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 INTEGRATED ENGLISH

Authors:

Naeklan Simbolon

Eva Betty Simanjuntak

Mariati Purnama Simanjuntak

Kristina Gloria Simanjuntak

Janner Simarmata
 INTEGRATED ENGLISH

Authors:

Naeklan Simbolon
Eva Betty Simanjuntak
Mariati Purnama Simanjuntak
Kristina Gloria Simanjuntak
Janner Simarmata

Copyright ©2018 by Jayapangus Press All Right Reserved

PUBLISHER:

Jayapangus Press
Anggota IKAPI
No. 019/Anggota Luar Biasa/BAI/2018 Jl. Ratna No.51
Denpasar - BALI
http://jayapanguspress.org
email: [email protected]

The content is beyond the publisher's responsibility.

Perpustakaan Nasional Republik Indonesia

Katalog Dalam Terbitan (KDT)

ISBN: 978-602-53015-4-4
Integrated English iii

FOREWORD

We, Indonesian, have our language, namely Bahasa Indonesia, and we use it
to communicate, expressing or asking opinions, negotiating, and so on.
However, as part of a global society, we need to master a globally recognized
language: English.
English has a grammar which needs to be understood in order to use it within
the appropriate context and the timeframe. These four skills, namely
listening, speaking, reading, and writing requires to be learned to master
English comprehensively. Each expertise has its role and purpose.
This book integrates the skills thus students can use it as a guide in sharpening
their English skills.
The writer would wish to thank the people who held up the development of
this book, from the initial development until it reaches the community.

Medan, October 31, 2018

Authors
iv Integrated English

TABLE OF CONTENTS
Foreword ………………………………………………………………………. iii
Table of Contents ……………………………………………………………… iv
Table of Figures ……………………………………………………………….. v
Table of Tables ………………………………………………………………… vi
Unit 1. To Be: Introduction …………………………………………………… 1
Unit 2. Possessive adjective, Nouns, Verbs, Adverb, Subject Pronouns ............ 9
Unit 3. To Be: Yes/No Questions Short Answer Possessive Nouns .................. 32
Unit 4. Preposition and Comparative Adjectives………………………………. 42
Unit 5. Simple Present Tense and Present Continuous Tense ........................... 51
Unit 6. Simple Past Tense and Past Continuous Tense ...................................... 62
Unit 7. Perfect Tense and Past Perfect Continuous Tense .................................. 75
Unit 8. Present Perfect Tense and Present Perfect Continuous Tense ................ 86
Unit 9. Future Tense: Simple Future and Future Continuous Tense Past ........... 96
Unit 10. Future Perfect Tense and Future Perfect Continuous Tense ................ 106
Unit 11. Question Words .................................................................................... 116
Unit 12. Passive Voice ....................................................................................... 129
Appendix 1 Irregular Verbs ............................................................................ 195
References .......................................................................................................... 198
Integrated English v

TABLE OF FIGURES
Figure 1 Classmates ....................................................................................... 6
Figure 2 Subject Pronouns ........................................................................... 10
Figure 3 Possessive Adjectives .................................................................... 13
Figure 4 Nouns .......................................................................................... 15
Figure 5 Action Verbs ............................................................................... 18
Figure 6 Classroom Verbs ........................................................................ 18
Figure 7 Cooking Verbs ............................................................................ 19
Figure 8 Adverbs ....................................................................................... 24
Figure 9 Simple Past Tense vs Past Continuous Tense Illustration ... 67
Figure 10 Past Perfect Tense .................................................................... 86
Figure 11 Past Perfect Continuous Tense............................................... 87
Figure 12 Past Perfect vs Past Perfect Continuous Tense .................... 87
Figure 13 Future Perfect ......................................................................... 110
Figure 14 Question Words ..................................................................... 118
Figure 15 Passive Voice .......................................................................... 185
Figure 16 Passive Voice .......................................................................... 187
Figure 17 Garden ..................................................................................... 190
vi Integrated English

TABLE OF TABLES

Table 1 to-be Form ....................................................................................... 2

Table 2 Subject Pronoun ........................................................................... 11
Table 3 Possessive Adjective .................................................................... 13
Table 4 Noun Type .................................................................................... 16
Table 5 Verb Type...................................................................................... 19
Table 6 Adverb Type ................................................................................. 25
Table 7 Noun Type .................................................................................... 32
Table 8 Comparative Adjective ............................................................... 34
Table 9 Preposition Category................................................................... 42
Table 10 Question Words ....................................................................... 118
 UNIT 1 TO BE: INTRODUCTION

STANDARD COMPETENCE

Use “to be” in daily conversation: to introduce our selves and to ask someone
about their identity.
INDICATOR

Able to differentiate “to be” and its functions in the daily communication,
both in oral and written communication.

CONTEXT

We often need to introduce ourselves to new acquaintances or ask them about

their profile. Moreover, we also have to describe about things that we do
while we are introducing ourselves. Therefore, we need to understand the use
of “to be” in English, which is an important part of English language.
LEARNING MATERIAL

“To be” in English language is used to connect a Subject to its Predicate in a

sentence. In Bahasa Indonesia, “to be” often not translated. “To be” will
depend on the Subject used in a sentence and the timeline of the sentence:
present, past, or future. For our context in this Chapter, we will use present
and past as our time reference to identify the “to be” form used in our
sentences.
See Table 1 to get more understanding on to-be form.
2 Integrated English
Table 1 to-be Form
Subject Present Past
“To Be” Form “To Be” Form
I am was
You/They/We are were
He/She/It is was

LISTENING

Exercise 1

Listen to Ami introducing herself and then complete the missing part of
the sentences below!
Good morning Teacher and friends. I ___ pleased to introduce myself. My
name ___ Ami. I live with my parents. We just moved to Medan for a month
because my father got a promotion from his office.
I have two siblings, an older brother and a young sister. My brother's name
___ Leonard and my sister's name ___ Mei. We ____ two years different.
I love reading and writing. I also like to do some exercise to keep my fitness.
Sometimes, I go to the gym to exercise, but mostly, I love to play badminton
with my friends.
It ___ good to meet you all. I hope we can get to know each other more.

Exercise 2
From the information given by Ami on her introduction, write some questions
that you can ask her to get to know her better! In your questions, try to use
“to be” form.
For example: How old are you, Ami?
1. ____________________________________________?
2. ____________________________________________?
3. ____________________________________________?
Unit 1. To Be: Introduction 3

4. ____________________________________________?
5. ____________________________________________?
SPEAKING
Exercise 3
Practice the given conversations with your friend. When possible, change the
information in the sentence with your profile.
Conversation 1
Rini : Hello! I am Rini. What is your name?
Renta : My name is Renta. I am from Balige.
Rini : Where do you live?
Renta : I live at Jalan Turi Medan. How about you?
Rini : I live at Jalan Yos Sudarso Medan. So, how old are you now?
Renta : I am twenty years old.
Rini : What is your phone number?
Renta : My cell phone is 7357446. I have to go now. Please call me if
you need me. It is very nice to meet you Rini.
Rini : Nice to meet you too, Renta. I will call you.

Conversation 2
Deny : I see you are reading Paulo Coelho novel. How do you like it?
Lisa : I like a lot, I can’t put it down. Have you read it?
Deny : Yes, as a matter of fact, I just finished it. The ending is great.
Lisa : Please don’t tell me! I’m almost done.
Deny : Okay, okay. So, tell me where you are from?
Lisa : I am from Parapat. But I live in Medan now.
4 Integrated English
Deny : How do you like it here in Medan?
Lisa : I like it so much. Have you ever been to Medan before?
Deny : No, I haven’t. This is my first trip. I have a job interview here.
Lisa : I hope you got the job, so we can hang out around again next
time.
Deny : Yeah, that will be good. Please pray for me.

Exercise 4
Based on the conversations above mark the statements below True or
False!
1. Renta is twenty years old. True - False
2. Rini lives at Jalan Pattimura Medan. True – False
3. Deny is reading the Paulo Coelho novel. True - False
4. Lisa comes from Parapat. True - False
5. Lisa lives in Medan now. True - False
6. Deny just finished read the Paulo Coelho novel True - False
7. Lisa has a job interview in Medan. True - False
8. Lisa and Deny read the same novel. True - False
9. Lisa and Deny is a long-time friend. True - False
10. Lisa want to hear the story from Deny. True – False
Unit 1. To Be: Introduction 5

Exercise 5
Complete the conversation with a proper “to be” form.
Rosa : Hello, My name ____ Rosa.
Arif : Hi Rosa, my name ____ Arif.
Rosa : Where ____ you from, Arif?
Arif : I ____ from Padang, but I live in Medan now.
Rosa : What ____ your hobby?
Arif : My hobby ____ singing and cooking.
Rosa : How old ____ you?
Arif : Oh really, we ____ having the same age.
Rosa : It ____ nice to meet you, Arif.
Arif : Likewise, it ____ good to meet you, Rosa.

Exercise 6
Fill in the blank with is, am, are, was, were!
1. I ……. Rudi.
2. What ……. your name?
3. He ……. Mr. Nurdin.
4. His name ...... Mr. Kartolo.
5. ……. she Miss Retno?
6. …... his name Mr. Berton?
7. They ……. high school students.
8. She ……. a police woman.
9. Her cat ……. gone yesterday.
10. The students ........ playing football two days ago.
6 Integrated English
READING

My English Classmates
My English class is such a fun class. I have thirty classmates in this class.
They come from different nations, cultures, and religions. Three of them are
my closest friends. There is Taya. She is from Bandung and she is a
Sundanese. She loves to smile. Her smile is cheering other people around her.
Then there is Gustaf. He is a Bataknese and comes from Medan. He loves to
sing. His songs entertain the whole class. The last one is Martha. She is a
Chinese and raised in Jakarta. She is a good speaker and she speaks loudly
because she has her big voices with her.
They are my best friends. The different background and the local language
do not make us feel different at all when we are in the English class because
we speak the same English language. We are enjoying our English class
together.

Figure 1 Classmates
(Source: www.friendshipcircle.org/blog)
Exercise 7
Answer the questions based on the text above!
1. How the writer describes her English class?
a. interesting c. quiet
Unit 1. To Be: Introduction 7

b. bored d. attractive
2. What is the main topic of the given text?
a. Situations class c. Typical of people
b. The country of people d. The culture
3. Who is the one who loves to sing?
a. Andi c. Gustaf
b. Taya d. Martha
4. Who is the one who loves to smile?
a. Andi c. Gustaf
b. Taya d. Martha
5. Where is Martha come from?
a. Bandung c. Medan
b. Borneo d. Jakarta
WRITING

PROCEDURE TEXT
Procedure text gives instruction or step by step to do something.
Generic Structure:
§ Goal : The final purpose of doing the instructions.
§ Materials : Ingredients or tools to do the instruction.
§ Steps : A series of detail instructions to achieve the final purpose.
Usage
§ Use action verbs, such as make, cut, measure, put.
§ Use conjunction words, such as first, second, then.
8 Integrated English
Procedure text example:

Goal: How to Make a Cardboard Photo Frame

Materials: To make a cardboard photo frame, you need some

equipment and materials like cardboard, paper, string,
photo, glue, paint, sticky tape and ruler.

Steps: Let’s start to make it. First, find a photo. Then, measure
up frames. Cut out the first frame. Cut out the second
frame so that the first can fit on top without slipping
through. Make the third frame with the same overlap.
Paint the frames in different ways. Finally attach a stand
or handle.

Exercise 8
Write your procedure text on making something that you like!
 UNIT 2 SUBJECT PRONOUN, POSSESIVE
ADJECTIVE, NOUN, VERB, ADVERB

STANDARD COMPETENCE
Use Subject Pronouns, adjective, nouns, verbs, and adverb as part of the English
sentence.
INDICATOR
Understand the usage subject pronouns, adjective, nouns, verbs, and adverb and
use it properly in a sentence.
CONTEXT
Every English sentence has subject pronoun, adjective, noun, verb, and adverb as
its element. Be it on the present, past, or future time. It is important to use the
proper element as we develop our argument and delineate them in conveying our
true meaning whether it is asking about information or giving the information.
LEARNING MATERIAL
1. SUBJECT PRONOUNS
Usage:
Ö As a personal pronoun, that is the pronoun to a subject of the sentence.
A “Subject” is a person or thing that do some actions, which shown
in the following predicate of the subject as a verb clause.
Ö Used with a nominative – accusative alignment pattern.
Ö Consist of I, you, he, she, it, we, they, what, and who.
Ö Followed by the object pronoun: me, you, him, her, it, us, them,
what, whom.
Examples:
The following sentences show some examples of the subject pronoun in
orange and object pronoun in blue.
10 Integrated English
1. They give us gifts to celebrate Christmas.
2. Ami is the most brilliant student in her class. She always gets straight
A.
3. They called us to inform the party is canceled just before we arrived
at the station.

Figure 2 Subject Pronouns

(Source: www.woodwadenglish.com)
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 11
Table 2 shows the form of “to be” based on the subject pronoun.
Table 2 Subject Pronoun
Subject Pronoun “to be” short version

I am I’m

He is He’s

She is She’s

It is It’s

We are We’re

You are You’re

They are They’re

Exercise 1
Fill out the blank part with the proper Subject Pronoun and/or Object
Pronoun!
1. Jeremy’s birthday is coming up soon. _____ buy ____ a robot as a
gift.

a. They, us c. We, him

b. We, them d. She, her
2. Samuel is very happy that the holiday is coming. ____ plans to go
fishing.

a. She c. They
b. He d. We
12 Integrated English
3. My friends and ____ are going to play badminton this Saturday. ____
are looking forward to having some fun.

a. We, I c. I, We
b. They, us d. She, He
4. Mrs. Simbolon is very kind to ____. ____ teaches us patiently.
a. us, She c. they, She
b. we, He d. She, us
5. Look at that dark cloud. ____ is going to rain soon.
a. She c. We
b. He d. It
6. There is plenty left over from the party. ____ is such a waste.
a. Them c. It
b. They d. We
7. Daniel invited his friends to celebrate his birthday. ____ give ____ a
watch.
a. They, her c. She, him
b. We, him d. They, him
8. Valine is a good kid. ____ is very lovable and kind to ____.
a. She, us c. We, them
b. They, us d. Them, her
9. Let ____ go and do what ____ want.
a. They, them c. Them, They
b. He, her d. She, him
10. Jane and her friends finally understand how to use pronoun. ____ pass
the exam with good grade.
a. She c. They
b. Them d. He
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 13
2. POSSESSIVE ADJECTIVE
Usage:
Ö A possessive adjective is used to describe a word which mean is to
qualify a noun or noun phrase by giving ownership information of an
object.
Ö It implies a definiteness of possession, which comes before the object
(noun).

Figure 3 Possessive Adjectives

(Source: www.sekolahbahasainggris.com)
Table 3 depicts the different forms of possessive adjectives:
Table 3 Possessive Adjective

Person/Subject Possessive Adjective

I My
We Our

You Your
14 Integrated English

Person/Subject Possessive Adjective

They Their

She Her
He His
It Its

The following sentences show possessive adjective in blue word.

1. I lost my pen. I need to buy a new one.
2. My sister and I are very close. We always do things together.
3. Mrs. Nancy is my English teacher. She is our favorite teacher.
4. They play with their robots.
5. The grandmother takes care of her grandchild.
Exercise 2
Replace the personal pronouns shown at the parentheses “()” with the
proper possessive adjectives!
1. Where is (I) ______ laptop?
2. Here is (we) ______ mentor.
3. She goes to school with (she) ______ sister.
4. (They) ______ mother works in a bank.
5. (You) ______ laptop is really good.
6. (He) ______ favorite activity is singing.
7. (I) ______ wife and I want to go to Finland.
8. We want to see (she) ______ new car.
9. Budi likes (he) ______ dog!
10. (It) ______ name is Bobby.
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 15
3. NOUNS
Usage:
Ö The noun is used to name a specific thing or group of things,
including but not limited to places, objects, creatures, states.
Ö It functions as the head of a noun phrase and commonly used to
show an object of the sentence.

Figure 4 Nouns
(The picture taken from www.teacherspayteacher.com)
There are five kinds of noun:
1. Proper noun shows the name of people, places. It is written in capital
case in a sentence. For example: Daniel, Lidia, Bandung.
2. Common noun shows the name of common thing. For example:
notebook, ball, shoes.
3. Material noun shows the name of element of thing used in creating
another thing. For example: sand, water.
4. Collective noun shows the collection of things or people. For
example: a team, a group.
5. Abstract noun shows the noun that change from verb, adjective, and
also nouns itself. For example:
Live becomes life
16 Integrated English
Honest becomes honesty
Child becomes childhood.
Singular and Plural Noun
The Noun has many different forms when it changes from singular to
plural form. Table 4 shows the format for proper use of a noun.
Table 4 Noun Type

Noun Format Example

Type Singular Plural

Regular adding -s house houses

Noun cat cats
lecture lectures
adding -es for singular noun that box boxes
ended with s, x, z, ch, sh waitress waitresses
wish wishes
adding -ies for singular noun that baby babies
ended with y sky skies
Irregular For some irregular nouns, the plural deer deer
Noun form is the same with its singular form. sheep sheep
species species
The common irregular noun has totally woman women
different plural form from its singular man men
form. child children
foot feet
tooth teeth
leaf leaves
mouse mice
knife knives
thesis theses
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 17
Exercise 3
Choose the best word in the bracket to complete every sentence!

Car Cup Glass Bottle Piece

Package Slice Plate Bowl Bucket

1. My father trades ____ to get money.

2. We need to drink eight ______ of water in a day.
3. Tara always drink a _____ of milk in the morning.
4. Anderson’s favorite snack is a ______ of chips.
5. At Saturday night, we often have pizza for our dinner. Everyone will
have a ______ of pizza.
6. Mr. Aiden likes to drink a _____ of coffee in the morning.
7. My mother make a _____ of chicken soup for my brother.
8. My brother bought a ______ of chocolate for her girlfriend.
9. We have a _____ of ice.
10. Tia and her friend cook a fried rice chicken and put it on a _____.
4. VERB
Usage:
Ö The verb is used to show the action or actions which performed by
the subject in a sentence.
Ö It will confirm the tense's formation used in a sentence. When there
is a change in the tenses, the verb will follow. For example:
I write a book (Simple present tense)
I wrote a book (Simple past tense)
Figure 5, 6, and 7 shows some of the verbs use in daily conversation.
18 Integrated English

Figure 5 Action Verbs

(Source: www.esl.com)

Figure 6 Classroom Verbs

(Source: www.esl.com)
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 19

Figure 7 Cooking Verbs

(Source: www.esl.com)
We can categorize verb into 12 categories which depicted in Table 5.
Table 5 Verb Type
Verb Type Description Example
1. Transitive Verb It is an action verb which She read a book.
done by a subject to an My mother cooks fried
object. chicken.
2. Intransitive Verb It is an action verb which The birds fly.
done by a subject but The sun shines.
without an object
receiving the action.
3. Dynamic/Event Verb It is a verb which shows The kids are playing
progressive or hide and seek.
continuous action and The teacher is writing
involves body movement on the white board.
of the subject.
4. Stative Verb It is a word that describe She believes in
a state of the subject humanity.
20 Integrated English
Verb Type Description Example
rather than an action Tara loves to mentor
done by the subject. teenagers.
5. Perception/Sensation It commonly involves Bobby is watching a
Verb perception of our five football game.
senses. Monica always smells
the coffee before she
drinks it.
6. Predicating/Linking The linking verb God is good.
Verb connects a subject to They are a good team.
additional information
belongs to it. Some form
of linking verbs, such as,
but not limited to: can,
has/have, may, might,
become, seem, and all the
“to-be” verb form.
7. Regular/Irregular Regular verb is the verb My mother cooked
Verb where its past tense or some fried chicken
past participle form (the yesterday.
2nd and 3rd form of the Tia played the
verb) ended with ‘d’ or harmonica.
‘ed’.
In contrary, the irregular speak (Verb 1), spoke
verb has its own verb's (Verb 2), spoken (Verb
form when the tenses 3)
changed from present to (Verb 1) is used in the
past tense or past present tenses.
participle tense. (Verb 2) is used in the
past tenses.
(Verb 3) is used in the
past participle tenses.
She speaks at the
alumni gathering
session this coming
Monday.
She spoke at the
alumni gathering
session last year.
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 21
Verb Type Description Example
She has spoken at the
alumni gathering
session for almost four
years.
8. Causative Verb The causative verb is an The teacher makes Nia
action verb where the write the solution on
subject uses another the white board.
person to perform the Jacob’s mother lets
action, instead of doing it him shop their basic
directly. needs for this month.
9. Helping/Auxiliary This verb is used to show The students have
Verb the tense’s form or to finished their
make the negative form homework.
and/or the question form Did you finish your
of a sentence. homework?
The common form of this
type of verbs are: have,
has, had, do, does, did,
and all the “to-be” verbs.
10. Modal Verb It consists of, but not I will win the
limited to: can, could, badminton game.
may, might, shall, They might not come
should, will, would, to the party.
must, ought to. This kind
of verbs used to show
speculation, probability,
necessity, or attitudes of
the subject.
11. Phrasal/Prepositional It is a blend of adverbial Tere is taking care of
Verb particle or a preposition the refugee.
with a direct object. Ahmad is speaking
for himself.
12. Hypothesis Verb It shows a wish of the § Anita wishes that
subject which not she did not come
actually happen. with them. (Means
The following are some Anita went with
structures of hypothesis them)
verb:
22 Integrated English
Verb Type Description Example
§ Subject + wish + § Tere wishes that
(that) + subject + the she were an
past indefinite tense international
§ Subject + wish + badminton player.
(that) + Subject + (Means she is not
was/were + object an international
§ Subject + wish + badminton player)
(that) + Subject + § I wish that I had a
had + object lot of money.
§ Sub + wish + (that) + (Means I don’t
sub + the past perfect have a lot of
tense money)
§ Subject + wish + § Bobby wishes that
(that) + Subject + he had worked
had been + object diligently. (Means
§ Subject + wish + he did not work
(that) + Subject + diligently)
had had + object

Exercise 4
Select the correct answer!
1. ________ this your new car?
a. am c. is
b. are d. do
2. Hongkong ____ many places to explore.
a. had c. have
b. has d. has had
3. The hospital’s construction ________ done yet.
a. did not c. had not
b. do not d. is not
4. My team wish we _________ the final match.
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 23
a. won c. have won
b. win d. winning
5. We _____ Henry pay for the lunch.
a. tell c. telling
b. told d. was told
6. Tika ______ the guitar very well.
a. played c. had play
b. was playing d. playing
7. _____ you help me finish my homework?
a. Do c. Did
b. May d. Will
8. _____ you do this alone?
a. Has c. Did
b. Had d. Ought
9. Tian _____ a letter to his aunt and sent it via post.
a. written c. had written
b. wrote d. writing
10. The manager ______ Ali to print the report for tomorrow’s meeting.
a. gets c. had gotten
b. got d. has
11. I _____ to bring my lunchbox.
a. forgotten c. forget
b. forgot d. had forgotten
24 Integrated English
5. ADVERB
Usage:
Ö An adverb is used as a modifier of a verb, adjective, or another adverb.
It gives additional information about the verb, adjective, and another
adverb.
For example:
i. Amy speaks French fluently. (an adverb that describe a verb)
ii. The teacher extremely mad because his students did not prepare
themselves before class. (an adverb that describe an adjective)
iii. Sarah walks very slowly. (an adverb that describe another adverb)
Ö It shows something like manner, place, time, or level of certainty.
Ö An adverb cannot be put after a noun.
Ö Commonly adverbs can be identified by the ‘ly’ at the end of an
adjective, but there are some adverbs which do not end with the ‘ly’
format. Some examples of the ‘adjective + ly’ adverbs format are:
slow-slowly, fluent-fluently, easy-easily, quick-quickly, angry-
angrily, correct-correctly, proud-proudly, loud-loudly, rapid-rapidly,
immediate-immediately, happy-happily.
Other examples of adverbs are well, tight, straight, late, very, too, fast,
hard, high, wrong, right, low, there, here, deep, far.

Figure 8 Adverbs
(The picture taken from www.grammermaster.com)
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 25
Type of Adverb
There are some adverb types. Table 6 depicts the categorization of the adverb,
which helps us understand how to use them properly.
Table 6 Adverb Type

Adverb Type Description Example

Adverb of The adverb shows how My mother always visits a

Frequency frequent the subject performs beauty salon to recharge
its action. herself.
Some examples of this adverb:
never, often, seldom, always,
rarely, hourly, daily, weekly,
monthly, annually.

Adverb of Time This adverb describes when the Nana went to a dentist
action performed by the yesterday.
subject.
Some examples of this adverb
are: now, tomorrow, yesterday,
today, again, soon, tonight,
early, then.

Adverb of Place It gives additional information They setup a meeting

about where the action took somewhere near the mall.
place.
Some examples of this adverb
are: near, somewhere, outside
here, there, ahead, on the top, at
some place.

Adverb of Manner It shows the mannerism of She speaks politely to ask

performed action by the about how to apply for the
subject. job vacancy.
26 Integrated English

Adverb Type Description Example

Some examples of this adverb,
such as: carefully, politely,
accurately, slowly, correctly,
easily.

LISTENING

Exercise 5
Listen to the dialogue and complete the missing sentences!
Cory : Hi Lily, I’m glad we meet here. What a coincidence!
Lily : It is. I’m also glad meeting you. I’m about to give you an invitation to
my graduation ceremony. It’s a small gathering and I want you to come.
Cory : Congratulation Lily! I am so happy for you. _____________ and
celebrate your graduation day.
Lily : Thank you, Lily.
Cory : So, what is your plan after graduation?
Lily : Well, I think I want to go traveling for a while and refresh myself, but
I still don’t know where to go. ______________________?
Cory : ______, people will go to Bali for vacation. There are so many places
to visit there. But I prefer Lake Toba if it is only for 2 or 3 days.
Lily : I will think of it. _____________. I never go there, so I think it will be
an exciting journey.
Cory : Yup, Bali is a good place. ________, what are you going to do after
that?
Lily : After that, _________________ and apply for the opening position
which suits my background.
Cory : What kind of job are you looking for? _______________.
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 27
Lily : Well, that’s very kind of you. I’m majoring in English, so I suppose I
will apply for secretary position or any kind of administration job for a
starter.
Cory : Okay then ______________ if there is an opening in my office.
Lily : Thank you so much, Cory. I am ___________ we meet today. Looking
forward to hearing from you.

SPEAKING

Exercise 6
After completing the missing sentences, practice the dialogue with your
friend. You are free to modify the information on the dialogue.
Exercise 7
Based on the dialogue, answer the questions below!
1. List some verbs from the dialogue. Use them and create another sentence!
2. List some adverbs from the dialogue. Use them and create another
sentence!
3. List some possessive adjective from the dialogue. Use them and create
another sentence!
4. List some nouns from the dialogue. Use them and create another sentence!
5. List some pronouns from the dialogue. Use them and create another
sentence!
READING

Obesity
Obesity is a medical condition in which excess body fat has accumulated to
the extent that it may have an adverse effect on health, leading to reduced life
expectancy and/or increased health problems. Body mass index (BMI), a
measurement which compares weight and height, defines people as
overweight (pre-obese) when their BMI is between 25 kg/m2 and 30 kg/m2,
and obese when it is greater than 30 kg/m2.
28 Integrated English
Obesity increases the likelihood of various diseases, particularly heart
disease, type 2 diabetes, breathing difficulties during sleep, certain types of
cancer, and osteoarthritis. Obesity is most commonly caused by a
combination of excessive dietary calories, lack of physical activity, and
genetic susceptibility, although a few cases are caused primarily by genes,
endocrine disorders, medications or psychiatric illness. Evidence to support
the view that some obese people eat little yet gain weight due to a slow
metabolism is limited; on average obese people have a greater energy
expenditure than their thin counterparts due to the energy required to maintain
an increased body mass.
The primary treatment for obesity is dieting and physical exercise. To
supplement this, or in case of failure, anti-obesity drugs may be taken to
reduce appetite or inhibit fat absorption. In severe cases, surgery is performed
or an intragastric balloon is placed to reduce stomach volume and/or bowel
length, leading to earlier satiation and reduced ability to absorb nutrients from
food.
Obesity is a leading preventable cause of death worldwide, with increasing
prevalence in adults and children, and authorities view it as one of the most
serious public health problems of the 21st century. Obesity is stigmatized in
much of the modern world (particularly in the Western world), though it was
widely perceived as a symbol of wealth and fertility at other times in history,
and still is in some parts of the world.
Exercise 8
Answer below questions based on the reading!
1. What is obesity?
2. What is the unit measurement for body and height?
3. List some reasons of obesity!
4. How to treat obesity?
5. Is obesity a serious disease? Why?
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 29
WRITING

ANALYTICAL EXPOSITION
Analytical thinking is one of the most important skills that someone must possess.
It is important both for scholars or workers. Without this skill, one will not
survive in this disruptive era, where there are so many changes in our life, and
they happen at a very fast pace. Analytical thinking helps us to use our logic in
reasoning everything that occurs surround us.
In writing, there is a type of text which delivers some information or facts and
written in such a way the reader can analyze it and develop their analytical
thinking skill. The text is called analytical exposition text. In this text, the writer
gives his/her arguments about a topic and elaborates them using some supporting
facts, data, and information (Anderson, 1997).
Generic Structure
Analytical exposition text follows this generic structure, they are
(Anderson, 1997):
§ Thesis consists of the main topic or point of view that used by the
writer.
§ Argument consists of evidence, facts, and other supporting
information to help the writer elaborate their thesis.
§ Reiteration and conclusion consist of statement to emphasize the
writer’s viewpoint and also to conclude the entire text.
Usage
To create an analytical exposition text, you should follow some linguistic
rules (Anderson, 1997):
§ Use a simple present tense
§ Use some connecting conjunction words like, but not limited to:
Ö In addition to that
Ö Moreover
Ö Furthermore
Ö Nonetheless
§ Use some causative relational words like, but not limited to:
30 Integrated English

Ö Therefore
Ö Thus
Ö Consequently
Ö As a result
Ö Based on
Ö In another words
Ö Since

From Reading Passage 2, we can point out that the type of the text is the
Analytical Exposition. If we analyze it, we will find the structure of the
Analytical Exposition, as follows:
Thesis Obesity is a medical condition in which excess body fat has
accumulated to the extent that it may have an adverse effect
on health, leading to reduced life expectancy and/or increased
health problems.

Argument 01 Obesity increases the likelihood of various diseases,

particularly heart disease, type 2 diabetes, breathing
difficulties during sleep, certain types of cancer, and
osteoarthritis.
Argument 02 Obesity is most commonly caused by a combination of
excessive dietary calories, lack of physical activity, and
genetic susceptibility, although a few cases are caused
primarily by genes, endocrine disorders, medications or
psychiatric illness.
Argument 03 Evidence to support the view that some obese people eat
little yet gain weight due to a slow metabolism is
limited; on average obese people have a greater energy
expenditure than their thin counterparts due to the
energy required to maintain an increased body mass.
Unit 2. Subject Pronouns, Possessive Adjective, Noun, Verb, Adverb 31
Reiteration Obesity is a leading preventable cause of death
and worldwide, with increasing prevalence in adults and
Conclusion children, and authorities view it as one of the most
serious public health problems of the 21st century.
Obesity is stigmatized in much of the modern world
(particularly in the Western world), though it was
widely perceived as a symbol of wealth and fertility at
other times in history, and still is in some parts of the
world.

Exercise 9
Create your Analytical Exposition text and don’t forget to use the proper Subject
Pronoun, Adjective, Nouns, Verbs and Adverb in your writing!
 UNIT 3 POSSESIVE NOUN & COMPARATIVE
ADJECTIVE
STANDARD COMPETENCE
Use Possessive Nouns and Comparative Adjective as part of the English
language.
INDICATOR
Understand the usage and proper use of Possessive Nouns and Comparative
Adjective in everyday conversation.
CONTEXT
Possessive Noun is a very useful way to show possession or ownership of
something. We can use possessive noun in any context, be it academically,
professionally, or daily context. It is because we always need to elaborate the
ownership of things surround us. Therefore, it is important to understand and
use possessive noun in a proper manner. In addition to that, we often need to
compare things to inform or to confirm their size. We use the Comparative
Adjective for that purpose.
LEARNING MATERIAL
Possessive Noun and the use of Apostrophe
Mostly, we form a possessive noun by adding “the apostrophe + s” or only
the apostrophe at the end of a noun, depending on the noun type. Table 7
shows possessive noun formation based on its noun type.

Table 7 Noun Type

Format Noun Type Example

Singular noun Tara’s voices
Unit 3. Possessive Noun and Comparative Adjective 33
Noun Type Example
Format
Noun + ’ + s Nia’s house
Plural noun, not ending with s Women’s shoes
Men’s clothes

Noun + ’ Singular noun ending with s or Waitress’ smile

the sound of s Johannes’ car
Conscience’ sake
Plural noun ending with s The girls’ gathering
The Whites’ house

of Inanimate objects The legs of chairs

The keys of piano

Exercise 1
Add the apostrophe (‘), the apostrophe s (‘s) or ‘of’ to the following.
Tia – dress : Tia’s dress
The table – legs : legs of the table
1. My drawing – stars
2. The lizards - tails
3. The pen - the cover
4. The lioness- cubs
5. The flies - hairy legs
6. Raymond - watch
7. The plant - flowers
8. The book - the pages
9. No one else - place
10. The computer – game
34 Integrated English
Exercise 2
Complete the sentence by using the possessive form of the italicized noun on
the left!
1. Student One student asked several questions. I answered the
__________ questions.
2. Student Many students had questions after the lecture. I answered the
__________ questions.
3. Daughter We have one child, a girl. Our _________ bedroom is right next
to ours.
4. Man Keith is a __________ name.
5. People It’s important to be sensitive to other _________ feelings.

Comparative Adjective
In comparing things, we can use simple comparative, that is between two
things. But we also can compare more than two things, and that is where we
use the superlative adjective. There are some formats to use a comparative
adjective (see Table 8).

Table 8 Comparative Adjective

Adjective’s Format Example

Syllable
One Syllable adjective + (er / est) § Which phone should I
buy?
This one is better than
that one, but it is more
expensive.
§ I think the blue one is
better, what do you
think?
Unit 3. Possessive Noun and Comparative Adjective 35
Format Example
Adjective’s
Syllable
Well for me the grey
one is best.

Two Syllable adjective + (ier / iest) § You are happier now.

ending with ‘y’. § The happiest moment
in my life is now.

Another Syllable: (more / most) + § Lea was the most

famous female actress
Two syllables not adjective in Indonesia.
ending with ‘y’ or or
more than two (less / least) + § From all the book I
adjective have, this is the least
syllables. enjoyable book to
read.

Exercise 3

Do you have some examples of comparative adjective in your mind?

Share it with your friend!

LISTENING

Exercise 4
Listen to the dialogue and complete the missing sentences!
Anna : Lidia, I need to buy a new laptop, but I don’t know how to pick
the best one. __________, please?
Lidia : Of course, Anna. But first, I want to know
____________________?
Anna : Oh, _____________ is broken, ________________________.
36 Integrated English
Lidia : Okay then, tell me what the laptop is for. ______ programming
or is it only for documenting your work, like using Microsoft
Office?
Anna : _____________ documenting my work, but I’m planning to learn
computer programming too, so I suppose I want to buy the one
that suit that purpose.
Lidia : That’s good that you want to explore computer programming. I
start with this one, the Acer laptop. The specification is quite
good. It has 4 gigabytes of memory and 500 gigabytes for storage.
The other one is Lenovo, which has 8 gigabytes of memory and
the same storage capacity.
Anna : What is the different? I still don’t understand.
Lidia : The Lenovo laptop ________________________ the Acer
laptop.
Anna : Okay, is that mean the Lenovo ____________ the Acer?
Lidia : Yes, that’s right. It is ______ for programming purpose.
Anna : Okay, then I will buy this one.

SPEAKING

Exercise 5
Practice the dialogue with your partner!

Student A : Is today a bit colder than yesterday?

Student B : Today is much colder than yesterday.

Student A : Today the weather is very hot.

Student B : Yes. It’s hotter than yesterday.

Unit 3. Possessive Noun and Comparative Adjective 37

Student A : Is Europe hotter than here?

Student B : Here is perhaps a little hotter than England.

Student A : Is the Europe winter cold?

Student B : The Europe winter is very cold.

READING

Reading Passage 1

Health Benefits of Fasting

Fasting is part and parcel of the practices of many religions including, Islam,
Judaism and Christianity. Today many are trying to dig up the benefits of
fasting. Some people fast for spiritual reasons while others fast as a way to
physically discipline the body. Whatever reasons one might come up with, it
has been scientifically proved that fasting has tremendous health benefits.
First, fasting is said to play an important role in the detoxification of the body.
Detoxification is a normal body process of eliminating or neutralizing toxins
through the colon, liver, kidneys, lungs, lymph glands, and skin. This process
starts when fasting. Food no longer enters the body and the latter turns to fat
reserves for energy. These fat reserves were created when excess glucose and
carbohydrates were not used for energy or growth, not excreted, and therefore
converted into fat. When the fat reserves are used for energy during a fast, it
releases the chemicals from the fatty acids into the system which are then
eliminated through the body organs, leading to the cleansing of the whole
body.
Another known benefit of fasting is the healing process that is obvious in the
body during a fast. When fasting energy is diverted away from the digestive
system due to its lack of use and towards the metabolism and immune system.
The healing process during a fast is made easy by the body's search for energy
sources. Abnormal growths within the body, tumors and the like, do not have
38 Integrated English
the full support of the body's supplies and therefore are more susceptible to
disappear.
Fasting also leads to a feeling of rejuvenation and extended life expectancy.
This might be due to the detoxification effect of fasting. A study was
performed on earthworms that showed the extension of life thanks to fasting.
The experiment was performed in the 1930s by isolating one worm and
putting it on a cycle of fasting and feeding. The isolated worm outlived the
other worms by 19 generations, while still maintaining its freshness and
youthful physiological characteristics. Also, previous reports showed that
rodents which were made to skip meals had lower blood insulin and their
brains were more resistant to damage from neurotoxins. Being skinny is good.
Skipping meals is good too.
Exercise 6
Based on the reading passage answer these questions!
1. By what you understand from the reading, using your own word define what is
fasting!
2. What are the benefits of fasting?
3. How is fasting help us increase our health? Give an example!

Reading Passage 2

Factors of good health

Health is the general condition of a person's mind, body and spirit, usually
meaning to be free from illness, injury or pain. The World Health
Organization (WHO) defined health in its broader sense in 1946 as “a state
of complete physical, mental, and social well-being and not merely the
absence of disease or infirmity.”
Generally, the context in which an individual life is of great importance on
health status and quality of life. It is increasingly recognized that health is
maintained and improved not only through the advancement and application
of health science, but also through the efforts and intelligent lifestyle choices
of the individual and society. According to the World Health Organization,
Unit 3. Possessive Noun and Comparative Adjective 39
the main determinants of health include the social and economic
environment, the physical environment, and the person's individual
characteristics and behaviors. In fact, an increasing number of studies and
reports from different organizations and contexts examine the linkages
between health and different factors, including lifestyles, environments,
health care organization, and health policy.
Focusing more on lifestyle issues and their relationships with functional
health, data from different studies suggested that people can improve their
health via exercise, enough sleep, maintaining a healthy body weight, limiting
alcohol use, and avoiding smoking.
In addition to that, the ability to adapt and to self-manage have been
suggested as core components of human health. Personal health also depends
partially on the social structure of a person's life. The maintenance of strong
social relationships, volunteering, and other social activities have been linked
to positive mental health and even increased longevity.
In contrast, prolonged psychological stress may negatively impact health, and
has been cited as a factor in cognitive impairment with aging, depressive
illness, and expression of disease.

Exercise 7
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!

1. WHO stands for World Hoax Organization. True / False

2. Excessive sleep is good for our health. True / False

3. Volunteering is one way to maintain our health. True / False

4. Our personal health is affected by our social True / False

environment.

5. Stress may positively affect our health. True / False

40 Integrated English

WRITING

HORTATORY EXPOSITION
Just like the Analytical Exposition text, Hortatory Exposition also exhibits
facts, data, and information to support the main topic discussed in the text.
The difference is while Analytical Exposition text ended with a
conclusion, the Hortatory Exposition text ended with a recommendation
or a suggestion (Anderson, 1997).
GENERIC STRUCTURE
A Hortatory Exposition text follows such a generic structure (Anderson,
1997):
§ Introduction, this is the opening statement which describe the author
viewpoint of the main topic. The author develops the context that
he/she want to deliver, which may consist of the emotion, the place,
and the time related to topic.
§ Arguments, in this part, the author offers some supporting evidence,
data, and facts to support his/her ideas, opinion, or viewpoint.
§ Recommendation consists of the suggestion, what the reader should
or should not do about the given topic.
USAGE
In a hortatory exposition text, we will find some of these words, which used as
part of the author’s way to deliver his/her opinion and recommendation on the
main topic, they are (Anderson, 1997):
§ Some thinking verbs and/or some action verbs
§ Some modal adverbs, such as surely, certainly, mostly.
§ Some connecting words, such as firstly, secondly.
§ Some evaluative words, such as valuable, important.

Read again Reading Passage 1. As you read the passage, you will find that
the text is a hortatory exposition text, where the author delivers a message
Unit 3. Possessive Noun and Comparative Adjective 41
that fasting is important for our health. Below is the generic structure for the
reading passage.

Introduction Fasting is part and parcel of the practices of many

(Thesis) religions including, Islam, Judaism and Christianity.
Today many are trying to dig up the benefits of
fasting. Some people fast for spiritual reasons while
others fast as a way to physically discipline the body.
Whatever reasons one might come up with, it has been
scientifically proved that fasting has tremendous
health benefits.

Argument 01 First, fasting is said to play an important role in the

detoxification of the body. Detoxification is a normal
body process of eliminating or neutralizing toxins
through the colon, liver, kidneys, lungs, lymph
glands, and skin.

Argument 02 Another known benefit of fasting is the healing

process that is obvious in the body during a fast.

Argument 03 Fasting also leads to a feeling of rejuvenation and

extended life expectancy.

Recommendation Being skinny is good. Skipping meals is good too.

Exercise 8
Read again Reading Passage 2 and find the generic structure of a hortatory
exposition text on the reading!
Exercise 9
Create your own Hortatory Exposition text and don’t forget to use Possessive
Nouns in your writing!
 UNIT 4 PREPOSITION

STANDARD COMPETENCE
Use the preposition as part of the English language.
INDICATOR
Understand how to choose and use the right preposition in a sentence.
CONTEXT
Another important element of English language is the preposition. It tells us
the specific information about the object on our sentence, therefore, the
preposition is commonly found before the noun or the pronoun. The
preposition helps us understand the meaning of a sentence completely.
LEARNING MATERIAL
We can categorize the prepositions to five categories. Each category has a different
purpose and contains different meaning. Table 9 shows the prepositions category.

Table 9 Preposition Category

Preposition Category Description Example

Simple/Common This type of We live near the

Prepositions prepositions is amusement park.
commonly used to
show place, time, and She gives her money to
location. Some him.
examples are, but not
limited to: at, in, under,
above, behind, below,
Unit 4. Preposition 43
Preposition Category Description Example
for, near, from, since,
to, through.
Double Prepositions This preposition is a My uncle always put
combined preposition his hat next to his
that is used to show jacket.
direction or location.
Some examples are, She is doing it out of
but not limited to: next love.
to, up to, into, upon,
unto, from within, out
of, without,
throughout.
Compound This preposition In addition to money,
Prepositions consists of two or more we also need good life
simple prepositions, style to keep healthy.
which creates new
meaning after they are She is speaking on
combined. behalf of her family.
Some examples are,
but not limited to: on
behalf of, in front of,
according to, in the
middle of, in addition
to, in spite of, in regard
to, instead of, because
of.
Participle This preposition I was frustrated at my
Prepositions commonly has the -ing grade last semester.
or -ed format at the end
of it. She goes to the dentist
Some examples are, considering her teeth.
but not limited to:
44 Integrated English
Preposition Category Description Example
considering, following,
concerning, during,
provided by, frustrated
at.
Phrase Prepositions This preposition is also I agree to go hang out
known as the with him after the
prepositional phrase, conference.
which consists of a
preposition followed You will finish your
by a noun and its homework with a little
modifier or followed help from your sister.
by another preposition.
Some examples are,
but not limited to: on
the floor, on time, with
a little help, before the
next class, after the
conference, with
respect to.
Exercise 1

Construct sentences with the following prepositions:

above up to according to following on the floor
behind into in the middle concerning on time
below upon of during before the
for unto in addition to provided by next class

under from within in spite of frustrated at in the middle

in regard to of
respect to
Unit 4. Preposition 45
LISTENING

Exercise 2

Listen to the dialogue and complete the missing sentences!

Rosi : Hi, Meli! _________________
Meli : Hi Rosi! _________________. What _________________ here
in Bandung?
Rosi : Oh, I just spent a few days with my parents. _________________
Meli : Wow, it’s been _________________.
Rosi : It _________________. Say, I _________________.
Meli : How did you know?
Rosi : My mother. She keeps track of all my old friends.
Meli : Yes, I just starting my business, still has a lot to do.
_________________
Rosi : I _________________next month.
Meli : Wow, I’m really surprised. _________________
Rosi : Well, we _________________during the holiday. His hometown
is in Medan.
Meli : Oh, I see. Congratulations, _________________

SPEAKING

Exercise 3
After completing the dialogue, practice it with your partner and present it in
front of the class! You can change the information according to your
experiences!
46 Integrated English
READING

Reading Passage 1
The Digital Divide
The term digital divide refers to the gap between those who have ready access
to computers and the Internet, and those who do not. More precisely, it is an
economic and social inequality with regard to access to, use of, or impact of
information and communication technologies (ICT). This definition includes
the skills to make use of ICT as an important element. Research shows that
the digital divide is more than just an access issue and cannot be alleviated
merely by providing the necessary equipment. More than just accessibility,
individuals need to know how to make use of the information and
communication tools once they exist within a community.
The digital divide may exist within the same country or between differing
countries or regions of the world. In fact, within many countries including the
industrialized ones, there are inequalities between individuals, households,
businesses, or geographic areas, usually at different socioeconomic levels.
For instance, the marginalized members of society, like the poor, rural,
elderly, and handicapped portion of the population do not have access to
computers or the internet. However, the wealthy, middle-class population and
those living in urban areas are luckier to be digitally active members of
society.
At the global level, the digital divide may refer to the divide between differing
countries or regions of the world. This divide is also called global digital
divide and it exists mainly between developing and developed countries on
an international scale. In fact, developing countries are missing a historic
opportunity to take a quantum leap forward to develop their own productive
and creative capacities, and become integrated into the global virtual
economy. It is believed that less developed nations could gain quick access
to economic growth if the information infrastructure were to be developed
and well used. By improving the latest technologies, certain countries and
industries are able to gain a competitive advantage.
Unit 4. Preposition 47
Finally, it is thought provoking to see that interaction between human and
computers has greatly increased as we enter the twenty-first century. Digital
literacy has become of paramount importance for people who want to be part
of the global society and economy.
Exercise 4
Based on the reading passage answer these questions!
1. Using your own define the digital divide, based on your understanding
on the reading!
2. Why is there a digital divide in the same country?
3. How the digital technologies help developing countries to be better?
Give an example!

Reading Passage 2
Computer Addiction
Computer addiction can be defined as the excessive or compulsive use of the
computer which persists despite serious negative consequences for personal,
social, or occupational function. The addiction involves online and/or offline
computer usage and consists of at least three subtypes: excessive gaming,
sexual preoccupations, and e-mail/text messaging.
The concept of computer addiction is broadly divided into two types,
namely offline and online computer addiction. The term offline computer
addiction is generally used when speaking about excessive gaming behavior,
which can be practiced both offline and online. Online computer addiction,
also known as Internet addiction, gets more attention in general from
scientific research than offline computer addiction, mainly because most
cases of computer addiction are related to the excessive use of the Internet.
The symptoms of computer addiction include:
• Being drawn by the computer as soon as one wakes up and before one
goes to bed.
48 Integrated English
• Replacing old hobbies with excessive use of the computer and using the
computer as one's primary source of entertainment and procrastination
• Lacking physical exercise and/or outdoor exposure because of constant
use of the computer. This could contribute to many health problems such
as obesity
Researchers link internet/computer addiction with existing mental health
issues, most notably depression. Studies showed that the majority of those
who met the requirements of internet/computer addiction suffered from
interpersonal difficulties and stress and that those addicted to online games
specifically responded that they hoped to avoid reality.
There are many consequences resulting from computer addiction. For
example, excessive computer use may result in lack of face to face social
interaction. It may also lead to Computer Vision Syndrome (CVS), a
condition that results in headaches, blurred vision, neck pain, fatigue, eye
strain, dry eyes, irritated eyes, double vision, vertigo or dizziness.
Exercise 5
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!

1. Technology always brings advantages to human. True / False

2. There are two types of computer addiction. True / False

3. Computer addiction can lead to social interaction True / False

disability.

4. Depression can be caused by computer addiction. True / False

5. Someone can be called a computer addiction if True / False

he/she use computer for two hours in a day.
Unit 4. Preposition 49
WRITING

EXPLANATION TEXT
Explanation text elaborates the process of creating or making something,
which commonly is the process of social, cultural, or technological
creation (Anderson, 1997).
Generic Structure
Following are the generic structure of explanation text (Anderson, 1997):
§ A general statement consists of a brief description of the
phenomenon.
§ A chronological explanation, which describes the series of steps or
events that happen in creating the phenomenon.
§ A closing statement
Usage
Explanation text is composed of a formal writing style, which commonly
uses some causative conjunction words and some prepositions which
shows place or time.
In addition to that, passive voice is used in describing the process or the
event.

Read the Reading Passage 2 again. As you read the passage, you will find that
the passage is the explanation text, which has below structure:

General Computer addiction can be defined as the excessive or

Statement compulsive use of the computer which persists despite
serious negative consequences for personal, social, or
occupational function. The addiction involves online
and/or offline computer usage and consists of at least
three subtypes: excessive gaming, sexual
preoccupations, and e-mail/text messaging.
50 Integrated English

Chronological The symptoms of computer addiction include:

explanation • Being drawn by the computer as soon as one wakes
up and before one goes to bed.
• Replacing old hobbies with excessive use of the
computer and using the computer as one's primary
source of entertainment and procrastination
• Lacking physical exercise and/or outdoor exposure
because of constant use of the computer. This could
contribute to many health problems such as obesity
Researchers link internet/computer addiction with
existing mental health issues, most notably depression.
Studies showed that the majority of those who met the
requirements of internet/computer addiction suffered
from interpersonal difficulties and stress and that those
addicted to online games specifically responded that
they hoped to avoid reality.

Closing There are many consequences resulting from computer

Statement addiction. For example, excessive computer use may
result in lack of face to face social interaction.

Exercise 6
Create your Explanation text and use some prepositions in your writing!
 UNIT 5 SIMPLE PRESENT TENSE AND
PRESENT CONTINOUS TENSE
STANDARD COMPETENCE
Use Simple Present Tense and Present Continuous Tense as part of the
English language.
INDICATOR
Able to differ the Simple Present Tense and the Present Continuous Tense
and to use them appropriately in everyday conversations according to context.
CONTEXT
Simple present tense and Present Continuous Tense are showing the current
activities. Specifically, we use a simple present tense to state common facts
or daily routine, while a present continuous tense is used to state anything
which still occurring while we are speaking. Both are happening at the present
time.
LEARNING MATERIAL
Simple Present Tense

Simple Present tense is a form of the verb most commonly used in the English
language, which is used to reveal the factual events and habitual, general or
not general.
The pattern of Simple Present Tense:

(+) Subject + Verb 1+ (e/es) + Object.

(-) Subject + Do/Does + not + Verb 1 + Object.
(?) Do/Does + Subject + Verb 1 + Object?
52 Integrated English

Examples:
1. (+) Father reads a newspaper.
(-) Father does not read a newspaper.
(?) Does father read a newspaper?
Yes, he does. or No, he does not.
2. (+) I cook rice.
(-) I do not cook rice.
(?) Do you cook rice?
Yes, I do. or No, I do not.
From the example above, we understand that when we use the third person
subject (she, he, it), then in the simple present tense, we have to add e/es at
the end of the verb. But, when we use a first- or second-person subject, the
verb is omitted from e/es.
In Simple Present Tense, we also use the Nominal Sentence, that is a sentence
without a verb on it. We use it to state factual information.
The pattern for Nominal sentence:

(+) Subject + to be + (noun / adjective / adverb).

(-) Subject + to be + not + (noun / adjective / adverb).
(?) To be + Subject + (noun / adjective / adverb)?

Examples:
1. (+) They are students.
(-) They are not students.
(?) Are they students?
Yes, they are. or No, they are not.
2. (+) She is beautiful.
(-) She is not beautiful.
(?) Is she beautiful?
Unit 5. Simple Present Tense and Present Continuous Tense 53

Yes, she is. or No, she isn’t.

Exercise 1
Choose the correct answer to complete the sentence!
1. She _____ her dog every day.
a. to feed c. feeds
b. feed d. feeding
2. I ____ always ____ to the dentist.
a. do not, go c. do not, went
b. does not, go d. does not, went
3. When __ you ____ a shower?
a. do, took c. do, taken
b. do, take d. do, taking
4. Q: Do you like to sing?
A: …
a. Yes, I likes to sing c. Yes, I am liking to sing
b. Yes, I like to sing d. Yes, I liked to sing
5. Tom and I ____ ____ together.
a. do surfing c. do surfs
b. don’t surfing d. don’t surf
6. I ___ breakfast every day at 7 AM.
a. eat c. ate
b. to eat d. eaten
7. Q: How do you go to school?
A: We ___ the bus to school.
a. rode c. ride
54 Integrated English

b. ridden d. riding
8. Q: When do you do your homework?
A: …
a. I have did my homework at 6 PM.
b. I did my homework at 6 PM.
c. I do my homework at 6 PM.
d. I am doing my homework at 6 PM.
9. Q: Do you enjoy playing in the park?
A: …
a. No, I doesn’t enjoy playing in the park.
b. No, I no enjoy playing in the park.
c. No, I don’t enjoy playing in the park.
d. No, I don’t enjoys playing in the park.
10. Q: Does he love his mother?
A: …
a. He love his mother.
b. He loves his mother.
c. He to love his mother.
d. He is loving his mother.
Present Continuous Tense
Present continuous tense is a tense where a speaker is stating some activities
which are currently occurring while the speaker states it.
Unit 5. Simple Present Tense and Present Continuous Tense 55

The pattern of Present Continuous Tense:

(+) Subject + to be + verb-ing.

(-) Subject + to be + not + verb-ing.
(?) To be + Subject + verb-ing?

Examples:
1. (+) Father is talking on the phone at present.
(-) Father is not talking on the phone at present.
(?) Is father talking on the phone at present?
Yes, he is. or No, he isn’t.
2. (+) Dennis is repairing a car at the present.
(-) Dennis is not repairing a car at the present.
(?) Is Dennis repairing a car at present?
Yes, he is. or No, he isn’t.
Exercise 2
Complete these sentences below and form a present continuous tense!
1. ______ you ____ for a dictionary? (look)
2. John ______ the car in the street now. (drive)
3. They ______ Andi. (wait)
4. I ______ music now. (listen)
5. We ______ football today. (play)
6. I ______ my grandparents next weekend. (visit)
7. July ______ really hard for his exams this week. (study)
8. You ______ a video right now. (watch)
9. She ______ her t-shirt right now. (wash)
10. He ______ a book at the moment. (read)
56 Integrated English

LISTENING

Exercise 3
Listen to the dialogue and complete the missing sentences!

John : Kelly, _______________?

Kelly : I’m ___________ my hiking equipment.

John : ____________

Kelly : I will hike two days from now.

John : Have you seen the weather forecast? It’s _________ this few
days.

Kelly : Yes, I watched the news yesterday. I ______________ next

week.

John : Are you not afraid?

Kelly : Nope, I have prepared my tools and everything for the hiking.

John : Okay, then be careful and take care yourself out there.

Kelly Yup absolutely, John. Thank you.

SPEAKING

Exercise 4
After you complete the missing sentences, practice the dialogue with your friend!
You are allowed to change the necessary information according to your hobby!
Exercise 5
With your pair, create two dialogues based on the following situation:
Unit 5. Simple Present Tense and Present Continuous Tense 57

1. You make an appointment with your friend to study together at your

home. Your friend agrees to come. Add some details on when and what
subject you will discuss for the study group.
2. You are canceling your dinner appointment with your sister because you
need to prepare for your project presentation. Add some details about
what the project is about, when the deadline is, and any other details that
you want to add.
READING

Reading Passage 1
Smoking and health problems
Smoking is one of the most common forms of recreational drug use. It is a
habit which consists of breathing in a smoke from a burned substance. This
substance contains the active alkaloid nicotine which is absorbed into the
bloodstream. It may cause various diseases and dysfunctions. Tobacco
smoking is the most popular form of smoking. It is practiced by over one
billion people globally, of whom the majority are in the developing world.
Less common drugs for smoking include cannabis and opium. Some of the
substances are classified as hard narcotics, like heroin, but the use of these
substances is very limited as they are usually not commercially available.
The practice of smoking can be dated to as early as 5000 BC and has been
recorded in many different cultures across the world. Early smoking evolved
in association with religious ceremonies; as offerings to deities, in cleansing
rituals or to allow shamans and priests to alter their minds for various
religious purposes. After the European exploration and conquest of the
Americas, the practice of smoking tobacco quickly spread to the rest of the
world.
Smoking has negative health effects, because smoke inhalation inherently
poses challenges to various physiologic processes such as respiration.
Diseases related to tobacco smoking have been shown to kill approximately
half of long-term smokers when compared to average mortality rates faced
by non-smokers. A 2007 report states that, each year, about 4.9 million people
58 Integrated English

worldwide die as a result of smoking. It is among the leading causes of many

diseases such as lung cancer, heart attacks, erectile dysfunction, and birth
defects. The health hazards of smoking have caused many countries to
institute high taxes on tobacco products, run ads to discourage use, limit ads
that promote use, and provide help with quitting for those who do smoke.
Exercise 6
Based on the reading passage answer these questions!
1. Using your own define the digital divide, based on your understanding
on the reading!
2. Why is there a digital divide in the same country?
3. How the digital technologies help developing countries to be better?
Give an example!

Reading Passage 2
NEW YORK CITY
New York is the most populous city in the United States and the center of the
New York metropolitan area, the premier gateway for legal immigration to
the United States and one of the most populous urban agglomerations in the
world. The city is referred to as New York City or the City of New York to
distinguish it from the State of New York, of which it is a part. It has also
been called by many nicknames such as the “City that Never Sleeps” and the
“Center of the Universe.” But the Big Apple is the most famous nickname.
A global power city, New York exerts a significant impact upon commerce,
finance, media, art, fashion, research, technology, education, and
entertainment. The home of the United Nations Headquarters, New York is
an important center for international diplomacy and has been described as the
cultural and financial capital of the world.
New York traces its roots back to 1624 when it was founded as a trading post
by colonists of the Dutch Republic. It was named New Amsterdam in 1626.
The city and its surroundings came under English control in 1664. New York
Unit 5. Simple Present Tense and Present Continuous Tense 59

served as the capital of the United States from 1785 until 1790. It has been
the country's largest city since 1790.
The Statue of Liberty, which is a colossal neoclassical sculpture on Liberty
Island in the middle of New York Harbor, in Manhattan, was designed by
Frédéric Auguste Bartholdi and dedicated on October 28, 1886. It was a gift
to the United States from the people of France. The statue greeted millions of
immigrants as they came to America by ship in the late 19th and early 20th
centuries and is a globally recognized as a symbol of the United States and
its democracy.
Exercise 7
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!
1. Big Apple is the famous nickname for New York True / False
City.
2. New York is the capital city of the United States. True / False
3. The Liberty Statue was given by England to the Unit True / False
States.
4. The Liberty Statue is a symbol of freedom. True / False
5. America is the country of immigrants. True / False

WRITING

DESCRIPTIVE TEXT
Descriptive text is a writing style where the author describes places,
events, food, or anything else. The author will use word choice that make
the reader feel as if it is real because they can imagine it.
Generic Structure
Following is the common structure of descriptive text:
60 Integrated English

§ Identification is the part where the author opens his/her writing by

introducing the places or events, or any object that the author wants to
share.
§ Description is the detail information of the object.
Usage
§ Choose specific object as the main topic.
§ Use action verbs.
§ Use adjectives to give more details about the object.
§ Use simple present tense to elaborate facts about the object.

Read the Reading Passage 2 again. As you read the passage, you will find that
the passage is the descriptive text, which has below structure:

Identification New York is the most populous city in the United States
and the center of the New York metropolitan area, the
premier gateway for legal immigration to the United
States and one of the most populous urban
agglomerations in the world. The city is referred to as
New York City or the City of New York to distinguish
it from the State of New York, of which it is a part. It
has also been called by many nicknames such as the
“City that Never Sleeps” and the “Center of the
Universe.” But the Big Apple is the most famous
nickname.

Description A global power city, New York exerts a significant

impact upon commerce, finance, media, art, fashion,
research, technology, education, and entertainment. The
home of the United Nations Headquarters, New York is
an important center for international diplomacy and has
been described as the cultural and financial capital of the
world.
Unit 5. Simple Present Tense and Present Continuous Tense 61

New York traces its roots back to 1624 when it was

founded as a trading post by colonists of the Dutch
Republic. It was named New Amsterdam in 1626. The
city and its surroundings came under English control in
1664. New York served as the capital of the United
States from 1785 until 1790. It has been the country's
largest city since 1790.
The Statue of Liberty, which is a colossal neoclassical
sculpture on Liberty Island in the middle of New York
Harbor, in Manhattan, was designed by Frédéric
Auguste Bartholdi and dedicated on October 28, 1886.
It was a gift to the United States from the people of
France. The statue greeted millions of immigrants as
they came to America by ship in the late 19th and early
20th centuries and is a globally recognized as a symbol
of the United States and its democracy.

Exercise 8
Create your descriptive text based on your experience when you visited a city
or a place. Don’t forget to use Simple Present Text and Present Continuous
Tense in your writing!
 UNIT 6 SIMPLE PAST TENSE AND PAST
CONTINUOUS TENSE

STANDARD COMPETENCE
Use Simple Past Tense and Past Continuous Tense as part of the English
language.
INDICATOR
Able to differ a Simple Past Tense and a Past Continuous Tense and to use
them appropriately in everyday conversations according to context.
CONTEXT
In real-world conversations, we always need to talk about or to share what we
have done or experienced before. The simple past tense and the past
continuous tense are used to describe some activities that happened in the
past.
LEARNING MATERIAL
Simple Past Tense
When we talk about an activity that we have done before, we are using the
simple past tense.
Usage:
1. To declare events or deeds in the past at any given time is now over.
- She washed two hours ago.
- I went to Taiwan last year.
2. Declare habits done in the past, now or not done anymore.
- I never cheated.
Unit 6. Simple Past Tense and Past Continuous Tense 63

- She always hurt me.

3. Declares that an event or action is clearly done in the past, although the
time is not mentioned.
- Olivia fed her pet.
- The train was 20 minutes late.
4. To state a conditional wish.
- If I had a very beautiful face, I would be a model.
- If I were you, I wouldn’t leave the house.
The pattern of Simple Past Tense:

(+) Subject + Verb 2 + Object.

(-) Subject + did + not + Verb 2 + Object.
(?) Did + Subject + Verb 2 + Object?

Examples:
1. (+) Father read a newspaper.
(-) Father did not read a newspaper.
(?) Did father read a newspaper?
Yes, he did. or No, he did not.
2. (+) I cooked rice.
(-) I did not cook rice.
(?) Did you cook rice?
Yes, I did. or No, I did not.
In Simple Past Tense, it is important to know the past form of a verb, it is
commonly said a Verb 2 form. Commonly, the Verb-2 form of a verb formed
by adding ed to the verb. We can look example 2 for this kind of verb. The
verb that ended with ed is called the regular verb.
64 Integrated English

Another kind of verb is the irregular verb, which will be different from its
Verb 1. We need to check the Verb-2 form for this kind of verb (see Appendix
1). The first example shows us that the verb 2 of read is also read, but to make
sure whether it is a past tense or a present tense, we need to take a closer look
at the verb. The present tense will end with e/es for a third person subject. For
the first- or second-person, we need to look at additional information to know
the context of speech.
As in the Simple Present Tense, we also use the Nominal Sentence in a Simple
Past Tense. We use it to state information which true in the past.
The pattern for Nominal sentence:

(+) Subject + (was / were) + (noun / adjective / adverb).

(-) Subject + (was / were) + not + (noun / adjective / adverb).
(?) (Was / Were) + Subject + (noun / adjective / adverb)?

Examples:
1. (+) We were students of Universitas Negeri Medan.
(-) We were not students of Universitas Negeri Medan.
(?) Were you students of Universitas Negeri Medan?
Yes, we were. or No, we were not.
2. (+) He was angry to that boy.
(-) He was not angry to that boy.
(?) Was he angry to that boy?
Yes, he is. or No, he isn’t.
Exercise 1
Choose the correct answer to complete the sentence!

1. Lona __________ this delicious food for us, 1 hour ago.

Unit 6. Simple Past Tense and Past Continuous Tense 65

a. cooking c. cooked
b. cooks d. cook
2. Anita _______ me in this market yesterday.
a. meets c. meet
b. meeting d. met
3. They _______ this music two hours ago.
a. listen c. be listen
b. listened d. listening
4. We _______ to Aceh two weeks ago.
a. went c. go
b. come d. goes
5. _______he read novel last night?
a. are c. did
b. done d. do
6. I _______ this scissor to cut the grass yesterday.
a. use c. using
b. was using d. used
7. We _______ each other 2 years ago.
a. be loving c. are love
b. loved d. love
8. I _______ in this sofa with him.
a. sleeping c. slept
b. sleeped d. sleep
9. We _______ in this restaurant 2 days ago.
a. eaten c. eating
b. eat d. ate
10. I _______ to the school alone yesterday.
a. walked c. walking
b. walks d. walk
Past Continuous Tense
Past continuous tense is used to reveal that an action is occurring at a certain
time in the past. There are usually two incidents in the past and one event
66 Integrated English

interrupting another. The interrupted incident that uses the past continuous
tense.
The pattern of Past Continuous Tense:

(+) Subject + to be (was / were) + verb-ing.

(-) Subject + to be (was / were) + not + verb-ing.
(?) To be (was / were) + Subject + verb-ing?

We use past continuous tense to show that something was happening at a

certain time in the past. Usually, we use it along with the simple past tense to
point out that one activity was done while another activity was still occurring
in the past. Thus, we understand the context or the time frame of the activity.
Examples:
1. (+) Ria was listening to music when Adi knocked at my door.
(-) Ria was not listening to music when Adi knocked at my door.
(?) Was Ria listening to music when Adi knocked at my door.
Yes, she was. or No, she was not.
2. (+) That man was riding a motorcycle when he bumped into a tree.
(-) That man was not riding a motorcycle when he bumped into a tree.
(?) Was that man riding a motorcycle when he bumped into a tree?
Yes, he was. or No, he wasn’t.
From example 1 we understand that there are two activities happen in the
past. First activity was listening and the other one was knocking. Both was
happening at a certain period of time in the past, but the knocking was done
while the listening still on. Thus, we know that the past continuous is “Ria
was listening to music” which means that the listening is happening first and
then there was a knock during the listening and while the knock ended, the
listening was still continuing.
Unit 6. Simple Past Tense and Past Continuous Tense 67

See Figure 9 for clearer illustration.

Figure 9 Simple Past Tense vs Past Continuous Tense Illustration

Exercise 2
Choose the correct answer to complete the sentence!
1. My sister _____ TV in the living room when I arrived home last night.
a. watched c. was watching
b. watch d. is watching
2. She was _____ when I _____ to her house last night.
a. crying, come c. cries, coming
b. cried, coming d. crying, came
3. The telephone was ringing while he _____ an email.
a. is typing c. has typing
b. type d. was typing
4. He was _____ at the bus-stop when he _____ the accident.
a. standard, witnessing c. standed, witness
b. standing, witnessed d. stand, witness
5. Eko and Yoga _____ Soccer on the field when they _____ the money.
a. were playing, found c. played, find
b. is playing, finding d. was playing, found
6. He was not _____ the television when you _____ to his house to borrow
his car yesterday.
68 Integrated English

a. repair, come c. repairing, come

b. repairing, came d. repaired, came
7. I was _____ when my mother _____ me yesterday.
a. teach, call c. taught, calling
b. teaching, called d. teaching, calling
8. She was _____ the movie while her mother was _____ for dinner
yesterday.
a. watching, cook c. watch, cooking
b. watching, cooking d. watched, cooked
9. Dono and Indro were _____ video games when their mother _____
back.
a. plays, comes c. playing, coming
b. playing, came d. played, coming
10. Kasino was _____ around the block while Lidia was _____at their
backyard yesterday.
a. running, skipped c. run, skip
b. run, skipping d. running, skipping

LISTENING
Exercise 3
Listen to the dialogue and then complete the missing sentences!

Henry : Linda, ___________ but you didn’t pick up. ___________

Linda : Oh, _________. I’m sorry, _______________. ____________.

Henry : I ______________ about our English project. The deadline is

approaching, right?

Linda : O yeah, I _____________. Thanks for bringing it up! Well, last

time ____________________, right? We can continue the
reading section. What do you think?
Unit 6. Simple Past Tense and Past Continuous Tense 69

Henry : Okay, I agree with you. So, I think we can gather again at your
home this weekend to work on it?

Linda : I’m sorry, my home isn’t available this weekend. I

____________________. How about we do it this Wednesday?

Henry : Oh, okay then. Where do you prefer?

Linda : We can do it in the café we used to gather.

Henry : Okay then, see you on Wednesday.

Linda : Yup, see you soon.

SPEAKING
Exercise 4
After you completed the missing sentences of the dialogue, practice the
dialogue with your partner and present it in front of the class!
Exercise 5
With your pair, create a dialogue that discuss how to use simple past and past
continuous tense appropriately!
READING
Reading Passage 1
The Beatles
The Beatles were an English rock band, formed in Liverpool in 1960. With
members John Lennon, Paul McCartney, George Harrison and Ringo Starr,
they became widely regarded as the foremost and most influential act of the
rock era. In the early 1960s, their enormous popularity first emerged as
"Beatlemania", which is a term that describe the intense fan frenzy directed
70 Integrated English

toward the British band. The phenomenon began in 1963 and continued past
the band's breakup in 1970.
The Beatles built their reputation playing clubs in Liverpool and Hamburg
over a three-year period from 1960, with Stuart Sutcliffe initially serving as
bass player. The core of Lennon, McCartney and Harrison went through a
succession of drummers, most notably Pete Best, before asking Starr to join
them. They gained popularity in the United Kingdom after their first hit,
"Love Me Do", in late 1962. They acquired the nickname "the Fab Four" as
Beatlemania grew in Britain over the following year, and by early 1964 they
had become international stars, leading the "British Invasion" of the United
States pop market. From 1965 onwards, the Beatles produced what many
consider their finest material, including the innovative and widely influential
albums Rubber Soul (1965), Revolver (1966), Sgt. Pepper's Lonely-Hearts
Club Band (1967), The Beatles (commonly known as the White Album,
1968) and Abbey Road (1969).
After their break-up in 1970, they each enjoyed successful musical careers of
varying lengths. McCartney and Starr, the surviving members, remain
musically active. Lennon was shot and killed in December 1980, and
Harrison died of lung cancer in November 2001.
Exercise 6
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!

1. The Beatles were an American pop band. True / False

2. The Beatles were a family band. True / False

3. Their first hit was “Love Me Do” which released in True / False
late 1960.

4. There were four personnel in The Beatles band. True / False

5. The Beatles is still existed until now. True / False

Unit 6. Simple Past Tense and Past Continuous Tense 71

Reading Passage 2
Charles Dickens
Charles Dickens was an English writer and social critic. During his lifetime,
his works enjoyed unprecedented popularity. He is now considered a literary
genius because he created some of the world's best-known fictional characters
and is regarded as the greatest novelist of the Victorian era. His novels and
short stories enjoy lasting popularity.
Dickens was born on February 7, 1812 in Portsmouth, on the southern coast
of England. His father, John Dickens, was a naval clerk who dreamed of
becoming rich and his mother, Elizabeth Barrow, aspired to be a teacher and
school director. But the family’s financial situation had grown worse because
John Dickens used to spend money dangerously beyond the family’s means.
Consequently, John was sent to prison for debt in 1824, when Charles was
just 12 years old.
After his father's imprisonment, Charles Dickens left school to work in a
factory. Despite his lack of formal education, he edited a weekly journal for
20 years, wrote 15 novels, five novellas, hundreds of short stories and non-
fiction articles, lectured and performed extensively, was an indefatigable
letter writer, and campaigned vigorously for children's rights, education, and
other social reforms.
Dickens's literary success began with the 1836 serial publication of The
Pickwick Papers. Within a few years he had become an international literary
celebrity, famous for his humor, satire, and keen observation of character and
society. His novels, most published in monthly or weekly instalments,
pioneered the serial publication of narrative fiction, which became the
dominant Victorian mode for novel publication.
Dickens was regarded as the literary colossus of his age. His 1843 novella, A
Christmas Carol, remains popular and continues to inspire adaptations in
every artistic genre. Oliver Twist and Great Expectations are also frequently
adapted, and, like many of his novels, evoke images of early Victorian
72 Integrated English

London. His 1859 novel, A Tale of Two Cities, set in London and Paris, is his
best-known work of historical fiction.
Charles Dickens died on June 9, 1870 of a stroke. He was buried in Poet’s
Corner at Westminster Abbey. Thousands of mourners came to pay their
respects at the grave and throw in flowers.
Exercise 7
Based on the reading passage answer these questions!
1. When was Dicken born and where?
2. What do you know about Charles Dickens’ career after you read the
passage?
3. Was Charles Dickens a rich kid?
4. Was Charles Dickens a great writer? Why?
5. How did Charles Dickens die?

WRITING

RECOUNT
Recount text is a style of writing where the author shares his/her personal
experiences. In recount text, the author does not intend to convince or to
give a recommendation to the reader, but rather to inform the reader about
what he/she has experienced. Not just of her/his experiences, the author
can also tell a story about another person, such as a biography of a person.
Generic Structure
Following is the common structure of recount text:
§ Orientation displays the introduction of an object, event, or a person.
It consists of information of the place, the time, or, the background of
the story.
Unit 6. Simple Past Tense and Past Continuous Tense 73

§ Events displays significant events which written in a chronological

order.
§ Re-orientation is the conclusion of the experience or the special
comment of the author.
Usage
§ Use simple past tense and past continuous tense
§ Use conjunction words to explain the chronological order, such as
before, after, then.
§ State the specific time, place, or person involved in the story.

Read the Reading Passage 1 again. As you read the passage, you will find that
the passage is a recount text where the author re-tells about the life of a
famous band, The Beatles, which has below structure:

Orientation The Beatles were an English rock band, formed in

Liverpool in 1960. With members John Lennon, Paul
McCartney, George Harrison and Ringo Starr, they
became widely regarded as the foremost and most
influential act of the rock era. In the early 1960s, their
enormous popularity first emerged as "Beatlemania",
which is a term that describe the intense fan frenzy
directed toward the British band. The phenomenon began
in 1963 and continued past the band's breakup in 1970.

Events The Beatles built their reputation playing clubs in

Liverpool and Hamburg over a three-year period from
1960, with Stuart Sutcliffe initially serving as bass player.
The core of Lennon, McCartney and Harrison went
through a succession of drummers, most notably Pete
Best, before asking Starr to join them. They gained
popularity in the United Kingdom after their first hit,
"Love Me Do", in late 1962. They acquired the nickname
74 Integrated English

"the Fab Four" as Beatlemania grew in Britain over the

following year, and by early 1964 they had become
international stars, leading the "British Invasion" of the
United States pop market. From 1965 onwards, the
Beatles produced what many consider their finest
material, including the innovative and widely influential
albums Rubber Soul (1965), Revolver (1966), Sgt.
Pepper's Lonely-Hearts Club Band (1967), The
Beatles (commonly known as the White Album, 1968)
and Abbey Road (1969).

Re- After their break-up in 1970, they each enjoyed

orientation successful musical careers of varying lengths. McCartney
and Starr, the surviving members, remain musically
active. Lennon was shot and killed in December 1980,
and Harrison died of lung cancer in November 2001.

Exercise 8
Create your recount text and don’t forget to use simple past tense and past
continuous tense in your writing!
 UNIT 7 PRESENT PERFECT TENSE AND PRESENT
PREFECT CONTINUOUS TENSE

STANDARD COMPETENCE
Use Present Perfect Tense and Present Perfect Continuous Tense as part of
the English language.
INDICATOR
Able to differ the Present Perfect Tense and the Present Perfect Continuous
Tense and to use them appropriately in everyday conversations.
CONTEXT
We use Present Perfect Tense and Present Perfect Continuous Tense to say
about something that happened in the past, but it still has connection to the
present. Often, we need to share about our activities that we have started in
the past and continue to occur in the present and maybe ended in the present
time.
LEARNING MATERIAL
Present Perfect Tense
Present Perfect Tense is a tense used to describe an activity that has been done
at this time, called perfect because the activity has happened or has completed
perfectly at this time or present.
For this reason, it can be said that the present perfect tense is a combined time
form of the past and the present. But of course, attachment to the present is
much more emphasized. The present perfect tense is usually used in everyday
dialogue, correspondence, and news in newspapers, radio, and television.
Example: I have studied Geography from 6 o’clock in the morning.
76 Integrated English

This means that the subject has performed the action/activity in the past and
within a certain time, i.e. from 6 am. In addition, subjects may still perform
such activities until the present or in the unknown time.
The pattern of Present Perfect Tense:

(+) Subject + have / has + verb-3 + (object).

(-) Subject + have / has + not + verb-3 + (object).
(?) Have / has + Subject + verb-3 + (object)?

Note that the verb-3 is the past participle form of a verb use in the sentence.
Examples:
1. (+) Nanda has given up his scholarship.
(-) Nanda has not given up his scholarship.
(?) Has Nanda given up his scholarship?
“Yes, he has.” or “No, he hasn’t.”
2. (+) They have graduated high school this year.
(-) They have not graduated high school this year.
(?) Have they graduated high school this year?
“Yes, they have.” or “No, they haven’t.”
The Present perfect has various information phrases to explain things that
have been done in the past and are still related to the present. Some phrases
related to the use of present perfect tense are: just, this morning, this
afternoon, this week, lately, recently, for, and since. But without a hint of any
time, the present perfect tense can still be used.
Exercise 1
Change these sentences into English by using the Present Perfect Tense
pattern!
Unit 7. Present Prefect Tense and Present Prefect Continuous Tense 77

1. Saya telah bekerja sebagai seorang sekretaris di perusahaan itu selama

lima tahun.
2. Nita telah menerima beasiswa dari LPDP.
3. Sudahkah Eko dan Riska menyanyikan lagu kesukaan mereka di
panggung?
4. Nita dan saya belum menyelesaikan PR kami.
5. Sudahkah Yoga menyiram bunga di kebun?
6. Paman saya sudah tiba di rumah kami sejak dua hari lalu.
7. Ayah sudah berangkat ke Jakarta sejak enam hari lalu.
8. Ibu sudah tidak memasak makanan untuk kami lagi karena sakit.
9. Kami telah membelikan makanan untuk guru kami.
10. Mereka telah membuang semua isi gudang itu.
Present Perfect Continuous Tense
Present Perfect Continuous Tense is a tense form used to express activities
that have started in the past and still continue today, as well as those that have
ended in the past anyway.
Example:
Farah has been writing the novel since she was in her twenties and she just
finished it this week at her thirtieth birthday.
Actions in the present perfect continuous tense generally have a certain
duration of time in the past and of course still, have a relationship with the
current condition. Therefore, in the use of present perfect continuous tense
usually come the use of phrases that state a certain time which refers to how
long the action or activity has taken place.
78 Integrated English

The pattern of Present Perfect Continuous Tense:

(+) Subject + have / has + been + verb-ing.

(-) Subject + have / has + not + been + verb-ing.
(?) Have / Has + Subject + been + verb-ing?

Example:
1. (+) I have been studying in this university for three years.
(-) I have not been studying in this university.
(?) Have you been studying in this university for three years?
“Yes, I have been studying in this university for three years.” or
“No, I have not been studying in this university for three years.”
2. (+) My uncle has been teaching in this school since last year.
(-) My uncle has not been teaching in this school since last year.
(?) Has your uncle been teaching in this school since last year?
“Yes, he has been.” or “No, he has not been.”
In addition to that, the Present Perfect Continuous tense can be used to
confirm that someone has done something for some time, in the past, by
looking of its result in the present time.
Have you seen Tia’s skin? It is so red. I think she has been
sunbathing.
From the above example, we know that Tia’s skin becomes read because she
has been sunbathing.
Another usage of the Present Perfect Continuous tense is to state or to confirm
the timeframe of an action or activity has occurred, and it may or may not
finish yet.
Ronny has been reading that novel for two weeks.
Unit 7. Present Prefect Tense and Present Prefect Continuous Tense 79

From the above example, we know that Ronny has started reading the novel
in the past two weeks and he may not have finished it yet.
Another example:
Ria: “How long have you been practicing badminton?”
Kristi: “I have been doing it since I was 6 years old.”
In the above example, Ria wants to know for how long Kristi has been playing
badminton. Ria can sum up how many years Kristi has been playing
badminton from the given answer (assume that Ria knows Kristi’s birth year).
Exercise 2
A. Read the situation and then write a sentence with the Present Perfect
Continuous Tense.
Example:
Jimmy is out of breath. (he/ run) He has been running.
1. Winda is very tired. (she/ work/ hard) _________________________.
2. Bobby has a black eye and Dimas has a cut lip. (Bobby and Dimas/ fight)
_________________________.
3. Sinta has just come back from the beach. She is very tired. (she/ lie/ in the
sun) _________________________.
4. John is hot and tired. (he/ play/ tennis) _________________________.
5. The little boy’s eyes are red and watery. (he/ cry)
_________________________.
B. Say how long something has been happening by making a sentence.
Example:
It is raining now. It began raining two hours ago.
It has been raining for two hours.
1. Kevin is studying. He began studying one hour ago. He
_________________________ for one hour.
80 Integrated English

2. I am learning French. I started learning French in November. I

_________________________ since November.
3. Anna is looking for a job. She began looking two months ago.
_________________________ for two months.
4. Mary is working in London. She started working there on 18 February.
_________________________ since 18 February.
5. Phillip smokes. He started smoking three years ago.
_________________________ for three years.
LISTENING
Exercise 3
Listen to the dialogue and then complete the missing sentences!

Nayla : Nana, are you ready for the gift? I know _________________ for this!

Nana : How wonderful of you, Nayla! You are truly my best friend. You
remember my birthday.

Nayla : Of course, I remember. So, _________________?

Nana : I feel no different. I am just turn out 25, and it feels the same as the
other birthday. But I am very grateful. How _________________?

Nayla : Well, to be honest, I _________________ back then. I wish I can be as

calm as you.

Nana : Never mind. So, _________________? I can’t wait to open it!

Nayla : Okay, okay, here it is. I hope you like it.

Nana : What is it? Can I open it here?

Nayla : Yeah sure. You can open it now, if that’s what you want.
Unit 7. Present Prefect Tense and Present Prefect Continuous Tense 81

Nana : (opening the gift) Wow, _________________. _________________?

I really love it. Thank you so much, Nayla!

Nayla : Well, _________________. I know y_________________. Enjoy it.

SPEAKING
Exercise 4
After you completed the missing sentences of the dialogue, practice the
dialogue with your partner and present it in front of the class!
Exercise 5
With your pair, create some dialogues based on the following situation:
reunion with your old family, go out for lunch with family or friends, and go
to the cinema with your boyfriend or girlfriend! Then present it to the class!
READING
Read the following passage!
Review of “Aquaman” Movie
Whenever anybody asks me what “Aquaman” is like, I mention an early scene
where opposing Atlantean forces square off and debate the kingdom’s future.
One side rides armored seahorse that whinny. The other rides armored sharks
that roar. “Aquaman” is as concerned with scientific accuracy as
“SpongeBob Squarepants.” And that’s one of many reasons why I like it.
It takes skill to be as ridiculous as this movie about a half-human, half-
Atlantean prince who’s known on land as Arthur Curry (Jason Momoa)
without seeming to condescend to the material. Directed by James Wan
(“Saw,” “The Conjuring”), it’s part of a thriving subcategory of superhero
movies, also represented by “Spider-Man: Homecoming,” “Thor: Ragnarok,”
“Venom” and both “Ant-Man” pictures—sweet, goofy, at times
psychedelically weird films that mostly reject the sour gloom that gets
mistaken for maturity. But that’s not to say that those movies aren’t serious
in their own way. “Aquaman,” in particular, feels simultaneously like a spoof
82 Integrated English

and an operatic melodrama. Any film that can combine those modes is a force
to be reckoned with.
The movie is overlong and a bit repetitious (as big-budget superhero films
tend to be), and its second half is more distinctive than its first because it lets
its freak flag fly. But Wan and company mostly do a brilliant job of shaking
the algae from clichés. Rather than get bogged down in plot particulars, they
concentrate on characterization and performances, production design,
costumes, and visual details.
The most remarkable aspect, though, is the way “Aquaman” pushes against
the idea that every problem can be solved by violence. There are plenty of
bruising fights on land and sea, plus laser shootouts and aquatic infantry
clashes, but some of the most important showdowns are resolved peacefully,
through conversation, negotiation, and forgiveness. Men as well as women
cry in this movie, and the sight is treated not as a shameful loss of dignity,
but as the normal byproduct of pain or joy. For all its wild spectacle and
cartoon cleverness, this is a quietly subversive movie, and an evolutionary
step forward for the genre.
Exercise 6
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!

1. The writer is more likely hate the movie. True / False

2. The movie’s genre is considered as a cartoon movie. True / False

3. The director of the “Aquaman” movie is the same True / False

director of “Thor: Ragnarok” movie.

4. The movie is a big-budget movie. True / False

5. The movie against the concept that “any problem True / False
can be solved by violence”.
Unit 7. Present Prefect Tense and Present Prefect Continuous Tense 83

WRITING

REVIEW TEXT
Review text is a writing style in which the author gives an examination or
an evaluation on an object, be it a movie, literature, an article, performance
or anything else. The author provides his/her opinions and more likely, but
not always, gives his/her preference regarding the object.
Generic Structure:
Following is the common structure of review text:
§ Orientation displays the introduction of an object, event, or a person.
It consists of information of the place, the time, or, the background of
the story.
§ Evaluation portrays the author viewpoint about the object and
provides his/her reasoning on his/her opinion.
§ Interpretative Recount is the part where the author provides others’
opinion or review on the same object, most likely to support his/her
opinion, but it can also a contradiction viewpoint, to make the reader
decide for themselves. This part may or may not exist in the review
text.
§ Evaluative Summation is the summary of the review.

Read the reading passage again. As you read the passage, you will find that
the passage is a review text where the author gives his/her opinions about a
movie called “Aquaman”, the structure is as follow:

Orientation Whenever anybody asks me what “Aquaman” is like, I

mention an early scene where opposing Atlantean forces
square off and debate the kingdom’s future. One side ride
armored seahorse that whinny. The other rides armored
sharks that roar. “Aquaman” is as concerned with
84 Integrated English

scientific accuracy as “SpongeBob Squarepants.” And

that’s one of many reasons why I like it.
Evaluation It takes skill to be as ridiculous as this movie about a half-
human, half-Atlantean prince who’s known on land as
Arthur Curry (Jason Momoa) without seeming to
condescend to the material. Directed by James Wan
(“Saw,” “The Conjuring”), it’s part of a thriving
subcategory of superhero movies, also represented by
“Spider-Man: Homecoming,” “Thor: Ragnarok,”
“Venom” and both “Ant-Man” pictures—sweet, goofy,
at times psychedelically weird films that mostly reject the
sour gloom that gets mistaken for maturity. But that’s not
to say that those movies aren’t serious in their own way.
“Aquaman,” in particular, feels simultaneously like a
spoof and an operatic melodrama. Any film that can
combine those modes is a force to be reckoned with.
The movie is overlong and a bit repetitious (as big-budget
superhero films tend to be), and its second half is more
distinctive than its first because it lets its freak flag fly.
But Wan and company mostly do a brilliant job of
shaking the algae from clichés. Rather than get bogged
down in plot particulars, they concentrate on
characterization and performances, production design,
costumes, and visual details.
Interpretative Not provided.
Recount
Evaluative The most remarkable aspect, though, is the way
Summation “Aquaman” pushes against the idea that every problem
can be solved by violence. There are plenty of bruising
fights on land and sea, plus laser shootouts and aquatic
infantry clashes, but some of the most important
showdowns are resolved peacefully, through
conversation, negotiation, and forgiveness. Men as well
Unit 7. Present Prefect Tense and Present Prefect Continuous Tense 85

as women cry in this movie, and the sight is treated not

as a shameful loss of dignity, but as the normal byproduct
of pain or joy. For all its wild spectacle and cartoon
cleverness, this is a quietly subversive movie, and an
evolutionary step forward for the genre.
Exercise 7
Write your review on your favorite movie, song or any object you want to
review. Use Present Perfect tense and Present Perfect Continuous tense in
your writing whenever possible!
 UNIT 8 PAST PERFECT TENSE AND PAST
PERFECT CONTINUOUS TENSE

STANDARD COMPETENCE
Use the Past Perfect Tense and Past Perfect Continuous Tense as part of the
English language.
INDICATOR
Able to differ the Past Perfect Tense and the Past Perfect Continuous Tense
and to use them appropriately in everyday conversations.
CONTEXT
Past Perfect Tense and Past Perfect Continuous Tense use to re-tell two
actions or more that happened at a certain time in the past. When we talk and
discuss something with our friends or colleague or new acquittances, we often
ask about the other party’s information, such as what they have done in the
past and other kinds of stuff in their past as we want to know more about
them.
LEARNING MATERIAL
Past Perfect Tense indicate that a completed action happened earlier than
something else (see Figure 10).

Figure 10 Past Perfect Tense

Source: esl-library.com
Unit 8. Past Perfect Tense and Past Perfect Continuous Tense 87

Past Perfect Continuous Tense often creates a kind of background for the
rest of the sentence (see Figure 11).

Figure 11 Past Perfect Continuous Tense

Source: esl-library.com
Figure 12 depicts the difference between the two tenses.

Figure 12 Past Perfect vs Past Perfect Continuous Tense

88 Integrated English

Exercise 1

Put the verbs in the brackets into the correct tenses!

Example: He thanked me for what I (do) __________.
He thanked me for what I had done.
1. When he arrived at the cinema, the movie already (start) __________.
2. He told me that he (ring) __________ me before.
3. Before he moved here, he (live) __________ in Bandung.
4. He wished that he (do) __________ the test correctly.
5. Did he tell you that something (happen) __________?
6. He said that he (read) __________ the novel twice.
7. He (wait) __________ a long time before she arrived in the cinema.
8. The man (commit) __________ crime before the judge finally sentenced
him to jail.
9. They (strive) __________ hard before they eventually got success.
10. We (consider) __________ it carefully before we made the decision.
Exercise 2
Choose the correct answer to complete the sentence!
1. Oscar _______________ an article for about three hours.
a. had been writing c. had be writing
b. had been written d. had is writing
2. We _______________ here since 2009.
a. hadn’t been lived c. hadn’t been living
b. had been not living d. hadn’t be lived
3. _______________ learning English for several hours?
a. Had she be c. Had be she
b. Had she been d. Had she is
Unit 8. Past Perfect Tense and Past Perfect Continuous Tense 89

4. We _______________ our holiday in Bali for several days.

a. had be spending c. had been spending
b. had are spending d. are had spending
5. They had been _______________ in this company for about six years.
a. worked c. to work
b. works d. working
6. _______________ borrowing this book from the library for several days?
a. Had been Cindy c. Had be Cindy
b. Had Cindy been d. Had Cindy be
7. She _______________ sleeping for an hour.
a. hadn’t be c. hadn’t is
b. is hadn’d d. hadn’t been
8. Paul _______________ for you since 9 o'clock.
a. had be writing c. had is writing
b. had been writing d. had be written
9. _______________ standing here for long time?
a. Had been you c. Had you been
b. Had you be d. Had be you
10. He hadn't _______________ the problem for long time.
a. been discussed c. be to discuss
b. is discussing d. been discussing
90 Integrated English

LISTENING
Exercise 3
Listen to the dialogue and complete the missing sentences!

Andi : Hi Nora, sorry I’m late. How long you been waiting?

Nora : I waited for quite sometimes. Where you’ve been?

Andi : I ___________________, last night and fell asleep. I was tired.

So, I ___________________.

Nora : Oh, okay, if that’s the case. Right, ___________________

information from me. ___________________?

Andi : O yeah. It’s related to my paper. I’m writing about people I know
and how we met and what kind of relationship we have. Since
you are one of my close friends, I want to ask more about you. Is
that okay?

Nora : Yeah, sure. I thought I ___________________.

Andi : Well, just to make sure, I ___________________. Okay, let me

start with your hobby. What is your hobby? I know you play
badminton a lot, but ___________________?

Nora : Of course, badminton is one of my hobby. Other things I like to

do when I’m free are singing and playing guitar.

Andi : Oh, see I didn’t know you’re playing guitar. I bet you play well.

Nora : Hmm, actually, it took sometimes before I can play well.

___________________.

Andi : Oh, really? How ___________________?

Unit 8. Past Perfect Tense and Past Perfect Continuous Tense 91

Nora : I think ___________________. Since then I can play guitar

fluently.

Andi : What about your childhood. ___________________in this city

since you’re a child?

Nora : No. My parents ___________________. When I was about 5

years old, we moved to this city.

Andi : So, ___________________ 15 years, right?

Nora : Yup, time flies so fast.

SPEAKING
Exercise 4
After you completed the dialogue above, practice it with your pair and present
it in front of the class!
Exercise 5
With your pair, create a dialogue that discuss how to use past perfect and past
perfect continuous tense appropriately!
92 Integrated English

READING
Reading the passage below!
Financial services yet to spur economic growth: Study
The financial services sector has yet to become a main engine for economic
growth, but it has the potential to do so, according to joint research from the
National Development Planning Agency (Bappenas) and Parahyangan
University.
While Indonesia has seen its credit productivity increase, stakeholders lack a
comprehensive understanding of the sector, hence the sluggish loan
disbursement in recent years, the study says.
“Indonesia is facing a huge challenge as its financial services sector is not
strong enough to influence economic growth,” said Leonard VH
Tampubolon, the Bappenas deputy minister for the economy, in a recent
seminar in Jakarta.
“The inclusion aspect is [also of concern] as many Indonesians do not receive
financial services from formal institutions.”
The study calculated that, for every 1 percent of economic growth, the
country needs an additional 10.85 percent in credit growth. Based on credit
disbursement alone, this would mean that Indonesia needs to book credit
growth of 23 percent in order to achieve overall economic growth of over 6
percent.
The Financial Services Authority (OJK) estimated that loan growth would
reach 13 percent this year, slightly higher than the 12.45 percent it projected
in 2018. About five years back, annual loan growth was at about 20 percent
on average. Economic growth, meanwhile, was just below 5.2 percent in
2018, according to the state budget. The government is slightly more
optimistic about reaching this year’s target of 5.3 to 5.4 percent in growth.
“The financial services sector is crucial for achieving the economic growth
target in the future as it finances investments. Therefore, bank and non-bank
financial institutions should deepen their roles,” said Leonard.
Unit 8. Past Perfect Tense and Past Perfect Continuous Tense 93

The research with Parahyangan University in Bandung, West Java, is part of

Bappenas’ preparation for its 2020-2024 National Medium-Term
Development Plan (RPJMN). The institutions studied credit disbursement in
33 provinces and how it correlates with the economic and financing disparity
between Java and the rest of the archipelago. In 2017, Jakarta disbursed the
highest amount of credit to the business sector at Rp 1.31 quadrillion
(US$93.9 billion), followed by East Java, West Java, Central Java and
Banten.
Miryam BL Wijaya, one of the researchers, acknowledged the government’s
efforts in boosting the role of financial institutions in the economy by
involving them in distributing cash assistance through programs like the
Family Hope Program and the non-cash food assistance program.
“However, the beneficiaries tend to cash out the money shortly after receiving
it […] this excludes them from being customers of the financial services,”
said Miryam, an economist at Parahyangan University.
She also cited a 2017 research study by the World Bank and global database
firm CEIC that showed Indonesia as having the lowest ratio of financial
sector-to-GDP movement among ASEAN countries, excluding Laos.
According to the 2017 study, Indonesia’s M2 rate was measured at 39.88
percent against its GDP in 2017, much lower than the 155.22 percent and
132.67 percent in Vietnam and Malaysia, respectively.
An M2 rate is an indicator that combines cash, checking deposits and “near
money”, also known as non-cash, highly liquid assets.
As of the third quarter of 2018, Indonesia’s M2 decreased to 38.62 percent,
Miryam said. However, she was confident that it could potentially double to
over 62 percent.
“That is why we emphasize that the capital market has to play its role
alongside conventional banks in providing financing [...] The demand to
increase credit disbursement is not borne by banks alone,” she said.
94 Integrated English

The main strategy to boost funding from financial institutions is to ensure

steady growth in the real sector, including manufacturing and micro business,
she said.

Exercise 6
Read the passage carefully and define whether the statement below is True or
False! Circle True or False in the given column!

1. Indonesia’s economy is in a bad state. True / False

2. The OJK projection on loan’s growth is accurate. True / False

3. So many potentials in Indonesia’s financial sectors True / False

which not realize yet.

4. M2 data on 2017 shows that Indonesia has higher True / False

M2 percentage than Malaysia and Vietnam.

5. It is bank responsibility to realize the financial True / False

sector's potential in growing Indonesia’s economy.

WRITING

REPORT TEXT
Report Text is a writing style in which the author presents his/her observation
on an object or group of objects. In this kind of writing, the author provides
factual information from what he/she found on research. Report text
generally applied in academic writing or non-fiction articles.
Generic Structure
§ Table of content is an optional section. The author needs to provide it if
the report is considered a long report. Moreover, the reader needs it to
easily move to their desired section.
Unit 8. Past Perfect Tense and Past Perfect Continuous Tense 95

§ Introduction reveals the main topic which written in such a way that
attracts the reader to read more.
§ Subheadings applied to help the reader understand the report that is by
knowing a systematical order of the report. The investigation of facts or
findings presented in one paragraph or more within each subsection.
§ The conclusion consists of the highlight that sums up the whole report.
§ Glossary consists of specific terminologies which used in the report.
Usage
§ Use to deliver research results, news, or to write magazine.
§ Commonly use the passive voice style.
§ Focus on the research object.
§ Usually come with some graphics or diagrams to visualize the results.
§ Use general nouns to explain the object.

Exercise 7
Read the Reading Passage again and break down the text into review text
structure!
Exercise 8
Create your report text writing. You may report your biology's experiment
or any subject you are interested in. Don't forget to use the Past Perfect tense
and Past Perfect Continuous tense in your writing.
 UNIT 9 SIMPLE FUTURE TENSE AND FUTURE
CONTINUOUS TENSE

STANDARD COMPETENCE
Use the Simple Future Tense and Future Continuous Tense as part of the
English language.
INDICATOR
Able to differ the Simple Future Tense and the Future Continuous Tense and
to use them appropriately in everyday conversations.
CONTEXT
In our daily conversations, we often discuss our plan such as what we willing
to do next or in the near future. In that context, we use the Simple Future and
Future Continuous Tense.
LEARNING MATERIAL
Simple Future Tense
Simple future tense explains or states some actions or activities to be
performed by the subject in the future. It declares an activity that will happen
or still a plan.
Example: I will meet you tomorrow morning.
In addition, simple future tense can also be used to show promises made to
be implemented in the future.
Example: I shall help you with the project next week.
Simple Future Tense is usually marked with the word ‘Will’ or ‘Shall’ which
mean “going to”. Then is there any difference in using ‘Will’ and ‘Shall’? A
simple explanation of the difference between ‘Will and Shall’ use in showing
Unit 9. Simple Future Tense and Future Continuous Tense 97

future’s acts is, ‘Shall’ is used with the first-person subject: I and We, while
‘Will’ can be used for all subjects: You, They, He, She, It.
Another way to use Simple Future Tense is by using ‘to be + going to’.
‘to be + going to’ is usually used for actions or activities that have been
planned or intended previously. In addition, ‘to be + going to’ is also used to
express our assumption that something is about to happen. Therefore, the
action or activity in a simple future tense form with ‘to be + going to’ is most
likely will be executed or done immediately.
The pattern of Simple Future Tense:

Sentence will/shall [to be] + going to

Mode

(+) Subject + [will]/[shall] + Subject + [to be] + going to +

Verb-1 Verb-1

(-) Subject + [will]/[shall] + Subject + [to be] + not +

not + Verb-1 going to + Verb-1

(?) [Will]/[Shall] + subject + [to be] + subject + [going to]

Verb-1? + Verb-1?

Ö Replace the Subject with: I, We, You, They, He, She, It.
Ö Replace [to be] according to the subject you use: am, are,
is.
Ö Use Verb-1 form or infinitive verb.

Examples:
1. (+) I am going to go to the book store at three o’clock.
(-) I am not going to go to the book store at three o’clock.
(?) Are you going to go to the book store at three o’clock?
Yes, I am / No, I am not.
98 Integrated English

2. (+) I will go to Kalimantan next week.

(-) I will not go to Kalimantan next week.
(?) Will you go to Kalimantan next week?
Yes, I will / No, I will not.
Sentences in Context

Will [to be] + going to

§ I will finish my homework in § I’m going to finish my homework

an hour. in an hour.
§ I will give you the money § I’m going to take a few days off.
back next week. § We’re going to visit my parents at
§ I think it will rain tomorrow. the weekend.
§ There’s no way that we will § I’m going to eat a whole
lose the game. watermelon.
§ You will meet a tall, dark, § She’s going to eat a whole
handsome stranger. watermelon.

Exercise 1
Choose the correct answer for the questions below!
1. Ongki and Yoga will not _____ in music competition at school next
month.
a. participates c. participation
b. participate d. participated
2. Ahmad _____ all of his friends to the celebration next week.
a. will invite c. invited
b. invites d. invitation
3. Ami : Hey! Look at those dark clouds!
Kiki : Wow! It ____ rain soon
Unit 9. Simple Future Tense and Future Continuous Tense 99

a. will c. coming
b. the d. is going to
4. _____ Ani give back Daud’s phone?
a. Is c. Does
b. Will d. Was
5. Manda and I ______ some plates and glasses on the dining table for
the dinner tonight.
a. was preparing c. shall prepare
b. prepared d. prepare
6. Will you _____ the suspect tomorrow?
a. arresting c. arrested
b. arrest d. to arrest
7. I will not _____ my Dad about the accident.
a. telling c. tells
b. tell d. to tell
8. The athletes _____ with the college track team next month.
a. trained c. have joined
b. trains d. will train
9. Nita : what are you planning to do with all these sculptures?
Aman : I _____ them in cultural fair next month.
a. will exhibit c. be exhibiting
b. am exhibiting d. to exhibit
10. Manda : I ______ the students exchange programme next year.
Kiki : That’s good idea
a. have joined c. will join
b. joined d. join

Future Continuous Tense

Future continuous tense is a form of time or tense used to express actions
or activities that are expected to occur in the future. Future continuous tense
is characterized by the use of the word "Will + be" and followed by present
participle form (an ending -ing verb or “V-ing”). Consider the following
sample continuous tense sentence:
Example: The students will be sitting in the classroom on Monday.
100 Integrated English

In addition, future continuous tense can also be used to indicate a common

activity or event that will continuously happen in the later time or is expected
to happen again in the future.
The pattern of Future Continuous Tense:

(+) Subject + will / shall + be + verb-ing.

(-) Subject + will / shall + not + + be verb-ing.
(?) Will / Shall + Subject + be + verb-ing?

Examples:
1. (+) I will be visiting your house when I finish my homework at 1 p.m.
(-) I will not be visiting your house when I finish my homework at 1 p.m.
(?) Will I be visiting your house when I finish my homework at 1 p.m.?
“Yes, you will.” / “No, you will not.”
2. (+) Ziggy will be studying English Literature in Cambridge University
next year.
(-) Ziggy will not be studying English Literature in Cambridge
University next year.
(?) Will Ziggy be studying English Literature in Cambridge University
next year?
“Yes, he will.” / “No, he will not.”
Exercise 2
Choose the correct answer to complete the sentence!

1. Kiki ______ Nita tomorrow.

Unit 9. Simple Future Tense and Future Continuous Tense 101

a. will helps c. will be helping

b. am helping d. help

2. My father ______ teaching at 10 a.m. tomorrow.

a. will c. is
b. will be d. going to

3. Manda and Kiki will not _____ the meal when you arrive at home.

a. cook c. cooked
b. cooking d. be cooking
4. My mother will be _______ when I arrive.
a. sleeps c. slept
b. sleeping d. sleep
5. Will you be ______ the candles and the cake for Tari’s birthday?
a. bringing c. brings
b. bring d. brought
6. They ______ at nine tomorrow morning.
a. are fishing c. go fishing
b. will be fishing d. will fishing
7. My sister will not ______ at holiday.
a. studies c. be studying
b. studying d. studied
8. George will be . . . . . . Indonesia at 9 a.m. tomorrow.
102 Integrated English

a. leaving c. left
b. leave d. live
9. My parents will be _____ a movie tonight.
a. watching c. watched
b. watch d. watches
10. They will be _______ dinner at Mr. Crab restaurant tonight.
a. have c. had
b. having d. has

LISTENING
Exercise 3
Listen to the dialogue and complete the missing sentences!

Silvia : What about your plan for traveling, Laura?

Laura : Yeah, it’s still on! Are you coming?

Silvia : Where do you have in mind?

Laura : Vietnam!

Silvia : Vietnam sounds great! What will you be doing there? Any
special place you want to visit there?

Laura : Yup, I’ve been reading some review about Vietnam’s foods, and
I want to try them. Also, I will be visiting some of the beaches
there. I love beach!

Silvia : Sounds wonderful! So, where are you staying?

Unit 9. Simple Future Tense and Future Continuous Tense 103

Laura : I haven’t thought about it. I will be looking for a motel when I
arrived there.

Silvia : When is your flight?

Laura : I booked for next week. I will be arriving Friday night.

Silvia : Okay, take care of yourself out there. Enjoy your vacation!

Laura : Thank you. It will be more fun if you’re coming, though!

SPEAKING
Exercise 4
After you completed the dialogue above, practice it with your pair and present
it in front of the class!
Exercise 5
With your pair, create a dialogue that discuss how to use simple future and
future continuous tense appropriately!
READING
Read the following passage!
Should mobile phones be banned in schools?
In the last few years there has been an explosion in the use of new
communications technologies, including mobile phones; it is estimated that
over 70% of young people aged 10–14 now own one. Considerable debate
has taken place in the press recently as to whether pupils should be allowed
to take their mobile phones into school.
No one can deny the positive benefits of children communicating freely with
each other, and pupils argue that using a mobile phone to talk to or text
message their friends is simply one way of doing this, using new technology.
Many parents are in favor too, and like the reassurance of knowing their child
104 Integrated English

can be safer and more independent if they have a mobile phone, since they
can contact them at any time if necessary. They cite the potential risks faced
by some children travelling alone.
However, schools point out that carrying a mobile phone could in itself make
a child more vulnerable to theft or mugging, both on the street and even in
the playground. Police figures confirm that a high proportion of crimes
committed against young people involve thefts of mobile phones. Schools are
concerned, moreover, that allowing pupils to bring their mobiles to school
could create a competitive atmosphere amongst children and result in some
children feeling left out and unvalued.
In addition, they claim that pupils’ education would be affected by the
distraction of phones ringing in class. Some doctors fear that children using
mobiles could suffer long-term brain damage. Until this is disproved, it would
seem that schools might best protect their pupils from this and other problems
by making them leave their mobile phones at home.
Exercise 6
Based on the reading passage answer these questions!
1. What is the author’s opinion about using mobile phone in school?
2. What are the advantages and the disadvantages in using mobile phone in
school?
3. What is your thought about it? Support your answer with an argument or
more!

WRITING

DISCUSSION TEXT
Discussion text is a type of writing where the author presents a topic with
enough facts and context and develop discussion upon that topic with some
argumentative reasoning or justification. This type of writing is most
importantly applied in academic settings where we deliver the thought
Unit 9. Simple Future Tense and Future Continuous Tense 105

process of our opinions and support them with facts without closing the
opportunity to have different opinions.
Generic Structure
Following is the common structure of discussion text:
§ Point consists of issue to be discussed. The author delivers his/her
thought about the topic and brings the readers to the discussion.
§ Arguments can be divided to supporting arguments and contradicting
arguments. Both arguments have to contain logical and rational
evidences.
§ Conclusion highlights the important keys of the discussion. The author
does not try to convince the readers to follow his/her opinion but
merely shows the facts both negative and positive facts about the topic
and let the readers decide for themselves.
Usage
§ Use conjunction transition words to support arguments, such as: in
addition to that, moreover, similarly, likewise, in the same way, align
with.
§ Use conjunction transition words to contrast arguments, such as:
however, on the contrary, on the other hand, regardless, but, otherwise,
although, even though, despite (that), in spite of, still.
§ Use conjunction transition words to emphasize arguments, such as: in
fact, especially, of course, above all.

Exercise 7
Create your discussion text and don’t forget to use Simple Future tense and
Future Continuous tense in your writing!
 FUTURE PERFECT TENSE AND
UNIT 10 FUTURE PERFECT COUNTINUOUS
TENSE

STANDARD COMPETENCE
Use Future Perfect Tense and Future Perfect Continuous Tense as part of the
English language.
INDICATOR
Able to differ the Future Perfect Tense and the Future Perfect Continuous
Tense and use them appropriately in everyday conversations.
CONTEXT
When we have conversations with our family, friends, or colleagues, there is
always a moment when we need to state something that we have already
planned to do in the future. We use the Future Perfect or the Future Perfect
Continuous to confirm our availability or activity in the future time.
LEARNING MATERIAL
Future Perfect Tense
Future Perfect Tense is a tense to declare an action or activity that will have
been completed or done in the future or near future.
Some words to specify the certain time in the future are: by the time, By the
end of, for, next month, next year, tonight, tomorrow, this afternoon, this
evening, by next year, by next month.
Unit 10. Future Perfect Tense and Future Perfect Continuous Tense 107

The pattern of Future Perfect Tense:

(+) Subject + will have + verb-3 + (object).

(-) Subject + will + not + have + verb-3 + (object).
(?) Will + Subject + have + verb-3 + (object)?

Examples:
1. (+) Ria will have found a good job by the end of this month.

(-) Ria will not have found a good job by the end of this month.
(?) Will Ria have found a good job by the end of this month?
2. (+) Ria will have gone to Finland by next year.

(-) Ria will not have gone to Finland by next year.

(?) Will Ria have gone to Finland by next year?
In addition to the above sentence pattern, there is also a sentence pattern for
the following nominal sentence:

(+) Subject + will have + verb-3 + noun / adjective / adverb.

(-) Subject + will + not + have + verb-3 + noun / adjective / adverb.
(?) Will + Subject + have + verb-3 + noun / adjective / adverb?

Examples:
(+) I will have been a manager next year.
(-) They will not have been at school this evening.
(?) Will you have been busy at the end of this week?
Future Perfect tense also used to describe an action or activity that will have been
done or finished before another activity occurred in the future.
§ I will have cooked for dinner by the time you arrive home.
§ Before you come, they will not have watched the movie.
108 Integrated English

§ Will we have gone to Australia by the time the girl comes here?

Exercise 1
Fill in the blanks with the correct Future Perfect Tense form of the verb!
Example: By this time tomorrow, I will have read (read) the book.
1. By the time you get here, I _________(finish) watching the movie.
2. By the time he graduates, Tom _______(take) all the necessary classes.
3. By this time next year, Nancy________ (move) to a new apartment.
4. By this time tomorrow, we ________(put) all the furniture in the
basement.
5. By the time my wife gets home, I ________(prepare) supper.
6. By this time next week, we __________(buy) all the Christmas presents.
7. By this time tomorrow, the teacher _________(speak) to her about her
grades.
8. By the time you wake up, your brother _______(go) to work.
9. By the time we get to Chicago, we ________(drive) for 10 hours.
10. By the time my friends arrive, I __________(do) my homework.
Future Perfect Continuous Tense
Future Perfect Continuous tense used to inform or to confirm that an action
or activity has been done and may continue in the future. So, future perfect
continuous tense is a series of actions that occur before a certain time in the
future.
Some words to specify certain times in the future: for, for a week, for two
years, by the end of, by, by tomorrow, at this time, at this time tomorrow,
when, before, this year / month / week, next year / month / week.
Unit 10. Future Perfect Tense and Future Perfect Continuous Tense 109

The pattern of Future Perfect Continuous Tense:

(+) Subject + will have been + verb-ing.

(-) Subject + will + not + have been + verb-ing.
(?) Will + Subject + have been + verb-ing?

Examples:
1. (+) They will have been watching a movie at this time tomorrow.
(-) They will have not been watching a movie at this time tomorrow.
(?) Will they have been watching a movie at this time tomorrow?
2. (+) He will have been doing his examination on Monday afternoon.
(-) He will not have been doing his examination on Monday afternoon.
(?) Will he have been doing his examination on Monday afternoon?
In addition to the above sentence pattern which is a verbal sentence, there is
also a sentence pattern for the nominal sentence in the Future Perfect
Continuous Tense as follows:

(+) Subject + will have been + noun / adjective / adverb.

(-) Subject + will + not + have been + noun / adjective / adverb.
(?) Will + Subject + have been + noun / adjective / adverb?

Examples:
(+) I will have been being a teacher by the end of this year.
(-) He will have been being a student in this university next month.
(?) Will they have been being my friends when I study in this university?
Figure 13 shows the example to help you understand the difference of both
tenses.
110 Integrated English

Figure 13 Future Perfect

Unit 10. Future Perfect Tense and Future Perfect Continuous Tense 111

Exercise 2
Fill in the blanks with the correct Future Perfect Tense form of the verb!
Example:
The teacher gives the students an assignment on their holiday. (The students/
do/ their assignment on holiday)
• The students will have been doing their assignment on holiday.
1. The Math examination will end at 3 p.m. this afternoon. (The students/
do/ the examination at 2 p.m. this afternoon)
• __________________________________________________
2. I have done so many works today and I will sleep after 8 p.m. (I/ sleep/
at 9 p.m. tonight)
• __________________________________________________
3. Jonny is going to England next month for a year. (He/be/in England
by next two months)
• __________________________________________________
4. Tesla will open a new branch next week. (The manager/run/the new
branch by next week)
• __________________________________________________
5. Josh is applying for scholarship to continue his university degree and
he chooses Literature as his major. (He/be/a new student of the
university by the beginning of next month)
• __________________________________________________

Exercise 3
Translate the following sentences into English using Future Perfect
Continuous Tense pattern!
112 Integrated English

1. Nenek saya akan telah sedang mengunjungi kami besok pagi.

2. Kami akan telah sedang mengunjungi nenek kami pada akhir tahun
nanti.
3. Albert si pencuri akan telah sedang mencuri berlian besok malam.
4. Gio akan telah sedang mengawasi karyawannya di kantor cabang baru
mereka yang buka pada dua bulan mendatang.
5. Apakah nenek kamu akan telah sedang mengunjungi kamu besok
pagi?

LISTENING
Exercise 4
Listen to dialogue and complete the missing sentences!

Interviewer : Hi, glad you can come.

Interviewee : Well, thanks for having me.

Interviewer : Okay, we _______________ with me as the human resource

department head. Can you tell me _______________ have
internship here?

Interviewee : I _______________ and I _______________. I’m looking for the

position you opened.

Interviewer : Okay, well that’s good. We _______________ now, so it will be

very competitive. I want to know, _______________ for the next
year?

Interviewee : By next year, I _______________ and _______________!

Interviewer : Oh, that’s excellent. May I know, _______________, what are

you going to do, and _______________, in let’s say, 5 years after
that?
Unit 10. Future Perfect Tense and Future Perfect Continuous Tense 113

Interviewee : Yes, I have my plan. I _______________ and _______________.

Interviewer : You are a visionary woman. I will get in touch with you for the
result. I hope you get the internship position here.

Interviewee : Okay, I’ll be looking forward hearing from you. Thank you.

SPEAKING
Exercise 5
Answer the following questions orally!
1. What would you say about the public transportation in your town?
2. What is your comment about using motorcycle transport?
3. Give your opinion about the use of delman and becak for public
transportation!
READING
Sign Accelerating Progress in China
Honda, the Japanese car market, has just given China the kind of industrial
and marketing boost other fast-growing countries can only drool over. It
announced last week that it will open a factory in the southern city of
Guangzhou to make cars for export, with an initial output of 50.000 units.
Chinese media report said that over time, production could rise to six times
that, a good percentage of it to be sold locally. Together with an existing plant
that makes 50.000 Accords and Odyssey mini-vans a year for the home
market, Honda’s investment is indicative of the brutal worldwide contest for
sales and production efficiency. Honda will save 20 percent in production
costs by operating in China.
Volkswagen, Daimler-Chrysler, Ford and General Motors had all preceded
Honda to China, and they are beginning to reap the benefits of their
investment. Mainstay European makers besides the Germans (the Italians,
114 Integrated English

French and Sweden) and Korean companies could be next in line. Bernd
Leissner, president of Volkswagen Asia-Pacific, predicts that “All the big
international players and their latest models will be in China within three to
five years”.
Even if his forecast is off by a few years, the trend looks inexorable. All these
developments are of little comfort to Southeast Asian countries acutely aware
of China’s puling power. While Thailand, Malaysia and Indonesia have had
a measure of success with their car and parts manufacturing spurring
industrial growth and downstream activities, what China can gain is simply
unimaginable.
The first element is the multiplier effect of the automotive industry in a
country of such scale. Honda’s decision to pump in more funds is a
recognition of China’s ability to handle precision engineering and complex
manufacturing work. It has been for some years a production platform for
consumer electronics and computers the well-known brands of other
countries.
Assembling cars is the next step. After that will come body design and engine
innovations. But the intermediary stage of parts and accessories sets a poser.
Honda plans to ship to China the necessary parts. Unless manufacture of these
critical items eventually becomes as big in China as is car assembly, with the
quality to match, growth will be slower. But do not underestimate the
country’s persuasiveness in making the appropriate demands of their
investors. Honda opened its first plant in 1998 only after it had started, at
China’s “urging”, a part facility which it also had to manage.
Exercise 6
Answer the questions below based on the text above!
1. What has the Japanese carmaker given to China?
2. What does “it” in paragraph 1 refer to?
3. What is the car production mainly for?
4. What will happen when production rises six times?
Unit 10. Future Perfect Tense and Future Perfect Continuous Tense 115

5. What advantage will the Honda can get when processing car making
in China?
6. Mention other countries which invest their capital in car making.
7. What is the comment of Bernd Leissner about the development of car
production in China?
8. Why has Honda invested more capital in China?
9. What has spurred industrial growth in Indonesia, Malaysia and
Thailand?
10. What is the purpose of this text?
Exercise 7
Fill in the blanks with suitable words from the list!

manufacture ship export assembled process

connects inter-insular bridges developed role

1. A lot of cars from other countries are _________ here in our country.
2. Ferry play in important _________ to connect our separated islands.
3. To reduce production costs, developed countries _________ their car
making in developing countries as the labor force in these countries is
pretty cheap.
4. The flood swept away the bridge that _________ the two village.
5. The government has decided on a special location to _________ different
kinds of goods, so it won’t bother the people and the environment.
6. Countries like Indonesia and the Philippines need _________
transportation to activate their economic activities.
7. Exporters send goods to other countries by means of
8. To smoothen the traffic, _________ which connect towns and provinces
are widened.
9. Air transportation has _________ so extensively that people can fly
anytime they like.
10. _________ quality goods are not sold in the domestic markets.
116 Integrated English

WRITING

ANECDOTE
Anecdote is a short story which may contains personal life experiences,
lessons learned, or funny moments. Anecdote can be used to emphasize
meaning by giving some illustration from the speakers’ or the authors’
experiences. Besides that, an anecdote can also be used to create a
humorous joke.
Generic Structure
§ Abstract
§ Orientation
§ Crisis
§ Incident.
Usage
§ Use exclamation words; it's awful!, it's wonderful!, etc.
§ Using imperative; listen to this.
§ Using rhetoric question; do you know what?
§ Using action verb; go, write, etc.
§ Using conjunction of time; then, afterward
§ Using simple past tense
Anecdote text example:
Oh, I would never dream of assuming I know all Hogwarts' secrets, Igor. Only
this morning, for instance, I took a wrong turn on the way to the bathroom
and found myself in a beautifully proportioned room I had never seen before,
containing a really rather magnificent collection of chamber pots. When I
went back to investigate more closely, I discovered that the room had
vanished. - Dumbledore to a visiting headmaster in Harry Potter and the
Goblet of Fire by J.K. Rowling
Exercise 8
Write your Anecdote text!
 UNIT 11 QUESTION WORDS

STANDARD COMPETENCE
Understand and implement Integrated English Language Skills especially in
forming some Question Words.
INDICATOR
Able to develop some open-ended questions from a given data or fact or
argument, both written or spoken, whether it is about things that happened in
the present time or in the past time.
CONTEXT
In everyday conversations, we always involve in communication in which we
need to confirm our understanding or to seek information from others. It is a
requirement to use the proper "Question Words" to communicate with others
in that context.
LEARNING MATERIAL
Question Words
We use question words to ask certain types of questions. We often refer to
them as WH question words because they include the letters WH (for
example: Why, How).
WH- Questions
We use some forms of WH question words to get some information we need
from other people. We also use them to help us analyse an argument, news,
or any subject that we learn. It helps us develop our analytical thinking and
lead us to think critically. There are six basic forms of WH question words,
they are: What, When, Where, Why, Who, and How (see Figure 14).
118 Integrated English

Figure 14 Question Words

(Taken from www.woodwardenglish.com)
Table 10 shows some type of questions that can be used for your reference
on asking information or confirm your understanding to others.
Table 10 Question Words
Question Word Function (Asking Example
for/about)
What information about something What is your name?
repetition or confirmation What? I can’t hear
you. You did what?
What for a reason or reasons What did you do that
for?
What kind of type of something or What kind of movie
preferences do you like?
When time When did he leave?
Unit 11. Question Words 119

Question Word Function (Asking Example

for/about)
Where information about place or Where do they live?
position
Which preferences Which colour do you
want?
Who information about a person Who opened the
or some people (as a subject)door?
Whom information about a person Whom did you see?
or some people (as an object)
Whose ownership Whose are these
keys? Whose turn is
it?
Why a reason or reasons Why do you say that?
Why don’t making a suggestion Why don’t I help
you?
How manner or the way things How does this work?
work
condition or quality How was your exam?
How many quantity (countable) How many cars are
there?
How much quantity (uncountable) How much money do
you have?
How old age How old are you?
How come a reason or reasons How come I can’t see
(informal) her?
How + an extent or degree
adjective/adverb
§ How long? § Duration § How long is the
examination?
§ How often? § Frequency § How often do you
play piano?
§ How far? § Distance § How far is the
mini market?
120 Integrated English

To form a question from a given text or argument, we can look for the Subject
and Predicate pattern of the sentence and then transform it to the following
structure:

[WH question words] + [to be/auxiliary verb/linking verb] +

[Subject/Object] + [verb]?

Remember to maintain the tenses’ grammar formation while developing the

question. To help us identify the sentence’s element in developing a question
or more, we use the colouring code as above.
Find out how to develop a question or more from the given sentences.
1. Veronika likes to read a novel.
Find the Subject and Predicate from the sentence and also the Object if
it exists.
The subject is Veronika.
The predicate is likes to read.
The object is novel.

When we develop a question, we can use many different viewpoints,

depend on what information that we want to get or what context the given
sentence or text portrayed. Refer to the Table ?? to get a perspective of
what kind of information that we get from each WH question words.
For the sentence “Veronika likes to read a novel,” we can ask
information about the object. The question will be like this:
What kind of novel does Veronika like to read?
Another question we can ask is about the action.
What does Veronika like to do?

We can use the subject pronoun in a question. Look at the Subject form
and identify whether it is a singular or plural subject. In the given
sentence, Veronika is a singular subject and a woman, so we use she as
the subject pronoun.
What kind of novel does she like to read?
Unit 11. Question Words 121

What does she like to do?

2. Harry is rarely out of his room lately.
Why is he rarely out of his room lately?
3. I ate my lunch already.
We can use two contexts in developing a question from the given text.
The first context is after someone gave information “I ate my lunch
already,” we can ask a question like: “What did you have for lunch?”
The second context is if we want to confirm whether or not someone has
their lunch in a lunchtime. We can ask a question like:
Why don’t you eat your lunch?
and we will get an answer “I ate my lunch already.”
4. They went to the amusement park.
For the given statement, we can ask about duration, for example:
How long they have been gone?
or we can ask question like “Where did they go?” if we inquire an answer
as the given sentence.
5. Alberta and her sister walk to school.
For this example, we can ask about “way of doing” as we want to know
how they come to school, or we can ask about “reason” as we want to
know the reason the walk to school.
How do Alberta and her sister go to school?
Why do they walk to school?

Exercise 1
Choose the correct WH question word for the given answer!
122 Integrated English

1. _____ will you meet at the restaurant? I will meet John at the
restaurant.
a. Which c. Where
b. Whose d. Whom
2. _____ is the exam? It takes 3 hours to finish.
a. How c. How far
b. How long d. How much
3. _____ money did you spend for a month? I spent 2 million rupiah.
a. How many c. How much
b. How far d. How come
4. _____ is your house to the mini market? It is about 3 kilo meters.
a. How long c. How much
b. How many d. How far
5. _____ did you put my book? I put it in your bag.
a. When c. Why
b. Where d. Which
6. _____ colour do you like? I like orange.
a. What c. How
b. Why d. What kind of
7. _____ do you prepare for the exam? I read my notes and books.
a. Who c. How
b. Whom d. Where
8. _____ will accompany you to the mall? Emily will accompany me to
the mall.
a. Whom c. Which
b. Who d. Why
9. _____ did you buy so many chocolates? I bought them to celebrate
valentine.
a. What c. Which
b. How come d. Where
10. _____ dress will you wear for the party? This dress.
a. Which c. Where
b. Whom d. Who
Unit 11. Question Words 123

LISTENING
Exercise 2
Listen to the dialogue and then complete the missing sentences!

Ani : I am so happy the holiday season is coming. ______ about you, Lidia?

Lidia : Yup, me too. I am so happy. So, ____ is your plan for the holiday, Ani?

Ani : Well, I don’t have any plan yet. ____ will you do?

Lidia : I am going to the planetarium with my cousin. ____ don’t you join us?

Ani : Really? That will be great. I will join you then. ____ will you go?

Lidia : We plan to go on Thursday.

Ani : Oh, I see. ____ don’t we go on Saturday? It will be fun.

Lidia : Well, on Saturday we are going to the amusement park. You are
welcome to join us too.

Ani : Wow, that’s sound more fun. Is it really okay for me to join you?

Lidia : Yes of course, the more the merrier.

SPEAKING
Exercise 3
Exercise the conversation with your pair and present it to the class!
Dialogue 1

Tiwi : Dian, are you there?

Dian : Come in please. It’s not locked. What’s up, Tiwi?

124 Integrated English

Tiwi : I don’t think I can go to school today. I feel very dizzy. Can you
pass this letter to Mr. Sihotang?

Dian : Certainly, I can. What about the assignment? Have you finished
it?

Tiwi : I did until number 7. I cannot do 8 to 10. Have you?

Dian : Yeah. I plan to submit it today, right?

Tiwi : But the deadline is not today, right?

Dian : No, until this coming Friday.

Tiwi : It means I still have two more days. May I ask you about those I
haven’t finished?

Dian : Sure. That’s what a friend is for, right?

Tiwi : Thanks in advance.

Dian : Oh, that’s nothing, but I suggest that you should see the doctor,
or else your dizziness will become more serious.

Tiwi : Thank you for your advice. I think I should. Bye Dian.

Dian : Take care, bye....

Dialogue 2

Budi : Good morning, sir. May I come in?

Mr. Ali : Morning, Budi. Good to see you again. Are you okay now?

Budi : Yes, sir. Thank you. I’m quite alright. I’m ready to study.
Unit 11. Question Words 125

Mr. Ali : Very good.

Budi : Sir, I’m already left behind because of my sick leave. Could you
show me the parts I have to learn? I hope I can catch up with the
others.

Mr. Ali : Certainly. I believe it easy for you to understand them well.
Don’t worry too much. Oh, take a seat, please!

Budi : Thank you, sir. Of course, I’m worried. I hope you can explain
the part which I don’t catch, sir. If you don’t mind, I’ll come to
your house for that.

Mr. Ali : You don’t need to. I’ll explain some of them in the classroom.
Furthermore, some of your friends may not understand them,
either.

Budi : Thank you for your kindness, sir. I expect to be able to

understand them in a short time.

Mr. Ali : I believe you’re able to.

Exercise 4
Now, answer the following questions based on the dialogue above.
1. What is the relationship between the speakers?
2. Where does the dialogue take place?
3. Why did Budi not attend the class?
4. What is he worried about?
5. What did Budi request Mr. Ali?
126 Integrated English

READING
The Legend of Lake Toba

A Partial View of Toba Lake

(Source: wikipedia.com)
Once upon a time, there was this farmer who worked very hard. This farmer
lived alone and every day the farmer will work on the field and caught the
fish tirelessly. All of these are done by the farmer to meet his daily needs.
One day, the farmer went to the river near where he lived. He planned to catch
some fish for his meal that day. He only brought fishing hook, baits, and
container for fish that he caught. He went straight to the river and after he got
there, he started to fish. A few moments passed, his fishing hook moved a
little bit.
The farmer pulled the fishing hook and felt happy because he caught a very
big fish. After stared at the fish that he just caught for a few moments, that
farmer is very surprised. The fish that he caught can speak. The fish begged
the farmer not to eat her and let her live. The farmer released the fish to the
water. After the fish is released to the water, the farmer became more
surprised because the fish is suddenly turned into a very beautiful woman.
As the reward, the woman is willing to become the farmer’s wife. However,
there is a promise that needed to be kept by the farmer which is the farmer
must not tell anybody that the princess was a fish. If this promise is broken,
then the tremendous disaster will occur.
Unit 11. Question Words 127

Then, after they’re married for a while, finally their happiness became larger
because the farmer’s wife gave a birth to a boy. Their kid grew into a very
handsome and strong boy. However, the boy has a habit that made everyone
wonder. The boy always felt hungry and never be satisfied. All the foods that
are served will be eaten by the boy without any remains.
Then, until one day, the boy is asked by his mother to bring the foods and
drinks to his father who worked at the field. But the boy doesn’t finish his
job. All the foods that are supposed for his father are eaten by the boy. After
that, the boy felt asleep in a barn.
The farmer returned to his home because his son never arrived at the field. In
his way to home, the farmer saw his son slept in a barn. The farmer woke his
son and asked his son where the foods that is supposed for him. The boy said
that he ate all the foods. The farmer is mad and yelled to his son that he is a
son of a fish. The farmer didn’t realize that he broke the promise.
Suddenly, the boy and the farmer’s wife are disappeared, and water came out
rapidly from the footprint of the boy. Water kept coming out from the ground
until a lake is formed. This lake is finally known as Toba Lake.

Exercise 5
Answer the questions below!
1. Who is the main character of the story?
2. What did the farmer catch from the river?
3. Why did the farmer feel happy?
4. What did the farmer promise to the beautiful woman?
5. What did the farmer say to his son and what is the cause?
128 Integrated English

WRITING

SPOOF TEXT
Spoof is a text which tells factual story, happened in the past time with
unpredictable and funny ending. Its social function is to entertain and share
the story.
Generic Structure
§ Orientation is a set up or a background context of the story.
§ Events consist of a series of activities that build up the plot of the story.
§ Twist is the part where the author delivers the funny part of the story.
Usage
§ Use the action verbs.
§ Use adverb of time and place.
Spoof text example:
Penguin in the Park
Orientation Once a man was walking in a park when he come across a
penguin.
Event He took him to a policeman and said, “I have just found this
penguin. What should I do?” The policeman replied, “take
him to the zoo”.
The next day the policeman saw the same man in the same
park and the man still carrying the penguin with him. The
policeman was rather surprised and walked up to the man
and asked "why are you still carrying that penguin about?
Didn't you take it to the zoo?"
Twist “I certainly did” replied the man.
“And it was a great idea because he really enjoyed it, so
today I am taking him to the movie, and the next day I'll take
it to the beach. It'll be so much fun” said the man.
“Oh my God. You are so stupid. I asked you to take the
penguin and give it to the zoo. I didn't ask to take it to the
zoo and had fun there with it!” Policemen said.
Exercise 6
Write your Spoof text!
 UNIT 12 PASSIVE VOICE

STANDARD COMPETENCE
Use Passive Voice as part of the English language.
INDICATOR
Able to use Passive Voice appropriately in daily conversations according to
context.
CONTEXT
In our conversation, sometimes we need to focus more to the object than to
subject to emphasize what happen to the object. Mostly, when we report
something, we often not include ourselves (as the subject) in the sentence.
LEARNING MATERIAL
Passive Voice used when we want to put the object that experience an action
becomes the main character in our sentence or conversation. We use “by” to
show the one who done the action.

Figure 15 Passive Voice

(Taken from www.studiobelajar.com)
186 Integrated English

Figure 15 shows the transformation from an active voice to a passive voice.

We see that in an active voice, we focus on who done the action, that is the
subject who perform the action. In contrary, when we change to a passive
voice, we focus more to the object and use it as the subject of our sentence.
The pattern of Passive voice

To understand the pattern of a passive voice sentence, we need to compare it

to the active voice. Below is the pattern transformation from an active voice
to a passive voice.

Active Voice Passive Voice

Subject + verb + object Object + to be + verb-3 + (by + Subject)

For more pattern of the passive voice, see below.

Tense Passive Voice

Simple present is/am/are + verb-3

Present continuous tense is/am/are + being + verb-3

Simple past was/were + verb-3

Past continuous tense was/were + being + verb-3

Future tense will/shall/would/should + be + verb-3

Present perfect tense have/has + been + verb-3

Past perfect tense had + been + verb-3

Modal modal + be + verb-3

Unit 12. Passive Voice 187

Figure 16 shows examples of passive voice in different tenses.

Figure 16 Passive Voice

(Source: www.ef.com)
Exercise 1
Transform the following sentences into the passive voice.
1. My father buys a new car for my bother.
2. The judge ordered the witness to take vow.
3. Lea is teaching Robert a Mandarin language.
4. Roma wrote a screenplay for her high school festival.
5. Someone has stolen my car.
188 Integrated English

6. We had cooked all the dinner before they come.

7. He should make the lesson more interesting.
8. She can finish the work in ten minutes.
9. People must not throw the rubbish into the river.
10. They haven’t changed the school regulation yet.
Exercise 2
Transform the following sentences to passive voice in suggested tenses!
1. He saw the grand piano (push) into the corner. (past perfect tense)
2. You (tell) what time the flight arrived. (simple future tense)
3. They (ask) several questions. (shall/modal past)
4. The result (announce) two weeks from now. (simple future tense)
5. That house formerly (use) as a temple. (simple past tense)
6. The teacher (explain) the math equation seriously. (present continuous
tense)
7. English (speak) as a foreign language in this country. (simple present
tense)
8. They (play) the radio far too loudly. (past continuous tense)
9. The company (close) the office for two months. (present perfect tense)
10. The students (write) their answer on a piece of paper. (must/modal
present)
Unit 12. Passive Voice 189

LISTENING
Exercise 3
Listen to the dialogue and complete the missing sentences!

Mom : Olive, is the door still open?

Olive : No, Mom. The door is closed, already.

Mom : What about the windows? Are they still open?

Olive : No, Mom. The windows are closed, already.

Mom : Okay, it’s good then. So, have you finish your homework, yet?

Olive : Yes, Mom. My homework is done. I have nothing to do right now. Do

you need any help, Mom?

Mom : Yes, I do. Can you type this paper for me? I feel so tired. The paper
will have to be summitted by tomorrow.

Olive : Okay Mom. I’ll do it. Don’t worry, have a rest, Mom.

Mom : Thank you, Olive, you are so kind.

SPEAKING
Exercise 4
After you completed the missing sentences of the dialogue, practice the
dialogue with your partner and present it in front of the class!
Exercise 5
With your pair, create a dialogue that discuss how to use passive voice
appropriately!
190 Integrated English

READING
Our Visit to Berastagi

Figure 17 Garden
(The picture taken from www.avenuenurseries.com)
Last week, my family and I went to visit Berastagi. It is one of the popular
places in Medan, where visitors can go sightseeing and enjoy family time.
Berastagi also known as district of “Karo Regency.” Since it located in 1,300
meters above sea level, it has a chilly weather and temperature around 18 °C.
We went there using our own car. My father was driving us safely and we got
there about three hours from Medan. While we on the road, we were singing
along the radio. We were having so much fun even we were trapped in a
traffic jam for a while.
As planned, first, we went to visit the garden. There were so many beautiful
flowers there, and not only flowers there were also some variants of fruits that
we can pick and eat on the site. We picked some strawberries, oranges, and
blueberries. We ate some of them. Since we pick too much, we need to pay
for the rest of them and took them home.
Then we off to hike the beautiful mountain, Mount Sibayak. Since it was our
first time hiking the Sibayak Mountain, we hire a guide to accompany us. The
guide was friendly and talkative which made the journey more alive. We
laughed so much when he told us his story, and without realizing it, we have
Unit 12. Passive Voice 191

got to the top. It almost sunset when we reached the top and we decided to
build our tent and camped out the wild.
The next morning, we wake up early to watch the sun rises, and then we went
down the mountain, and continue our trip to the hot spring. We ate some
breakfast and went back home to Medan.
It was a fun trip we have last weekend. We love Indonesia so much because
it has so many places to explore and so many cultures to discover. Therefore,
for our next vacation, we are planning to go to a beach.
Exercise 6
Answer the following questions based on the text above!
1. What is the main topic of the reading?
2. With whom did she visit Berastagi?
3. How did they go there?
4. Name the places visited by Ami and her family while they were at
Berastagi!
5. Were they hike alone to the top of Sibayak Mountain?
6. List some information about Berastagi available in the reading!
Read again the text ‘Our Visit to Berastagi’. Now, analyze how the text
is organized.
Exercise 7
Fill in the blanks with the suitable words from the list!
dwell set out hop surprise
delightful stretch please native
manage wish

1. A big __________ I once experienced in my life was when my parents

rewarded me with a special birthday party.
2. Our manager was very __________ as we could conduct the office
program successfully.
3. New students who have completed all necessary documents
192 Integrated English

may __________ in the dormitory beginning from next week.

4. Children were amused watching their parents to __________ like a frog
when commemorating the anniversary of our Independence Day.
5. Having done such tiring work, the foreman allowed his workers
To __________ out their bodies for some time.
6. It is strongly advisable to have a __________ speaker to teach a foreign
language.
7. They __________ to know why you could persuade the villagers to join
the family planning program.
8. More than a half of the participants could not __________ to reach the
finish as it was raining cats and dogs.
9. “Sir, please tell us what we should do to __________ our parents.”
10. If you have no more things to do, you __________ this afternoon.

WRITING

NARRATIVE TEXT
Our life is constant events. Every day we face a situation which sometimes
can be complex and problematic, build up upon serial actions and
reactions. Often, we want to tell others about that events, so, we tell them
our story. In writing, the act of telling the story can be done by using
narrative text.

When we write a narrative text, we portray a series of events or situations

with some details so that the reader understands and able to comprehend
the whole story. Using narrative text, the reader will be informed and also
entertained (Anderson, 1997).
Unit 12. Passive Voice 193

Generic Structure

The generic structure of narrative text is as follow (Anderson, 1997):

1. Orientation/Exposition consists of the introduction of the main

characters, the settings, such as time, place, and actions involved in the
events.
2. Compilation/Rising of Action covers the problem or conflict that arise
throughout the events. It depicts how each character interacts with each
other, and how the main characters approaching their goals.
3. Resolution/Falling of Action or the Climax shows how the problem or
conflict resolved.
4. Reorientation sums up the story and sometimes include the lessons
learned or the moral value of the story.

Usage
The narrative style is best used to deliver information and to draw readers’
attention by giving details and setting up the event in a chronological flow.
Most likely, narrative style can be applied in any kind of situations. For
example, the teacher can narrate a story to explain some concepts.

Example of Narrative Text

Below story is based on “The Ugly Duckling” tale which originally written
by Hans Christian Andersen.
The Ugly Duckling
A farmer who lives in a country road has a small yard and breed some animals
in it. He has a mother duck sat on her eggs. The mother duck has been sitting
194 Integrated English

on them for a while and hoping they will crack soon. She is so excited to meet
her ducklings and craving to teach them how to swim and quack.
Her wish come true and one by one the egg cracked. She is so happy to see
her ducklings and hopes to give them the swimming lesson a soon as possible.
But unfortunately, there is one last egg which not cracked yet. This egg is
rather bigger than the other eggs. She told to herself, “I just need to sit for a
little while for this one,” and then she continues to sit on her nest and for some
time, the last duckling got out of its shell.
Finally, the mother duck brings her ducklings out to swim in a pond near the
yard. The other ducks congratulate her for having such beautiful ducklings
except for one. The last duckling looks different from his siblings and
apparently the other ducks make fun of him. Some say that he is ugly, other
say that he is not a duck but a turkey, and everywhere he goes, the other ducks
laugh at him, mock him and call him ugly. The poor little duck feels so sad
and somehow separated from his family. He lives alone below the bushes and
keeps himself hidden there for the entire winter.
As the spring comes and the flowers bloom, the little duck who has grown
bigger decides to go out and see what happen around his neighborhood. There
he found a pond, where some swans swim happily. He thought to himself,
“They will mock me and call me ugly as well.” But suddenly, one of the
swans calls him to join them swimming in the pond. Hesitantly, the ugly duck
enters the pond and lower his head, embarrassed, and slowly he sees his
reflection and he shocked and found out that he is not an ugly duckling but a
beautiful swan.
From then on, he lives happier with his new family and friends.
Exercise 8
Create the narrative text about your last vacation with your family or friends
and don’t forget to use passive voice whenever possible!
APPENDIX 1 - COMMONLY USED IRREGULAR
VERBS
Infinitive Past Tense Past Participle
be (is, am, are) was, were been
arise arose arisen
awake awoke awaked/awoke
beat beat beaten
become became become
begin began begun
bend bent bent
bind bound bound
blow blow blown
breed bred bred
bring brought brought
built built built
burn burnt/burned burned/burnt
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
dig dug dug
do did done
drink drank drunk
drive drove driven
eat ate eaten
fall felt fallen
feed fed fed
196 Integrated English

Infinitive Past Tense Past Participle

feel felt felt
fight fought fought
find found found
fly flow flown
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got/gotten
give gave given
go went gone
grow grew Grown
have(has) had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
know knew known
lead led led
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
overcome overcame overcome
pay paid paid
put put put
read read read
rebuild rebuilt rebuilt
Appendix 1. Irregular Verbs 197

Infinitive Past Tense Past Participle

rise rose risen
run ran run
say said said
see saw seen
seek sought sought
send sent sent
set set set
shut shut shut
speak spoke spoken
spell spelt/spelled spelt/spelled
stand stood stood
steal stole stolen
tell told told
think thought thought
wake woke/waked woke/waked/woken
write wrote written
 REFERENCES
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pp. 125-126.
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divide.php). (Accessed: 12 February 2018).
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Activity Book 3A. Singapore: Utopia Press.
Factors of Good Health. Available at:
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of-fasting.php (Accessed: 2 January 2018).
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English for Specific Purpose.
Authors 199

Mann, Robyn & Redman, Karin. 2006. In Step A Course in English for
Primary School 4A, 4B, dan 5A. Singapore: EPB Pan Pacific.
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city.php. (Accessed: 2 January 2018).
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200 Integrated English

AUTHORS

Dr. Naeklan Simbolon, M.Pd.

She is a senior lecturer at the Faculty of
Education, Medan State University.
Graduated as a Bachelor of English from IKIP
Medan (1983), a Master of Educational
Technology from Medan State University
(2004), and a Doctor of Educational
Technology from the University of Jakarta
(2012). She is a reviewer of several Education
journals and interested in research related to
English Language Education and Educational
Technology.

Dra. Eva Betty Simanjuntak, M.Pd.

She is a senior lecturer at the Faculty of
Education, Medan State University, with a
Bachelor of English and a Magister of
Educational Administration. A K13 National
Instructor and National Professional
Development Instructor. Interested research
topics are related to 21st Century Education
and HOTS in Primary Schools.
Authors 201

Kristina Gloria Simanjuntak, M.TI., PMP®

With various background study: Information
System education (Diploma),
Communication Studies (Bachelor), and
Information Engineering (Magister), Kristina
has a wide and comprehensive view of
systems, especially information systems. She
is an educator and a practitioner in the field
of Information Systems Project Management.
Her current interest covers variety of subjects
on Project Management, Business Process
Management, and Higher Education System.
On leisure time she enjoys reading, singing,
and exercising some sports, but she loves
playing badminton the most.

Dr. Mariati Purnama Simanjuntak, M.Si

Lecture in Physics Education at Medan State
University (Unimed). Graduated in 1996
from IKIP Medan, Department of Physics
Education. Postgraduated in 2001 from
Bandung Institute of Technology (ITB), the
Material Physics Department, and in 2012
Doctoral Graduate from the Indonesian
University of Education (UPI), majoring in
Natural Sciences. Experience as a lecture
from 2002 until now. Another experience as
a reviewer in the Journal of Physics Learning
Innovation (INPAFI) from 2013 until now.
202 Integrated English

Dr. Janner Simarmata, S.T., M.Kom

Lecture at Universitas Negeri Medan
(UNIMED). Graduated in 2000 from STMIK
Bandung, Informatics Engineering.
Postgraduated in 2006 from Universitas
Gadjah Mada (UGM), majoring Computer of
Science, and in 2018 Doctoral Graduate from
the Indonesian University of Education
(UPI), majoring in Technology and
Vocational Education.
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