TES POTENSIAL AKADEMIK

A. JUDUL MODUL : BAHASA INGGRIS (READING COMPREHENSION)

B. DESKRIPSI

7 Simple Strategies To Improve Reading Comprehension

Comprehension is an important aspect of reading. When you read, strive to
understand and extract meaning for better overall awareness of what you are reading.
By learning and implementing reading strategies and changing how you read, you can
improve your reading comprehension abilities and make reading easier and more
enjoyable. In this article, we will explore what reading comprehension is and the best
strategies you can use to advance your reading skills.

What is reading comprehension?

Reading comprehension is the ability to comprehend or understand, what you are
reading. This is an intentional and active part of reading and takes place before, during
and after you read something. By being able to comprehend what you are reading, you
can extract meaning from the text and better realize what the author is trying to convey.
There are two components of reading comprehension: text comprehension and
vocabulary knowledge. Vocabulary knowledge is the ability to understand the language
being used, while text comprehension is using this language to develop an awareness of
what the meaning is behind the text.

Why are reading comprehension skills important?

Reading comprehension is important for several reasons and can provide many benefits.
Being able to effectively read can improve both your personal and professional life and
can increase your overall enjoyment of reading. Knowing how to understand a text can
help boost your knowledge in certain areas and help you learn new skills and information
faster.
Additional benefits of good reading comprehension skills include:
- Being able to understand, analyze and respond to documents and written
communication in the workplace
- Improved your ability to write clearly and effectively
- The ability to comprehend and engage in current events that are in written form such
as newspapers
- Increased ability to focus on reading for an extended period
- Better enjoyment of and motivation to read

 7 strategies to improve your reading comprehension skills

There are several reading strategies that you can begin implementing today to
improve your reading comprehension skills. The more you practice, the better you will
become at understanding what you are reading. The following are seven simple
strategies you can use to work on your comprehension skills:
1. Improve your vocabulary
Knowing what the words you are reading mean can improve your ability
to comprehend the meaning of the text. To improve your vocabulary, you can:
 - Take an online vocabulary quiz to assess your current level of vocabulary
understanding
- Use flashcards to quiz yourself on words you don’t know once or twice a week
- Make a point to use newly learned words in verbal and written communication
- Read as much as possible to improve your ability to guess what a word means in
a certain context
- Make a list of unfamiliar words as you read and look them up in the dictionary

2. Come up with questions about the text you are reading

Asking questions about what you are reading can help improve your reading
comprehension by allowing you to become invested in the text. It can also broaden
your overall understanding of what you are reading by enabling you to explore
themes, motifs and other components of text that you otherwise wouldn’t inquire
about. The following are examples of questions you could pose as you read:
- Why did the author begin the book at that location?
- What kind of relationship do these two characters share?
- What do we know about the main character up to this point in the book?
- Are there any themes that have consistently come up throughout the book? If so,
what do they mean?
The more specific your questions, the more likely you will gain further insight into
the text and its meaning.

3. Use context clues

Using context clues is a great way to understand what you are reading even if
you don’t know all the vocabulary being used. Context clues can be found in the
words and sentences surrounding the word that you aren’t familiar with. To use
context clues, you can focus on the key phrases or ideas in a sentence and deduce
the main idea of a sentence or paragraph based on this information. You can also
look for nearby words that are synonyms or antonyms of the word you don’t know.

4. Look for the main idea

Identifying the main idea of a paragraph or article can help you determine the
importance of the article. Understanding why what you’re reading is important can
give you a better comprehension of what the author is trying to convey. When
reading, pause every few paragraphs and see if you can decipher what the main idea
is. Then, try to put the main idea in your own words for even further understanding.

5. Write a summary of what you read

A great way to increase your knowledge of what you have read is to write a
summary. Summarizing requires you to decide what is important in the text and then
put it in your own words. Summarizing allows you to determine if you truly
understand what you have read and better remember what you have read in the long
term.

6. Break up the reading into smaller sections

If you are reading longer or more challenging text, consider breaking it up into
smaller sections. For example, you could read two paragraphs at a time and then
pause to quickly summarize what you just read in your mind. Breaking up what you
 are reading can help you feel less overwhelmed and give you a better chance of truly
comprehending the information in the text.

7. Pace yourself
Pacing yourself is also an effective way to work on your reading comprehension
skills by allowing you to set realistic goals for your reading practice and habits. This
is especially true for books or other literature that you find challenging. Set a goal for
yourself that you know you can meet each day. For example, rather than saying that
you want to read an entire book in two days, say that you will read three chapters a
night. This allows you to reach your goals and also provides adequate time for you to
process what you are reading between each session.

C. CONTOH SOAL (2 SOAL)

Read the following setences

Hi, my name is Asep. I love football since 4th grades, I am a great fan of Juventus. I
have also been interested in cars since I was a child. I’m crazy about driving and I also
enjoy fixing cars. When I was ten, I had many toy cars. I would play with them, repair
the ones my friends broke. I also used to help my dad fix his car. So, eventually I decided
to become a mechanic and open up my own shop. My parents are happy with my choice,
too. They think it’s important that I pursue a carrier that I like. I have a bright career
now and I really enjoy it. I’m planning to get married soon. My girlfriend is also
interested in cars. Who knows, maybe we can run the car shop together with our kids in
the future.

1. Asep has been interested in cars since….

A) Primary School
B) he was born
C) his started driving
D) very young age
E) he was ten years old

2. What would be the best title for this paragraph?

A) Asep’s career choice
B) Cars in Asep’s life
C) Asep and Juventus
D) Asep and his friends
E) Asep and his daily life

D. LATIHAN SOAL

Read the passage and answer the questions below!

The opera refers to a dramatic art form, originating in Europe, in which the emotional
content is conveyed to the audience as much through music, both vocal and instrumental,
as it is through the lyrics. By contrast, in musical theater an actor’s dramatic
performance is primary, and the music plays a lesser role. The singers are accompanied
by a musical ensemble ranging from a small instrumental ensemble to a full symphonic
orchestra. The
drama in opera is presented using the primary elements of theater such as scenery,
costumes, and acting. However, the words of the opera, or libretto, are sung rather than
spoken.

1. It is pointed out in the reading that opera……

A) has developed under the influence of musical theatre
B) is a drama sung with the accompaniment of an orchestra
C) is not a high budget production
D) is often performed in Europe
E) is the most complex of all the performing arts

2. We can understand from the reading that……

A) people are captivated more by opera than musical theatre
B) drama in opera is more important than the music
C) orchestras in operas can vary considerably in size
D) musical theatre relies above all on music
E) there is an argument over whether the music is important or the words in opera

3. It is stated in the reading that…..

A) acting and costumes are secondary to music in musical theatre
B) many people find musical theatre more captivating than opera
C) music in musical theatre is not as important as it is in opera
D) an opera requires a huge orchestra as well as a large choir
E) opera doesn’t have any properties in common with musical theatre

The erosion of Kalimantan’s farmland by wind and water has been a

problem since settlers first put the prairies and grasslands under the plow in the
nineteenth century. By the 1930s, more than 282 million acres of farmland were
damaged by erosion. After 40 years of conservation efforts, soil erosion has
accelerated due to new demands placed on the land by heavy crop production. In the
years ahead, soil erosion and the pollution problems it causes are likely to replace
petroleum scarcity as the nation’s most critical natural resource problem.

4. As we understand from the reading, today, soil erosion in Kalimantan….

A. causes humans to place new demands on the land
B. is worse than it was in the nineteenth century
C. happens so slowly that it is hardly noticed
D. is the most critical problem that the nation faces
E. is worse in areas which have a lot of petroleum production

5. The author points out in the passage that erosion in Kalimantan…..

A. has damaged 282 million acres ever since settlers first put the prairies and
grasslands under the plough
B. has been so severe that it has forced people to abandon their settlements
C. occurs only in areas with no vegetation
D. can become a more serious problem in the future
E. was on the decline before the 1930s
6. It is pointed out in the reading that in Kalimantan….
A. petroleum is causing heavy soil erosion and pollution problems
B. heavy crop production is necessary to meet the demands and to prevent a
disaster
C. soil erosion has been hastened due to the overuse of farming lands
D. water is undoubtedly the largest cause of erosion
E. there are many ways to reduce erosion

We believe the Earth is about 4.6 billion years old. At percent, we are forced
to look to other bodies in the solar system for hints as to what the early history of the
Earth was like. Studies of our moon, Mercury, Mars, and the large satellites of
Jupiter and Saturn have provided ample evidence that all these large celestial bodies
had formed. This same bombardment must have affected Earth as well. The lunar
record indicates that the rate of impacts decreased to its present low level about 4
billion years ago. On Earth, subsequent erosion and crustal motions have obliterated
the craters that must have formed during this epoch.
The scientists estimate the Earth’s age by measuring the ratios of various
radioactive elements in rocks. The oldest Earth’s rocks tested thus far are about 3
billion years old. But no one knows whether these are oldest rocks on Earth. Tests on
rocks from the moon and on meteorites show that these are about 4.6 billion years
old. Scientists believe that this is the true age of the solar system and probably the
true age of the Earth.

7. Inline 8, the word obliterated means….

A. created
B. destroyed
C. landslide
D. changed
E. erosion

8. According to this passage, how do scientists estimate the age of the Earth…
A. By measuring the ratios of radioactive elements in rocks.
B. By examining fossils
C. By studying sunspots
D. By examining volcanic activity
E. By looking at subsequent erosion and crustal motions on earth

9. Which of the following processes led to the obliteration of the craters formed by
the bombardment of the Earth by the celestial bodies?
A. Volcanic activity
B. Solar radiation
C. Gravity activity
D. Crustal motions
E. Rocks on Earth

10. According to the passage, why are scientists forced to look at other bodies in the
solar system to determine the early history of the Earth?
A. Human alteration of the Earth
 B. Erosion and crustal motions
C. Solar flares
D. Deforestation and global warming
E. The lunar record

Dear Marcos,
Hi, my name is Rebecca and I am your new pen pal. I’m ten years old, and I live in
Barcelona, Spain. I go to the 4th grade in Saint Michael Elementary School. On
weekdays, I get up at 6 o’clock. The school starts at 7:30 in the morning. I have my
lunch at the school cafeteria and I usually leave around 3:30 in the afternoon. I am
good at math, I also like history and geography but I my favorite subject is science. I
like playing basketball and soccer. I also play tennis, and I like swimming. On the
weekends, I go to the movie theater with my friends. We like action movies. I usually
go to church with my parents on Sundays.
Please write and tell me about you and your life. What’s your family like? What
do you like doing in your spare time?
I hope to hear from you soon.

Best wishes,

Rebecca

11. Which statement is correct?

A. Rebecca usually practices the drums on weekdays.
B. Rebecca is interested in Science.
C. Rebecca has got a music group at school.
D. Rebecca and his friends like watching thrillers.
E. Rebecca always go home at 7:30

12. Which one of the following questions you cannot answer?

A. What time does Rebecca get up on weekdays?
B. Which school subjects does Rebecca like?
C. What music types does Rebecca like?
D. Where does Rebecca eat her lunch?
E. What time Rebecca goes to school?

13. Which of the following statements is incorrect?

A. Rebecca likes playing badminton.
B. Rebecca usually goes to the movie theatre on the weekends.
C. Rebecca is interested in History and Geography.
D. Rebecca wants to be in contact with Marcos.
E. Rebecca always play tennis on weekends
14. What does the passage mainly discuss? What does the passage mainly discuss?
A. Philadelphia’s agriculture importance
B. Philadelphia’s development as a marketing center
C. The sale of imported goods in Philadelphia
D. The administration of the city of Philadelphia
15. It can be inferred from the passage that new markets opened in Philadelphia because It can be
inferred from the passage that new markets opened in Philadelphia because
A. they provided more modem facilities than older markets
B. the High Street Market was forced to close
C. existing markets were unable to serve the growing population
D. farmers wanted markets that were

16. The word “hinterland “ in line 3 is closest in meaning toThe word “hinterland “ in line 3 is
closest in meaning to
A. Tradition
B. Association
C. Produce
D. region

17. The word “it” in line 6 refers to the word “it” in line 6 refers to
A. the crowded city
B. a radius
C. the High Street Market
D. the period

18. The word “persisted” in line 9 is closest in meaning to the word “persisted” in line 9 is closest
in meaning to
 A. returned
B. started
C. declined
D. continued

19. According to the passage, fairs in Philadelphia were held. According to the passage, fairs in
Philadelphia were held
A. on the same day as market says
B. as often as possible
C. a couple of times a year
D. (A)on the same day as market says (B) as often as possible (C) a couple of times a year
(D) whenever the government allowed it

20. The word “eradicate” in line 16 is closest in meaning to the word “eradicate” in line 16 is
closest in meaning to
A. Eliminate
B. Exploit
C. Organize
D. operate

English is one of the most widely spoken languages in the world today. It is the
official language of many countries, including the United States, the United Kingdom,
Australia, and Canada, and is used as a second language by millions of people worldwide.
But how did English evolve into the language we know today? Let’s take a look at the
history of English.
 Old English
The English language has its roots in the Germanic languages spoken by tribes
in northern Europe, including the Angles, Saxons, and Jutes. Old English, also known as
Anglo-Saxon, was spoken in England from the 5th century until the Norman Conquest
in 1066. Old English is very different from modern English and is often
incomprehensible to modern speakers.
 Middle English
Following the Norman Conquest, French became the language of the ruling
class in England, which profoundly impacted the English language. Middle English,
spoken from the 11th century until the 15th century, was a transitional period in the
evolution of English. During this time, the vocabulary of English expanded to include
many French words, which were often used in legal and administrative contexts.
 Early Modern English
Early Modern English, which was spoken from the 15th century until the mid-
17th century, saw further changes to the English language. This period saw the
standardization of English spelling and the introduction of printing, which helped to
spread the use of written English. The vocabulary of English continued to expand
during this time, with many words borrowed from Latin and Greek.
 Modern English
Modern English began in the mid-17th century and is the language we speak
today. During this period, English vocabulary continued to grow, with many words
borrowed from languages around the world. English has also become the language of
 international communication, with millions of people using it as a second language.

1. Where did the English language have its roots?

a. Latin
b. French
c. Germanic languages
d. Greek
e. Spanish

2. What was Old English also known as?

a. Modern English
b. Anglo-Saxon
c. Middle English
d. Early Modern English
e. Old English

3. What is the period of English from the 15th century until the mid-17th
century known as?
a. Old English
b. Middle English
c. Early Modern English
d. Modern English
e. Anglo Saxon

4. What is the period of English we speak today known as?

a. Old English
b. Middle English
c. Anglo Saxon
d. Early Modern English
e. Modern English

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping
drowning sailors have been common since Roman times. The more we learn about dolphins,
the more we realize that their society is more complex than people previously imagined.
They look after other dolphins when they are ill, care for pregnant mothers and protect the
weakest in the community, as we do. Some scientists have suggested that dolphins have a
language but it is much more probable that they communicate with each other without
needing words. Could any of these mammals be more intelligent than man? Certainly the
most common argument in favor of man’s superiority over them that we can kill them more
easily than they can kill us is the least satisfactory. On the contrary, the more we discover
about these remarkable creatures, the less we appear superior when we destroy them.

5. It is clear from the passage that dolphins ……

A) don’t want to be with us as much as we want to be with them
B) are proven to be less intelligent than once thought
C) have a reputation for being friendly to humans
D) are the most powerful creatures that live in the oceans
E) are capable of learning a language and communicating with humans
 6. The fact that the writer of the passage thinks that we can kill dolphins more easily
than they can kill us ……
A) means that they are better adapted to their environment than we are
B) shows that dolphins have a very sophisticated form of communication
C) proves that dolphins are not the most intelligent species at sea
D) does not mean that we are superior to them
E) proves that Dolphins have linguistic skills far beyond what we previously thought

7. One can infer from the reading that ……

A) dolphins are quite abundant in some areas of the world
B) communication is the most fascinating aspect of the dolphins
C) dolphins have skills that no other living creatures have such as the ability to think
D) it is not usual for dolphins to communicate with each other
E) dolphins have some social traits that are similar to those of humans

Naval architects never claim that a ship is unsinkable, but the sinking of the
passenger-and-car ferry Estonia in the Baltic surely should have never have happened. It
was well designed and carefully maintained. It carried the proper number of lifeboats. It had
been thoroughly inspected the day of its fatal voyage. Yet hours later, the Estonia rolled over
and sank in a cold, stormy night. It went down so quickly that most of those on board, caught
in their dark, flooding cabins, had no chance to save themselves: Of those who managed to
scramble overboard, only 139 survived. The rest died of hypothermia before the rescuers
could pluck them from the cold sea. The final death toll amounted to 912 souls. However,
there were an unpleasant number of questions about why the Estonia sank and why so many
survivors were men in the prime of life, while most of the dead were women, children and the
elderly.

8. One can understand from the reading that ……

A) the lifesaving equipment did not work well and lifeboats could not be lowered
B) design faults and incompetent crew contributed to the sinking of the Estonia ferry
C) 139 people managed to leave the vessel but died in freezing water
D) naval architects claimed that Estonia was unsinkable
E) most victims were trapped inside the boat as they were in their cabins

9. It is clear from the passage that the survivors of the accident ……

A) helped one another to overcome the tragedy that had affected them all
B) were mostly young men but women, children and the elderly stood little chance
C) helped save hundreds of lives
D) are still suffering from severe post-traumatic stress disorder
E) told the investigators nothing about the accident

10. According to the passage, when Estonia sank, ……

A) there were only 139 passengers on board
B) few of the passengers were asleep
C) there were enough lifeboats for the number of people on board
D) faster reaction by the crew could have increased Estonia’s chances of survival
E) all the passengers had already moved out into the open decks
 Although there is a great deal of variation within each gender, on the average, men
and women discuss a surprisingly different range of topics. According to some studies,
women and men ranging in age from seventeen to eighty described the range of topics each
discussed with friends of the same sex. Certain topics were common to both men and
women; work, movies, and television proved to be frequent topics for both groups. The
differences between men and women were more striking than the similarities. Female friends
spent much more time discussing personal and domestic subjects, relationship problems,
family, health and reproductive matters, weight, food and clothing. Men, on the other hand,
were more likely to discuss music, current events, sports and business. Women were more
likely to gossip about close friends and family. By contrast, men spent more time gossiping
about sports figures and media personalities. These differences can lead to frustration when
men and women try to converse with one another.

11. It is stated in the passage that women ……

A) are unwilling to discuss personal subjects
B) are more interested in discussing relationship problems than are men
C) never talk about other men and women
D) don’t like gossiping about anything
E) discuss more important issues than men

12. According to the passage, men ……

A) need to learn to communicate better
B) like talking about movies and television as much as women do
C) are not likely to gossip on anything
D) have no common topics with women
E) get frustrated more whenever they try to converse with women

TES POTENSIAL AKADEMIK

JUDUL MODUL:VOCABULARY AND STRUCTURE

A. DESKRIPSI
1. The Subject
- Subject adalah bagian kalimat (benda/orang) yang dibicarakan atau ditanyakan
Contoh : An Experienced pilot was at the time of the crash
- Subject umumnya terletak diawal kalimat, tetapi bisa juga di tengah maupun
diakhir kalimat
Contoh : At the control at the time of the crash was an experienced pilot
2. Jenis Subject
- Simple Subject yaitu kata utama dari kumpulan kata pada subject
Contoh : The seats on the bus are very comfortable
- Complete Subject yaitu tidak hanya kata utama tetapi juga kata – kata lain pada subject
Contoh : The seats on the bus are very comfortable

3. Predicate
Predikat adalah bagian dari kalimat yang menjelaskan aktivitas subject
Contoh :
- Prices are higher
- My sister Karen is waiting for us
Posisi predicate
- After the subject : The parking lot is next to the stadium
- Before the subject : Next to the stadium is the parking lot
- Sebagian sebelum dan sebagian sesudqaah subject : Is the parking lot next
to the stadium?

4. Verb
Kata utama dalam predikat adalah The Verb.
- The temperature dropped rapidly
- Joe often visit exhibits at the natural history museum
- Have you no sense

5. Action and Linking verb

 Action Verb adalah kata kerja yang mengekspresikan kegiatan
 Physical Action Verb : Kata kerja untuk mengekspresikan kegiatan yang bisa
dilihat atau didengar
Contoh : The car skidded, left the road, and smashed into a telephone pole
Skidded, left and smashed menunjukan physical action

 Mental Action Verb : Kata kerja untuk mengekspresikan apa yang terjadi
pada pikiran kita
Contoh : We believed and trusted them because we knew them
Believe, trusted and knew menunjukan mental action

6. Linking Verb
Kata yang menghubungkan subjek dengan kata pada predikat yang menggambarkan subjek
Contoh :
 - Be (am, are, is, was, were)
- Modal (will be, would be, are being, have been, could have been)

7. Clauses With There and It

Beberapa klausa dimulai dengan kata kerja pengantar “There” atau “It”.
 Expletive “There” menunjukan bahwa seseorang atau sesuatu ada, biasanya
pada waktu dan tempat tertentu
Pola Kalimat :
There + verb to be + subject
Contoh:
1. There are many skyscrapers in New York City
2. There was a good movie on television last night

 The expletive “It” digunakan pada sejumlah situasi dan pola yang berbeda
It + verb to be + adjective + infinitive
Contoh:
It is Important to be punctual for appointments
It + verb to be + adverbial + noun clause
Contoh:
It was iin 1959 that Alaska became a state
It + verb to be + noun + relative
Contoh:
It was David who did most of the work

8. Adjective Clauses
 Who
Menggantikan orang yang berkedudukan sebagai subject
Contoh :
The man is my new
teacher He is smilling at
me
Gabungan kalimat : The man who is smilling at me is my new teacher

 Whom
Menggantikan orang yang berkedudukan sebagai objek
Contoh :
The girl is a Balinese
I was introduced to her last night
 Gabungan kalimat : The girl whom I was introduced to last night is a Balinese

 Whose
Menggantikan orang yang menyatakan kepunyaan (possessive)
Contoh :
Yanto was a young writer
His novel won the first prize in the national competition
Gabungan kalimat : Yanto whose novel won the prize in the national
competition was a young writer

 Which
Menggantikan benda atau Binatang baik berkududukan sebagai subjek maupun objek
Sebagai subjek
I saw a dog
The dog was beaen by the boy
Gabungan kalimat : I saw the dog which was beaten by the boy

Sebagai Objek
Pussy is my cat
I feed it everyday
Gabungan kalimat : Pussy which I feed everyday is my cat

 That
Menggantikan orang maupun benda
Contoh :
The girl that met me is very pretty = the girl that met me is very pretty

 Where
Menjelaskan
tempat Contoh
Here is the site where the bank plans to build its new head quarters

 When
Menjelaskan
waktu Contoh :
This is the hour when the children usually go to bed
9. Adverb Clause Markers
 Because (karena), menjelaskan sebab
 Contoh : Because the speaker was sick, the program was cancelled
 Since (karena), menjelaskan sebab
Contoh : Since credit cards are so convenients, many people use them
 Although (meskipun), sebab yang berlawanan
Contoh : Although he earns a good salary, he never saves any money
 Even though (meskipun)
Contoh: Even though she was tired, she stay up late
 While (sedangkan), menunjukan sisi lain
Contoh : Some people arrived in taxis while others took the subway
 If (jika), menjelaskan dengan kondisi jika
Contoh : If the automobile had not been invented, what would people use
for basic transportation
 Unless (jika tidak), menjelaskan dengan kondisi jika tidak
Contoh : I won’t go unless you do
 When (ketika), menunjukan pada saat
Contoh : Your heart rate increases when you exercise
 While (ketika), menunjukan pada saat
Contoh : Some people like to listen to music while they are studying
 As (pada saat), menunjukan pada saat
Contoh : One train was arriving as another was departing
 Since (sejak). menunjukan sejak kapan terjadinya peristiwa
Contoh : Don’t put off going to the dentist until you have a probleme
 Once (pada saat), menunjukan waktu pada saat
Contoh : Once the dean arrives, the meeting can begin
 Before (sebelum), menunjukan waktu sebelum
Contoh : Before he left the country, he bought some traveler’s check
 After (sesudah), menunjukan waktu sesudah
Contoh : she will give a short speech after she is presented with the award

10. Negative Words

 No digunakan sebagai kata sifat yang memiliki arti not any (tidak ada)
Contoh : There was no milk in the refrigerator
 None digunakan sebagai kata ganti yang memiliki arti not one (tak satupun)
Contoh : They took a lot of pictures, but almost none of them turned out
 Nothing digunakan sebagai kata ganti yang memiliki arti not anything
(tidak ada apapun)
Contoh : There was nothing in his briefcase
 No one digunakan sebagai kata ganti yang memiliki arti no one (tak ada siapapun)
 Contoh : No one arrive at the meeting on time
 Nor digunakan sebagai kata sambung
Contoh : He’s never been fishing, nor does he plan to go
 Without digunakan sebagai kata depan yang memiliki arti tanpa
Contoh : She likes her coffee without milk or sugar
 Never digunakan sebagai kata keterangan yang memiliki arti tidak
pernah Contoh : I’ve never been to Alaska

11. Present Tense

 Simple Present
Tense
a. Kalimat verbal S + V1/ Vs/Ves

b. Kalimat
S + tobe (is, am, are) + Complement
(C)
nominal

Contoh :
1. Menyatakan kebiasaan : My uncle lives in Boston
2. Menyatakan kebenaran umum : The sun rises in the east and sets in the west
3. Membicarakan jadwal, program acara, atau kegiatan lain : The train
arrives at 7.00
4. Menyatakan perintah : Open the door !

 Present Continous
Tense
a. Kalimat verbal S + to be (is, am, are) +
Ving
b. Kalimat
S + tobe (is, am, are) + being +
nominal (C)

Contoh :
 1. Menyatakan suatu kegiatan yang sedang berlangsung
He is singing a good song
2. Menyatakan kegiatan yang akan segera terjadi dan kata keterangan
(tonight, tomorrow harus disebutkan
I am leaving for semarang tomorrow
3. Peristiwa yang terjadi berulang-ulang dengan tambahan keterangan
always, forever, constantly
You are always complaining

 Present Perfect Tense

 Kalimat verbal
S + have/has + V3

 Kalimat nominal

S + have/has + been + (C)

Menyatakan sesuatu yang telah terjadi (telah selesai) pada saat berbicara

Wildan has already read the entire

book She has just watered the
flowers

 Present Perfect Continous Tense

a. Kalimat verbal
S + have/has + been + Ving
b. Kalimat

S + have/has + been + being + C

nominal Contoh

:
Menyatakan suatu kejadian atau peristiwa yang dimulai pada masa lalu dan
sekarang masih berlangsung (belum selesai)
Mila has been working in Jakarta for Three years
 12. Past Tense
 Simple past tense

Kalimat verbal
S + V2

Kalimat nominal
S + tobe (was,were) + C
Contoh :

Menyatakan sesuatu yang terjadi pada saat tertentu di masa lalu :

John went to spain last year

Menyatakan kebiasaan di masa lalu :

Doni usually swam every Friday when he was a child

 Past Continous Tense

a. Kalimat verbal

S + have/has + been + Ving

b. Kalimat nominal

S + have/has + been + being + C

 Past Perfect Tense

a. Kalimat verbal

S + had + V3

b. Kalimat nominal

S + had + been + C

Contoh :

Menyatakan sesuatu yang terjadi (telah selesai) pada saat sebelum peristiwa lain terjadi di
waktu lampau

I had typed my paper before he offered his help

 Past Perfect Continous Tense

a. Kalimat verbal

S + had + been + Ving

 b.Kalimat nominal
S + had + been + being + C

Contoh :
Menyatakan sesuatu yang telah terjadi atau telah dimulai pada masa lalu dan masih terjadi
pada saat peristiwa lain diwaktu lampau terjadi
Nina had been being in her house when the landslide happened

13. Future Tense

 Simple Future Tense
a. Kalimat verbal
S + will/shall + V1

b. Kalimat nominal
S + will/shall + be + C

Contoh :
Menyatakan sesuatu yanga akan terjadi di masa depan
He will finish his work tomorrow

 Future Continous Tense

a. Kalimat verbal
S + will/shall + be + Ving

b. Kalimat nominal
S + will/shall + be + being + C
Contoh :
Menyatakan suatu peristiwa yang akan dating sedang terjadi pada masa depan
I will be teaching at this time torrow
 Future Perfect Tense
a. Kalimat verbal
S + will/shall + have + V3

b. Kalimat nominal
S + will/shall + have + been + C
Contoh :
Menyatakan peristiwa yang akan telah selesai sebelu atau pada waktu kejadian lain terjadi di
masa depan
Nona will have been in New York for a week by then

 Future Perfect Continous Tense

a. Kalimat verbal
S + will/shall + have + been + Ving

b. Kalimat nominal
S + will/shall + have + been + being + C
Contoh :
Menyatakan peristiwa yang akan telah dimulai dan masih berlangsung ketika kejadian lain
terjadi di masa depan
I will have been sleeping for two hours by the time he gets home

14. Past Future Tense

  Simple Past Future Tense
a. Kalimat verbal
S + would/should + V1

b. Kalimat nominal
S + would/should + be + C

Contoh :
Menyatakan sesuatu yang akan terjadi di masa lalu
She said that she would help me the next day
Menyatakan peristiwa yanga akan terjadi bila syaratnya terpenuhi
If I had much money, I would send to my mother

 Past Future Continous Tense

a. Kalimat verbal
S + would/should + be + Ving
b. Kalimat nominal
S + would/should + be + being + C

Contoh :
Menyatakan sesuatu yang akan terjadi di masa lalu
He knew that I would be being at campus at 3 O’clock the next two day
Menyatakan peristiwa yang harusnya sedang terjadi di masa lalu
I would be working on my thesis last night

 Past Future Perfect Tense

a. Kalimat verbal
S + would/should + have + been + Ving
b. Kalimat nominal

S + would/should + have + been + being + C

Contoh :
Menyatakan sesuatu yang seharuusnya sudah terjadi atau sudah selesai pada masa lalu
You should have prepared your presentation well
Digunakan dalam conditional sentence tipe III

If Azkar had slept before midnight, he would not have been late this morning

 Past Future Perfect Continous Tense

a. Kalimat verbal
S + would/should + have + been + Ving

b. Kalimat nominal
S + would/should + have + been + being + C

Contoh :
Menyatakan durasi peristiwa yang sudah berlangsung di masa lalu

I would have been joining the group for a year by last week

15. Penggunaan Gerund

Gerund adalah bentuk kata kerja Ving yang digunakan sebagai kata benda
 Sebagai subjek : Swimming is my hobby
 Sebagai Objek : I don’t like smoking
 Sebagai komplemen : My hobby is reading
 Sebagai Objek preposisi (in, on, by, for, about,with, dsb) : I am interested in learning English
 Sebagai Objek Kata kerja tertentu (admit, allow, avoid, keep dsb) : I enjoy talking to her
 Sebagai objek setelah kata kerja berpreposisi (Get used to, take to, objeck to dsb) :
 He is looking forward to see her
 Sebagai keterangan kata benda : A waiting room
 Dipakai setelah possessive adjective : Her coming late makes her teacher angry
 Kata kerja need, want, require yang diikuti gerund akan bermakna pasif : The house need
painting
 Untuk menyatakan larangan : No parking

B. LATIHAN SOAL

1. …….. a few of the sounds produced by insects can be heard by humans

a. Because pumice is formed
b. To form pumice
c. Pumice is formed
d. Forming pumice

2. The melting point is the temperature ……. a solid changes to a liquid

a. Which
b. At which
c. Which at
d. At

3. ………. tropical birds, parrots can live in temperature or even cold climates
a. Despite
b. Even though
c. Nevertheless
d. But

4. Desertification is the creation of desserts where had …….. existed before

a. Never
b. No one
c. None
d. Not one

5. Before the late eighteen century, most textiles ……… at home

a. Produced
b. Was produced
c. Producing
d. Were produced
6. Computers and new methods of communication ……. revolutionized the modern office
a. Have
b.To have
 c. That have
d.Has
7. ………… the eggs of most birds must be kept warm
a. Proper development
b.By properly developing
c. They develop properly
d.To develop properly

8. The ear is the organ of hearing, but it also plays a role in …….. balance
a. Maintaining
b.It maintains
c. To maintain
d.Maintained

9. ………. for a career in dance generally begins at an early age

a. People train
b.That people train
c. If training
d.Training
10. The narrow blades of speed skates allow ……. speeds of up 30 miles per hour
a. For skaters maintaining
b.Skaters to maintain
c. Skaters maintain
d.Maintenance by skaters
11. The Celesta, an orchesteral percussion instrument, resembles……
a. A small up right now
b. How small upright piano
c. A small upright piano is
d. As a smaal upright piano
12. Although beavers rarely remain submerged for more than two minutes, they can stay
underwater ….. fifteen minutes before having to surface for air.
a. As long
b. As long as
c. So long
d. So long that
13. Protein digestion begins in trhe stomach ….. ends in the small intestine
a. While
b. And
c. How
d. Because
14. Ruth bader Ginsburg argued six women’s rights cases before the united States supreme Court
in the 1970’s …..
a. Of five winning them
b. Five winning of them
c. Of them five winning
d. Winning five of them
15. Manufacturing is Canada’s mos 2/2 important economic activity, ….. 17 percent of the
workforce.
a. Engages
b. And to engage
c. That in engage
d. Engaging
 TES POTENSIAL AKADEMIK

A. JUDUL MODUL : SPEAKING

B. DESKRIPSI : Bahasa Inggris merupakan bahasa universal yang setidaknya harus dipahami
dan dimengerti agar bisa digunakan untuk berkomunikasi terutama jika Anda ingin bekerja
di luar negeri. Salah satu materi yang harus dipelajari adalah speaking (berbicara) dan
rumus present continuous tense.
Pada dasarnya, berbicara dalam bahasa Inggris “menganut” sistem “saya mengerti apa yang
Anda bicarakan dan Anda mengerti apa yang saya bicarakan” terutama untuk pemula atau
orang yang baru belajar bahasa Inggris. Akan tetapi, jika untuk kepentingan pendidikan
atau bekerja, maka, mau tidak mau harus mengerti grammar bahasa Inggris
memperbanyak contoh kosa kata adverb agar semakin memiliki banyak pengetahuan.

C. CONTOH SOAL Speaking Bahasa Inggris:

1. Josh: hi, my name is Joshua. But you can call me Josh.

Karin: hai Josh. Nice to meet you. I’m Karin. By the way, where are you come from.
Josh: I.....................Bali but I will stay in Jakarta for a while to study. Do you know
about Bali?
Karin: No. so can you tell me a little bout Bali? I never once visited Bali. Josh:
sure. You will like it because Bali is so wonderful place.
Karin: I’m excited to hear that!
A. Came from
B. Come from
C. Came for
D. Come form

Jawabannya adalah B. Come from

2. Ridho: I wonder what that noise is.

Zizi: hmmm, it may be a bird.
Ridho: no. it can’t be a bird. It’s running across the roof and birds don’t run across
roofs.
Zizi: well, some...............It could be a big bird that’s running fast.
Ridho: No, I think it must be some kind of animal. It might be a mouse. But, mouse
is small so mouse is impossible to make that noise, right?
Zizi: if you curious, just take a look.
Ridho: that’s a good idea.
A. Birds do
B. Birds does
C. Bird do
D. Mouse do

Jawabannya adalah A. birds do.

3. Receptionist: I’m sorry sir because we only have twin bedroom on 210 for right now.
Guest: what does it means?

Reception: it means that twin bedroom is the only one which available right now,
sir.

Guest: …….

A. You are welcome

B. I’m sorry to hear that

C. It’s okay, I’ll take that

D. Come here, and I will take it

Jawaban: C. it’s okay, I’ll take that.

4. Jake: hi, good evening.

Roni: oh hai jake. Good evening.
Jake: where’s john?
Roni: he’s in the kitchen now……. We will have special guest tonight
A. He’s cooking the dinner
B. He’s having breakfast
C. We’re having lunch together
D. We’re eating our meal

Jawabannya: A. he’s cooking the dinner.

5. Chacha: what do you think about my dress?

Agnes: wow............I feel like I want to buy a dress like you, chacha.
Chacha: and I tried bob hairstyle to get a better impression.
Agnes: you are so smart in dressing up.
A. Where you change it?
B. Wow, so cool.
C. It’s complicated.
D. You look beautiful.

Jawabannya: D. you look beautiful