of money
(B) You lend me a lot of money
(C) Yes, certainly. How much do you need
Question 7. You will hear:………
(A) The manager is in his room now
(B) Yes, I met him yesterday
(C) I want to report to manager

(A) Yes, I'd love to
(B) It is like a cup of coffee
(C) The coffee is too hot

(A) Twenty minutes ago
(B) The meeting was tiring
(C) They talked about senous things
Question 10. You will hear……….

(A) Mr President delivered a speech at the conference yesterday
(B) The postman
(C) I have delivered the package for him
B. READING
Email and Letter
Bandung
December 14, 2020
Dear Sarah,
Hi Sarah, how life? I have returned from my long holiday in Paris since two days ago. I had
wonderful experiences during my holiday. I went to Eifel and it is more beautiful than I saw in
the picture. I also visited some museums in Paris and they were wonderful. When I had a lunch
near the museum, I met my old friend, Jesica. She is taking her master degree in Sorbone
University. Then, she invited me to come to her doorm near Paris. During my way to Jesica's
doorm, I saw beautiful scenery The following day I backed to Paris then had a flight to Jakarta.
The next month I plan to have a trip to Padang. I really want to see its beautiful beaches and
sceneries. Anyway, will you come with me to Padang ? don't you want to have snorkeling in
beautiful beaches? Please reply my letter soon.
Your Friend,
Nabila
1. Who Sent the letter ?
a. Jesica
b. Andini
c. Nabila
d. Sarah
2. What is the purpose of the letter ?

a. To entertain Sarah
b. To greet Sarah
c. To invite Sarah
d. To tell the holiday experience
To: Linda Walters

From: Tina Rodriguez
Subject: Job ID #7244
Dear Ms. Walters,

I recently saw your and for the part-time payroll support worker on www.alljobs.com.I am
writing for formally apply for the position. I am a recent graduate from ACE Community College
with a diploma in accounting. I realize that I do not have the one year of work experience that
you are asking for, but I graduated ar the top of my class. I feel that I am ready and able to step
into the position. I am willing to work hard and prove that I am capable.
Please feel free to call me at your earliest convenience to arrange an interview Thank you in
advance for your kind attention.
Sincerely,
Tina Rodriguesz
3. What does the job entail ?

a. Receiving taxes from staff
b. Calculating maternity leave
c. Supporting the payroll department
d. Completing grant applications
4. What are the qualifications necessary for the position ?
a. Minimum 10 years' experience
b. Training in current pension laws
c. A professionally recognized certificate
d. Completion of company business
5. Where was the advertisement posted ?

a. On a website
b. In the newspaper
c. On a bulletin board
d. In a trade magazine
6. What qualifications does Tina's have?

a. Many years of experience
b. A diploma in accounting
c. A strong desire to work
d. Excellent interview skills
7. Why will Tina likely not be hired ?

a. She is too experienced
b. She is over-qualified
c. She is unmotivated
d. She is inexperienced
Read the text and answer question 8 to 12
An elephant is the largest and strongest animals. It is a strange looking animal with its thick
legs, huge sides and backs, large hanging ears, a small tall, little eyes, long white tusks and
above all it has a long noise, the trunk.
The trunk is the elephant's peculiar feature, and it has various uses. The elephant draws up
water by its trunk and can squirt it all over its body like a shower bath. It can also lift leaves and
puts them into its mouth. In fact the trunk serves the elephant as a long am and hand. An
elephant looks very clumsy and heavy and yet it can move very quickly.
The elephant is a very intelligent animal. Its intelligence combined with its great strength
makes it a very useful servant to man and it can be trained to serve in various ways such as carry
heavy loads, hunt for tigers and even fight.
8. The text tells us about....

a. The Elephant's peculiar feature
b. Useful servant
c. Strange looking animal
d. An elephant
9. The third paragraph is mainly about the fact that....

a. Elephants are strong
b. Elephants can lift logs
c. Elephants are servants
d. Elephant are very useful
10. The most distinguishing characteristic of an elephant is….

a. Its clumsiness
b. Its thick legs
c. It's large body
d. Its long nose
11. Which of the following is not part of the elephant described in the first paragraph?
a. It looks strange
b. It is heavy
c. It is wild
d. It has a trunk
12. The elephant draws up water by its trunk and can squirt it all over its body like a
shower bath (paragraph 2). The word "it" refers to....
a. A shower bath
b. Elephant's body
c. A shower
d. Elephant's trunk
C. GRAMMAR
Future Tense – “Going To ” Vs. “Will”
Going To Will
Future Facts Future Facts
He’s going to be next spring. He’ll be 50 next spring.
Predictions Predictions
We’re going to miss the bus. We’ll miss the bus if we don’t hurry.
Often used with the following words :

Probably, I think, I don’t think, I’m sure,
maybe
Predictions when there is something in the He’ll probably stay home tonight
present that indicates what will happen in I think I’ll go to bed early.
the future I don’t think I’ll go to the movie.
Look at the sky. There’s going to be a storm. I’m sure I’ll like his new girlfriend.
What are you going to do next year ?
I’m not sure. Maybe I’ll take a trip.
Used when we decide to do something at the

time of speaking
Preconceived plans, arrangements Would you like tea or coffee ?
He needs some tools. He’s going to fix the car. I’ll have tea, please.
Used for offers, requests, promises

I’ll help you carry those heavy bags.
Will you please lock the door ?
I promise I’ll call when we get there.
Agreeting or refusing to do something

I’m mad at Bob. I won’t help him.
Directions : Complete the following sentences using the correct form of “going to”
or “will” with the verb provided. Be prepared to explain the reason for your choice.
(Remember that sometimes you can use either “going to” or “will”)71
1. Sam feels sick. He……. (stay) home from work tomorrow.

a. He’s going to stay
b. He’ll to stay
c. He not going to stay
d. He’ll not stay
2. I……. (finish) my homework later tonight.

a. I’m finish
b. I’ll finish
c. I’m not finish
d. I’m going to finish
3. The left my wallet at home. That’s okay, I…….. (lend) you some money.
a. I’m going to lend
b. I’m not lend
c. I’ll lend
d. I’m not lend
4. The sky is very dark. It….. (rain).
a. It’s going to rain
b. It’s not going to rain
c. It’s rain
d. It’s going
5. What time is he………(meet) you tomorrow ?

a. Will meet
b. Not going to meet
c. Going to meet
71
Pauzan.(2020). English Grammar Jakarta : PT. Cipta Gadhing Artha
d. Don’t meet you
6. Frank……. (take) a two week holiday next year.

a. Not going to take
b. Will take
c. Going to take
d. Is going to take
7. That box looks very heavy. I……….. (help) you carry it.
a. I’ll help
b. I not help
c. I’m going help
d. I’m not going
8. I bought some paint because I……… (paint) my apartement.

a. I’m not going
b. I’m going to take
c. I’ll paint
d. Won’t paint
9. Why did you take the sugar out of the cupboard ? I …….. (bake) a cake.
a. I’m going to bake
b. Won’t bake
c. I’ll bake
d. I’m bake
10. They took money out of the bank because they………(buy) a new TV for their
daughter.
a. Won’t buy
b. They’re not going to buy
c. They’re going to buy
d. Will buy
11. It’s very hot in here. I …….. (open) the window for you.
a. Won’t open
b. I’ll open
c. Going to open
d. To opening
12. The plane....... (arrive) on time.

a. Going to
b. Will arrive
c. Won't arrive
d. Not going
13. "Ronni can't drive me to the airport"

"That's okey. I......... (take) you.
a. Will take
b. Won't take
c. Going to
d. Not going to
14. We........ (see) that New movie tonight. Do you want to come with us ?
a. Won't get
b. Not going to get
c. We're going to get
d. To get
15. I don't think. I ....... (be) able to come to your party.

a. Not going to
b. Going to
c. Won't be
d. Will be
16. Your car engine doesn’t sound very good. It sounds like it _________________
(die).
a. Its going to die
b. Its not going to die
c. Going to die
d. Won't to die
17. “Do you have any holiday plans?”
“Yes. We____________________ (take) a Mediterranean cruise.”
a. Will take
b. We're going to take
c. We're not going to take
d. Won't take
18. The Andersons went to the travel agent yesterday. They ____________ (buy) their
tickets tomorrow.
a. They're going to buy
b. They're not going
c. Its going to buy
d. Wiil buy
19. “Can I please talk to the manager?”

“He __________________ (be) with you in a moment.”
a. Going to be
b. Won't be
c. Its be
d. He'll be
20. The weatherman says it ________________ (be) a beautiful day tomorrow. I think I
____________ (go) to the beach.
a. Its going to be / I'll go
b. Not going to be / won't go
c. Will be / going to be
d. Its not going / I'll go
D. SPEAKING
Rahman : Hello Zahra, how are you?

Zahra : Hi, I am good. How are you?
Rahman : Great, thanks. By the way, are you free on the weekend?
Zahra : Yes, I don't have any schedule, what's up?
Rahman : I want to tell you. if you have a reunion invitation from a high school
friend on Sunday. I hope you can come
Zahra : I will definitely come, and I also miss my high school friends. where the
reunion will take place
Rahman : At Hotel King the land
Zahra : Okaay thank you. By the way, I heard that you are now working as an
architect, is that true?
Rahman : yes that's right, being an architect is my dream. and where do you work
now?
Zahra : I work in the field of educational institutions
Rahman : That is awesome, education great provide future this is able
Zahra : Yes I hope so
Rahman : Alright, I have to leave soon to pick up my sister. see you next week
Zahra : Okaay see you
1. What in the information given in the text on Faris....
a. Reunion invitation
b. Dinner
c. The wedding invitation
d. Meeting
2. Where the event will be held...

a. Office
b. Restaurant
c. Hotel King the Land
d. High school hall
3. What is the woman's response...

a. She is angry
b. She is sympathetic
c. She is frustrated
d. She is excited
4. When will they likely meet...

a. Thursday
b. Sunday
c. Monday
d. d. Friday
5. Based on the text above, what kind of work Faris is doing now...
a. Teacher
b. Architect
c. Hotel employee
d. Director
E. WRITING
Essay
Structure of an Essay
- Introduction
Dramatic opener or hook
Transitional sentence
Thesis statement
- Body (can be three or more paragraphs long)

Topic sentence
Details and examples
Concluding transition sentence
- Conclusion
Summary statement
Clincher
Example of Personal Essay
I want to become a.........
In the world there are tons of jobs you want to do or try. When I was young I wanted
to become a singer, actor and a model. It was around when I was 5 or 6. When I was 111
wanted to become a youtuberto make fun, beauty andn DIY (do-it-yourself) videos for
people who watch Youtube. But now I want to become a designer. I want to make clothes
for fashion shows and for people who want extraordinary clothes what others do not
have.
Also I want to become a baker. I like to bake cookies, cakes and other desserts I also
watch lots of baking and cooking shows and videos. My favorite show is called "Cak
Boss". It talks about one bakery making awesome cakes.
For both of the jobs I need to learn patient, because I can start lots of things but I never
can finish them. And also I don't even know yet who I want to become.
Exercise :
What has been the best period in your life so far and why?
Write an essay of about 300 words describing the time of your life when you were the
happiest, and explain why you were happiest then (You may choose to write a
present event as well)
Title : ________________________________________________________________
Introductions :__________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Body : ________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Conclusion : ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CHAPTER VI
READING COMPREHENSION I
A. Definition “Reading Comprehension”

Reading comprehension is reading with understand or silent reading. The aim is to
get information, to understand and to draw something from the text. The primary purpose of
reading comprehension is to improve the students’ ability to understand English as it is used
in written material. Nuttal defines reading comprehension just as it quoted in Anton as follows
: “Reading comprehension means reading comprehension lesson that have traditionally
centered on a passage of the text followed by questions. Good questions are the ones which
help readers to contribute actively to the process of making sense of it, rather than
expecting understanding just to happen”. Reading comprehension is the process of
understanding and constructing meaning from a piece of text. From view points above,
it can be concluded that reading
comprehension understands a written text.72
Reading is one of the language skills (listening, reading, writing, and speaking) which
is important to be learned and mastered by every individual. By reading, one can interect
with feelings and thoughts, obtain information and improve the science knowledge.
According to Tarigan reading is a process which is used by a reader in order to get the
purpose of the writer through the written word. Thorndike in Nurhadi argues that reading is
process in thinking and reasoning. It means that when a reader reads a text, he uses his brain
to think and reason out. Based on the definition above the writer gets conlusion that reading
can be defined as a complex process that is done by a reader to comprehend the writer’s
purposes. Besides, in reading
process the reader uses his brain to think and reason out.73
The focus of the present study is to examine relations between reading fluency
and comprehension in bilingual children across the age range where fluency shifts from
word- to text-level. To circumvent the above-mentioned issues with oral reading fluency, we
measured silent reading fluency of extended text passages in addition to comprehension and
word fluency, decoding, and listening comprehension. To appraise silent reading
fluency, we applied complexity measures of recurrence and fractal scaling to a self-paced
reading task, using word reading times as aseries. These complexity measures have been used
72
Anderson, Lorin W et al. A Taxonomy for Learning, Teaching, and Assesing. A Revision of Bloom’s Taxonomy
of Educational Objectives. New York: Longman. 2016
73
Improving Students’ Reading..., Bening Savita, FKIP UMP, 2015
as a means of quantifying aspects of the reading process, such as stability and structure. They
are thought to measure the
degree to which text and language performance constrain reading, where the better a reader can
decode and comprehend a text, the text will have a more systematic influence on
reading behavior, as seen in changes in reading process complexity. In previous
studies with monolinguals, complexity measures from recurrence quantification and fractal
analyses were shown to be a sensitive gauge of individual differences in silent reading
fluency. O'Brien et al reported that complexity measures of stability and orderliness for
reading a text passage varied across age groups with increasing degrees of reading fluency.
Wallot et al further showed that
the complexity measures were better predictors of reading comprehension than reading speed.
Reading comprehension is the ability to process written text, understand its meaning,
and integrate it with what the reader already knows. It involves two connected abilities:
word reading and language comprehension. Reading comprehension requires the reader to be
actively engaged in the reading process, analyzing the text to think critically about it and
understand the information on a deeper level. It occurs before, during, and after reading, and
involves strategies such as predicting, connecting, inferring, summarizing, analyzing, and
critiquing. Different types of texts require different reading strategies and approaches, and
making reading an active, observable process can be beneficial to struggling readers.
Reading comprehension has real- world applications, as adults must understand business
memos, emails, and complex texts in
some jobs, and poor comprehension can lead to lower productivity.74
Reading component skills including phonological awareness and rapid symbol naming,
two robust predictors of reading ability, were also assessed and were used
descriptively. Phonological awareness was measured with the CTOPP (Comprehensive Test
of Phonological Processing) Elision subtest which is a phoneme deletion task. Rapid
symbol naming was assessed with the RAN/RAS (Rapid Automatized Naming and Rapid
Alternating Stimulus
Tests) letters subtest.
The definition of reading comprehension revolves around increasing a person's ability
to comprehend a literary text on a deeper level through cognitive engagement and analysis.
There
are three steps to reading comprehension:
• reading on one's appropriate level
• responding to what is read
• discussing what is read
74
Maryanne Wolf. Tales of Literacy for the 21st Century: The Literary Agenda. OUP Oxford. ISBN 978-0-19-103613-
2. 2016
Reading on one's appropriate reading level is a crucial first step to increasing a person's
reading comprehension. This means that the words should be recognizable and the concepts
presented should be age-appropriate. When literature is provided that is too complex, the
reader will have
to stop to think about what a word means. This leads to them having a disjointed overview of
the information and can cause difficulty understanding how the text connects overall. Providing
appropriate reading material is the first step to fostering reading comprehension.75
The second step to increasing reading comprehension is encouraging students to respond
to what is being read. Reading comprehension centers around the student taking an
active approach to the reading material. Materials to increase their analysis of the text
should be encouraged. This could mean providing worksheets to fill out, having the students
summarize the text, or pulling out general themes within the literature. Student engagement
is crucial to
increasing reading comprehension.
The third step to fostering reading comprehension is by leading discussions on what is
read. When a student discusses what is read with another person, they can understand the
other student's point of view on the text. Verbal processing helps a person remember what
they read by talking through the main points, themes, and plot. The conversation should
happen before,
during, and after the reading to increase comprehension.76
There are also three types of reading comprehension questions. The three types of
questions include:
• literal
• inferential
• evaluative
Literal questions are those where the information is found directly in the literary text.
Inferential questions are those that are more difficult to answer than literal questions. Their
answers are less obviously stated in the text. Inferential questions are deduced from the
information found in the text that is being analyzed. Evaluative questions are those that
require the reader to formulate an opinion on the text. Reading comprehension
involves answering all three
types of questions.
B. Function “Reading Comprehension”

Reading involves the skill of decoding written words into meaning. The first step,
decoding, is the process of teach ing children how to connect symbols with sounds. In
layman’s terms,
75
Vargas, Evan. "Ha-Ha, I'm Comprehending With Imojis" (PDF). Colorado Reading Journal. 27: 16–19. Archived
(PDF) from the original on 2017-08-30. (Summer 2016)
76
Eka Sustri Harida, Diktat Reading Comprehension 1, ( Padangsidimpuan:tate Institute for Islamic Studies,2019),hal.8
this is “learning to read.”77
Comprehension of words and sounds is the next step, and it involves several cognitive and
linguistic processes working in harmony. These processes work together to help “read to learn.”
77
Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedadogy. San Fransisco:
Addison Wesley Longman,Inc. 2020.
One of those cognitive processes is called executive functioning. Executive functions have
been described in numerous ways, and researchers have yet to agree on a formal definition.
Early conceptions of executive functions describe themasa central executive system
overseeing other skill. Most psychologists agree that executive functions involve
planning, reasoning,
organizing, self-regulation, attention skills, and working memory.
As I have talked with educators and scholars about the important roles of executive skills
in reading comprehension, I have encountered a number of ques-tions about whether-and if
so, how-executive skills support word recognition processes. As Dolch so aptly put it more
than a half century ago, reading is not just about meaning. Students must know the words,
too, and they must decode those words while also processing texts'meanings. In the
introduction to her comprehensive review of the scientific research on learning to read, Mari-
lyn Adams noted that "the ability to read words, quickly, accurately, and effortlessly, is
critical to skillful reading comprehension." In short, if readers can-not extract words'
identities from a text, comprehension just won't happen. More- over, although word
reading processes are just one component that contributes to effective reading
comprehension, word reading is highly complex in and of itself. Effective word reading
involves many different processes that occur simultaneously (or atleast in close
succession) and must be continuously coordinated as readers
make their way through texts. For example, skilled word recognition requires that readers:
Recognize the orthographic symbols (graphemes or letters) in text (letter rec-ognition, such
as naming the d, o, g, and s in the word dogs, as well as the spaces. that set the word apart
from
other words);
be aware of the sounds in spoken language (phonemic awareness, such as knowing that
the individual phonemes /d/, /o/, /g/, and /z/ makeup the word dogs).
know how phonemes in spoken words connect to graphemes in systematic ways

(the alphabetic principle, including knowing the wide variety of grapheme- phoneme
mappings in a language, such as knowing that the d in dogs represents the /d/ sound, and
the s in dogs represents the /z/ sound rather than the /s/ sound that it represents in some
other words).
be able to use their grapheme-phoneme knowledge to systematically deci- pher the print on
a page (decoding and blending, such as using knowledge of the d-ld/, o-lol, g-/g/, and
s-/z/ connections to identify and then blend those individual phonemes to produce the
correct pronunciation of the word dogs).
recognize words produced through decoding (word identification or word recognition,
such as realizing that the unit produced by blending the sounds associated with d, o, g,
and s is a known whole word), and
link pronunciations of words derived through grapheme-phoneme decoding to the
words' parts that convey meaning (i.e., morphemes, such as dog and -s) and meanings in the
lexicon (mental dictionary, such as knowing the word dog refers to a canine creature and the
-s means that there are at least two of them), so that mappings are created between
phonological, orthographic, and semantic (meaningful) aspects of printed words to
facilitate later
automatic word recognition (orthographic mapping; see Figure 1.5).
Executive functions use multiple areas of the brain connected through pathways that
develop prenatally through adulthood. The areas involved in executive functioning range
from the frontal lobes to subcortical structures. The development of executive functioning
mirrors the
myelination of the frontal lobes of the brain.78
A separate, though highly related literature has suggested that there are other classroom
skills that may contribute to the development of math and reading skills during elementary
years For years, there has been an interest in EF as a driving force of academic learning. EF
comprises skills engaged in service of goal-directed behaviors, which include the ability to
inhibit highly automatic or prepotent responses to stimulation, to store and manipulate
information in working memory, and to flexibly shift the focus of attention among multiple
relevant aspects of a given set of stimuli. EF skills are important for children's learning,
especially in their ability to attend to and integrate information taught in classroom
settings, and have been implicated in the development of academic skills, Further, there has
been extensive evidence to suggest specific
associations between EF and the development of each reading and math in elementary school.
A robust literature has indicated a relation between EF and reading skills throughout the
academic lifespan. There is evidence that EF is related to early precursors to reading, and that
the associations between EF and reading is present and largely invariant from when children
are in elementary grades (e.g., when they are making the transition from "learning to read to
"reading to learn") through high school years. Though there is some question of directionality
of influence (ie, whether EF underlies the development of reading or whether successful
reading improvesEF), there are correlational studies which suggest children who have
impaired reading abilities also have particularly weak EF skills, and that there is unique
variance contributed to reading comprehension by EF. net of a host of other factors
commonly associated with the development of reading comprehension, As well, there is
evidence from cognitive neuroscience that the development and change of brain structures
78
Hyland. Genre and Second Language Writing. The University of MichiganPress. 2015.
that support EF parallels the process of
reading acquisition.
For example, children learn to regulate their attention and plan their actions in the
preschool year. Young children can plan out how to solve simple problems (such as how to
obtain a toy out of reach). Executive function development in preschool can predict later
mathematic and
reading abilities in children.
Executive functioning also impacts social and behavioral development in young
children. Executive functioning is an area of early intervention that can impact a child
long-term in academic, social, and behavioral domains. Prehension can be
conceptualized into three
components :
Cognitive flexibility, or our ability to shift between understanding the words we are reading
and making connections between the words, other texts, and our lived experiences.
Working memory, or our ability to hold a small amount of information for ongoing tasks.
Inhibitory control, or our ability to regulate our attention and behavior to relevant tasks
and suppress previously learned responses; in reading, this is the skill we use to
suppress
incongruent word meanings and/or irrelevant connections to the text.
These three executive functioning skills work together to support reading
comprehension. There is emerging evidence that executive functioning skill development
is an important prerequisite for reading comprehension. Reading comprehension is
predictive of a child’s
overall academic functioning.79
People who are struggling to read individual words often have a disorder called
dyslexia. Dyslexic readers use a lot of mental effort to read words that eventually become
automatic for typical readers. In a typical reader, a region in the occipital-temporal lobe is
active during
reading. This area is called the word-form area.
For many dyslexic readers, this region is not active during word reading. Instead, the
frontal lobes are more active, resulting in great effort and incorporation of executive
functioning areas for word reading rather than for comprehension of what is being read. For
example, children that are focused on decoding during their reading do not have the cognitive
flexibility to think
about the semantic meaning of the words or the text as a whole. Standing of written text.
79
Harmer, J. How to Teach English: An Introduction to the Practice of English Language Teaching. New York:
Addison wesly Longman limited. 2017.
Executive functioning interventions are one method of treating reading
comprehension deficits. Targeting working memory can help struggling readers keep
phonics rules in their memory while reading as well as help with blending sounds
in unfamiliar words. Graphophonological-semantic cognitive flexibility interventions have
been shown to improve
reading comprehension. For executive function interventions to be effective in reading
comprehension, they must include both direct reading skills and the targeted executive
function component.80
Finally, these processes occur so quickly that they are relatively automatic for skilled
readers, such that graphemes or letters trigger automatic activation of pho- nology and
semantics (rapid automatic naming processes). Thus, given the many complexities involved in
word reading, as you might have suspected, word reading processes recruit executive skills,
too. In this chapter I describe how that happens. to help you better support word recognition
development in your students. In the process of doing this, I discuss theories of word
recognition and how word recognition supports reading comprehension. I introduce a new
student with word reading difficulties (Jackson) who shows signs of having dyslexia and
whose executive skills do not support his reading well. Then I review research on executive
skills in word recognition. That discussion is organized a bit differently than in earlier
chapters, focusing on each of the executive skills in turn (i.e., planning, organization,
cognitive flexibility, working memory, inhibition, and social understanding). Finally, I
wrap up with recommendations for
classroom practice.
C. RULES “READING COMPREHENSION“

Reading comprehension can be improved by following certain rules and strategies. Here are
some essential rules and tips for improving reading comprehension:
• Improve your vocabulary: Enhancing vocabulary is crucial for better comprehension
• Ask questions about the text: Formulating questions about the text being read can aid
better understanding
• Use context clues: Pay attention to context clues to grasp the meaning of unfamiliar
words or phrases
• Identify the main idea: Focus on identifying the main idea of the passage to comprehend
the overall message
• Do not over-emphasize trivialities: Avoid getting caught up in minor details that may not
be essential for understanding the main message
By implementing these rules and strategies, one can enhance their reading comprehension
skills and better understand the content they are reading. Dr.seuss once said, “The more
your read, the more you will know. The more you know, the better places you will go.”Indeed
reading can take you anywhere. But to make reading a successful journey, one must know
the rules of
80
Crystal, David. English as a Global Language Second Edition. Cambridge University Press. 2018
reading.81 Don’t panic! By rules, I don’t mean anything stuffy—a few changes inhabits, and
81
Rooks, George M. Share Your Paragraph, An Interactive Approach to Writing. A Pearson Education Company. 2016
you will know how to read like a pro. So, buckle up because I have cooked some
exclusive tips for you.
1. The Word of the Day Rules
The word-of-the-day rule is one of the essential rules of reading English. Select a new
word every day, and find all its synonyms and how each is used in various contexts.This
rule will also help you broaden your stock of words, which will impact your reading and
speaking tremendously. Once you find how one word can be used in various contexts, you
will have more profound knowled.You wouldn’t need to read a line of a passage multiple
times in case of a difficult word. It will save a lot of your time and you can prove yourself
to be a skilled
comprehension reader.
2. The Benjamin Franklin’s Rule
Benjamin Franklin said, “Never read a book without a pen in hand.” And I agree
with him.Keeping a pen is the first rule for reading. A pen helps you not just to read the
book but also interact with the author. Underline the words that you find new and add
positive notes when you like a sentence written by the author. This activity will help you
hone and increase your vocabulary. Moreover, adding positive notes will help you get
involved with the book
you’rereading and feel apart of it. In return, it will positively affect your reading. 82
3. One Paragraph Rule
Read an entire paragraph before you start taking notes or highlighting it. It will help you
get the text’s bigger picture and context.That’s because once youreach the end of the
paragraph, you find a summary statement that justifies the paragraph. Therefore, you
will get better information to highlight without breaking your train of thought.Moreover,
the one-paragraph rule will also help you increase focus and comprehend your reading
better. Soon, reading one paragraph will lead to one page without stopping, and
you will master the art
of speed reading.
4. The Loud Reading Rule
Loud reading will help you improve phonics, pronunciation, and spelling, whether
reading a book or a newspaper or magazine. When you read the lines aloud you hear how
you sound while pronouncing a word.Moreover, you can also work on your ch, ph, es, and
other vowel and consonant digraphs better once you start to read aloud. And remember to
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Wishon, George E, and Burks, Julia M. Let’s Write English; Revised Edition. New York: Litton Educational
Publishing. 2019
take help from
technology, while reading aloud.
For example, you can record while you read and playback to understand where you’re
faltering. You can also go on google and find out how a word is spelled in various dialects
to master the pronunciation.Speaking of pronunciation, did you know phonics helps you
a lot with correct pronunciation and reading? Enroll in EnthuZiastic’s
phonics
classes and shine.
5. The Silent Reading Rule
Silent reading helps you focus on grammar. You have the time to focus on the lines
written rather than the burden of perfectly orating them. Silent reading also helps you
understand the content and helps you retain thoughts in your subconscious mind. Thus,
allowing you to
comprehend what you are reading and apply the knowledge while reading a comprehension.
6. The Question Rule
Questioning is the ultimate way to improve your comprehension skills. Once you
finish reading a book, article, or passage, note essential questions and keep them aside; start
reading something else.After you have finished reading it, come back and start
answering the questions you have set. This practice will enhance your research skills and
help you learn the passage by heart. Try and follow this every day before you know it,
you will have the
skill to understand how to read a comprehension successfully.
7. The Vocabulary Rule
Note down every new word you learn while reading a book or an article, find its
meaning, and learn it by heart. That’s because research suggests the importance of
vocabulary is essential in reading comprehension.Students with a good vocabulary don’t
need to look into the dictionary while reading comprehension. It saves their time, and
they can understand complex word meanings easily.Moreover, a strong vocabulary also
helps you understand how synonymous words can be used in different contexts. It’s one
of the most useful skills
you need while reading comprehension.
8. The Summary Rule
After finishing an article or a book, write a summary of what you have learned from
reading it. When you use your words to describe what you have read, you get a better
idea of the content.Moreover, you can also relate to the content, thus, gaining actual
knowledge. In addition to writing a summary, use them to draw analogies. It will help
you determine
whether you have read other books or articles with similar ideas.
Once you knowhow to draw analogies, you will understand comprehensions better and
why they are written. You can answer complex questions like why you are given a
particular
comprehension and analogy behind it.
9. The Strategy Rule
Before you start reading, think about the 3 main types of reading strategies. They are
skimming, scanning, and focused reading. Find which reading strategy you want to apply to
83
your current article or book, and then start reading.Skimming and scanning will be
enough if you want specific knowledge from a book or an overview. However, focused
reading should be your strategy if you wish for in-depth learning.Students who want to
improve their comprehension apply the focused reading strategy. Focused reading helps
you find unique
information in the book, which is impossible while skimming or scanning.
10. The Why Rule
Last but not least, find out the purpose of your reading. Why are you reading a book,
and how will it help your comprehension practices? Once you find your purpose, reading
will be an easier job.In addition to finding the purpose of reading, build external
knowledge on various topics and ideas. Research suggests having background
information on a subject
improves comprehension skills.
To gain knowledge, you can visit museums, read relatable journals, and
watch documentaries.When you have in-depth knowledge of various topics, it’s easier
to draw
analogies while reading comprehension and find the purpose of the writing.
D. TYPES “READING COMPREHENSION ”

Types of Reading Comprehension Questions National examination is held every year.
All teachers who teach National Examination subjects will be very busy to prepare it,
including English teachers. They hope that their students will get success and able to do the
test well. One of the important things to do by the teachers is knowing the types of the
questions will raise on the test, so it will be easy to them to teach the students what should be
learned to face the test. For analyzing it, it will be related to the theory about the types
of questions in reading comprehension test. It takes the important factor in measuring the
teaching learning process,
besides the educational curriculum.
Regardless of the level of comprehension or the form of the question, teachers and
materials developers need to make sure that the questions are used to help students interact
with the text. This can be done by making sure that students keep the text in front of them
while answering questions on the text. They should always be able to refer to the reading
83
Prentice Hall Regents. Rogers, S., Ludington, J., & Graham, S. Motivation andlearning. Evergreen, CO: Peak
Learning Systems, Inc. 2020.
passage, for we are interested in teaching reading comprehension, not memory skills.
Furthermore, Gurus speaks out that there are 7 types of reading comprehension questions:
Universal, Specific, Vocab-in-Context, Function, Inference, Application, and Tone that will
be disscussed for the
next chapter.The types of reading comprehension questions are interesting and important to be
studied because there are many uses to help students respond to a variety of types of
comprehension test that are very crucial to get success in passing on their national examination
test.84
The types of Reading Comprehension Questions among the three theories, therefore
to avoid the overlapping meaning, the writer only takes GMAT Gurus and Barret theories
by mixing them of the different points s: (1) Vocab in Context, (2) Inferential comprehension,
(3)
Function, (4) Literal Comprehension, (5) Specific, and (6) Evaluation.
The problem of the research is: “What are the types of reading comprehension
questions of English national examination for senior high school students in year 2011 -
2015?” From the research problem, it will appear some research questions: 1) What are
the types of reading comprehension questions of English national examination for senior
high school students in year 2011 – 2015?; 2) What is frequency of each type of
questions of English national examination for senior high school student in year 2011 –
2015?; and 3) What are the differences and similarities of types of English national
examination for senior high school
students in year 2011 – 2015.
Main Content
There are six kinds of reading questions:
• Comprehension
• Detail Questions
• Following Directions Questions
• Main Idea Questions
• Inference
• Sequence
Below are patterns for each, including a description, the typical phrases or language we see in
text or on tests, and strategies to help identify the kind you are looking at.
Comprehension
Comprehension means understanding or mentally grasping the meaning of something. The
answer to a comprehension question usually is something you can point to in the paragraph
or passage.Forms of Comprehension Questions,According to this paragraph,According to
this passage, According to this article,According to this book, You are to find (answers will
84
Heaton, J.B. Writing English Language Tests. New York: Longman Group UK Limited. 2018
include phrases or sentences)This means It is clear from this passage that Strategies for
Comprehension
Questions Look for the word, phrase, or sentence(s) that answers
the question directly. Be aware that some questions are just another way of saying something
in the paragraph or passage.
Detail Questions
Detail questions specify smaller chunks of information than comprehension questions.
The answers deal with specific, small items in the paragraph or passage such as a number, a
date, or
aname. 8 5
Forms of Detail Questions
Your answer to this question will be in: number of miles, number of hours, or speed. (The
answer will be very specific, as the question suggests: a number, a specific time, etc.)
What college did Alice attend?
How old was Alice when she won the Pulitzer Prize?
Hilda has all-gray hair, a wrinkled face, and a cane, so that we know she is what? (old)
Strategies for Detail Questions Look for answers in the paragraph or passage that are limited
to only one
or a few words, a date, some numbers and other very specific items.
Following Directions Questions
Following directions is a particular kind of comprehension. You are asked to understand
how to answer a question,not to answer the question itself.For example, the directions could
tell you to underline the subject once, underline the verb twice, and put parentheses
around the prepositional phrases.If you do not read the directions, you would not know what
to do or how to write the answers the correct way.Forms of Following Directions Questions
This question
asks you to find . . .
Maria answered the question this way. Did Maria answer correctly? or Did Maria follow
directions?
Strategies for Following Directions Questions, Do not worry if the answer contains the
correct information. Worry about whether the answer is written in the correct way or about
how the
question is answered.
For example, the directions might tell you to underline, but you drew a circle around the
correct answer. Therefore, you answered the question itself correctly but wrote your
85
Nurlaila, Alma. The Use of Mind Mapping Technique in Writing Descriptive Text.
Bandung:UniversitasPendidikan Indonesia. 2019
answer in the
wrong way or how you answered was wrong.
Main Idea Questions, The main idea covers most of what a paragraph or passage is about;
it may answer who, what, where, when, why, or how. It includes a topic and something
specific
about that topic.
For example, a topic might be the Civil War. A main idea about the Civil War might be: The
two most important causes of the Civil War were disagreements regarding slavery and states’
rights.
• Forms of Main Idea Questions
• This paragraph is mostly about
• Passage talks mainly about.
• Text tells as a whole
• Story tells as a whole
• Article tells as a whole
• Reading tells as a whole
Strategies for Main Idea Questions
In the answers, look for one or two sentences that are mini-summaries of the whole
paragraph or passage.Refer to SSS Main Ideas Guide If you find mostly reasons or
explanations, the main idea will deal with “why.”If most of the sentences talk about a place,
the main idea will deal
with “where.” If most of the sentences are about time, the main idea will deal with “when.”
If most of the sentences give steps to door make something, the main idea will deal with
“how.” If most of the sentences are about one person or several people or even a group of
people, the
main idea will deal with “who.”
If most of the sentences describe something, or, if none of the other answers seems right,
then the main idea may deal with “what.” (“What” main ideas can be very different kinds of
things.) Make sure your choice is not too narrow. In other words, make sure your choice for a
main idea cannot be answered by only one sentence of the paragraph or passage. Most of
the sentences must be about this/these reason(s), place(s), time(s), person(s), (how)
process(es), or thing(s). Make sure your choice for the main idea is not too broad. Can your
choice include more things
not in the paragraph or passage? If it can, then it is not specific enough.
Inference In contrast to facts or information stated directly in the paragraph or
passage, inferences are decisions, conclusions, or judgments made by the reader from
information in the
paragraph or passage.
The information is like a hint, and the inferred ideas are not stated directly. The reader must
reason or think about her answer. Forms of Inference Questions
. . . probably . . .
We can tell from this . . .
We can figure out that . . .
We can guess that . . .
We can expect that . . .
The writer seems to expect . . .
Pick the answer that seems most reasonable to you.
The reason he did that was probably . . .
You can assume . . . probably . . .
You can conclude from this paragraph/passage that . . .
The author suggests that . . .
Which is more likely to happen . . . ?
Strategies for Inference Questions
Refer to SSS Drawing Conclusions Guide
Look for limiting words to help you decide which group fits the answer (all, some,a few,
none).
Look for comparisons
Two things maybe compared in the paragraph or passage
One thing in the passage maybe compared to something you already or should already know.
Look for logical results or endings of a chain of reasons or events. Then you can predict
what
will probably happen next.
Look for pairs of concepts in special relationships such as cause and effect, general and
specific, or time and place. The best answer will be one part of the pair. For example,
President Jordan is the first deaf president of Gallaudet University. You can generalize,
“Deaf people can get good jobs now.” (This example showed a specific fact, and you
chose a generalization that
matched the specific fact.)
Look for evidence for your inference in the reading passage.
Sequence
Sequence shows the chronological order of events: what happened first, second, and
sometimes more. Note that the sequence is not the same as the order of events presented in
the paragraph
or passage.
For example, the passage could start talking about what happened last, and then jump back
to
the beginning.
Strategies for Sequence Questions
Write the rule for after / after order (If you do not know about this rule, please ask!)
After 1st event, 2nd event.
Before 2nd event, 1st event.
1st event, before 2nd event.
2nd event, after 1st event.
Example:
(1st Event): Randy walked the dog …
(2nd Event)… before he went to work.
One sentence may include more than two events; it could use both before and after in
one
sentence. These sentences are a little trickier.
Example:
(2nd Event): Randy walked the dog …

(3rd Event): before he went to work and …
(1st Event): … after he took out the trash.
Make a list of all the events in the passage or paragraph to help you answer the question(s).
(Person’s name) did things in this order:
(Name) first worked for . . .
The oldest person here is . . .
Terry hired Frank after/before . . .
Who was born first?
CHAPTER III
EXERCISE
A. Listening
Descriptive reproduces the way things look, smell, taste, feel, or sound; it may also
evoke moods, such as happiness, loneliness, ur fear. It is used to describe a visual image of
people, place, even of units of time, days, or season. It may be used also to describe more
than the outward appearance of people. It may tell about their traits of character personality.
Sofyanda (2005:40) said that descriptive is a piece of writing or speech that says what
someone or
something is like.86
Exposition is used in giving information, making explanations and interoperating
meanings. It includes editorial, essay, and informative and instructional material. Exposition
maybe used
to explain the process, which is to tell how something is made or done.
Question-Response (Kusuma, p.31-41, no. 11-40) Diredions: You will hear a question
or statement and three responses spoken in They will not be printed in your test book and will
be spoken only one time. Se best response to the question or statement and mark the letter
(A),
(B), or (C) answer sheet
1. Q: ..........
(A) You need to reserve a table.
(B) My travel agent.
(C) The housekeeper made the beds.
2. Q: ..........
(A) No, use apencil if you want.
(B) I'll tell you when.
(C) We are used to having it open.
3. Q: ..........
(A) He died last week.
(B) We need to finish it this week.
(C) The bid was rejected.
4. Q: ..........
(A) Because our staffing policy is clear.
86R Rohimah. “Improving Students’ Motivation In Writing Descriptive Texts” TahdzibAl-akhlak : JurnalPendidikan
Islam 1 (01). 2018,hal. 20-21
(B) I love until I cried.
(C) just heard a joke.
5. Q: ..........
(A) That's a client of mine.
(B) The plant is by the window.
(C) The carpenter is sanding the chair.
6. Q: ..........
(A) Address this envelope, please.
(B) Just yesterday
(C) I found it at the office.
7. Q: ..........
(A) Don't be depressed.
(B) Send them to the cleaners
(C) I got a new pair last week.
8. Q: ..........
(A) I start my day with a healthful breakfast.
(B) The exercises are at the end of the book
(C) I'll start when I have more free time
9. Q: ..........
(A) I'm sorry. I couldn't get off the phone
(B) I think I'll keep the long one.
(C) They had long stems and wide caps.
10. Q:...........
(A) I've never liked that size art.
(B) You should read the article yourself.
(C) Summer is my favorite season, too.
B. Reading
Where The Familiar Feels Completely New Four Season Hotel Singapore
Welcome to Singapore's Newest rooms and suites. Soothing, sleek, and streamlined with
the latest technology, our newly refurbished interiors raise the city's standard for
sophistication. Enhance your enjoyment in two inspired restaurants and the new Alfresco.
Discover relaxing spa treatments and unwind with a Workout, tennis Match or outdoor
swim. In our astonishingly quiet refuge, just step from Orchard Road, legendary Four
Seasons care always promises new
delight.
Third night free
Rates starting from s$ 510+ per room per night Contact your t'ravel consultant,
visit
www.fourseasons.com/singapore or call the hotel directly at (65) 6734- 1110
1. What kind of the text

above? (A) Announcement
(B) Advertisement
(C) Memo
(D) Personal Letter
2. What does the hotel provide to enhance our
enjoyment? (A) Newly refurbished interiors
(B) The city's standard for sophistication
(C) The 2 inspired restaurant & new Alfresco
(D) Relaxing spa treatments and unwind
3. “Soothing sleek and streamlined with the latest technology..." The underlined word
means.... (A) Cool and fresh
(B) Hot and noisy
(C) Quiet and calm
(D) Dusty and crowded
WANTED : part time payroll support worker to fill 1-year contract covering for
maternity
leave
Job Description
As payroll support, you will be :
A. Remitting payroll taxes
B. Calculating overtime, vocation pay, and severance pay
Qualifications
Candidates must:
• Have minimum one year's experience in payroll
• Understand IRS requirements in regards to remitting payroll taxes
• Be aregistered certified accountant
Kindly email your resume to lindawalters/@mightytowers.com Subject: job ID #7244,
or
apply online.
To. Linda Walters

From: Tina Rodriguez Subject: Job ID #7244
Dear Ms. Walters,

I recently saw your and for the part-time payroll support worker on www.alljobs.com.
I am writing for formally apply for the position. I am a recent graduate from
ACE Community College with a diploma in accounting. I realize that I do not have the
one year of work experience that you are asking for, but I graduated arthe top of my
class. 1 feel that I am ready and able to step into the position. I am willing to work hard
and prove that I am
capable.
Please feel free to call me at your earliest convenience to arrange an interview, Thank
you
in advance for your kind attention
Sincerely,
Tina Rodriguesz
4. What does the job email?

(A) Receiving taxes from staff
(B) Calculating maternity leave
(C) Supporting the payroll department
(D) Completing grant applications
5. What are the qualifications necessary for the position?
(A) Minimum 10 years' experience
(B) Training in current pension laws
(C) A professionally recognized certificate
(D) Completion of company business
6. Where was the advertisement posted?
(A) On a website
(B) In the newspaper
(C) On a bulletin board
(D) In a trade magazine
7. What qualifications does Tina's have?

(A) Many years of experience
(B) A diploma in accounting
(C) A strong desire to work
(D) Excellent interview skills
8. Why will Tina likely not be hired?

(A) She is too experienced
(B) She is over-qualified
(C) She is unmotivated
(D) She is inexperienced
C. Speaking
a. How well do you know really know your classmates? Find someone who fits each sentence
and let that person sign his or her name in the space Ask questions in English. E.g. What is
your phone number?, Where do you live? How long does it take from your house to campus?
1. has a telephone number that ends with 5.
2. lives more than two hours from campus.
3. plans to go to New York this summer.
4. will goto a movie on Saturday.
5. has two younger brothers.
6. rides a bicycle to school.
7. has two younger brothers.
8. rides a bicycle to school.
9. 's favorite color is blue.
10. likes to play volleyball.
11. has abirthday in June.
12. eats bread every day.
13. has a dog for a pet.
14. likes to read books.
15. can play the guitar
16. does not like cake
17. plays baseball
18. enjoys swimming.
D.Vocabulary Use
Fill in the blank with the appropnate word.
1. The for imports this year has already been filled.

(A) Quota (B) qoute (C) quarter (D)
quart
2. For a of reasons, he would not accept our offer.

3. Variation (B) variant (C) variety (D) varying Whole sale and retail
sales Betrayed negative growth last month registered.
(A) Betrayed (B) registered (C) expressed (D) scheduled
4. In the 1930's, there was a world-wide economic and mass

unemployment (A) Policy (B) bankruptcy (C) inflation
(D) depression
E. Grammar
Diction is style of speaking or writing as dependent upon choice of words. Diction,
phraseology, wording refer to the means and the manner of expressing ideas. Diction
usually implies a high level of usage; it refers chiefly to the choice of words, their
arrangement, and the force, accuracy, and distinction with which they are used: The speaker
was distinguished for his excellent diction; poetic diction. Phraseology refers more to the
manner of combining the words into related groups, and especially to the peculiar or
distinctive manner in which certain technical, scientific, and professional ideas are
expressed: legal phraseology. Wording refers to the exact words or phraseology used to
convey thought: the wording of a will. In the checking up of recount diction gives the most
scoring points because it is related to the participants vocabularies and by good diction the
composition is not boring and monoton so the readers are
interested to read it comprehensively.17
Forms of Participles
A. If the participle of a noun is the agent (doing the action of the participle), choose an-ing
form
The presentation was tiring for the speaker
It was atiring presentation for the speaker
B. If the participle is NOT the agent, choose an-ed form
The speaker felt tired, so she took a break
The tired speaker took a break
Participle Clauses
A. An -ing form can be used when two things occur at the sametime.
• He suddenly when outside, shouting everyone as he left
B. An -ing form can be used when one action occurs as a result of the first action
• She hurt herself cutting papers
C. An-ing clause can be explanation of the following main clause
• Feeling tired, he left the office early
D. Used an -ed form when the object of the original verb serves of the subject of the main
clause
• Located on a hill, the hotel commands a fine view
E. An-ed can be used after if, when, while, once, and until, particularly in formal style
• Once switched on, the photocopier needs time to warm up
• If asked to sign the contract, make sure you read it carefully
F. Writing
Direction :
Read the email below. Respond to the email as if you were Mr. Kim. In youre-mail ask two (2)
questions regarding your accomodation and make two (2) requests.
From : Jay Jackson
To : Mr. Kim
Subject Confirmatio
: n
Sent : June 2,
2020
Dear Mr. Kim,

I am writing this letter to you on behalf of the management of H2O Hotel. The essence of the
letter is to know the things that you will be needing in your event. According to our record you
made bookings on the 15th of this month for the small conference center all of which you intend
to use for your upcoming annual conference. We want to assure that your bookings have been
recorded and we promised that you would get the real value for your money. We would like to
know if there's any request that you would like to make regarding the things that you have to
prepare for the seminar such as lights, extensions cords, sound system etc. We will be glad to
assist you. We hope for your response.
Sincerely,
Mr. Jay Jackson
Reply
From: ________________________________
To: ________________________________
Subject:
Sent: ________________________________
CHAPTER VII
TAG QUESTION
A. Definition and Function of Tag Questions

a. Definition of Tag Question
A tag question is a short question added to the end of a sentence. Its purpose is to turn a
statement into a question, seeking confirmation or agreement from the listener. Tag
questions typically consist of an auxiliary (helping) verb and a pronoun. The form of the
tag question often depends on the tense and the verb used in the main part of the
sentence.87
Here are some examples:
1) You're coming to the party, aren't you?

The main sentence is "You're coming to the party." The tag question, "aren't you,"
seeks confirmation or agreement.
2) She doesn't like coffee, does she?

The main sentence is "She doesn't like coffee." The tag question, "does she," is
seeking confirmation or agreement.
3) They've been to Paris, haven't they?

he main sentence is "They've been to Paris." The tag question, "haven't they,"
seeks confirmation or agreement.
Tag questions are a common feature in English conversation and can be positive or
negative depending on the statement they follow. If the main statement is positive, the tag
is often negative, and vice versa. However, there are exceptions.
b. Functions in Communication
Tag questions serve various functions in communication, as highlighted by linguistic
studies. These functions include:
1) Seeking Confirmation:
87
John Smith, Interrogative Structures in English Grammar (New york, 2015).
One primary function of tag questions is to seek confirmation or agreement from
the listener. By appending a short interrogative fragment to a statement, speakers
invite the listener to affirm or negate the preceding assertion.^1^ For instance, in
the sentence "You've seen that movie, haven't you?" the tag question "haven't
you" seeks confirmation.
2) Expressing Politeness:
Tag questions can also be employed to soften statements and convey politeness.
When individuals want to avoid sounding too assertive, they may use tag
questions to make their statements less direct and more accommodating.^2^ An
example is the tag question in "You wouldn't mind passing the salt, would you?"
3) Indicating Uncertainty:
In situations where speakers are uncertain about the accuracy of their statements,
tag questions provide a linguistic means to express doubt and elicit clarification
from the listener.^3^ An example includes "This is the right way, isn't it?"88
B. Basic Structure of Tag Questions

a. Overview of Basic Structure
1) Auxiliary Verb:
Tag questions often incorporate an auxiliary (helping) verb. The choice of the
auxiliary verb is determined by the tense and mood of the main clause. For
instance, in the sentence "You're attending the event, aren't you?" the auxiliary
verb "aren't" is employed.
2) Pronoun:
A pronoun is frequently part of the tag question, referring to the subject of the
main clause. The choice of the pronoun aligns with the subject of the statement. In
the example "He has finished his homework, hasn't he?" the pronoun "he" is used.
b. Auxiliary Verbs and Modals

1) Auxiliary verbs:
also known as helping verbs, assist the main verb in a sentence. They are crucial
in the formation of tag questions, indicating tense and mood. Common auxiliary
verbs include "is," "are," "am," "was," "were," "have," "has," "had," "do," "does,"
and "did."
88
Ahmad Zaqi Fuad, ‘Politeness Strategies in English Discourse’, 2020, 345–62.
Example:
She is coming to the party, isn't she?
In this example, the auxiliary verb "is" is used in the main clause, and its
contraction "isn't" forms the tag question.
2) Modals:
Modals are a special type of auxiliary verb that express possibility, necessity,
permission, or ability. In tag questions, modals are often used to seek
confirmation or agreement.89
c. Pronouns in Tag Questions

Role of Pronouns in Tag Questions
Pronouns in tag questions play a crucial role in referring back to the subject of the main
clause. The choice of pronoun depends on the subject of the statement in the main clause.
1) Subject Pronouns:
Subject pronouns are commonly used in tag questions to refer back to the subject
of the main clause. Common subject pronouns include "I," "you," "he," "she," "it,"
"we," and "they."
Example:
She is coming to the party, isn't she?
In this example, the subject pronoun "she" is used in the main clause, and the
same pronoun is used in the tag question to seek confirmation.
2) Object Pronouns:
While less common, object pronouns can be used in tag questions, especially
when the subject is not explicitly mentioned in the main clause.
Example:
They have finished their work, haven't they?
89
John Smith, Grammar Essentials: Auxiliary Verbs and Modals in Tag Questions (Boston, 2020).
In this case, "they" is the subject pronoun in the main clause, but the tag question
uses the object pronoun "they" to refer back to the subject.
Example:
You like ice cream, don't you?
Here, the subject pronoun "you" is used in the main clause, and the same pronoun
is used in the tag question.
3) Pronouns in Tag Questions

Role of Pronouns in Tag Questions
Pronouns in tag questions serve the purpose of referring back to the subject of the
main clause. The choice of pronoun depends on the subject of the statement in the
main clause.
A. Subject Pronouns:
Subject pronouns are commonly employed in tag questions to refer back to
the subject of the main clause. Common subject pronouns include "I,"
"you," "he," "she," "it," "we," and "they."
Example:
She is going to the market, isn't she?
In this example, the subject pronoun "she" is used in the main clause, and
the same pronoun is used in the tag question to seek confirmation.
B. Object Pronouns:
While less common, object pronouns can be used in tag questions,
especially when the subject is not explicitly mentioned in the main clause.
Example:
They ate all the cake, didn't they?
In this case, "they" is the subject pronoun in the main clause, but the tag
question uses the object pronoun "they" to refer back to the subject.
Examples:
You enjoy hiking, don't you?
Subject pronoun "you" is used in the main clause, and the same pronoun is
used in the tag question.
We should leave early, shouldn't we?
The subject pronoun "we" in the main clause is mirrored in the tag
question.90
C. Formation of Tag Question

a. Rules For Information
1) Polarity Alignment:
Tag questions typically exhibit polarity alignment with the main statement. If the
statement is positive, the tag is usually negative, and vice versa.
Example:
The weather is nice today, isn't it?
2) Verb Agreement:
The verb in the tag question agrees with the main verb in tense and, when
applicable, auxiliary verbs.
Example:
You have finished your homework, haven't you?
3) Subject Pronoun Agreement:

The subject pronoun in the tag question aligns with the subject of the main
statement.
Example:
She enjoys reading, doesn't she?
90
Dianita Damayanti, ‘Journal of English Pedagogy and Applied Linguistic’, 2022, 77–87
<https://jurnal.masoemuniversity.ac.id/index.php/englishpedagogy/article/view/398/291 (2022)> .
4) Intonation:
Rising intonation is often used in tag questions, turning the statement into a
question.
Example:
You're attending the event, aren't you?91
b. Intonation in Tag Questions

1) Rising Intonation:
Tag questions are often characterized by rising intonation. The pitch of the
speaker's voice generally rises towards the end of the tag question.
Example:
You're coming to the party, aren't you?
2) Questioning Tone:
Rising intonation signals a questioning tone, transforming the statement into a
question and inviting confirmation or agreement.
Example:
She likes classical music, doesn't she?
c. Cultural and Regional Variations:

Intonation patterns in tag questions may vary based on cultural and regional factors,
influencing the perceived tone of the question.
Example:
He's your friend, right?92
Correct Usage of Tag Questions
91
J Smith, ‘Tag Questions in English: A Pragmatic Analysis’, 2021, 210–25.
92
A Jones, ‘Intonation Patterns in English Tag Questions: A Cross-Cultural Analysis’, 2019, 387–404.
Statement:
The results of the experiment were unexpected, weren't they? I mean, we anticipated a
different outcome based on the initial data.
Explanation:
In this instance, the tag question "weren't they" is appropriately used following a
positive statement ("The results of the experiment were unexpected"). The tag
aligns in polarity with the positive statement, and the rising intonation in the
speaker's voice indicates a questioning tone. Moreover, the speaker provides
additional clarification, illustrating the versatility of tag questions in seeking
confirmation and promoting further discussion.93
D. Variatios in Tag Question

a. Formality Levels in Tag Questions
1) Formal Register:
In formal settings, such as academic or professional contexts, tag questions may
be used sparingly. The language tends to be more structured, and tag questions
may convey politeness or seek confirmation without imposing.
Example:
Your proposal is well-considered, is it not?
2) Neutral or Informal Register:

In everyday conversations or less formal contexts, tag questions are more freely
used. They can convey a friendly or conversational tone without compromising
politeness.
Example:
You're going to the party, aren't you?
3) Cultural and Situational Considerations:

Formality levels in tag questions can vary based on cultural norms and specific
93
M Johnson, ‘Tag Questions in Academic Discourse: A Pragmatic Analysis’, .." Journal of Language and Communication
Studies, 2018, 321-338.
situations. For instance, certain cultures may embrace more formality, while
others may lean towards informality.
Example:
This approach aligns with our company values, doesn't it?94
b. Regional Variations in Tag Questions: British vs. American English

1) Lexical Differences:
In British English, certain tag question forms may differ from American English.
Lexical variations, such as the use of "innit" in British English, showcase regional
differences.
Example:
It's a lovely day, isn't it? (British English)
It's a lovely day, isn't it? (American English)
2) Pragmatic Nuances:
While the basic structure of tag questions remains similar, there are nuanced
differences in their pragmatic usage. In British English, tag questions may be
employed for politeness or to soften statements.
Example:
You've finished your work, haven't you? (British English)
You've finished your work, right? (American English)
3) Cultural Implications:
Regional variations in tag questions may also reflect cultural nuances.
Understanding these differences is crucial for effective communication.
Example:
We should meet up for tea sometime, shouldn't we? (British English)
We should get together for coffee sometime, shouldn't we? (American English)95
94
A Smith, ‘Formality Levels in English Tag Questions: A Cross-Cultural Perspective’, Journal of Sociolinguistics and
Language Studies, 2021, 245–62..
95
C Jones, ‘Crossing the Atlantic: A Comparative Analysis of Tag Questions in British and American English’, Journal of
English Linguistics, 2019, 178–95..
E. Case Studies
a. Case Study 1: Casual Conversation among Friends
Introduction:
This case study explores the dynamics of casual conversation among friends, analyzing
linguistic features such as tag questions in a relaxed setting.
Setting:
The interaction takes place at a coffee shop where three friends, Alex, Taylor, and Jordan,
are catching up over coffee.
Observation:
During the conversation, tag questions play a prominent role in maintaining the informal
and friendly atmosphere. The friends employ
ht, didn't I, Taylor?"
Taylor: "Oh yeah, it was amazing, wasn't it?"
Jordan: "You two and your movie nights, always so much fun, aren't they?"
Analysis:
Tag questions in this casual convesation serve multiple functions. They confirm shared
experiences, express agreement, and contribute to the overall positive and friendly tone of
the interaction.96
b. Case Study 2: Tag Questions in a Media Interview

Introduction:
This case study examines the use of tag questions in a media interview, aiming to
understand how public figures deploy this linguistic device in response to interview
questions.
Setting:
The interview involves a renowned author, Sarah Williams, discussing her latest
96
L. Smith, ‘Tag Questions in Informal Conversations: A Case Study of Friends’ Discourse’, Journal of Sociolinguistics and
Language Studies, 45–62.
bestselling novel on a popular television talk show.
Observation:
Throughout the interview, the host employs tag questions strategically to encourage
detailed responses from the author, creating a conversational and engaging atmosphere.
Examples:
Host: "Your novel explores complex themes, doesn't it, Sarah?"
Sarah: "Absolutely, and I think readers connect with those themes, don't they?"
Host: "The characters in your book are truly unique, aren't they? How did you develop
them?"
Analysis:
Tag questions in this media interview serve as conversational prompts, guiding the
discussion and inviting the author to elaborate on key points. They contribute to the
interactive and engaging nature of the interview.97
CHAPTER III
EXERCISE
A. LISTENING
97
M. Jones, ‘Tag Questions in Media Interviews: A Case Study of Linguistic Strategies in Public Discourse’, Journal of
Communication Studies, 2021, 221–38.
Question-Response
1. Q:
(A) The place where we always do business.
(B) The agent with the mustache.
(C) I don't like the theater
2. Q:
(A) She went home already.
(B) She'll take a vacation
(C) He's going anyway.
3. Q:
(A) Two hundred and fifty dollars, including tax.
(B) About seventeen floors counting the ground floor.
(C) Seven nights.
4. Q:
(A) We're both working on the same project.
(B) We usually make tea but sometimes coffee.
(C) We used glue.
5. Q:
(A) My assistant always does.
(B) The was a mistake in the figures.

(C) The printer is brand-new.
6. Q:
(A) Not the one that looks like a taxi.
(B) We'll eat in the last car.
(C) She's very kind.
7. Q:
(A) There was not enough celery.
(B) If you eat it raw, it is not harmful.
(C) Not increase productivity, as you would expect
B. READING
Beach
Last week, my friend and I rode our bikes to the beach. It was only five kilometers from
our houses.
It was quite windy and there was hardly anyone there. It surprised us because there were
always many people coming there on the weekends. So, we had the beach on our own. We
bought some hot chips, rode our bikes, played in the water and sat under the trees. We really had
a great time.
1. Where did the story happen?

a. in a house c. at the store
b. in a water d. at the beach
2. How did they go to the beach?

a. by bicycles c. by bus
b. by car d. by boat
3. Who did the writer and his friend find when they reached the beach?
a. many people c. almost no one
b. many visitors d. foreign tourist
4. How did the writer think about the trip?

a. It was an unpleasant trip c. It was a funny trip
b. It was a horrible trip d. It was a good trip
5. “It was only five kilometers from our houses.” (line 1). The word “It” refers to….
a. bike c. beach
b. chip d. house
TOWN HALL
On Saturday night, we went to the Town Hall. It was the last day of the year and a large
crowd of people had gathered under the Town Hall clock. It would strike twelve in twenty
minutes’ time. Fifteen minutes passed and then, at five to twelve, the clock stopped. The big
minute hand did not move. We waited and waited, but nothing happened. Suddenly someone
shouted,”It’s two minutes past twelve! The clock has stopped!”
I looked at my watch. It was true. The big clock refused to welcome the New Year. At
that moment, everybody began to laugh and sing.
1. When did the clock stopped?

a. at 5.12 c. at 11.55
b. at 12.00 d. at 12.02
2. Why did the people gather under the Town Hall clock?
a. to welcome the new year c. to see the newly bought clock
b.to strike the laughing people d. to stop people who shouted
3. Based on the text, where was the writer?

a. at the center of the town
b. at home
c. at the beach
d. at the market
4. When did the event happen?

a. in the middle of the year
b. the end of the year
c. christmas celebration
d. at the weekend as usual
5. Which of the following is not true according to the text?

a. the writer was waiting to celebrate the new year.
b. the writer brought a watch.
c. the writer was very happy.
d. the writer celebrated the new year with his family.
C. GRAMMER
1. You will pick me up later, … ?
a. will you
b. won’t you
c. do you
d. don’t you
2. She doesn’t break my picture, …?
a. is she
b. did she
c. does she
d. Isn’t she
3. Everybody is gone, … ?
a. is it
b. isn’t it
c. are they ?
d. aren’t they
4. Anyone could come to your home, … ?
a. can they
b. can’t they
c. could they
d. couldn’t they
5. She has gone to the market, … ?
a. does she
b. doesn’t she
c. has she
d. hasn’t she
6. Somebody is calling me, … ?
a. isnt it
b. is it
c. are they
d. aren’t they
7. That’s our food, … ?
a. is it
b. isn’t it
c. do it
d. doesn’t it
8. My parents had gone to Yogyakarta, …. ?
a. have they
b. haven’t they
c. had they
d. hadn’t they
9. This isn’t your phone, … ?

a. is it
b. isn’t it
c. are they
d. aren’t they
10. I am mad at you. Don’t talk to me, … ?
a. shall you
b. do you
c. will you
d. are you
D.WRITING
PRINCIPLES OF HUMAN RIGHTS FOR PEOPLE WITH THEMS

Human Rights as basic rights attached to human beings are universal and enduring, so they
must be protected, respected, maintained and must not be ignored, reduced, or taken by
anyone, except by Law or Court Decision. The Human Rights Program aims to
achieve equality in human rights and support in this case for people with schizophrenia.With
the fulfillment of the right to health, efforts are made so that people with
schizophrenia are no longer discriminated against by the general public who think that people
with schizophrenia are people affected by the curse, but also so that the public is more open to
see that people with schizophrenia are also part of the community who have the same
rights as other communities without exception. Schizophrenics also need the same role
as other healthy people so they do not feel excluded from the surrounding community, and
feel they are still able to provide benefits to the surrounding environment. Understanding
Human Rights as Rights according to law has a broader understanding, not only natural rights
or moral rights, but also includes rights according to law made by the competent
authority in the country.98
TEACHER AS LEARNING LEADERS
Departing from his belief in traditional values, Ki Hadjar believes that a uniquely
Indonesian education must also be based on an image of Indonesian values. So,he
98
Rohimah Na, ‘Forms of Human Rights Violations Faced By People With Schizophrenia’, Tahdzib Al-Akhlaq:
Jurnal Pendidikan Islam, 3.1 (2020), 66–77 <https://doi.org/10.34005/tahdzib.v3i1.832>.
adopted three educational mottos that show the uniqueness of Indonesia, namely: First,
Ing Ngarsa Sung Tuladha, meaning a teacher is an educator who must set an example. He
deservesto be admired and imitated in his words and deeds. Second, Ing Madya Mangun Karsa,
meaning a teacher is an educator who is always in the midst of his students and constantly
builds their enthusiasm and ideas for work. Third, Tut Wuri Handayani, meansthata teacher
is an educator who continuously guides, supports,and points the right direction for the
life and work of his students. To achieve the value of leadership in learning, teachers should be
able to understand and apply the educational philosophy presented by Ki Hadjar Dewantara. In
practice,school improvement covers three areas that are often considered separate in terms of
policy and practice: professional development, leadership, and research/evaluation. While
there are clear connections betweeneach of these perspectives, they are often tentative and
tenuous. Each aspect is considered an integral part of the other in the improvement of
learning. As previously stated, teachers have an important role as a determinant of the success of
educationreform.99
99
Kristo Paulus and Darin Brenda Iskarina, ‘TEACHERS AS DETERMINANTS OF SUCCESS’, 14.2, 584–603
<https://doi.org/10.34005/alrisalah.v14i1.2548>.
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CHAPTER 1

English is the international language. By mastering English well, we will be able to

WH questions is also a question to ask for information. The information requested

● Wh- Questions to As Subject:

No Example of a Declarative Sentence

1. Someone called my boss 5 minutes ago.

So the formula wh- question to ask subject:

● Wh- Question to ask about an object:

No Example of a Declarative Sentence

1. We can do something during the storm.

3. Retno loves someone in my class.

4. Enid Blyton wrote this book several decades ago.

No Example of a Wh- Questions

4.4. Enid Blyton wrote this book several decades ago.

So the wh-question formula is for asking objects:

● Wh- Questions to Ask Adverbs :

For example, the adverb is in the form of an indefinite pronoun = somewhere

No Example of a Declarative Sentence

1. We should carry out the plan someday.

2. Aldo is watching a football match somewhere.

3. Sella put away her money and jewelry somewhere.

4. The new worker works extremely slowly.

No Example of a Wh- Question

1. When should we carry out the plan?

● Wh Question : Who Saw You? Or Who saw you yesterday ?

2. Declarative sentence : You saw my sister yesterday.

3. Declarative sentence : She is talking to my father now.

● Wh Question : Who is she talking to? Or Who is she talking now?

4. Declarative sentence : It is like drama.

● Wh Question : What it is like?

● What are you doing?

(Apa yang sedang kamu lakukan?)

● What do you think about the movie?

(Apa pendapatmu tentang film itu?)

● What time is it?

(Jam berapa sekarang?)

● What should I do?

(Apa yang harus aku lakukan?)

● What? I can’t hear you.

(Apa? Aku tidak bisa mendengarmu.)

● You did what?

(Kamu sudah melakukan apa?)

● Where do they live?

(Di mana mereka tinggal?)

● Where is your Mom?

(Di mana Ibumu?)

handphone? (Di mana

● Where are you headed?

(Kamu mau pergi ke mana?)

● Where should I park?

(Di mana aku harus parkir?)

● Why do you love me?

● Why did it happen?

● Why are you crying?

● Why did you come late?

(Kenapa kamu datang terlambat?)

● When do you finish college?

(Kapan kamu selesai

● When does the taxi arrive?