tugas resume bahasa inggris (5.adverb clause)

 

5. ADVERB CLAUSE

An adverb is a word that changes or qualifies the meaning of a verb, adjective, other adverb, clause, sentence or any other word or phrase, except that it does not include the adjectives and determiners that directly modify nouns. Adverbs are traditionally regarded as one of the parts of speech, although the wide variety of the functions performed by words classed as adverbs means that it is hard to treat them as a single uniform category.

Adverbs typically answer questions such as how?, in what way?, when?, where?, and to what extent?. This function is called the adverbial function, and is realized not just by single words but by adverbial phrases and adverbial clauses.

Adverbs are words that modify:

a verb (He drove slowly. — How did he drive?)

an adjective (He drove a very fast car. — How fast was his car?)

another adverb (She moved quite slowly down the aisle. — How slowly did she move?)

~KIND OF ADVERB~

• Adv. Degree

Adverbs of Degree tell us the degree or extent to which something happens. They answer the question “how much?” or “to what degree?”. Adverbs of Degree can modify verbs, adjectives and other adverbs.

–          She entirely agrees with him. (How much does she agree with him?)

–          Mary is very beautiful. (To what degree is Mary beautiful? How beautiful is Mary?)

–          He drove quite dangerously. (To what degree did he drive dangerously? How dangerously did he drive?)

• Adv. Manner

Adverbs of Manner tell us the manner or way in which something happens. They answer the question “how?”. Adverbs of Manner mainly modify verbs.

–          He speaks slowly. (How does he speak?)

–          They helped us cheerfully. (How did they help us?)

–          James Bond drives his cars fast. (How does James Bond drive his cars?)

• Adv. Places

Adverbs of Place tell us the place where something happens. They answer the question “where?”. Adverbs of Place mainly modify verbs.

–          Please sit here. (Where should I sit?)

–          They looked everywhere. (Where did they look?)

–          Two cars were parked outside. (Where were two cars parked?)

• Adv. Time

Adverbs of Time tell us something about the time that something happens. Adverbs of Time mainly modify verbs.

They can answer the question “when?”:

–          He came yesterday. (When did he come?)

–          I want it now. (When do I want it?)

Or they can answer the question “how often?”:

–          They deliver the newspaper daily. (How often do they deliver the newspaper?)

–          We sometimes watch a movie. (How often do we watch a movie?)

• Adv. Frequency

These adverbs answer the question ‘how often’. Examples are: again, frequently, always, seldom, hardly, often, once etc.

–          You are always welcome.

–          I have gone there only once.

–          We visit them frequently.

–          I often go there.

 

## References : Raymond Murphy. cambridge university press. second edition. english grammar in use (the book from stikom’s library)

tugas resume bahasa inggris (3.adjective clause)

1. 3.    ADJECTIVE CLAUSE

 

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies.

A. KIND OF ADJECTIVE

• Possessive Adjectives

A possessive adjective modifies a noun by telling whom it belongs to. It answers the question “Whose?”

Examples are: his, her, its, my, our, their, and your.

–          You can share my rice.

–          Have you seen their house?

–          This is his room.

–          They are our friends.

• Demonstrative Adjectives

The demonstrative adjectives that, these, this, those, and what answer the question “Which?”

–          I’m going to open that present.

–          Whose is this bag?

–          These mangoes are very sweet.

A demonstrative adjective may look like a demonstrative pronoun, but it is used differently in the sentence.

• Interrogative Adjectives

The interrogative adjectives are used with nouns to ask questions. Examples are what, which and whose.

–          What movie do you want to see?

–          Which leaves turn color first?

–          Whose son is he?

An interrogative adjective may look like an interrogative pronoun, but it is used differently in the sentence: it is an adjective, used to modify a noun or pronoun.

• Indefinite Adjectives

An indefinite adjective gives indefinite, or general, information. Often, it answers the question “How much?” Some common indefinite adjectives are all, any, each, every, few, many, and some.

–          Many children like dinosaurs.

–          Did you want some bananas?

–          Is there any water in the bottle?

An indefinite adjective may look like an indefinite pronoun, but it is used differently in the sentence: it is an adjective, used to modify a noun or pronoun.

 

B. DEGREE OF ADJECTIVE

I. Positive Degree

This is the form in which an adjective is listed in a vocabulary or dictionary, such as:

acer, acris, acre	–	keen, sharp	iratus, a, um	–	angry	pinguis, pingue	–	fat
bonus, a, um	–	good	laetus, a, um	–	happy	prudens, prudentis	–	wise, sensible
celer, celeris, celere	–	swift	magnus, a, um	–	large, great	pulcher, pulchra, pulchrum	–	beautiful
facilis, facile	–	easy	nobilis, nobile	–	noble	stultus, a, um	–	stupid

Some of these adjectives belong to the first and second declension and some to the third declension. They never leave their declensions while they are positive degree adjectives, no matter what the declension of the noun that they modify. They must always agree in gender, case and number with their noun, and they may happen to agree in declension too. Thus, you will see such combinations as:

1st/2nd declension adjective & 1st, 2nd, 3rd declension nouns

• irata ancilla, iratae ancillae
• iratus vir, irati viri
• iratus consul, irati consulis
• irata imperatrix, iratae imperatricis

3rd declension adjective & 1st, 2nd, 3rd declension plural nouns

• celeres raedae, celerium raedarum
• celeres pueri, celerium puerorum
• celeria itinera, celerium itinerum

II. Comparative Degree

In English, represented by the “more —– ” or “—–er” forms. In Latin, by endings that incorporate -ior or -ius. To form the comparative, add -ior to the stem. The only exception is that -ius, instead of -ior, is added to the stem for the neuter nominative and accusative singular forms. The comparative adjective in Latin is always declined in the 3rd declension:

iratior, iratius	–	angrier	laetior, laetius	–	happier	stultior, stultius	–	more foolish
prudentior, -ius	–	more sensible	pinguior, pinguius	–	fatter	nobilior, nobilius	–	nobler
facilior, facilius	–	easier	pulchrior, pulchrius	–	more beautiful	celerior, celerius	–	swifter
acrior, acrius	–	keener

Notice above that pulcher and acer drop out -e-, so that the stem is pulchr- or acr-, and the comparative form is built on that stem. Magnus and bonus, two very common adjective, have irregular forms that are discussed on the Irregular adjective page. Remember, a comparative form belongs ONLY to the third declension, regardless of the declension of its positive form. Examine the declensionined noun-adjective pairs below:

	Masculine	Feminine	Neuter
Singular

 

nom.	novior vir	novior femina	novius tempus
gen.	novioris viri	novioris feminae	novioris temporis
dat.	noviori viro	noviori feminae	noviori tempori
acc.	noviorem virum	noviorem feminam	novius tempus
abl.	noviore viro	noviore feminâ	noviore tempori
Plural
nom.	noviores viri	noviores feminae	noviora tempora
gen.	noviorum viriorum	noviorum feminarum	noviorum temporum
dat.	novioribus virîs	novioribus feminîs	novioribus temporibus
acc.	noviores viros	noviores feminas	noviora tempora
abl.	novioribus virîs	novioribus feminîs	novioribus temporibus

 

Often a comparison will contain quam because it is stating that one person or thing is more “——” than another person or thing is: A rabbit is faster than a tortoise (is) = Lepus celerior est quam testudo (est). Keep that in mind when you are translating the practice sentences below.

III. Superlative Degree

In English, represented by “most —–” or “very —–” or “—–est”. In Latin, the superlative is indicated by —-issimus,-a,-um, —-illimus,-a,-um, or —-errimus,-a,-um. A superlative adjective in Latin is ALWAYS declined in the 1st and 2nd declensions. To form the superlative, add -issimus to the stem of the adjective. Decline the new adjective like “altus”. There are two variations on this rule:

If the adjective ends in the nominative masculine singular in -er, double the r and then add -imus,-a,-um. For example, celer becomes celerrimus.

If the adjective is facilis, difficilis, similis, dissimilis, gracilis or humilis, double the l and then add -imus,-a,-um. For example, difficillimus. (All other adjective whose positive form ends in -lis will add the normal ending -issimus.)

iratissimus, -a, -um	–	very angry	laetissimus, -a, -um	–	happiest	stultissimus, -a, -um	–	most foolish
prudentissimus, -a, -um	–	most wise	pinguissimus, -a, -um	–	fattest	nobilissimus,-a, -um	–	very noble
facillimus, -a, -um	–	easiest	pulcherrimus, -a, -um	–	most beautiful	celerrimus, -a, -um	–	swiftest
acerrimus, -a, -um	–	very keen

 

C. ORDER OF ADJECTIVE

In many languages, adjectives denoting attributes usually occur in a specific order. Generally, the adjective order in English is:

1. Quantity or number
2. Quality or opinion
3. Size
4. Age
5. Shape
6. Color
7. Proper adjective (often nationality, other place of origin, or material)
8. Purpose or qualifier

For example:

–          I love that really big old green antique car that always parked at the end of the street.

–          My sister adopted a beautiful big white bulldog.

–          When there are two or more adjectives that are from the same group, the word and is placed

 

between the two adjectives:

–          The house is green and red.

–          The library has old and new books.

 

When there are three or more adjectives from the same adjective group, place a comma between each of the coordinate adjectives:

–          We live in the big green, white and red house at the end of the street.

–          My friend lost a red, black and white watch.

A comma is not placed between an adjective and the noun.

 

## references: Raymond Murphy. cambridge university press. second edition. english grammar in use (the book from stikom’s library)

http://www.gingersoftware.com/grammarbook/adjectives

tugas resume bahasa inggris (4.noun clause)

1. 4.    NOUN CLAUSE

Noun is a word used to name a person, animal, place, thing, and abstract idea.

A. FUNCTION NOUNS

A noun can function in a sentence as a subject, a direct object, an indirect object, a subject complement, an object complement, an appositive, an adjective or an adverb.

B. KIND OF NOUNS

• Concrete Nouns

A concrete noun is a noun which names anything (or anyone) that you can perceive through your physical senses: touch, sight, taste, hearing, or smell

Exaple  Sentences Concrete Nouns:

–          Suddenly, a large roaring black panther appeared from behind the rock.

–          Mother’s kitchen always smells like cinnamon during the holidays.

–          The sunset unfurled ribbons of red, purple, and gold across the sky.

• Countable Nouns

Countable nouns refer to things that we can count. Such nouns can take either singular or plural form.

Here are some more countable nouns:

–          dog, cat, animal, man, person

–          bottle, box, litre

–          coin, note, dollar

–          cup, plate, fork

–          table, chair, suitcase, bag

Countable nouns can be singular or plural:

–          My dog is playing.

–          My dogs are hungry.

We can use the indefinite article a/an with countable nouns:

–          A dog is an animal.

When a countable noun is singular, we must use a word like a/the/my/this with it:

–          I want an orange. (not I want orange.)

–          Where is my bottle? (not Where is bottle?)

When a countable noun is plural, we can use it alone:

–          I like oranges.

–          Bottles can break.

–          We can use some and any with countable nouns:

–          I’ve got some dollars.

–          Have you got any pens?

We can use a few and many with countable nouns:

–          I’ve got a few dollars.

–          I haven’t got many pens.

• Uncountable Nouns

Uncountable nouns are substances, concepts etc that we cannot divide into separate elements. We cannot “count” them. For example, we cannot count “milk”. We can count “bottles of milk” or “litres of milk”, but we cannot count “milk” itself. Here are some more uncountable nouns:

–          music, art, love, happiness

–          advice, information, news

–          furniture, luggage

–          rice, sugar, butter, water

–          electricity, gas, power

–          money, currency

We usually treat uncountable nouns as singular. We use a singular verb. For example:

–          This news is very important.

–          Your luggage looks heavy.

We do not usually use the indefinite article a/an with uncountable nouns. We cannot say “an information” or “a music”. But we can say a something of:

–          a piece of news

–          a bottle of water

–          a grain of rice

We can use some and any with uncountable nouns:

–          I’ve got some money.

–          have you got any rice?

We can use a little and much with uncountable nouns:

–          I’ve got a little money.

Here are some more examples of countable and uncountable nouns:

Countable	Uncountable
dollar	money
song	music
suitcase	luggage
table	furniture
battery	electricity
bottle	wine
report	information
tip	advice
journey	travel
job	work
view	scenery

When you learn a new word, it’s a good idea to learn whether it’s countable or uncountable.

• Possessive Nouns

In the possessive case, a noun or pronoun changes its form to show that it owns or is closely related to something else. Usually, nouns become possessive by adding a combination of an apostrophe and the letter “s.”

You can form the possessive case of a plural noun that does not end in “s” by adding an apostrophe and a “s,” as in the following examples:

–          The children’s mittens were scattered on the floor of the porch.

–          The sheep’s pen was mucked out every day.

You can form the possessive case of a plural noun that does end in “s” by adding an apostrophe:

–          The concert was interrupted by the dogs’ barking, the ducks’ quacking, and the babies’ squalling.

–          The janitors’ room is downstairs and to the left.

–          My uncle spent many hours trying to locate the squirrels’ nest.

 

## References : Raymond Murphy. cambridge university press. second edition. english grammar in use (the book from stikom’s library)

http://www.englishclub.com/grammar/nouns

 

tugas resume bahasa inggris (2.conjunction)

1. 2.                CONJUNCTION

In grammar, a conjunction  is a part of speech that connects two words, sentences, phrases or clauses together. A discourse connective is a conjunction joining sentences. This definition may overlap with that of other parts of speech, so what constitutes a “conjunction” must be defined for each language. In general, a conjunction is an invariable grammatical particle, and it may or may not stand between the items it conjoins.

• ~ Coordinating Conjunction ~

Coordinating conjunctions, also called coordinators, are conjunctions that join two or more items of equal syntactic importance, such as words, main clauses, or sentences. In English the mnemonic acronym FANBOYS can be used to remember the coordinators for, and, nor, but, or, yet, and so.

These are not the only coordinating conjunctions; various others are used, including “and nor” (British), “but nor” (British), “or nor” (British), “neither” (“They don’t gamble; neither do they smoke”), “no more” (“They don’t gamble; no more do they smoke”), and “only” (“I would go, only I don’t have time”).

Here are some examples of coordinating conjunctions in English and what they do:

• For presents a reason

(“He is gambling with his health, for he has been smoking far too long.”).

• And presents non-contrasting item(s) or idea(s)

(“They gamble, and they smoke.”).

• Nor presents a non-contrasting negative idea

(“They do not gamble nor do they smoke.”).

• But presents a contrast or exception

(“They gamble, but they don’t smoke.”).

• Or presents an alternative item or idea

(“Every day they gamble or they smoke.”).

• Yet presents a contrast or exception

(“They gamble, yet they don’t smoke.”).

• So presents a consequence

(“He gambled well last night so he smoked a cigar to celebrate.”).

 

• ~ Correlative Conjunction ~

Correlative conjunctions work in pairs to join words and groups of words of equal weight in a sentence. There are six different pairs of correlative conjunctions:

• either…or
• not only…but (also)
• neither…nor (or increasingly neither…or)
• both…and
• whether…or
• just as…so

Examples:

• You either do your work or prepare for a trip to the office.
• Not only is he handsome, but he is also brilliant.
• Neither the basketball team nor the football team is doing well.
• Both the cross country team and the swimming team are doing well.
• Whether you stay or you go, it’s your decision.
• Just as Aussies love Aussie rules football, so many Canadians love ice hockey.

 

• ~ Subordinate Conjunction ~

(Subordinate conjunctions connect two unequal parts, e.g., dependent and independent clauses)

after, since, when, although, so that, whenever, as, supposing, where, because, than, whereas, before, that, wherever, but that, though, whether, if, though, which, in order that, till, while, lest, unless, who, no matter, until, why, how, what, even though.

 

A. NOTE 1: Conjunctive adverbs are sometimes used as simple adverbs. If they do not connect independent clauses, they are not conjunctive adverbs. Then, they are merely adverbs modifying a verb, adjective, or another adverb. For instance, in the sentences below, the words accordingly, still, and instead are adverbs. When functioning this way, the adverb needs no punctuation to separate it from the surrounding material.

For example, see the following sentences:

• I knew the test would be hard, so I planned accordingly to study for several hours.
• I was still studying at six o’clock in the evening!
• Joey decided to go to a party instead.

In these examples above, there is no comma needed before the words accordingly, still, and instead. That’s because they are acting like adverbs, modifying verbs like planned and was studying, and decided.

B. NOTE 2: (In Four Parts)

(1) Two independent clauses can be joined by a comma and a pure conjunction. However, a comma by itself will not work. (Using a comma without a conjunction to hook together two sentences creates a comma splice!)

[Independent Clause] , pure conjunction [independent clause] .

Examples:

• The gods thundered in the heavens, and the mortals below cowered in fear.
• I dodged the bullet, but Joey was shot seventeen times in the tibia.
• Susan appreciated the flowers, yet a Corvette would be a finer gift.

(2) Two independent clauses joined by a conjunctive adverb are separated by a semicolon. However, the writer still needs to insert a comma after the conjunctive adverb.

[Independent clause] ; conjunctive adverb , [independent clause] .

Examples:

• The gods thundered in the heavens; furthermore, the mortals below cowered in fear.
• The bank robber dodged the bullet; however, Joey was shot seventeen times in the tibia.
• Susan appreciated the flowers; nevertheless, a Corvette would be a finer a gift.

(3) Two independent clauses not joined by a conjunction are separated by a semicolon.

[Independent clause] ; [independent clause] .

Examples:

• The gods thundered in the heavens; the mortals below cowered in fear.
• The bank robber dodged the bullet; Joey was shot seventeen times in the tibia.
• Susan appreciated the flowers; a Corvette would be a finer gift.

In the examples above, you can see that the semicolon does the same job as both a comma and a conjunction.

(4) A dependent clause at the beginning of a sentence is introductory, and like most bits of introductory material, it is usually followed by comma. A dependent clause following the main (independent) clause is usually not punctuated.

Examples Using Introductory Clauses:

• While the gods thundered in the heavens, the mortals below cowered in fear.
• As the bank robber dodged the bullet, Joey was shot seventeen times in the tibia.
• Though Susan appreciated the flowers, a Corvette would be a finer gift.

C. NOTE 3: By placing a subordinate conjunction in front of any independent clause, the writer transforms a perfectly good sentence into a fragment! Be careful, and use your conjunctions wisely. In the sentence fragments below, the clauses are dependent. To fix the problem, the grammarian must either connect them to another clause or delete the subordinate conjunction (in blue).

## references :

http://en.wikipedia.org/wiki/Conjunction_(grammar)

http://web.cn.edu/kwheeler/grammar_subordinate.html

tugas resume bahasa inggris (1.modals)

1. 1.                MODALS

• ~Can, Could and (be) able to~

A. We use can to say that something is possible or that somebody has the ability to do something.

We use can + infinitive (can do / can see etc.) :

• We can see the lake from our bedroom window.
• I can come and see you tomorrowif you like.
• I’m afrain I can’t come to the party on Friday.

B. (Be) able to… is possible instead of can, but can is more usual :

• Are you able to speak any foreign laguages?

But can has only two forms, can (present) and could (past). So sometimes it is necessary to use (be) able to… . Compare :

• I can’t sleep

But        I haven’t been able to sleep recently. (can has no present perfect)

C. Could and was able to…

Sometimes could is the past of can. We use could especially with :

see          hear    smell    taste    feel      remember       understand

• When we went into the house, we could smell burning.
• She spoke in a very low voice, but I could understand what she said.

We also use could to say that somebody had the general ability or permission to do

something:

• My grandfather could speak five languages.
• We Were completely free. We could do what we wanted

The negative couldn’t (could not) is possible in all situations:

• My grandfather couldn’t swim.
• We tried hard but we coldn’t persuade them to come with us.

• ~May and Might~

A. We use may or might to say that something is a posibility. Usually you can use may or moght, so you can say :

• It may be true. or it might be true. (= perhaps it is true)
• She might know. or She may know.
• It might not be true. (= perhaps it isn’t true)

B. For the past we use may have (done) or might have (done) :

• A:   I Wonder why Kay didn’t answer the phone.

B:    She may have been asleep. (= perhaps she was asleep)

• A:   I can’t find my bag anywhere.

B:    You might have left in the shop. (= perhaps you left in the shop)

C. Sometimes could similar meaning to may and might :

• The phone’s ringing. It could be Tim. (= it may/might be Tim)
• You could have left Tour bagi n the shop. (= you may/might left it…)

• ~Must and Have to~

A. We use must and have to to say that it is necessary to do something. Sometimes it doesn’t matter which you use :

• Oh, it’s later than I thought. I must go. or I have to go.

B. You can use must to talk about the present or future, but not the past :

• We must go now.
• We must go tomorrow. (but not ‘we must go yesterday’)

You can use have to in all forms. For example :

• I had to go to hospital. (past)
• Have you ever had to go to hospital? (present perfect)

In question and negative sentences with have to, we normally use do/does/did :

• What do I have to do to get a dring licence?
• Karen doesn’t have to work on Saturdays.

• ~Should~

A. You should do something  = it is a good thing to do or the right thing to do. You can use should to give advice or to Gide an opinion:

• You look tired. You should go to bed.
• The government should do more to help homeless people.

B. We also use should when something is not right or what we expect. For example :

• I Wonder where Liz is. She should be here by now. ( = she isn’t here yet, and this is normal)
• Those boys shouldn’t be playing  Football at this time. They should bea t school.

C. ‘You should have done something’. = you didn’t do it bit it would have been the

right to do :

• It was a great party last night. You should have come. Why didn’t you? (= you didn’t come but it would have been good to come)
• I’m feeling sick. I shouldn’t have eaten so much chocolate. (= I ate too much chocolate)

D. Ought to…

You can use ought to instead of should in the sentences on this page. Note that we say ‘ought to do …’ (with to) :

• Do you think I ought to apply for this job?
• Jack ought not to go bed so late.

## References : Raymond Murphy. cambridge university press. second edition. english grammar in use (the book from stikom’s library)