Lecture notes stt informatika

Lecture Notes : STT Ibnu Sina 2014

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LECTURE NOTES

ENGLISH

Prodi - Teknik Informatika STT Ibnu Sina Batam


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PERTEMUAN 1

GREETING AND INTRODUCTION

First impressions are a really important aspect of cultures around the

world. It is important to know the correct way of introducing yourself and

others. In English, as in all languages, there are different ways to greet

people in formal and informal situations. The response you give should have

the same level of formality as the introduction. Once you have been

introduced to someone, the next time you see that person or when you leave

that person, it is important to greet them.

If you follow the correct etiquette, you will leave a good first impression

on others.

A. Read the statements below and write T (true) or F (false) for British

etiquette:

1. In social situations, a woman is traditionally introduced to a man.

2. In business, the person who is the lowest-ranking person is introduced to

the person who is the highest-ranking person.

3. When formally introducing yourself to a new colleague or an associate, just

extend your hand and say your full name: “Hello, I am Silvia Smith.

4. The British usually shake hands when parting.

5. In social situations, older people are introduced to younger people.

6. If you shake hands with people and they give you their name straight,

without saying “Hello”, it is considered to be rude.

7. If you want others to call you by your first name, simply stress your first

name: "Hello, I’m Anne. Anne Kay."

8. When meeting someone formally for the first time, we shake their hand

and say "How are you?"

9. When young people meet informally, they sometimes say "Give me five!"

and slap their hands together.


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PERTEMUAN 1

Greeting Introducing

Saying goodbye Replying Sample sentences Sample Response Sample sentences Sample Response

Hey, Hi Hey, Hi Anna, this is Jim. He’s in my class

Hi Jim, nice to meet you

Nice meeting you You too.

How are ya? I’m good all right Hi, my name’s John I’m Dave. Nice to meet you.

Take it easy

How are things? Pretty good Take care

How’s it going? OK, not bad I’m off Ok, bye

How you doing? I’m doing good I have to go

What’s up?

Nothing much, Not a whole lot Nothing, nothing Special. Not much

So long See you, see you later

What’s happen? See you bye

What are you up to? See you later

What’s going on? Bye


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PERTEMUAN 2

THE ROAD TO DEREGULATION

The period since the early 1980s has been the most momentous in the

history of telecommunications. A series of major technological advances

such as optical fibers, Integrated Services, Digital Network, (ISDN),

Asynchronous Transfer Mode, (ATM), and Asymmetrical Digital

Subscriber Loop, (ADSL) has led to spectacular achievements in

products and services. In addition, legislation has helped to create an

environment of liberalization and deregulation which is shaping the

markets of the future. In some respects, regulatory issues have assumed

more importance than the purely technological questions in

telecommunications. As a senior manager from PTT-Nederland admits:

“When I came here, people were convinced that we sold technology,

but to me, that's just nonsense. No-one is interested in opening up a

telephone set to look at the circuit boards and admire their quality.

What people want is reliable, quick and imaginative service. At the end

of the day, it's just like McDonald's. They don't just sell hamburgers, they

sell services as well.”

1984 was a pivotal year for world telecommunications. In the USA,

AT&T's monopoly was broken up with the creation of the seven Regional

Bell Operating Companies (RBOC's), while the same year saw the

privatisation of British Telecom in the UK. Most of Europe's state

telecommunications companies are likely to he privatised before the year

2000. This pressure to privatise stems from the fact that many state

telecommunication networks are currently under-resourced, that many state

budgets are overburdened and that national and international

telecommunications markets are being liberalized, thus undermining the

position of state monopoly Public Telephone Operators. (PTO's)

The balance of pressure varies between countries but no country is

immune, and with the European Union (EU) now resolved to liberalize


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national markets for voice telecommunications from January 1999, 1999,

the pressure can only increase (Spain, Ireland. Greece and Portugal will

not "join the voice liberalization club)" until 2003.) Competition is

imminent in every European country, but the regulatory structure in

each nation will influence the speed with which it advances and the

strength of rival operators.

Liberalization is shaking up the way that operators conduct their

business and is bringing about a "culture change" within companies.

The philosophy of "being a civil servant and having a job for life" is

rapidly disappearing. Personal performance-related criteria and

individualized objectives are influencing the lives, of executives and

employees oI' previously state-dominated PTTs, where results often

counted for very little.

"Down-sizing," "Right-sizing," "Rationalization" and "Outsourcing"

have become the buzz-words associated with liberalization and

competition. and in many countries Trade Unions interpret these

expressions as the desire of the bosses to get rid of as many employees as

possible in the quest to make their businesses more profitable, possibly at

the risk of creating the "haves" and the "have-nots."

B. GLOSSARY - momentous : penting - shaping : membentuk - reliable : dapat dipercaya - service : jasa - overburdened : membebani - thus : dengan demikian - undermining : mencari, menggali - immune : kebal - civil servant : pegawai negeri - down-sizing : perampingan - outsourcing : penggunaan sumberdaya dari luar - rationalization : penyesuaian - buzz-words : kata-kata yang sering didengungkan


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C. READING COMPREHENSION

Identify a. two reasons for the global changes in telecoms since the 80s.

b. 6 concrete results of these changes.

c. what telecoms have in common with McDonalds.

d. the two major telecom events of 1994.

e. what may have happened to most European telecom companies by 2000

f. the three main sources of the move towards privatisation.

g. what will happen to voice telephony in most EU countries on 1st

January 1998.

h. three results of the "culture change” within companies.

i. the interpretation Trade Unions give to terms such as "Downsizing" and

"Outsourcing”

C. LANGUAGE DEVELOPMENT (STRUCTURE) 1. Present Perfect and Simple Past

a. Digunakan untuk menyatakan suatu peristiwa/perbuatan yang telah

selesai terjadi/dilakukan pada waktu lampau (waktunya tidak tertentu)

dan masih ada hubungannya dengan waktu kini.

Contoh :

1. They have written a letter.

2. Betty has taken my pencil.

3. His father has bought a new car.

b. Sering digunakan dengan For atau Since.

Since (= sejak)3 menunjukkan arti “dari suatu saat tertentu pada

waktu lampau hingga kini”

Misalnya :

Since January

Since I left school

Since the last ten years = sejak 10 tahun terakhir.

3 W. Stanard Allen, Living English Structure, Longman Group, London, 1974, p. 79.

Subyek + has/have + Verb III (past participle)


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Since 1980, dan sebagainya.

For (= selama) menunjukkan arti “lamanya jangka waktu hingga

kini, karena itu, for selalu diikuti sejumlah jangka waktu tertentu.

Minggu :

For a week for three days

For a long time for six years

For five months dan sebagainya.

Contoh :

1. I haven’t seen you since Monday.

2. She hasn’t seen me for a week.

3. Tuti has been here since 6 o’clock.

4. I have lived in Yogyakarta since 1980.

5. We have worked in the company for two years.

c. Sering digunakan dengan adverb berikut ini .4

So far until now

up to now up to the present

almost just (now)

already still

never dan sebagainya

Contoh: 1. Umar has almost finished the work. 2. She has just gone away. 3. Have you ever eaten apples? 4. The money has finally arrived. 5. We have finised five chapters so far. 6. Up to now, we haven’t found the kinds of paint we need for the

door. d. Sering digunakan dengan keterangan waktu berikut:

This-this week, this month, this year, this Saturday, dan sebagainya.

Contoh:

1. He has been quite ill this year.

2. They gone shopping this morning.

4 Marcella Frank, Modern English, Prentice-Hall, New Jersey, 1972, p. 80.


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e. Sering digunakan dengan keterangan berikut:

Recently = baru-baru ini

Lately = akhir-akhir ini

Not…yet = belum Contoh: 1. What have you read recently?

2. She hasn’t finised the work yet.

3. What has she done lately?

4. He has recently come out of the hospital.

Apabila dalam sebuah kalimat predikatnya berupa selain kata kerja

(verb), yang biasanya dissebut kalimat nominal, maka kita harus

menambahkan auxiliary verb sebagai berikut:

She has been…… I have been……

He has been…… You have been……

It has been…… They hve been……

We have been ……

Contoh: 1. I have been in this office since I Left school. 2. He has never been here since the last ten years. 3. She has been a teacher for 15 years.

Present Perfect Continuous (Progressive) Tense

a. Digunakan untuk menyatakan suatu perbuatan yang telah mulai

dilakukan pada waktu lampau (waktunya tidak tertentu), dan

sekarang masih akan dilakukan atau hanya untuk menyelesaikan.

Contoh:

1. We have been listening to the radio for two hours.

2. She has been learing English for 4 years.

3. Maryam has been living in Solo since 1967.

4. How llong have you been waiting for the bus.

5. The professor has been lecturing for over an hour.

Subyek + has/have + been + verb ing


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Keterangan:

1. Kita telah mendengarkan radio selama 2 jam, dan sekarang

hinggga nanti kita masih mendengarkan.

(Atau kita hanya akan mendengarkan sampai acara selesai).

2. Maryam tinggal di Solo sejak tahun 1967,dan sekarang dia masih

tinggal di Solo.

b. Digunakan untuk menyatakan perbuatan yang diulang-ulang dalam

Present Perfect Tense, biasanya selalu memakai a time phrase

(keterangan waktu) seperti:

Since……For……Never…… Contoh: 1. I have written six letters breakfast.

*** I have been writing letters since breakfast.

2. she has knocked at the door for there minutes.

*** She has beeeeen knoking the door for three minutes.

Perhatikan

1. I have written a letter for an hour.

(Saya telah menulis sebuah surat selama 1 jam; … dan sekarang

telah selesai).

2. I have been writing a letter for an hour. (Sekarang masih sedang

menulis sebuah surat).

3. I have been reading your book. (maksudnya: I haven’t finished it).

4. I have read your book. (artinya = I have finished it)

2. Past Tense

5 Past Indefinite Tense /Simple Past Tense

a. Digunakan untuk menyatakan perbuatan / peristiwa yang dilakukan

atau yang terjadi pada waktu masa lampau (waktunya tertentu).

Subyek + Verb II + (kata kerja bentuk II)


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Contoh:

1. I met her two days a go.

2. Mary played tennis last week.

3. Ali went to Yogyakarta yesterday.

b. Digunakan untuk menyatakan kebiasaan yang dilakukan pada waktu lampau.

Contoh:

1. He always carried an umbrella.

2. They never drank wine.

3. We usually spoken English.

4. Las year it rained Frequently in this area.

5. When I was young, I went swimming every day.

c. Digunkan untuk menyatakan suatu perbuatan yang jelas dilakukan

pada waktu lampau (waktunya tertentu) tetapi tidak disebutkan

keterangan waktunya.

Contoh:

1. I bought this car in jakarta .

(Mobil ini jelas dibeli pada waktu yang lampau di Jakarta pada

waktu tertentu).

2. When did you see me ?

(berarti you telah melihat saya, ……kapan?)

3. The train was ten minute late.

Keterangan waktu yang biasa dipakai antara lain:

Yesterday = kemarin the other day = dulu

Last…… = ……yang lalu in 1982 = pada tahun 1982

Last week = minggu yang lalu

Last year = tahun yang lalu dan sebagainya.

……ago = ……yang lalu

2days ago = 2 hari yang lalu

Di dalam Simple Tense, bentuk interrogative (kalimat Tanya) dan kalimat

negative (menyangkal), selalu menggunakan kata kerja bantu (auxiliary verb)

DID untuk semua jenis subyek, apabila predikatnya kata kerja.


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Contoh:

1. Did you play tennis yesterday?

2. We did not study last night.

3. Did the dog bark this morning?

Dengan memperhatikan contoh-contoh tersebut dapat kita ketahui

bahwa dalam kalimat negative (menyangkal) dan kalimat tanya, kata kerja

(predikat) dalam kalimat Simple Tense selalu kembali pada bentuk I (Simple

Present).

Apabila predikatnya berupa selain kata kerja, sehingga boleh jadi noun

seperti: teacher, postman, doctor, house, building, dan sebagainya ; atau

adjective, seperti: busy, lazy, happy, tired, dan sebagainya; atau dapat juga

berupa adverbn (kata keterangan), seperti: here, there, at home, at the

station dan sebagainya, yang dalm bahasa Indonesia dinamakan kalimat

nominal, maka kita harus menggunakan kata kerja bantu (auxiliary), To Be

yaitu Was atau Were.

Contoh:

1. Was john tired yesterday?

2. We were very busy last night.

3. Ali was here this afternoon.

Catatan:

Untuk membentuk verb I menjadi bentuk II, perlu diperhatikan aturan-

aturan sebagai berikut:

1. Kata kerja beraturan (reguler verb) akhirnya ditambah dengan ed.

Miasalnya : to work ……. Worked

To play ……. Played

To happen ……. Happened

To finish ……. Finised, etc

2. Verb yang berakhiran dengan Y dan sebelumnya konsonan (huruf

mati), diubah dulu dari Y menjadi I kemudian ditambah ed.

Misalnya: to carry …… carried

To cry …… cried

To apply …… applied, etc


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Verb yang berakhiran dengan Y tetapi sebelumnya vokal, tidak ada

perubahan, dan langsung ditambah dengan ed.

Misalnya: to obey …… obeyed

To play …… played

3. Verb satu suku kata dan hanya berakhiran dengan sebuah

konsonan, maka konsonan tersebut didobelkan dalam bentuk ing

maupun dalam bentuk II dan ditambah ed.

Misalnya: to hit …… hitting …… hitted

To stop …… stoping…… stopped

To spel …… speling …… spelled.

6. Past Continous / Progresive Tense

a. Digunakan untuk menyatakan perbuatan yang sedang terjadi /

berlangsung pada waktu yang lampau ketika perbuatan lain terjadi.

Contoh:

1. My mother was cooking when it began to rain.

2. We were studying English while the bell rang.

3. When the teacher came, the boys were playing chess.

4. Betty was sleeping when I visited her.

5. When I was crossing the street, I saw an accident.

C. Modal Verbs

1. Linking (copulation) verbs1

Adalah kata kerja bantu yang befungsi untuk menghubungkan antara

subyek dan predikat.

Adapun kata kerja bantu yang dapat berfungsi sebagai linking

(copulative)verb yaitu:

To Be = (am, is, are, was, were, be, being, dan been).

1 Arthur Waldhorn & Arthur Zeiger, English Made Simple, Cadillac Publishing Co., New York, 1954,

p. 25.

Subyek + was/were + Verb ing


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Contoh:

1. I am a student 5. Pleasebe here tomorrow

2. We are happy 6. She is well

3. She was here yesterday 7. He has been here for 2 days

4. I am sorry for being late

Keterangan:

Dalam kalimat tersebut di atas, misalnya nomor 1 dan 2, “am” dan “are”

dipakai sebagai kata kerja biasa yang berfungsi sebagai linking verb

(copulative), yaitu kata kerja penghubung antara subyek dan predikat.

Demikian pula dengan to be yang lain dalam kalimat di atas. Dan To Be

dipandang sebagai “auxiliary verb”bila untuk :

1. Membentuk tense (dilihat bab tense).

Contoh:

1. I am studying English Now.

2. She is reading a newspaper.

3. He has been working here for 2 months.

2. Membuat kalimat pasif (lihat bab kalimat pasif)

Contoh:

1. The car is being repaired.

2. She will be promoted soon.

3. Ali was called by his teacher.

2. To do, does, did dan done

1. Dapat berfungsi sebagai kata kerja biasa yang berarti mengerjakan.

Contoh:

1. She didi her homework yesterday.

2. I do my homework every day.

3. Sebagai kata kerja bantu dalam membentuk kalimat tanya, kalimat

menyakangkal (negative), atau jawaban singkat.

Contoh:

1. Did you go to school yesterday?

2. Does he come here?

3. Do you know about her? Yes, I do.


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4. They didn’t go to the party last night.

5. Did you see my sister? No, I didn’t

3. Have – has dan had

1. Berfungsi sebagai kata kerja biasa yang berarti “mempunyai”.

Contoh :

1. I have a new motorcyle.

2. She has no money.

3. He had a car last year.

2. Sebagai kata kerja bantu dalam membentuk Tense, misalnya

present perfect tense, Past perfect tense, dan sebagainya.

Contoh:

1. She has bought a new book.

2. He had studies English.

3. She has been working here for 2 years.

4. I have sent a postcard to her.

Penggunaan Modal Auxiliary

Perhatian!

1. Dalam sebuah kalimat tidak boleh ada dua buah modal auxiliary.

2. Verb sesudah modal auxiliary selalu dalam bentuk asal (I).

4.1. CAN dipakai untuk menyataka:

1. kesanggupan atau kemahiran seseorang.

Contoh:

1. She ca sing Beautifully.

2. I can speak English.

3. You can drive a car.

2. Minta izin.

Contoh:

1. Can I borrow your book?

2. Can I come to your house?

3. Kemungkinan.


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Contoh:

1. She can be at home at noon.

2. He can be ill. (mungkin dia sakit).

4.2. COULD adalah bentuk past tense dari CAN dan bentuknya sama

untuk semua subyek. Namun dalam penggunaannya tidak selamanya

berarti past time (masa lalu).

COULD dipakai untuk menyatakan:

1. Bentuk lampau dari Can.

Contoh:

1. Mary could sing a song when she was young.

She could not come here yesterday because she was ill.

2. Permintaan dengan sopan.

Contoh:

1. Could you help me now?

2. Could you take that book for me?

3. Kemungkinan.

Contoh:

1. She could be at home now, but she usually plays volleyball.

2. He could be very busy at that time.

5.1. SHALL digunkan untuk menyatakan:

1. Bearti “ akan” dalam bentuk future tense.

Contoh;

1. I Shall go to Londan tomorrow. (Saya akan pergi ke London besok).

2. We shall buy a new motorclye next week.

Catatan :

Dalam British English, untuk subyek “I” dan “WE” dipakai “shall”,dan

untuk selainya yaituYou, She, He, dan They digunakan “ Will”.

2. Menawarkan bantuan.

Contoh:

1. Shall I open the window?

2. Shall I make coffee for you?

3. Janji (perjanjian).


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Contoh:

1. You shall have a motorcycle.

2. I shall meet her tomorrow.

2. SHOULD digunakan untuk menyatakan:

1. Bentuk lampau dari shall.

Contoh:

1. When he come to my house I should go

2. I should visit to your house before you came to myt house.

2. Anjuran –sebaiknya.

Contoh:

1. You are ill, you should go to the doctor soon.

2. She is tired, she should take a rest.

3. Keharusan atau yang seharusnya dilakukan.2

Dalam hal ini SHOULD = Ought to.

Contoh:

1. You should (or ought to) do your homework every day.

2. He should (or ought to) study hard.

3. She sould (or ought to) be here soon.

4. Dalam bentuk lampaunya (masa lampau), berarti menunjukan suatub

kegiatan yang seharusnya dikerjakan tetapi kenyataannya tidak

dikerjakan.

Contoh:

1. You should (or ought to) have studied hard before take an exam.

Anda seharusnya belajar dengan keras sebelum mengikuti ujian.

(Dalam kenyataannya Anda tidak belajar dengan keras, tetapi

tetap mengikuti ujian)

4. Tomi would rather stay at home. = Tomi would prefer to stay at

home. (Tomi lebih suka tinggal di rumah).

6. 1. MAY adalah kata kerja bantu yang berarti “boleh/mungkin” yang

digunakan untuk menyatakan :

2 Marcella Frank, Modern English, Prentice-Hall. Inc. New Jersey, 1972, p. 98.


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1. Permohonan izin.

Contoh :

1. May I borrow your car ? Yes, you may.

(Bolehkah aku pinjam mobilmu ?)

2. May I go home now ? No, you may not.

(Bolehkah aku pulang sekarang ?)

3. She may be late.(Mungkin dia terlambat)

2. Permohonan atau harapan.

Contoh :

1. May you both the happy. (Mudah-mudahan anda berdua

bahagia)

2. May God bless you.

(Mudah-mudahan Allah memberi rahmat kepada Anda).

2. MIGHT adalah bentuk lampau (past tense) dari MAY, namun

pemakaiannya juga dapat untuk masa kini atau masa datang.

Contoh :

1. She might be late yesterday. (Mungkin dia terlambat kemarin).

2. Please take an umbrella with you, It might rain.

(Bawalah payung, hari mungkin hujan).

3. I told him that he might go home.

(Saya beritahukan kepadanya bahwa ia boleh pulang)

4. You might try to be more careful.

8. MUST adalah kata kerja bantu yang berarti harus atau wajib, digunakan

untuk menyatakan :

1. Keharusan/mesti.

Contoh :

1. You must go now. (Anda harus pergi sekarang !)

2. I must do my homework soon

(Saya harus segera mengejakan pekerjaan rumahku).

3. She must study hard. (Dia harus belajar keras)


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2. Dalam kalimat menyangkal (negative) dan membuat jawaban dari

kalimat tanya, selalu digunakan NEED NOT atau Needn’t bukan

musn’t (must not).

Contoh :

1. Must I go now ? Yes, you must atau yes, you need.

2. Must she pay it ? No, she needn’t.

3. You needn’t go now.

(Anda tidak perlu pergi sekarang) bukan musn’t.

4. She need not come here again. (Dia tak perlu lagi datang ke sini).

3. Must not (musn’t) menunjukkan (berarti) larangan atau tidak boleh.

Contoh :

1. You must not smoke in the class.

(Anda dilarang merokok di dalam kelas).

2. He mustn’t go there alone.

(Dia tidak boleh (dilarang) pergi ke sama sendirian).

4. Must = Have to (she/he has to) berarti harus.

Contoh :

1. You must (or have to) read this book.

(Anda harus membaca buku ini).

2. She must (or has to) go to school today.

3. They must (or have to) work hard. (Mereka harus bekerja keras).

5. Must tidak mempunyai bentuk past tense.

Bentuk lampau yang berarti “harus/mesti” adalah HAD TO, dan

bentuknya sama untuk semua obyek.

Contoh :

1. I had to meet my sister yesterday.

(Saya kemarin harus berjumpa saudara perempuanku).

2. She had to leave for Jakarta last week.

(Dia harus meninggalkan Jakarta pekan lalu).


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9. OUGHT TO = SHOULD.

1. Adalah kata kerja bantu yang berarti sebaiknya, seyogyanya,

sewajarnya dan bahkan seharusnya (yang agak lunak).

Contoh :

1. She ought to be here now (Dia seharusnya ada di sini sekarang).

2. Ought she to come here again? (Haruskah dia dating ke sini lagi?)

3. She asked me what ought to be typed.

(Dia bertanya kepadaku apa yang harus diketik).

2. Menyatakan tugas/pekerjaan yang tidak terselesaikan/terpenuhi atau

terabaikan.4 Ought and the perfect infinitive.5

Contoh :

1. The work ought to have been finished last week.

(Pekerjaan itu seharusnya sudah diselesaikan pekan lalu).

2. Your ought not (oughtn’t) to have crossed the road when the lights

were red.

(Anda seharusnya tidak menyeberang jalan ketika lampu berwarna

merah).

3. You ought to have told him that the paint on that seat is wet.

(Anda seharusnya sudah memberi tahu dia bahwa cat pada

tempat duduk itu masih basah).

10. USED TO adalah kata kerja bantu yang digunakan untuk menyatakan

suatu pengertian kebiasaan atau perbuatan yang dilakukan berulang-

ulang pada masa lampau, tetapi kebiasaan itu kini tidak lagi dilakukan.

Contoh :

1. She used to sing when she was young.

(Dia biasa menyanyi ketika dia muda).

2. He used to cry when he was a child.

(Dia biasa menangis ketika dia masih kecil).

3. She used to come here every week.

(Dia biasa dating ke sini setiap pekan)

4 AJ Thomson and AV Martinet, A Practical English Grammar, second edition, OUP, London, 1968,

p.90. 5 Ingat bahwa ought to = should


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PERTEMUAN 3

ASYNCHRONOUS TRANSFER MODE (ATM)

The hottest topic in the IT industry is Asynchronous Transfer Mode

(ATM) which is the first technology to provide a common format for high-speed

data as well as for the typical voice phone call. In addition, the format it uses,

the cell, is equally at home in any network: public or private, the Local Area

Network (LAN) or the Wide Area Network (WAN). ATM provides a means

for integrating voice, video and data as well as knitting local and wide area

networks and services into a seamless whole. It is the first communications

technological "vision" that has not only managed to unite the communication

and computer worlds, but also North America, Europe and Japan. Under

ATM, networks need no longer be optimized for one particular service, unable

to accommodate the parameters required by another.

This breakthrough does more than just make the world a tidier place. It

provides a potentially huge market for ATM equipment. A large market

attracts high, upfront investment, which translates into highly-integrated

silicon, mass-produced components, low prices and even larger markets, as

the law of supply and demand suggests.

In the long term, ATM will play a crucial role in the information

superhighway in which It is likely to provide the link between the network-

resident servers supplying information or video-streams to the local

exchanges. In this field, ATM should link up efficiently with another

technology called "Asymmetrical Digital Subscriber Loop" (ADSL) which will

turn the boring old "slow lane" telephone line to the domestic home into, at

lean, a fast lane.

Huge transmission rates can be sent over one single optical fibre, but

ATM provides the key to unlocking the contents of that stream of' bits and

processing each individual one. Thus, the total flow of cells arriving at a

switch-port divides into hundreds or thousands of separate connections, each

one separately routed through the switch and beyond. Each connection may

include characteristics like "bursty" (sudden irregular) flows or steady flows at


Page | 18

different rates. ATM provides the switching and traffic control functions to

support this complex problem.

ATM is clearly a sophisticated, well-designed technology. But, if it is to

be successful, it has to fill a genuine need. Who needs it today, and for what?

ATM fans reel off lists of exotic applications best served by ATM: Multimedia,

teleradiology, distance-learning, desktop videoconferencing, imagearchiving,

the paperless office, video electronic mail, global workshop collaboration. All

of these applications need either the speed of ATM or its flexibility in

handling mixtures of data, video and such timing-sensitive traffic as voice.

ATM technology is certainly attractive, but a number of obstacles are

holding users back. Among their reasons:

ATM applications and related software that support

them are not ready.

Standards are not mature.

Prices are still too high.

ATM lacks a single application to drive mass-market

demand.

B. GLOSSARY :

- provide : menyediakan

- breakthrough : terobosan

- tidier : lebih rapi

- upfront : di depan sekali

- crucial : penting

- switching : pengubah

- sophisticated : canggih

- genuine : asli, dasar

C. READING COMPREHENSION

Identify

a. the type of communication for which ATM provides a common format.

b. what ATM has united.

c. what investment in a large ATM market leads to.

d. 8 ATM applications.


Page | 19

e. 4 reasons which hold potential users back.

Now answer true or false (T/F):

f. ATM software is ready.

g. standards have been agreed world wide.

h. users see the price of ATM as being exorbitant.

i. ATM applications arc obviously here.

C. LANGUAGE DEVELOPMENT (STRUCTURE)

PASSIVE VOICE

Some book are to be tasted, others to be swallowed and some few to be

chewed and digested.

(Francis Bacon)

Sebuah kalimat dapat berbentuk dalam kalimat aktif yang subyeknya

melakukan pekerjaan atau kalimat pasif yang subyeknya dikenai pekerjaan.

Untuk membuat kalimat aktif menjadi kalimat pasif, perhatikan

beberapa langkah berikut ini :

1. Letakkan obyek dari kalimat aktif di awal kalimat pasif, perhatikan

beberapa langkah berikut ini :

2. Jika dalam kalimat aktif tidak ada auxiliary (to be), maka tambahkanlah

To Be yang sesuai dengan subyek dalam kalimat pasif tersebut, dan yang

sesuai dengan bentuk Tense-nya.

3. Letakkanlah kata kerja utama dari kalimat aktif sesudah auxiliary (to be)

dalam bentuk Past Participle.

4. Letakkanlah preposition By sesudah kata kerja utama dalam kalimat pasif

sebelum subyek. (Dalam beberapa keadaan tertentu, By dapat

dihilangkan karena dianggap sudah dimengerti maksudnya)

Pedoman Pemakaian BE dalam Kalimat Pasif

1. Present Tense am, is, are

2. Present Continuous Tense am, is, are + being

3. Present Perfect Tense has, have + been

4. Past Tense was, were


Page | 20

5. Past Perfect Tense had been

6. Past Continuous Tense was, were + being

7. Future Tense shall, will + be

8. Future Perfect Tense shall/will + have been

9. Modal modal + be

10. Modal + Perfect modal + have been

Berikut ini uraian selengkapnya mengenai kalimat pasif.

1. Present Tense

Contoh :

1. Aktif : Ahmad writes a letter.

S P O

Pasif : A letter is written by Ahmad

S P O

Aktif : Ahmad menulis sepucuk surat.

Pasif : Sepucuk surat ditulis oleh Ahmad

Aktif : Ali writes three letters.

Pasif : Three letters are written by Ali.

2. Aktif : Ahmad doesn’t write a letter.

Pasif : A letter isn’t written by Ahmad. (Sepucuk surat tidak ditulis

oleh Ahmad)

3. Aktif : Does Ahmad write a letter ?

Pasif : Is a letter written by Ahmad.

4. Aktif : Who writes a letter ?

Pasif : Who is a letter written by ?

5. Aktif : What does Ahmad write ?

Pasif : What is written by Ahmad? (Apa yang ditulis oleh Ahmad ?)

6. Aktif : Who beats Ali ? (Siapa memukul Ali ?)

Pasif : Who is Ali beaten by ? ( Ali dipukul oleh siapa ?)

7. Aktif : Who does Ali beat ? (Siapa Ali pukul ?) / (Ali memukul siapa?)

Pasif : Who is beaten by Ali ? (Siapa dipukul oleh Ali ?)


Page | 21

2 Present Continuous Tense

Contoh :

1. Aktif : Ahmad is writing a letter.

Pasif : A letter is being written by Ahmad.

2. Aktif : Ahmad isn’t writing a letter.

Pasif : A letter isn’t being written by Ahmad.

3. Aktif : Is Ahmad writing a letter ?

Pasif : Is a letter being written by Ahmad ?

4. Aktif : Who is writing a letter ?

Pasif : Who is a letter being written by ?

5. Aktif : What is Ahmad writing ?

Pasif : What is being written by Ahmad ?

6. Aktif : Who is beating Ali ?

Pasif : Who is Ali being beaten by ?

7. Aktif : Who is Ali beating ?

Pasif : Who is being beaten by Ali ?

3. Present Perfect Tense

Contoh :

1. Aktif : Ahmad has written a letter.

Pasif : A letter has been written by Ahmad.

2. Aktif : Ahmad hasn’t written a letter.

Pasif : A letter hasn’t been written by Ahmad.

3. Aktif : Has Ahmad written a letter ?

Pasif : Has a letter been written by Ahmad ?

4. Aktif : Who has written a letter ?

Pasif : Who has a letter been written by ?

5. Aktif : What has written by Ahmad ?

Pasif : What has been written by Ahmad ?

6. Aktif : Who has beaten Ali ?

Pasif : Whi has Ali beaten ?

7. Aktif : Who has Ali beaten ?

Pasif : Who has been beaten by Ali ?


Page | 22

4. Past Tense

Contoh :

1. Aktif : Ahmad wrote a letter.

Pasif : A letter was written by Ahmad.

2. Aktif : Ahmad didn’t write a letter.

Pasif : A letter wasn’t written by Ahmad.

3. Aktif : Did Ahmad write a lette ?

Pasif : Was a letter written by Ahmad ?

4. Aktif : Who wrote a letter ?

Pasif : Who was a letter written by ?

5. Aktif : What did Ahmad write ?

Pasif : What was written by Ahmad ?

6. Aktif : Who beat Ali ?

Pasif : Who was Ali beaten by ?

7. Aktif : Who did Ali beat ?

Pasif : Who was beaten by Ali ?

5. Past Continuous Tense

Contoh :

1. Aktif : Ahmad was writin g

Pasif : Ahmad was being written by Ahmad.

2. Aktif : Ahmad wasn’t writing a letter.

Pasif : A letter wasn’t being written by Ahmad.

3. Aktif : Was Ahmad writing a letter ?

Pasif : Was a letter being written by Ahmad ?

4. Aktif : Who was writing a letter ?

Pasif : Who was a letter being written by ?

5. Aktif : What was Ahmad writing ?

Pasif : What was being written by Ahmad ?

6. Aktif : Who was beating Ali ?

Pasif : Who was Ali being beaten beaten by ?

7. Aktif : Who was Ali beating ?

Pasif : Who was being beaten by Ali ?


Page | 23

6. Past Perfect Tense

Contoh :

1. Aktif : Ahmad had written a letter.

Pasif : A letter had been written by Ahmad.

2. Aktif : Ahmad hadn’t written a letter.

Pasif : A letter hadn’t been written by Ahmad.

3. Aktif : Had Ahmad written a letter ?

Pasif : Had a letter been written by Ahmad ?

4. Aktif : Who had written a letter ?

Pasif : Who had a letter been written by ?

5. Aktif : What had Ahmad written ?

Pasif : What had been written by Ahmad ?

6. Aktif : Who had beaten Ali ?

Pasif : Who had Ali been beaten by ?

7. Aktif : Who had Ali beaten ?

Pasif : Who had been beaten by Ali ?

7. Future Tense

Contoh :

1. Aktif : Ahmad will write a letter.

Pasif : Ahmad will be written by Ahmad.

2. Aktif : Ahmad will not write a letter.

Pasif : A letter will not be written by Ahmad.

3. Aktif : Will Ahmad write a letter ?

Pasif : Will a letter be written by Ahmad ?

4. Aktif : Who will write a letter ?

Pasif : Who will a letter be written by ?

5. Aktif : What will Ahmad write ?

Pasif : What will be written by Ahmad ?

6. Aktif : Who will beat Ali ?

Pasif : Who will Ali be beaten by ?

7. Aktif : Who will Ali beat ?

Pasif : Who will be beaten by Ali ?


Page | 24

8. Future Perfect Tense

Contoh :

1. Aktif : Ahmad will have written a letter.

Pasif : A letter will have been written by Ahmad.

2. Aktif : Ahmad will not have written by Ahmad.

Pasif : A letter will not have been written by Ahmad.

3. Aktif : Will Ahmad have written a letter ?

Pasif : Will a letter have been written by Ahmad ?

4. Aktif : Who will have written a letter ?

Pasif : Who will a letter have been written by ?

5. Aktif : What will have Ahmad written ?

Pasif : What will have been written by Ahmad ?

6. Aktif : Who will have beaten Ali ?

Pasif : Who will Ali have been beaten by ?

7. Aktif : Who will Ali have beaten ?

Pasif : Who will have been beaten by Ali ?

9. Modal. Modal + be + Verb III (Past Participle)

Contoh :

1. Aktif : We can solve this problem.

Pasif : This problem can be solved by us.

2. Aktif : We can’t solve this problem.

Pasif : This problem can’t be solved by us.

3. Aktif : Can we solve this problem ?

Pasif : Can this problem be solved by us ?

4. Aktif : Who can solve this problem ?

Pasif : Who can this problem be solved by ?

5. Aktif : What can we do ?

Pasif : What can be done by us ?


Page | 25

Sebagai latihan, gantilah Can dengan Must dalam kalimat-kalimat tersebut di

atas.

10. Modal Perfect. Modal Perfect + been + Verb III.

Contoh :

A. 1. Aktif : Somebody should have waited Amir this morning.

Pasif : Amir should have been waited this morning.

2. Aktif : Somebody shouldn’t have waited Amir this morning.

Pasif : Amir shouldn’t have been waited this morning.

3. Aktif : Who should have waited Amir ?

Pasif : Who should Amir have been waited by ?

4. Aktif : Where should we have waited Amir ?

Pasif : Where should Amir have been waited by us ?

B. 1. Aktif : He could have written two books.

Pasif : Two books could have been written by him.

2. Aktif : Who could have written two books ?

Pasif : Who could two books have been written by ?

3. Aktif : When could he have written two books ?

Pasif : When could two books have been written by him.

Catatan :

1. Bentuk pasif biasanya juga dapat digunakan untuk

menyatakan/mengungkapkan perbuatan yang dilakukan tidak dengan

sengaja, atau dalam bahasa Indonesia sepadan dengan arti ter dalam

kalimat berikut ini :

1. Saya terbangunkan oleh suara gaduh itu. I was wake up by that noise.

2. Saya heran (terkejut) melihat dia.

I was surprised to see him.

3. He was interested in foreign language. [Dia tertarik (berminat) dalam

bahasa asing].

4. He was accustomed to cold weather. (Kita terbiasa dengan musim

dingin).


Page | 26

2. Kadang-kadang bentuk aktif (terutama infinitive) sering mempunyai arti

atau dimaksudkan untuk menyatakan keadaan pasif.

Contoh :

1. This book is easy to understand. (Buku ini mudah untuk dipahami).

2. He has a large family to support. (which he must support).

(Dia mempunyai keluarga besar yang harus dibantu).

3. I have bought a new book to read.

(Saya telah membeli sebuah buku baru untuk dibaca).

4. There are many problems to solve.

5. There are many difficulties to overcome.

3. Jika dalam kalimat aktif terdapa dua object, maka kedua-duanya dapat

dijadikan subject dalam kalimat pasif.

Contoh :

1. Aktif : He gave me a book.

Pasif : a. I was given a book by him.

b. A book was given to me by him.

2. Aktif : She is bringing them a parcel.

Pasif : a. They were being brought a parcel by her.

b. A parcel was being brought to them by her.


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PERTEMUAN 4

Company Organization

Most organizations have a hierarchical or pyramidal structure, with one

person or group of people at the top, and an increasing number of people

below them at each successive level. There is a clear line or chain of

command running down the pyramid. All the people in the organization know

what decisions they are able to make, who their superior (or boss) is (to

whom they report), and who their immediate subordinates are (or whom they

can give instruction).

Some people in an organization have colleague who help them: for

example, there might be an Assistant to the Marketing Manager. This known

as staff position: its holder has no line authority, and is not integrated into the

chain of command, unlike, for example, the Assistant Marketing Manager,

who is number two in the marketing department.

Yet the activities of most companies are too complicated to be

organized in a single hierarchy, shortly before the first world war, the French

Industrialist Henry Fayol organized his coal-mining business according to the

function that it had to carry out. He is generally credited with inventing

functional organization. Today, most large manufacturing organization have a

functional structure, include (among others). Production, finance, marketing,

sales and personnel or human resources department, this means, for

example that the production and marketing department cannot take financial

decision without consulting the finance department.


Page | 28

Vocabulary : 1……………………………………………. 11……………………………………..

2……………………………………………. 12……………………………………..

3……………………………………………. 13………………………………………

4……………………………………………..14………………………………………

5……………………………………………..15………………………………………

6……………………………………………..16………………………………………

7……………………………………………..17………………………………………

8……………………………………………..18………………………………………

9……………………………………………..19………………………………………

10…………………………………………….20……………………………………..

Exercise 1. Read the whole text and then complete the organization chart:

I think we have a fairly typical organization for a manufacturing firm.

We’re divided into Finance, Production, Marketing and Human Resources

departments. The Human Resources department is the simplest. It consists

of two sections. One is responsible for recruitment and personnel matters,

the other is in charge of training.

The Marketing department is made up of three sections: Sales, Sales

Promotion, and Advertising, whose heads are all accountable to the

marketing manager. The Production department consists of five sections.

The first of these is Production Control, which is in charge of both Scheduling

and Materials Control. Then there’s Purchasing, Manufacturing, Quality

Control, and Engineering Support. Manufacturing contains three sections:

Tooling, Assembly, and Fabrication. Finance is composed of two sections:


Page | 29

Financial Management, which is responsible for capital requirements, fund

control, and credit, and Ac

Company Structure


Page | 30

PERTEMUAN 5

THE INFORMATION SUPERHIGWAYS

"We now have at hand the technological breakthroughs find economic

means to bring all the communities of the world together. We can

create a planetary information network that transmits messages and

images with the speed of light from the largest city to the smallest village

on every continent. To accomplish this purpose, legislators, regulators and

businesspeople must build and operate a Global Information

Infrastructure." (GII)

These words, spoken by US Vice-President Al Gore, during his address to

the World Telecommunication Development Conference of the International

Telecommunication Union (ITU) in Buenos Aires, Argentina, on 21 March

1994, brought the notion of a Global Information Infrastructure to the

attention of a worldwide audience. Public awareness about telecommunications

has probably never been higher and buzzwords such as 'multimedia' and

'information superhighway' appear on the front pages of many national

newspapers, bought by readers In shops from which they have difficulty in

emerging through the roadworks brought about by the installation of cable

networks and optical fibre systems under the pavement.

The Multimedia Revolution can be counted in 'Mega-bucks' and has

instigated a multitude of mergers, alliances and joint ventures as operators

strive to design and install networks from A to Z, from the producer to the

consumer/user.

Mutimedia Revolusi dapat dihitung dalam 'Mega-dolar dan telah menghasut

banyak merger, aliansi dan joint venture sebagai operator berusaha untuk

merancang dan menginstal jaringan dari A sampai Z, dari produsen ke

konsumen / pengguna.

The Information Superhighways arc high-rate, interactive networks

capable of transporting any kind of information: computer data, video, voice,

movies. In the words of one specialist, they will not just be one network, but


Page | 31

many... ‘The network of networks.' They will be based on the optical

fibre whose high capacity, small size, lack of sensitivity to electromagnetic

interference (EMI) and, low cost will be a considerable rival to the satellite,

another key player in the development of the Information Superhighways.

They will concern the following activities :

B.GLOSSARY

- emerging : menggabungkan

- awareness : kesadaran

- pavements : trotoar

- instigated : menganjurkan

- strive : berusaha

- multitude : banyak

Multimedia Maii

Virtual Reality

Telecommuting

Desktop Conferencing

Advanced Pay-Per-View

Interactive Video

Hypermedia

Video-On-Demand (VOD)

Edutainment (Education + Entertainment)

Telecooperation

MULTIMEDIA COMMUNICATION

INFORMATION

SUPERHIGHWAY

GLOBAL

INFORMATION

SOCIETY

GLOBAL INFORMATION

INFRASTRUCTURE


Page | 32

C. READING COMPREHENSIONS

Identify

1. the meaning of these initials :

GII ISDN ITU

CO EMI LAN

2. two definitions of the Superhighways

3. the four main characteristics of optical fibres.

4. the future main actors in the GII future according to Al Gore?

5. a social need which the superhighways will create.

D. LANGUAGE DEVELOPMENT (STRUCTURE)

QUESTION TAGS

1. Pengertian

Question Ta adalah suatu kata atau ungkapan yang digunakan oleh

seseorang untuk memberikan pernyataan dan meminta orang lain yang

diajak bicara, setuju atau menyetujui dengan pendapatnya.

Dalam bahasa Indonesia, mirip dengan kata “bukan” dalam suatu kalimat,

misalnya:

- Jakarta ibukota Indonesia, nukan?

- Bahasa Inggris itu penting, bukan?

2. Beberapa Pedoman Membuat Question Tags

Pedoman 1

Apabila pernyataan positif, maka question tag-nya negatif (menyangkal)

Contoh:

1. We shall be late, shan’t we?

2. It’s a nice day, isn’t it

3. Ali can swim, can’t he?

4. She is reading a book, isn’t she?

5. Fatimah comes late, doesn’t she?


Page | 33

Pedoman 2

Apabila pernyataan negatif, maka question tag-nya positif.

Contoh:

1. Ali cannot speak English, can he?

2. She will not go home, will she?

3. Mary didn’t like swimming, did she?

4. We are not happy, are we?

5. She doesn’t come late, does she?

Pedoman 3

Kata yang dapat diginakan dalam question tags, hanyalah: I, you, she, he, it,

we, they, dan there.

“It” biasanya digunakan dalam question tags untuk menunjuk pada kata-kata

berikut:

Everything, nothing, this., that…his..your…etc

“they” biasanya digunakan dalam question tags untuk menunjuk pada kata-

kata berikut:

everyone no one

someone nobody

somebody

Perhatikan kalimat berikut:

Contoh:

1. Ali doesn’t like milk, does he?

2. This film is not good, is it?

3. His name is Udin, isn’t it?

4. Your sister always gets up early, doesn’t she?

5. Everything is ready, isn’t it?

6. There are two men in the garden, aren’t there?

7. Nobody called on the phone, did they?

8. This is your book, isn’t it?

9. These are yours, aren’t they?

10. Nobody was watching me, were they?


Page | 34

Pedoman 4

Dalam kalimat verbal (pedikatnya berupa kata kerja) yang berbentuk simple

present dan past tense, tambahkan do, does atau did, untuk membuat

question tags-nya.

Contoh:

1. They want to watch TV tonight, don’t they?

2. She visited my sister yesterday, didn’t she?

3. Ali usually comes late, doesn’t he?

Pedoman 5

Bila dalam suatu kalimat ada auxiliary dan modal, maka question tags-nya

dibuat dengan auxilary atau modal yang terletak paling depan (paling dekat

dengan subjeknya).

Contoh:

1. Your house is being painted, isn’t it?

2. He has never been in Bali, hasn’t he?

3. She will have gone to Jakarta before Friday, won’t she?

4. They will be a doctor next year, won’t they?

Pedoman 6

Dalam pernyataan: I am…., question tags-nya adalah: aren’t I?

Contoh:

1. I am a student’t, aren’t I?

2. I am ill, aren’t I?

3. I am working hard, aren’t I?

Bandingkan dengan kalimat berikut ini:

Contoh:

1. I am not a doctor, am I?

2. I am not ready, am I?

Pedoman 7

Kata-kata yang mempunyai arti negatif (not) atau setengah negatif, questiqn

tagnya selalu positif.

Never : tidak pernah

Seldom : jarang


Page | 35

Hardly ever : hanpir tidak

By no mean : sama sekali tidak

Few : sedikit

No/none : not any

Contoh :

1. She never goes to the movies, does she?

2. He’s never been in Bali, has she

3. You seldom get up early, do you?

4. They hardly ever go to town, do they?

Pedoman 8

Bentuk question tag khusus yang digunakan untuk menyatakan:

A. Perintah, baik positif atau negatif (melarang) question tag-nya adalah :

will you?

Contoh :

1. Stop that noise, will you?

2. Give me a hand, will you?

3. Don’t forget, will you?

B. Ajakan dengan : let’s, question tagnya adalah : shall we?

Contoh:

1. Let’s go for a walk, shall we?

2. Let’s sing together, shall we?

3. Let’s visit Umar tonight, shall we?

Pedoman 9

Untuk kalimat majemuk, maka question tagnya dibuat berdasarkan kalimat

utamanya.

Contoh:

1. I Believe he will come soon, won’t he

2. I wish she skew what I mean, didn’t she?


Page | 36

PERTEMUAN 6

BUSINESS

Business is an organized approach to providing customers with the

goods and services they want. The word business also refers to an

organization that provides these goods and services. Most businesses seek

to make a profit - that is, they aim to achieve revenues that exceed the costs

of operating the business. Prominent examples of for-profit businesses

include Mitsubishi Group, General Motors Corporation, and Royal

Dutch/Shell Group. However, some businesses only seek to earn enough to

cover their operating costs. Commonly called nonprofits, these organizations

are primarily nongovernmental service providers. Examples of nonprofit

businesses include such organizations as social service agencies,

foundations, advocacy groups, and many hospitals.

Business Operations

A variety of operations keep businesses, especially large corporations,

running efficiently and effectively. Common business operation divisions

include (1) production, (2) marketing, (3) finance, and (4) human resource

management

1. Production includes those activities involved in conceptualizing,

designing, and creating products and services. In recent years there

have been dramatic changes in the way goods are produced.

2. Marketing is the process of identifying the goods and services that

consumers need and want and providing those goods and services at

the right price, place, and time. Businesses develop marketing

strategies by conducting research to determine what products and

services potential customers think they would like to be able to

purchase.

3. Finance involves the management of money. All businesses must

have enough capital on hand to pay their bills, and for-profit

businesses seek extra capital to expand their operations. In some


Page | 37

cases, they raise long-term capital by selling ownership in the

company.

4. Businesses rely on effective human resource management (HRM) to

ensure that they hire and keep good employees and that they are able

to respond to conflicts between workers and management.

Vocabulary :

1……………………………………………. 11……………………………………..

2……………………………………………. 12……………………………………..

3……………………………………………. 13………………………………………

4……………………………………………..14………………………………………

.

5……………………………………………..15………………………………………

.

6……………………………………………..16………………………………………

.

7……………………………………………..17………………………………………

.

8……………………………………………..18………………………………………

.

9……………………………………………..19………………………………………

.

10…………………………………………….20……………………………………

…

Exercise 1. Discuss the following questions

1. Give definition to the word ‘business.’

2. What is the difference between for-profit and non-profit organizations?

Support your answer with relevant examples.

3. What is production?

4. What is marketing?

5. What does the HRM involve?


Page | 38

Exercise 2. Discussion. How do you see your future profession?

Please answer the

following questions:

What kind of work are you interested in:

1. Well paid work

2. Interesting work

3. Work in a large and famous company

4. Quiet work

5. Work in an industry which has future prospects

6. A kind of work such as not to sit the whole day in the office

7. To travel a lot

Please, discuss advantages and disadvantages of your future

profession:

1. Do you think that your future profession is prestigious?

2. Do you think it will be still prestigious and well paid by the time you

graduate?

3. How difficult is it to find a good work in your field?

4. Is there a competition in your group?

5. Do you think that competition among your coeds is a good stimulus

to study well or it just makes communication between you more

difficult?


Page | 39

PERTEMUAN 8

BIG BUSINESS

In 1993 the top 50 suppliers of telecoms equipment earned an estimated

$130 billion, approximately the same as in 1992. The top ten suppliers

remained the same, as the chart shows.

Behind this apparent similarity, however, lies a rapidly changing situation

for telecoms suppliers both large and small. They have been affected by the

massive developments taking place in three major areas:

Deregulation, beginning in the early 80’s in the USA and Britain, is

breaking up the old operator monopolies and introducing a whole range of

new competitors. By 1998 the voice market will be open to competition in

most of the European union (eu), and the same trend is occurring in the rest

of the world. One effect of this trend has been to break the comfortable

relationship that the main national telecom operator usually had with one

large national supplier. The operators must compete in their own markets on

cost, so their purchasing policy is to buy from virtually any supplier who can

meet their constantly changing demands – at the right price. And the

suppliers themselves are keen to break into new, potentially lucrative

markets. Operators and suppliers alike find themselves in a new business

environment which is full threats – and of wonderful new opportunities.

The ICE age is coming back. Technology, developing increasingly fast, is

bringing together the previously separate industries of information.

Communication and education/entertainment Specialization in just one area

or the other is increasingly difficult. So telecoms suppliers have to be ready

with total solutions; and be ready to develop – or buy in – new skills and

competencies in a range of activities which were previously of only limited

interest to them. At the same time, equipment is becoming more and more

user friendly, so It can be understood more quickly by client and supplied

more and more easily by the manufacture. The technical expertise develop

by traditional suppliers is of less value – the new suppliers can compete in


Page | 40

other ways. Service, speed and innovation can be more attractive than pure

technical background.

The market Globalization has seen the growth of major alliances of

telecom operators across international borders, to help the increasing

number of companies, large and small, which need to communicate ever

wide geographical areas. So, the characteristics and size of the suppliers

typical costumer are constantly changing.

The capacity to deal with and adapt to such an unprecedented degree of

change in these areas is what will determine the relative success of the

telecom suppliers of the future.

A. What do these words mean in Indonesian? Use a dictionary to check.

Across

adapt

Affect

alliances

apparent

Approximately

attractive

compete

competencies

Deregulation,

equipment

estimated

expertise

lucrative

occurring

purchasing

pure

separate

threats

unprecedented


Page | 41

B. Language Development

Adjectives ending in –ing and –ed (boring/bored etc.)

1. There are many adjectives ending in –ing and –ed. For example, boring

and bored . Study this example situation:

Somebody is bored if something (or somebody else) is boring. Or, if

something is boring, it makes you bored. So:

Jane is bored because her job is boring.

Jane’s job is boring, so Jane is bored. (not ‘Jane is boring’)

If a person is boring, this means that they make other people bored:

George always talks about the same things. He’s really boring.

2. Compare adjectives ending in –ing and –ed:

You can say:

boring.

interesting.

My job is tiring.

satisfying.

You can say:

I’m bored with my job.

I’m not interested in my job any

more.

I’m always tired when I finish

depressing. (etc.)

The –ing adjective tells you about the

job.

work.

I’m not satisfied with my job.

My job makes me depressed.

(etc.)

The –ed adjective tells you how

somebody feels (about the job).

Compare these examples: Interested

Jane has been doing the same job for a very long time. Every day she does exactly the same thing again and again. She doesn’t enjoy it any more and would like to do something different. Jane’s job is boring. Jane is bored (with her job).


Page | 42

Interesting

Julia thinks politics is very

interesting.

Did you meet anyone interesting

at the party?

Surprising

It was quite surprising that he

passed the examination.

Disappointing

The film was disappointing. I

expected it to be much better.

Shocking

The news was shocking.

Julia is very interested in

politics. (not ‘interesting in

politics’)

Are you interested in buying a

car? I’m trying to sell mine.

Surprised

Everybody was surprised that

he passed the examination.

Disappointed

I was disappointed with the

film. I expected it to be much

better.

Shocked

We were very shocked when

we heard the news.

EXERCISE

A. Complete the sentences for each situation. Use the word given + the

ending –ing or –ed.

1 The film wasn’t as good as we had expected. (disappoint-)

a The film was disappointing.

b We were disappointed with the film.

2 Diana teaches young children. It’s very hard job but she enjoys it.

(exhaust-)

a She enjoys her job but it’s often . . . . . . . . . . . . . . . . . . . . . .

b At the end of a day’s work, she often . . . . . . . . . . . . . . . . . . . . . .

3 It’s been raining all day. I hate this weather. (depress-)

a This weather is . . . . . . . . . . . . . . . . . . . . . .

b This weather makes me . . . . . . . . . . . . . . . . . . . . . .

c It’s silly to get . . . . . . . . . . . . . . . . . . . . . . because of the weather.


Page | 43

4 Clare is going to the United States next month. She has never been

there before. (excit-)

a It will be an . . . . . . . . . . . . . . . . . . . . . . experience for her.

b Going to new places is always . . . . . . . . . . . . . . . . . . . . . .

c She is really . . . . . . . . . . . . . . . . . . . . . . about going to the United

States.

B. Choose the correct word

1 I was disappointing / disappointed with the film. I had expected it to be

better.

2 Are you interesting / interested in football?

3 The football match was quite exciting / exited. I enjoyed it.

4 It’s sometimes embarrassing / embarrassed when you have to ask

people for money.

5 Do you easily get embarrassing / embarrassed?

6 I had never expected to get the job. I was really amazing / amazed

when I was offered it.

7 She has really learnt very fast. She has made astonishing / astonished

progress.

8 I didn’t find the situation funny. I was not amusing / amused.

9 It was a really terrifying / terrified experience. Afterwards everybody

was very shocking / shocked.

10 Why do you always look so boring / bored? Is your life really so boring

/ bored?

11 He’s one of the most boring / bored people I’ve never met. He never

talking and he never says anything interesting / interested.

C. Complete the sentences using one of the words in the box.

amusing / amused confusing / confused exhausting / exhausted

annoying / annoyed disgusting / disgusted interesting / interested

boring / bored exciting / excited surprising / surprised


Page | 44

1 He works very hard. It’s not . . . . . . . . . . . . . . . . . . . . . . that he’s

always tired.

2 I’ve got nothing to do. I’m . . . . . . . . . . . . . . . . . . . . . .

3 The teacher’s explanation was . . . . . . . . . . . . . . . . . . . . . . Most of the

student didn’t understand it.

4 The kitchen hadn’t been cleaned for ages. It was really . . . . . . . . . . . .

I seldom visit art galleries. I’m not particularly . . . . . . . . . . . . . . . in art.

5 There’s no need to get . . . . . . . . . . . . . . . . . . . . . . just because I’m a

few minutes late.

6 The lecturer was . . . . . . . . . . . . . . . . . . . . . . I fell asleep.

7 I asked Emily if she wanted to come out with us but she wasn’t . . . . . .

8 I’ve been working very hard all day and now I’m . . . . . . . . . . . . . . . . . .

I’m starting a new job next week. I’m quite . . . . . . .. . . . . . . . . about it.

9 Tom is very good at telling funny stories. He can be very . . . . . . . . . . .

Liz is a very . . . . . . . . . . . . . . . . . . . . . . person. She knows a lot,

she’s traveled a lot and she’s done lots of different things.

Adjectives and adverbs (1) (quick/quickly)

A. Look at these examples:

Our holiday was too short – the time went very quickly.

The driver of the car was seriously injured in the accident.

Quickly and seriously are adverbs. Many adverbs are made from an

adjective + -ly:

Adjective: quick serious careful quiet heavy bad

Adverb: quickly seriously carefully quietly heavily badly

Not all words ending in –ly are adverbs. Some adjectives end in –ly

too, for example:

Friendly lively elderly lonely silly lovely


Page | 45

B. Adjective or adverb?

Adjectives (quick/careful etc.) tells

us about a noun. We use adjectives

before nouns and after some verbs,

especially be:

Tom is a careful driver. (not ‘a

carefully driver’)

We didn’t go out because of the

heavy rain.

Please be quiet.

I was disappointed that my exam

results were so bad.

We also use adjectives after the

verbs look/feel/sound etc.:

Why do you always look so

seriously?

Compare:

She speaks perfect English.

Adjective + noun

Compare these sentences with look:

Tom looked sad when I saw

him. (= he seemed sad, his

expression was sad)

Adverbs (quickly/carefully etc.) tell

us about a verb. An adverb tells us

how somebody does something or

how something happens:

Tom drove carefully along the

narrow road. (not ‘drove careful’)

We didn’t go out because it was

raining heavily. (not ‘raining

heavy’)

Please speak quietly. (not ‘speak

quiet’)

I was disappointed that I did so

badly in the exam. (not ‘did so

bad’)

Why do you never take me

seriously?

She speaks English perfectly.

Verb + object +adverb

Tom looked at me sadly. (=he

looked at me in a sad way)

C. We also use adverbs before adjective and other adverbs. For

example:

reasonably cheap (adverb + adjective)

terribly sorry (adverb + adjective)

incredibly quickly (adverb + adverb)


Page | 46

It’s a reasonably cheap restaurant and the food is extremely

good.

Oh, I’m terribly sorry. I didn’t mean to push you. (not ‘terrible

sorry’)

Maria learns languages incredibly quickly.

The examination was surprisingly easy.

You can also use an adverb before a past participle

(injured/organized/written etc.)

Two people were seriously injured in the accident. (not

‘serious injured’)

The meeting was very badly organized.

EXERCISE

A. Complete the sentences with adverbs. The first letter(s) of each adverb

are given.

1 We didn’t go out because it was raining heavily.

2 Our team lost the game because we played very ba. . . . . . . . . . . . . . .

I had little difficulty finding a place to live. I found a flat quite ea. . . . . .

3 We had to wait for a long time but we didn’t complain. We waited pa. .

Nobody knew George was coming to see us. He arrived unex. . . . . . .

4 Mike keeps fit by playing tennis reg. . . . . . . . . . . . . . . . . . . .

B. Put in the right word.

1 The driver of the car was seriously injured. (serious/seriously)

2 The driver of the car had serious injuries. (serious/seriously)

3 I think you behaved very . . . . . . . . . . . . . . . . (selfish/selfishly)

4 Rose is . . . . . . . . . . . . . . . upset about losing her job. (terrible/terribly)

5 There was a . . . . . . . . . . . . . . . change in the water.

(sudden/suddenly)

6 Everybody at the party was . . . . . . . . . . . . . . . dressed.

(colorful/colorfully)

7 Linda likes wearing . . . . . . . . . . . . . . . clothes. (colorful/colorfully)


Page | 47

C. Complete each sentences using a word from the list. Sometimes you

need the adjective (careful etc.) and sometimes the adverb (carefully

etc.).

1 Our holiday was too short. The time passed very quickly.

2 Tom doesn’t take risks when he’s driving. He’s always . . . . . . . . . . . . .

Sue works . . . . . . . . . . . . . . . . she never seems to stop.

3 Alice and Stan are very . . . . . . . . . . . . . . . married.

4 Monica’s English is very . . . . . . . . . . . . . . . although she makes quite

a lot of mistakes.

5 I cooked this meal . . . . . . . . . . . . . . . for you, so I hope you like it.

D. Choose two words (one from each box) to complete each sentence.

1 I thought the restaurant would be expensive but it was reasonably

cheap.

2 George mother is . . . . . . . . . . . . . . . . . . . . . . . . . . in hospital.

3 Wha a big house! It’s . . . . . . . . . . . . . . . . . . . . . . . . . .

4 It wasn’t a serious accident. The car was only . . . . . . . . . . . . . . . . . . . .

The children are normally very lively but they’re . . . . . . . . . . . .. today.

5 When I returned home after 20 years, everything had . .. . . . . .

Adjectives and adverbs (2) (well/fast/late, hard/hardly)

A. Good/well

Good is an adjective. The adverb is well:

Your English is good. but You speak English well.

Susan is a good pianist. but Susan plays the piano

well.

We use well (not ‘good’) with past participles (dressed/known etc.):

Well-dressed well-known well-educated well-paid

careful(ly) complete(ly) continuous(ly) financial(ly) fluent(ly)

happy/happily nervous(ly) perfect(ly) quick(ly) special(ly)

absolutely reasonably unusually

badly seriously unnecessarily

completely slightly

cheap enormous planned

changed ill quite

damaged long


Page | 48

But well is also an adjective with the meaning ‘in good health’:

‘How are you today?’ ‘I’m very well, thanks.’ (not ‘I’m very good’)

B. Fast/hard/late

These words are both adjectives and adverbs:

adjective adverb

Jack is a very fast runner. Jack can run very fast.

Ann is a hard worker. Ann works hard. (not ‘works

hardly’)

The train was late. I got up this morning.

Lately = ‘recently’

Have you seen Tom lately?

Hardly

Hardly = very little, almost not. Study these examples:

Sarah was rather unfriendly to me at the party. She hardly spoke

to me.

(= she spoke to me very little, almost not at all)

George and Hilda want to get married yet. They hardly know each

other.

(= they know each other very little)

Hard and hardly are completely different. Compare:

He tried hard to find a job but he had no luck.

(= he tried a lot, with a lot of effort)

I’m not surprised he didn’t find a job. He hardly tried to fine one.

(= he tried very little)

C. We often use hardly + any/anybody/anyone/anything/anywhere:

A: how much money have you got?

B: Hardly any. (= very little, almost none)

I’ll have to go shopping. We’ve got hardly any food.

The exam results were very bad. Hardly anybody in our class

passed. (= very few students passed, almost nobody passed)

She ate hardly anything. She wasn’t feeling hungry. (= she ate

very little, almost nothing)


Page | 49

Note the position of hardly. You can say:

She ate hardly anything. or She hardly ate

anything.

We’ve got hardly any food. or We’ve hardly got any food.

D. We often use can/could + hardly. I can hardly do something = it’s

almost impossible for me to do it:

Your writing is terrible. I can hardly read it. (=it is almost

impossible for me to read it)

My legs was hurting me. I could hardly walk.

Hardly ever = almost never

I’m nearly always at home in the evenings. I hardly ever go out.

EXERCISE

A. Put in good or well.

1 I play tennis but I’m not very good.

2 Your exam results were very . . . . . . . . . . . . .

3 You did very . . . . . . . . . . . . . in your exams.

4 The weather was very . . . . . . . . . . . . . while we were on holiday.

5 I didn’t sleep very . . . . . . . . . . . . . last night.

6 How are you? Are you . . . . . . . . . . . . . ?

B. Complete these sentences using well + one of the following words:

balanced behaved done dressed informed kept known

paid

1 The children were very good. They were well-behaved.

2 I’m surprised you haven’t heard of her. She quite . . . . . . . . . . . . . . . . .

Our neighbors’ garden is neat and tidy. It is very . . . . . . . . . . . . . . . . .

3 You should eat different types of food. Your diet should be . . . . . . . . .

Ann knows a lot about many things. She quite . . . . . . . . . . . . . . . . . . .

4 His clothes are always smart. He is always . . . . . . . . . . . . . . . . . . . . . .


Page | 50

C. Are the underlined words right or wrong? Correct the ones that are wrong.

1 I’m tired because I’ve been working hard. RIGHT

2 I tried hard to remember her name but I couldn’t. . . . . . . . . . . . . . . . .

3 This coat is practically unused. I’ve hardly worn it. . . . . . . . . . . . . . . . .

4 She’s good tennis player. She hits the ball hardly. . . . . . . . . . . . . . . . .

5 Don’t walk so fast! I can’t keep up with you. . . . . . . . . . . . . . . . .

6 Why are you walking so slow? Are you tired? . . . . . . . . . . . . . . . .

D. Write sentences with hardly. Use one of the following verbs (in the

correct form):

change hear know recognize say sleep speak

1 George and Hilda have only met once before. They hardly know each

other.

2 You’re speaking very quietly. I can . . . . . . . . . . . . . . . . . . . . you.

3 I’m very tired this morning. I . . . . . . . . . . . . . . . . . . . . last night.

4 We were so shocked when we heard the news, we could . . . . . . . . . . .

Kate was very quiet this evening. She . . . . . . . . . . . . . . . . . . . . a

word.

5 You look the same now as you looked 15 years ago. You’ve . . . . . . . .

E. Complete these sentences with hardly +

any/anybody/anything/anywhere/ever.

1 I’ll have to go shopping. We’ve got hardly any food.

2 It was a very warm day and there was . . . . . . . . . . . . . . . . . . . . wind.

3 ‘do you know much about computers?’ ‘No, . . . . . . . . . . . . . . . . . . . ..’

4 The hotel was almost empty. There was . . . . . . . . . . . . . . . . . . . .

staying there.

5 Our new boss is not very popular. . . . . . . . . . . . . . . . . . . . . likes her.

6 I listen to the radio quite often but I . . . . . . . . . . . . . . . . . . . . watch

television.


Page | 51

PERTEMUAN 9

VISIONS OF THE FUTURE

“To be the best telecom company by 1998”; “To be the world leader in

telecoms by 2001”; “To be the most successful operator for the 21st century”.

These are some of the aims, goals, missions or visions of many today’s

leading telecoms organizations. As monopoly becomes a thing of the past,

the market is thrown open to anybody who wants to complete – and the

costumer is at last able to choose the supplier she or he wants. The

challenge is to meet the costumer’s needs.

There are three main groups of competitors in the brave new world:

Public telephone operators (PTOs), who once monopolized the supply of

lines and of most equipment, now are just another – if privileged – supplier of

both.

Equipment manufactures, who used to supply mainly to the PTOs, now

can, in many cases, supply direct to the customer.

Services providers, including computer companies supplying sophisticated

switches and value-added services, find an increase market for their product

as telecoms become a vital strategies business tool. The increase in demand

is real – data communications are expanding at a rate of 25% - 30% per

annum, voice at about 9% per annum.

If they could all be “the best”, the telecom companies would be happy.

Who is the customer?

A customer-focused business must first know who the customer is. In telecoms four main types of customer are emerging. Multi-national companies operating across national frontiers, and using sophisticated and high-capacity networks for the transfer of voice, image, data and television. Small and medium enterprises (SME’s) who have less extensive links but who are looking for increasingly sophisticated telecommunications facilities, particularly if they are “user friendly”, and so do not need highly specialized staff to use them. Residential customers, the ordinary citizens usually using one telephone line for basic telephony, but increasingly aware of the enormous potential of telecommunications for work and leisure. Public administration. Hospitals, universities, schools, emergency services and similar bodies who find more and more applications in telecommunications to help them do their work more efficiently and cost-effectively.


Page | 52

Unfortunately they can’t, but there is one area in which they are all trying

to gain the competitive advantage: costumer service. The customer is now

the focus of all attention in the telecoms business. Operators, manufactures

and service providers alike have to change the way they work, in order to

succeed in the new business environment. And none more so than the

operators, many of whom were once government departments acting like

bureaucrats, responding to legislation rather than to the market. If

competition had not been forced upon them, many might still be acting in the

same way today.


Aims

Annum

brave

Bureaucrats

Citizens

competitors

demand

direct

Emerging

Enormous

Enterprises

Equipment

expanding

Frontiers

gain

Leisure

ordinary

privileged

Residential

sophisticated

switches


Page | 53

If I do . . . and If I did . . .

A. Compare these examples:

(1) Sue has lost her watch. She thinks it may be at Ann’s house.

SUE: I think I left my watch at your house. Have you seen it?

ANN: No, but I’ll have a look when I get home. If I find it, I’ll tell you.

In this example, Ann feels there is a real possibility that she will find the

watch. So she says: If I find. . . , I’ll. . . .

(2) Ann says: if I found a wallet in the street, I’d take it to the police.

This is a different type of situation. Here, Ann is not thinking about a real

possibility; she is imagining the situation and doesn’t expect to find a wallet

in the street. So she says: If I found. . . , I’d (= I would). . . (not ‘If I find. . .,

I’ll. . .’)

When you imagine something like this, you use if + past

(If I found / if you were / if we didn’t etc.). But the meaning is not past:

What would you do if you won a million pounds?

(we don’t really expect this to happen)

I don’t really want to go to their party, but I probably will go. They’d

be offended if I didn’t go.

Sarah has decided not to apply for the job. She isn’t really qualified

for it, so she probably wouldn’t get it if she applied.

B. We do not normally use would in the if-part of these sentence:

I’d be very frightened if somebody pointed a gun at me. (not ‘if

somebody would point’)

If I didn’t go to their party, they’d be offended. (not ‘If I wouldn’t

go’)

But it is possible to say ‘if. . . would’ when you ask somebody to do

something:

(from a formal letter) I would be grateful if you would send me

your brochure as soon as possible.

‘Shall I close the door?’ ‘Yes, please, if you would.’


Page | 54

C. In the other part of the sentence (not the if-part) we use would (‘d) /

wouldn’t:

If you took more exercise, you’d (= you would) probably feel

healthier.

Would you mind if I used your phone?

I’m not tired enough to go to bed yet. I wouldn’t sleep (if I went to

bed now).

Could and might are also possible:

If you took more exercise, you might feel healthier. (=it is possible

that you would feel healthier)

If it stopped raining, we could go out. (=we would be able to go

out)

D. Do not use when in sentences like those on this page:

They would be offended if we didn’t accept their invitation. (not

‘when we didn’t’)

What would you do if you were bitten by snake? (not ‘when you

were bitten’)

EXERCISE

A. Put the verb into the correct form.

1 They would be rather offended if I didn’t go to see them. (not/go)

2 If you took more exercise, you would feel better. (feel)

3 If I was offered the job, I think I . . . . . . . . . . . . . . . . . . . . . . . . . it

(take)

4 I’m sure Amy will lend you the money. I’d better very surprised if she .

. . . . . . . . . . . . . . . . . . . . . . . . (refuse)

5 If I sold my car, I . . . . . . . . . . . . . . . . . . . . much money for it. (not/get)

6 A lot of people would be out of work if the factory . . . . . . . . . . . . . . . . .

. . . . . . . . (close down)

7 What would happen if I . . . . . . . . . . . . . . . . . . that red button? (press)

8 Liz gave me this ring. She . . . . . . . . .. . . . . . very upset if I lost it. (be)

9 Mark and Carol are expecting us. They would be disappointed if we . .

. . . . . . . . . . . . . . . . . . . . . . . (not/come)


Page | 55

10 Would Tim mind if I . . . . . . . . . . . . . . . . . . . . . . . . . his bicycle without

asking him? (borrow)

11 If somebody . . . . . . . . . . . . . . . . . . . . . . . . . in here with a gun, I’d be

very frightened. (walk)

12 I’m sure Sue . . . . . . . . . . . . . . . . . . . . . . . . . if you explained the

situation to her. (understand)

B. You ask a friend questions. Use what would you do if. . .?

1 (May be one day your friend will win a lot of money.)

What would you do if you won a lot of money?

2 (Your friend’s car has never been stolen but perhaps one day it will

be.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Perhaps one day your friend will lose his/her passport.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

3 (There has never been a fire in the building.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Answer the questions in the way shown.

1 A: Shall we catch the 10.30 train?

B: No. (arrive / too early) If we caught the 10.30 train, we’d arrive

too early.

2 A: Is Ken going to take the examination?

B: No. (fail) If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: Why don’t we stay at hotel?

B: No. (cost too much money) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: Is Sally going to apply for the job?

B: No. (not / get it) If . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .

3 A: Let’s tell them the truth.

B: No. (not / believe us) If . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . .

4 A: why don’t we invite Bill to the party?

B: No. (have to invite his friend too)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Page | 56

D. Use your own ideas to complete these sentences.

1 If you took more exercise, you’d feel better.

2 I’d feel very angry if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 If I didn’t go to work tomorrow, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Would you go to the party if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 If you bought some new clothes, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Would you mind if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Page | 57

PERTEMUAN 10

WORLDS APART

As we enter the age of global electronic communication, more than half

the world’s population has no access even to the “Plain Old Telephone

Services” (POTS) that is the basis of the new information networks. Global

division between the “information rich” and the “information poor” is now

more sharply defined than ever.

Three kinds of barrier deny the majority of the world access to the new

information sources.

Economic factors are the most important. Many people live and work in

places lacking the necessary communications to make links with other users.

It can take three days to place an international call from India to Bangladesh,

and even then, the connection is often not good enough for the computer

communications.

Of the technical barriers, by far the most excluding is language: most of

the world cannot use computer communications in their own language.

Finally, there are political question, which centre on access to affective

education and training to enable people to use the technology…in particular,

the notion that computer technology has a greater bias towards men. As one

commentator summarized the situation:

“To make the most of the information age, you need to be male, speak

English and live in an industrialized country.”

Seventeen of the world’s fastest-growing phone networks are African. At

the same time, thirty-five of the world’s forty-nine countries with the last

developed communications systems are also on the African continent.

Although the number of subscriber lines installed over the past ten years has

been the second highest in the world as a region, Africa also holds the global

record for the fastest-growing population. Demand is well ahead of supply

and the number of those waiting for connection is growing by 7% per year.

What is the relationship between “teledensity” (the number of telephone

lines per 100 inhabitants) and wealth? The chart beneath plots GDP (Gross


Page | 58

Domestic Product) per capita against teledensity for the 105 countries

recently surveyed by the International Telecommunications Union (ITU).

Each square represents a country and the overwhelming concentration in

the bottom left-hand corner represents the very low teledensity in the poorer

countries. Economists think that it should be relatively easy to increase

teledensity for low-income countries. According to the ITU, this fact suggest

that: “telecoms investment brings higher social and economic rewards in low-

income countries than in high-income ones, at least in terms of benefits per

extra dollar spent.”

The message is clear: investing in low-income countries in Africa, Asia

and China offers the prospect of creating markets for the future.

But are the investors listening?


Page | 59


barrier

benefits

bias

continent

Demand

competitors

demand

deny

division

investment

lacking

majority

necessary

notion

overwhelming

region

square

subscriber

towards

Wealth


Page | 60

PERTEMUAN 11

INTERNET

Created 25 years ago as a nuclear-attackproof American military

communications network, the Internet”s growth-rate is starting to rival that of

bacteria. Connecting 42,000 computer networks sprawled across 90

countries; the Net had about 32 million users at the beginning of 1995, with

one million more people becoming “netizens” every month. Now two recent

developments will cause Internet’s popularity to skyrocket, bringing with it a

host of thorny social and legal problems.

The changes ahead stem primarily from two groundbreaking Internet

innovations: the World Wide Web (WWW) and software called Mosaic. The

“Web,” as it is known, turns disparate fragments of data into “hypertext,”

which is similar to touching a footnote in a book and seeing the page

magically blossom with the referenced material. When a Web-user selects a

highlighted word on a screen, hypertext quickly connects the computer

directly to the proper information source … no matter where in the world it

resides.

Mosaic software allows people to transform the Internet’s prosaic text-

only world into colourful potographs, artwork, sound and video. Web “surfers”

can see vivid pictures from the Louvre, view the latest Hubble telescope

phoos from NASA, download sound-bittes of music, even watch movie clips

from the lates Hollywood blockbuster or go shopping in a virtual mall. We-

browsing softwareis doing for the Internet what Macintosh and Windows did

for persnal computing … making it easier, lively and fun for ordnary users.

Thousands of schools, libraries, business and ordinary indivisuals are

making off territory in cyberspace. In 1995, MCI (one of the three major long-

distance carriers in the US whose telephone networks already easy-to-install

software, a Web browser, a virtaul shopping-center and a business

consulting service.

But there are likely to be a few problems. Internet’s success will force

Society to confront traditional notions of free speech and intellectual property

rights. What will happen to “community standads” when almost anyone with a


Page | 61

computer and a modem can become a self-publisher with global distribution?

Unscrupulous dealers in pornographic material have already used Internet,

while there are also likely to be problems with data security and a boom in

computer crime. As the Net opens its doors, the real world will come rushing

in.

A. Language Development


No.

English

Indonesian

a nuclear-attackproof

network

growth-rate

rival

sprawl

netizens

recent developments

skyrocket

host

thorny

ahead

stem

primarily

groundbreaking

innovations

software

disparate fragments

hypertext

footnote

magically blossom

referenced material

highlight

screen


Page | 62

proper information source

resides

transform

Internet’s prosaic text-only

world

Artwork

Surfers

vivid pictures

download sound-bittes of music

virtual mall

Web-browsing softwares

lively and fun

ordnary users.

making off territory

cyberspace

long-distance carriers

confront

notions

intellectual property rights

community standard

modem

distribution

unscrupulous dealers

computer crime

rushing in

Phrasal verbs (get up / break down / fill in etc.)

B. We often use verbs with the following words:

in on up away round about over by

out off down back through along forward


Page | 63

get on

drive off

come back

turn round

break down

look out

take off

get up

get on

get by

So you can say put out / get on / take off / run away etc. these verbs

are phrasal verbs.

We often use out/off/up etc. with verbs of movement. For example:

The bus was full. We couldn’t get on.

A woman got into the car and drove off.

Sally is leaving tomorrow and coming back on

Saturday.

When I touched him on the shoulder, he turned

round.

But often the second word (out/off/up etc.) gives a special meaning to

the verb. For examples:

Sorry I’m late. The car broke down.(= the engine

stop working)

Look out! There’s a car coming. (= be careful)

It was my first flight. I was nervous as the plane

took off. (= went into the air)

I was tired this morning. I couldn’t get up. (= get out

of bed)

How was the exam? How did you get on? (= how

did you do?)

My French isn’t very good but it’s enough to get by.

(= to manage)

C. Sometimes a phrasal verb is followed by a preposition. For example:

Why did you run away from me?

You’re walking too fast. I can’t keep up

with you.

Are you looking forward to your holiday?

Jack is trying to cut down on smoking. (=

reduce smoking)

D. Sometimes a phrasal verb has an object. Usually there are two possible

positions for the object. You can say:

phrasal verb

run away

keep up

look forward

cut down

preposition

from

with

to

on


Page | 64

Object object

I turned off the light. or I turned the light off.

If the object is a pronoun (it/them/me/him etc.), only one position is

possible:

I turned it off. (not ‘I turned off it’)

Some more examples:

Could you

but They gave me a form and told me to fill it in. (not ‘fill in it’)

The police got into the house by

but The door wasn’t locked. Why did the police break it down? (not

‘break down it’)

I think I’ll

but Do you want these newspapers or shall I throw them away? (not

‘throw away them’)

Don’t

but The baby is asleep. Don’t wake her up. (not ‘wake up her’)

EXERCISE

A. Complete the sentences using one of these phrasal verbs (in the correct

form):

break down drop out (= stop taking part in

something)

clear up (= become brighter-for weather) move in (= start living

in a house etc.)

close down (= go out of business) show off (= show how clever you

are)

doze off (= fall asleep) turn up (= appear/arrive)

1 Sorry I’m late. The car broke down on the way here.

fill in this form?

fill this form in?

breaking down the door.

breaking the door down.

throw away these newspapers.

throw these newspapers away.

wake up the baby.

wake the baby up.


Page | 65

2 I arranged to meet Jane after work last night but she didn’t . . . . . . . . .

3 ‘We’ve bought a new house.’ ‘Oh, have you? When are you. .. . . . . ?’

4 There used to be a shop at the end of the street but it . . . .. . .a year

ago.

5 I ran in a marathon last week but I wasn’t fit enough. I . . . . . . . . . . . . .

. . . . . . . . . after 15 kilometers.

6 We all know how wonderful you are. There’s no need to .. . . . . . . . . .

7 I was very tired. I sat in an armchair and . . .. . . . . . . . . . . . . . . . . . .

8 The weather is horrible at the moment, isn’t it? I hope it . . . . . . . . .

.later.

B. Complete the sentences using a word from list A and a word from list B.

you need to use some words more than once.

A: away back forward on out up B: at of to

with

1 You’re walking too fast. I can’t keep up with you.

2 My holidays are nearly over. Next week I’ll be . . . . . . . . . . . . . . . work.

3 We’ve nearly run . . . . . . . . . . . . . . . . . . . . . . . money. We’ve got very

little left.

4 Martin isn’t very happy in his job because he doesn’t get . . . . . . . . . . .

. . his boss.

5 I love to took . . . . . . . . . . . . . . . . . . . . . . . the stars in the sky at night.

6 Are you looking . . . . . . . . . . . . . . . . . . . . . . . the party next week?

7 There was a bank robbery last week. The robbers got . . . . . . .

₤30,000.

C. Complete the sentences using one of these verbs (in the correct form) +

it/them/her/you:

cross out give away make up turn down (= refuse)

fill in give back show round see off (= see somebody

leave)

1 They gave me a form and told me to fill it in.

2 If you make a mistake on the form, just . . . . . . . . . . . . . . . . . . . . . . . . .

3 The story she told you wasn’t true. She . . .. . . . . . . . . . . . . . . . . . . . .


Page | 66

4 I don’t like people who borrow things and don’t . . .. . . . . . . . . . . . .

5 Katy is going to Australia tomorrow. I’m going to the airport to . .. . . . . .

6 I had a lot of books that I didn’t want to keep, so I . . . . . . . . . . . . . . . .

to a friend.

7 Would you like to see the factory? Would you like me to .. . . . . . . . . ..

8 Sue was offered a job as a translator but she . . . . . . . . . . . . . . . . . . . .

D. Complete the sentences. Use the word in brackets (away/up etc.) with

one of the following:

that box your cigarette a jacket the television a word it it it

them him

1 Don’t throw away that box (or that box away). I want to keep it

(away)

2 ‘Do you want this box?’ ‘No, you can throw it away ‘ (away)

3 Shhh! The children are asleep. Don’t wake . . . . . . . . . . . . . . . . . . (up)

4 We can turn . . . . . . . . . . . . . . . . . . . . . . . . . . . Nobody is watching it.

(off)

5 Tom got very angry and started shouting. I tried to calm . . . . . . . . . . . .

. . (down)

6 I tried . . . . . . . . . . . . . . . . . . . . . . . . . . in the shop but I didn’t buy it.

(on)

7 Please put . . . . . . . . . . . . . . . . . . . . . . . . . . . this is no-smoking area.

(out)

8 It was only a small fire. I was able to put . . . . . . . . . . . . . . . . . . quiet

easily. (out)

9 You can look . . . . . . . . . . . . . . . . . . . . . . . . . . in a dictionary if you

don’t know what it means. (up)

10 You’re doing very well. Keep . . . . . . . . . . . . . . . . . . . . . . . . . . ! (up)


Page | 67

PERTEMUAN 12

Business Correspondence

(Letter Writing)

I. Meaning of Business Correspondence

Communication through exchange of letters is known as correspondence.

We communicate our feelings, thoughts etc. to our friends and relatives

through letters that may be called personal correspondence. A

Businessman also writes and receives letters in his day to-day

transactions, which may be called business correspondence. Business

correspondence or business letter is a written communication between two

parties. Businessmen may write letters to supplier of goods and also

receive letters from the suppliers. Customers may write letters to

businessmen seeking information about availability of goods, price, quality,

sample etc. or place order for purchase of goods. Thus, business letters

may be defined as a media or means through which views are expressed

and ideas or information is communicated in writing in the process of

business activities.

II. Part of a Business Letter

Different parts of a business letter-

1). Heading 2). Date 3). Reference 4). Inside Address 5). Subject 6).

Salutation 7). Body of the letter 8). Complimentary close 9). Signature 10).

Enclosures 11). Copy Circulation 12). Post Script

The essential parts of a business letter are as follows:

1. Heading -The heading of a business letter usually contains the name and

postal address of the business, E-mail address, Web-site address,

Telephone Number, Fax Number, Trade Mark or logo of the business (if

any)

2. Date - The date is normally written on the right hand side corner after the

heading as the day, month and years. Some examples are 28th Feb.,

2003 or Feb. 28, 2003.


Page | 68

3. Reference- It indicates letter number and the department from where the

letter is being sent and the year. It helps in future reference. This

reference number is given on the left hand corner after the heading. For

example, we can write reference number as AB/FADept./2003/27.

4. Inside address - This includes the name and full address of the person or

the firm to whom the letter is to be sent. This is written on the left hand

side of the sheet below the reference number. Letters should be

addressed to the responsible head e.g., the Secretary, the Principal, the

Chairman, the Manager etc. Example:

5. Subject - It is a statement in brief, that indicates the matter to which the

letter relates. It attracts the attention of the receiver immediately and

helps him to know quickly what the letter is about. For example,

Subject: Your order No. C317/8 dated 12th March 2003.

Subject: Enquiry about Samsung television

Subject: Fire Insurance policy

6. Salutation - This is placed below the inside address. It is usually followed

by a comma (,). Various forms of salutation are:

Sir/Madam: For official and formal correspondence

Dear Sir/Madam: For addressing an individual

Dear Sirs/Dear Madam: For addressing a firm or company.

7. Body of the letter- This comes after salutation. This is the main part of the

letter and it contains the actual message of the sender. It is divided into

three parts.

M/S Bharat Fans

Bharat Complex

Hyderabad Industrial

Complex

Hyderabad

Andhra Pradesh - 500032

The Chief Manager,

State Bank of India

Utkal University Campus

Bhubaneswar,

Orissa- 751007


Page | 69

(a) Opening part - It is the introductory part of the letter. In this part,

attention of the reader should be drawn to the previous

correspondence, if any. For example with reference to your letter no.

326 dated. 12th March 2003, I would like to draw your attention

towards the new brand of television.

(b) Main part - This part usually contains the subject matter of the letter. It

should be precise and written in clear words.

(c) Concluding Part - It contains a statement the of sender’s intentions,

hopes or expectations concerning the next step to be taken. Further,

the sender should always look forward to getting a positive response.

At the end, terms like Thanking you, With regards, With warm regards

may be used.

8. Complimentary close - It is merely a polite way of ending a letter. It must

be in accordance with the salutation. For example:

Salutation Complementary close

i. Dear Sir/Dear Madam Yours faithfully

ii. Dear Mr. Raj Yours sincerely

iii. My Dear Akbar Yours very sincerely (express very informal relations.)

9. Signature - It is written in ink, immediately below the complimentary

close. As far as possible, the signature should be legible. The name of

the writer should be typed immediately below the signature. The

designation is given below the typed name. Where no letterhead is in

use, the name of the company too could be included below the

designation of the writer. For example:

Yours faithfully

For M/S Acron

Electricals

(Signature)

JASON


Page | 70

10. Enclosures - This is required when some documents like cheque, draft,

bills, receipts, lists, invoices etc. are attached with the letter. These

enclosures are listed one by one in serial numbers. For example:

Encl : (i) The list of goods received

(ii) A cheque for Rs. One Thousand dtt. Feb. 27,2003 (Cheque

No........) towards payment for goods supplied

11. Copy circulation - This is required when copies of the letter are also sent

to persons apart of the addressee. It is denoted as C.C. For example,

C.C. i. The Chairman, Electric Supply Corporation

ii. The Director, Electric Supply Corporation

iii. The Secretary, Electric Supply Corporation

12. Post script - This is required when the writer wants to add something,

which is not included in the body of the letter. It is expressed as P.S.

For example,

P.S. - In our offer, we provide two years warranty.


Page | 71

Format of a Business Letter Tel. Name of the firm E-mail: Fax. Postal Address Website: Ref. Dated: To Name and ………………………… Address of the letter to whom letter is sent Subject: Salutation, Opening part Main part Concluding Part

Complementary close

Signature

(name)

Designation

Enclosures

CCPS


Page | 72

PERTEMUAN13

Job Advertisement and Interview

A. Job Advertisement

A job advertisement is a notice to a selected group or the e public,

informing them that there is a job vacancy available. A job advertisement

usually contains such details as the job title, responsibilities and roles of the

successful candidate, and requirements for hopeful candidates. Job adverts

can be found in newspapers, magazines or online.

Purpose

The main purpose of a job advertisement is to attract suitable candidates

for the position. An effective ad reduces the time companies spend

interviewing unsuitable candidates by providing a precise statement of job

requirements. A job advertisement also plays a secondary role by helping to

position the company as a growing organization staffed by quality people.

This can help create awareness and interest from qualified people who might

be attracted to the company for future vacancies.

Types of Advertisement

Job advertisements typically take two forms: display and classified

advertisements. Display advertisements include bold headlines, copy and

photographs or illustrations. They come in various sizes, from small boxes to

full-page or even double-page advertisements. Through size and creativity,

ad designers aim to create impact with display advertisements. Classified

advertisements are much simpler. They feature a subject headline and text

and appear under a job category heading with other advertisements of similar

appearance. Classified ads offer little opportunity for creative treatment or

impact.

Content

A job advertisement has five main elements. Information on the job

opening describes the duties and responsibilities of the position. A candidate

profile outlines the experience, education and other attributes required for the


Page | 73

A job interview is your chance to show an employer what

he or she will get if you’re hired. That is why it is essential to

be well prepared for the job interview. There exist five basic

types of interviews:

job. Company information provides insight into the working environment and

the opportunities for the right candidate. The advertisement should also

describe the salary range and benefits for the successful candidate. Finally,

the advertisement should explain the application process, including how and

where to apply.

Media

Job advertisements appear in different media, including local and

national newspapers, industry magazines and job websites. In newspapers

and magazines, job ads typically appear in a recruitment section, although

advertisements for prestige senior positions might be placed in another

section, such as business or finance, for additional impact. Companies also

use social media such as Facebook and Linkedin to communicate with

potential candidates for current and future vacancies.

B. Job Interview

A job interview is your chance to show an employer what he or she will

get if you’re hired. That is why it is essential to be well prepared for the job

interview. There exist five basic types of interviews:

The Screening Interview

This is usually an interview with someone in human resources. It may

take place in person or on the telephone. He or she will have a copy of your

resume in hand and will try to verify the information on it. The human

resources representative will want to find out if you meet the minimum

qualifications for the job and, if you do, you will be passed on to the next

step.


Page | 74

The Selection Interview

The selection interview is the step in the process which makes people

the most anxious. The employer knows you are qualified to do the job. While

you may have the skills to perform the tasks that are required by the job in

question, the employer needs to know if you have the personality necessary

to “fit in.”

The Group Interview

In the group interview, several job candidates are interviewed at once.

The interviewer or interviewers are trying to separate the leaders from the

followers. The interviewer may also be trying to find out if you are a “team

player.” The type of personality the employer is looking for determines the

outcome of this interview. There is nothing more to do than act naturally.

Sample Interview

Interviewer: Good morning, Miss.

Sue Jones: Miss Jones. Good morning.

Interviewer: Miss Jones, yes, right. Hi. Um.now, you’d like to join our team, I gather. Sue Jones: Yes, I would.

Interviewer: That’s.that’s very good. Er.I’d like to know a little bit about you. Perhaps you could tell me.. .perhaps we could start.. .if you could tell me a bit about your education.

Sue Jones: Oh yes, right. Well, I left school at 18 and for the first two years I went to Gibsons, you might know them, they’re an engineering firm.

Interviewer: Ah, yes, right.

Sue Jones: Um.and after that, I wanted to do a course, so I.I did a one-year full-time PA course and went back to Gibsons. I was PA to the Export Director. I stayed there for another two years and.and then moved on to my present company. Um.that’s Europa Marketing.um.Mr. Adair, the marketing director, offered me a job because Gibsons had...had worked quite a lot with Europa Marketing.

Interviewer: Oh, yes, Europa Marketing...yes.

Sue Jones: And I’ve been with them for three years now. um.first with the Marketing Director and...and now I’m with the Sales Director.

Interviewer: That’s all very interesting, Miss Jones. Urn.I. I’d like to know, what did you enjoy most at school? What was the course that you enjoyed most?

Sue Jones: Ah...foreign languages I liked best.

Interviewer: Foreign languages?


Page | 75

Sue Jones: We did French and German. Yes.

Interviewer: Mhm. And are you quite fluent in those now or.?

Sue Jones: Yes, a bit rusty now, but...um...obviously the more travel I can do the more I can use my languages and I’d like to learn another language. I’d like to add Italian as well. Interviewer: Italian?

Sue Jones: Yes.

Interviewer: Very good, very good, that...that might be very useful. Now.. .er.. .tell me a little bit about.. .er.. .the work you’re doing at present.

Sue Jones: Um.well Europa Marketing is a marketing and public.public relations company.

Interviewer: Yes, I’ve heard of it.

Sue Jones: And they do.they do consultancy work for companies operating in the UK and European markets. Er.. .our clients come from all over the world.. .um.. .we deal with some of them by.. .by post, but most of them come to our offices and at least once during a project. I assist the Sales Director by arranging these visits, setting up meetings and presentations and I...I deal with all her correspondence. I’ve not been able to go with her on any.. .on any of her trips abroad, but I.. .I’ve been to firms in this country, several times on my own.. .um.. .to make these arrangements.

Interviewer: It sounds as if you’re very happy there, Miss Jones. I’m curious why you’d like to leave them and join our company?

Sue Jones: Well...um...I know the reputation of Anglo-European and it has a very good reputation. And I feel that I would have more scope and opportunity in your company and the work would be more challenging for me. I might be able to possibly travel and use my languages because at the moment most of my work is. is rather routine secretarial-type work and I like the idea of more.. .um... challenges in my life really.

Interviewer: Yes, aha, aha.


Page | 76

REFERENCES:

Close, RA. 1978. A Reference Grammar for Students of English. Hong Kong:

Commonwealth Printing Press Ltd.

Cobuild. 2004. English Grammar. London: HarperCollins Publishers.

Leech, Geoffrey. 1989. An A-Z of English Grammar & Usage. London: An

International Thomson Publishing Company.

MacKenzie Ian. 2003. (2nd Ed). English for Business Studies: A Course for

Business Studies and Economics student. United Kingdom. Cambridge

University Press

MacKenzie Ian, 1997. English for Business Studies: A Course for Business

Studies and Economics student. United Kingdom. Cambridge University

Press.

Nikolaenko. E.B. 2008. Business English. Tomsk Polytechnic University

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www.pearsonlongman.com/dictionaries

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ireland/pdf/esol/photodict/new_photodict/m02_lpd_wks_glb_5650_drt.p

df

Business Correspondence : http://old.nios.ac.in/Secbuscour/cc14.pdf

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e_Letter_of_Application.pdf

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http://www.kuaikuenglish.com/assets/pdf/Business_english_5/business_5D.pdf

http://blog.lingoking.com/wp-content/uploads/2010/12/How-to-make-a-business-phone-call-in-English.pdf

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http://old.nios.ac.in/Secbuscour/cc14.pdf

http://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/3159/Sample_Letter_of_Application.pdf

http://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/3159/Sample_Letter_of_Application.pdf

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