Passive Voice

What is Passive Voice?

• The passive voice is when the subject of the sentence is acted upon by the verb.

Structure:

•     Object + Auxiliary Verb (to be) + Past Participle + (by + Subject)

Example:
Active: The chef cooked the meal.
Passive: The meal was cooked by the chef.

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Why Use Passive Voice?

• Focus on the action: The emphasis shifts from who performed the action to what happened.
• Unknown or irrelevant subject: When the doer of the action is unknown or unimportant.
  Example: "The windows were broken."

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How to Form Passive Voice

1. Identify the object of the active sentence.
2. Move the object to the subject position.
3. Add the correct form of the verb "to be" + past participle.
4. Optionally, include "by" and the original subject.

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Examples of Passive Voice

• Active: Scientists discovered a new planet.
• Passive: A new planet was discovered by scientists.

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When to Avoid Passive Voice

• Overuse: Can make sentences wordy or vague.
• When clarity is needed: Active voice is often clearer and more direct.
• Example: "Mistakes were made." (Unclear responsibility)

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Report Text

A report text is a factual text that provides information about a subject based on systematic observation or research.

Purpose

To classify and describe phenomena in the world.

Characteristics of Report Text
-  Objective : Focuses on facts, not opinions.
-  Formal Language : Uses formal, academic language.
-  Present Tense : Mostly written in the present tense.
-  Generalization : Describes things in general, not specific instances.

Structure of Report Text
1. General Classification : Introduces the topic and provides a general classification.
2. Description : Provides detailed information about the subject, its characteristics, behaviors, and uses.

Language Feature

• Use of Simple Present Tense : "Birds fly."
• Use of Technical Terms : Specialized vocabulary related to the subject.
• Use of Action Verbs : Describes what the subject does.
• Passive Voice : Used to emphasize the subject of the report.

Types of Report Text

• Descriptive Report : Describes characteristics of a subject.
• Comparative Report : Compares different phenomena.

How to Write a Report Text
1. Choose a topic.
2. Research thoroughly.
3. Structure the text : General classification → Description.
4. Use formal and objective language.

Common Mistakes in Report Text
- Confusing report text with recount text.
- Using personal opinions or biases.
- Writing in past tense instead of present tense.

Examples :

1. Report on School Field Trip

 A Day at the Science Museum

Introduction: On July 17, our class went on a field trip to the Science Museum. The purpose of this trip was to learn more about science and technology.

Body: The Science Museum was a fascinating place to visit. We saw many interesting exhibits, such as a planetarium, a dinosaur exhibit, and a hands-on science center. In the planetarium, we learned about the solar system and the stars. In the dinosaur exhibit, we saw fossils and skeletons of different dinosaurs. In the hands-on science center, we were able to experiment with different scientific concepts.

Conclusion: The field trip to the Science Museum was a great experience. We learned a lot about science and technology, and we had a lot of fun.

2. Report on a Scientific Experiment

The Effects of Fertilizer on Plant Growth

Introduction: The purpose of this experiment was to investigate the effects of fertilizer on plant growth.

Body: Three plants were used in this experiment. One plant was given a high dose of fertilizer, another was given a low dose of fertilizer, and the third plant was given no fertilizer. The plants were all given the same amount of water and sunlight.

After two weeks, the plants were measured. The plant that was given a high dose of fertilizer was the tallest, followed by the plant that was given a low dose of fertilizer. The plant that was given no fertilizer was the shortest.

Conclusion: The results of this experiment show that fertilizer can have a positive effect on plant growth.

3. Report on a Survey

Student Attitudes Toward School Uniforms

Introduction: A survey was conducted to investigate student attitudes toward school uniforms.

Body: The survey asked students a series of questions about school uniforms, such as whether or not they like them, whether or not they think they are fair, and whether or not they think they help to reduce bullying.

The results of the survey showed that most students do not like school uniforms. Many students believe that school uniforms are unfair, and that they do not help to reduce bullying.

Conclusion: The results of this survey suggest that there is a need for more discussion about the benefits and drawbacks of school uniforms.

4. Report on a Current Event

The Impact of Climate Change on Coastal Communities

Introduction: Climate change is having a significant impact on coastal communities around the world. Rising sea levels, more frequent and intense storms, and coastal erosion are just a few of the problems that coastal communities are facing.

Body: Rising sea levels are causing coastal flooding and erosion. More frequent and intense storms are also causing damage to coastal communities. Coastal erosion is making it difficult for coastal communities to protect themselves from storms and flooding.

Conclusion: The impact of climate change on coastal communities is likely to become more severe in the future. It is important for governments and individuals to take steps to reduce greenhouse gas emissions and to protect coastal communities from the effects of climate change.

5. The Negative Impacts of Mobile Phones

Mobile phones are electronic communication devices that are widely used by people of all ages. Although mobile phones provide many benefits, such as easy communication and access to information, they also have negative impacts. Excessive use of mobile phones can cause health problems, including eye strain, headaches, and sleep disturbances. In addition, spending too much time on mobile phones can reduce physical activity and lead to unhealthy lifestyles.

Furthermore, mobile phones can negatively affect social behavior and academic performance. Many users become addicted to social media or online games, which can decrease their focus on studying or working. Mobile phone addiction may also reduce face-to-face interaction, making people less sensitive to their surroundings. Therefore, while mobile phones are useful, they should be used wisely to avoid their negative impacts.

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Macam-macam kecerdasan anak

 “Multiple intelligence adalah teori kecerdasan manusia yang dibedakan menjadi delapan modalitas. Beberapa di antaranya kecerdasan visual, kecerdasan verbal, kecerdasan logis dan kecerdasan jasmani.”

Multiple intelligence (kecerdasan ganda) pertama kali diperkenalkan oleh psikolog Harvard Howard Gardner pada 1983. Ia mengemukakan bahwa  kecerdasan manusia dibedakan menjadi delapan jenis.

Hasil penemuan tersebut berasal dari banyaknya penelitian yang ia lakukan. Hasilnya, tes IQ bukan menjadi satu-satunya indikator kecerdasan pada anak. Multiple intelligence mempercayai bahwa orang bisa belajar dalam berbagai cara. 

Pertama, kecerdasan dinilai dari proses anak dalam menyelesaikan masalah. Kedua, cara menemukan persoalan baru dan mencari solusi. Terakhir, menghasilkan sesuatu yang bernilai dari masalah yang dihadapi.

Delapan Jenis Multiple Intelligence Anak

1. Kecerdasan Spasial (Visual)

Kecerdasan spasial berkaitan dengan kemampuan menangkap warna, arah dan ruang secara akurat. Anak yang memiliki bakat di bidang ini berpotensi menjadi arsitek, artis dan insinyur karena lihai dalam:

• Membaca dan menulis berdasarkan kesenangan.
• Pandai menyusun teka-teki.
• Menafsirkan gambar, grafik dan bagan.
• Menyukai seni lukis.
• Mampu mengenali pola dengan mudah.

2. Kecerdasan Linguistik (Verbal)

Kecerdasan linguistik adalah kemampuan untuk menyusun pikiran dengan jelas dan dapat menerjemahkan dalam bahasa yang lugas. Anak dengan karakteristik ini pandai menulis cerita, menghafal informasi, dan membaca.

Anak dengan jenis kecerdasan ini cocok menjadi penulis, wartawan, pengacara dan guru karena ahli dalam:

• Mengingat informasi tertulis dan lisan.
• Berdebat atau memberikan pidato persuasif.
• Mampu menjelaskan sesuatu dengan baik.
• Menyelipkan humor ketika bercerita.

3. Kecerdasan Logis (Matematika)

Kecerdasan logis dapat diartikan sebagai kemampuan nalar yang tinggi. Anak dengan jenis kecerdasan ini dapat menganalisis masalah secara logis. Mereka berpikir secara konseptual tentang angka, hubungan dan pola.

Anak yang memiliki bakat di bidang ini berpotensi menjadi ilmuwan, ahli matematika, programmer, insinyur dan akuntan karena lihai dalam:

• Keterampilan memecahkan masalah.
• Menemukan solusi dari ide-ide abstrak.
• Senang melakukan eksperimen ilmiah.
• Mampu menyelesaikan perhitungan yang rumit.

4. Kecerdasan Kinestetik (Jasmani)

Kecerdasan kinestetik adalah kemampuan menggerakkan anggota tubuh sesuai dengan keinginan otak. Anak dengan kemampuan di bidang ini memiliki koordinasi gerak fisik, mata dan kontrol motorik yang baik.

Anak yang memiliki bakat di bidang ini berpotensi menjadi penari, pembangun, pematung dan aktor karena lihai dalam:

• Keterampilan yang membutuhkan olah fisik.
• Dapat menciptakan karya dengan tangannya.
• Memiliki koordinasi fisik yang sangat baik
• Mampu mengingat gerakan dengan baik..

5. Kecerdasan Musik

Kecerdasan musik adalah kemampuan untuk menikmati, mengamati, membedakan, mengarang, membentuk dan mengekspresikan musik. Kecerdasan ini meliputi kepekaan terhadap melodi, ritme dan nada dari musik yang didengar.

Anak dengan jenis kecerdasan ini cocok menjadi pemusik, komposer, penyanyi, guru musik dan konduktor karena ahli dalam:

• Bernyanyi dan bermain alat musik.
• Mengenali pola dan nada dengan mudah.
• Mengingat dengan jelas tentang lagu dan melodi.

6. Kecerdasan Interpersonal

Kecerdasan interpersonal adalah kemampuan dalam berkomunikasi, peka terhadap emosi orang lain, mudah menyesuaikan diri, memiliki rasa empati yang tinggi dan suka menolong orang lain.

Anak yang memiliki bakat di bidang ini berpotensi menjadi psikolog, filsuf, konselor, pramuniaga dan politikus karena lihai dalam:

• Berkomunikasi dengan baik secara verbal.
• Terampil dalam komunikasi secara nonverbal.
• Mampu melihat situasi dari perspektif yang berbeda.
• Ciptakan hubungan positif dengan orang lain.
• Menyelesaikan konflik secara damai.

7. Kecerdasan Intrapersonal

Anak yang memiliki kecerdasan intrapersonal pandai menyadari emosi, perasaan, dan motivasi diri sendiri. Kecerdasan ini dapat membantu merefleksikan dan mengevaluasi diri, serta bisa menerapkannya dalam kehidupan sehari-hari.

Anak dengan jenis kecerdasan ini cocok menjadi filsuf, penulis, ahli teori dan ilmuwan. Alasannya, mereka ahli dalam menganalisis kelebihan dan kekurangan diri sendiri dengan baik.

8. Kecerdasan Naturalistik

Ini menjadi teori terbaru dari Gardner. Menurutnya, anak dengan jenis kecerdasan naturalistik bisa lebih selaras dengan alam dan seisinya. Mereka sangat peka dan menyadari perubahan yang terjadi di lingkungannya.

Anak yang memiliki bakat di bidang ini berpotensi menjadi ahli biologi dan konservasionis karena tertarik dalam bidang:

• Botani (tumbuh-tumbuhan).
• Biologi (karakteristik tentang makhluk hidup).
• Zoologi (ilmu tentang hewan).

Itulah penjelasan mengenai multiple intelligence dan delapan karakteristik yang dikemukakan oleh Harvard Howard Gardner. Bakat ini sudah ada sejak anak dilahirkan dan dibentuk melalui pola asuh dari orang tua.

Referensi:

Simply Psychology. Diakses pada 2022. Gardner’s Theory of Multiple Intelligences.

Very Well Mind. Diakses pada 2022. Gardner’s Theory of Multiple Intelligences.

Source : https://www.halodoc.com

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Jenis-jenis membaca

Terdapat berbagai jenis-jenis membaca yang dilakukan berdasarkan tujuan yang berbeda-beda. Mulai dari membaca skimming, scanning, membaca intensif, hingga membaca ekstensif. Beberapa jenis membaca ini dilakukan dengan teknik berbeda yang memudahkan Anda untuk mencapai tujuan yang diinginkan.

Ini merupakan dasar kemampuan yang perlu Anda ketahui. Dengan mengetahui berbagai jenis-jenis membaca dan tekniknya, Anda bisa menyesuaikan kebutuhan. Seperti ketika Anda memerlukan informasi atau petunjuk dengan cepat, Anda bisa menggunakan teknik membaca tertentu yang memudahkan Anda mendapatkan informasi dengan cepat dan efisien.

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Cause and Effect

1. Cause and Effect followed by Noun

• Because of
• Thanks
• As a result of
• Due to
• As a consequence of
• Owing to

Commonly used sentence structures are as follows:

• Signal words + Cause + Effect

• Effect + Signal words + Cause

Examples :

1. Due to Alfy's cheating, he got a D from the lecturer.
2. He always gets punished because of his waking up late habits.
3. As a result of heavy rain, we canceled the camping event.

2. Cause and Effect Followed by Subject + Verb

    Signal words that are commonly used are:

• Because
• Since
• As
• For

 The sentence pattern is the same, namely:

• Signal words + Cause + Effect

• Effect + Signal words + Cause

Examples :

1. I didn’t go to Devi’s house because she was doing her office task.
2. My boyfriend and I canceled our date since he was playing games with his friends.
3. As it is still raining, we have to go home wearing our raincoats.

Examples :
Because of :  Used to explain the reason for something.

        Example: The flight was delayed because of the storm.
Thanks to : Often used to express gratitude or positive outcomes.
        Example: We arrived on time thanks to the clear weather.
As a result of : Indicates a direct consequence.
        Example: As a result of the new policy, productivity increased. 

Due to : Similar to “because of,” often used in more formal contexts.
        Example: The match was canceled due to heavy rain.
As a consequence of : Implies a direct effect or outcome.
        Example: As a consequence of his actions, the project was delayed.
Owing to : Used similarly to “due to,” often in formal contexts.
        Example: The event was postponed owing to unforeseen circumstances.
Because : Simple and direct reason-giving.
        Example: She left early because she was feeling sick.
Since : Can imply time or causation, depending on context.
        Example: Since the meeting was rescheduled, we have more time to prepare.
As : Can indicate causation or reason, often used in conjunction with a verb.
        Example: As the traffic was heavy, we arrived late.
For : More formal, often used in writing or speech.
        Example: The project was postponed, for the team needed more time to complete it.

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Past Perfect Tense

The Past Perfect Tense is used to describe actions that were completed before another action or point in the past. It allows us to show the order of events in the past.

 Structure of Past Perfect:

Positive Sentence:

• Subject + had + past participle (V3) + rest of the sentence

Example:

• She had finished her homework before the movie started.

Negative Sentence:

• Subject + had not (hadn't) + past participle (V3) + rest of the sentence

Example:

• They hadn't arrived at the party when I left.

Interrogative Sentence:

• Had + subject + past participle (V3) + rest of the sentence?

Example:

• Had she eaten dinner before you called her?

When to use Past Perfect:

1. To show that one action happened before another in the past: The Past Perfect is used for the earlier action, and the Simple Past for the later action.

Example:

• He had left the office before I arrived. (First: He left the office. Then: I arrived.)
1. To emphasize completion of an action in the past: The Past Perfect can also emphasize that something was completed before something else happened.

Example:

• By the time she was 20, she had traveled to 15 countries.

Examples in Different Contexts:

1. Sequencing two past events:
• When I reached the station, the train had already left. (First: The train left. Then: I reached the station.)
2. Explaining reasons:
• She didn’t pass the test because she hadn't studied enough. (Reason for not passing: she didn’t study enough earlier.)
3. Reported speech (indirect speech):
• He said that he had seen the movie before. (In direct speech: "I saw the movie before.")
4. Conditional Sentences (Third Conditional):
• If you had studied harder, you would have passed the exam. (Imaginary past situation.)

 

Common Time Expressions Used with Past Perfect:

• Before: She had finished her work before he arrived.
• After: They went home after they had eaten.
• By the time: By the time we got to the theater, the movie had already started.
• When: When I woke up, the sun had already risen.
• Already: She had already left when I called her.

Comparison with Simple Past:

• Past Perfect: Used to refer to the earlier of two past actions.
• Simple Past: Used to refer to the later action.

Example:

• Past Perfect: I had eaten dinner before they arrived.
• Simple Past: They arrived, and then I ate dinner. (Simple Past)

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Practice Examples:

1. By the time we got to the store, it had closed.
2. They had lived in the city for five years before moving to the countryside.
3. Had you ever been to that museum before it closed down?
4. She had never met him until the party last night.
5. If they had known about the traffic, they would have left earlier.

 

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Past Continuous Tense

The past continuous tense is used to describe actions or events that were happening at a specific moment in the past. It emphasizes the continuity of the action, indicating that it was ongoing at that time.

Structure:

• Subject + was/were + verb(-ing)

Rules:

1. Use of "was" or "were":
• Was is used with singular subjects (I, he, she, it).
• Were is used with plural subjects (we, you, they) and also with you (singular).

Examples:

1. Affirmative Sentences:
• I was reading a book when the phone rang.
• They were playing football at 4 PM yesterday.
• She was cooking dinner while I was watching TV.
2. Negative Sentences:
• I was not sleeping when you called.
• We were not talking during the meeting.
• He wasn't working on his project last night.
3. Interrogative Sentences (Questions):
• Was she studying at 10 PM last night?
• Were they playing outside when it started to rain?
• Was I doing the right thing by leaving early?

Uses of Past Continuous Tense:

1. Action in Progress at a Specific Time in the Past:
• At 8 PM last night, I was watching a movie.
• What were you doing at this time yesterday?
2. Two Simultaneous Actions in the Past:
• I was cooking dinner while she was setting the table.
• The kids were playing while we were cleaning the house.
3. Interrupted Actions:
• I was reading a book when the lights went out.
• They were having dinner when the doorbell rang.
4. Background Description in Stories:
• It was raining heavily, and the wind was howling outside.
• The crowd was cheering, and the players were celebrating their victory.

More Examples:

• She was waiting for the bus when it started raining.
• They were discussing the project while the manager was preparing the presentation.
• The dog was barking loudly when I entered the room.

 Key Points to Remember:

• The past continuous tense emphasizes the ongoing nature of an action.
• It is often used with "when" to describe an action that was interrupted.
• It can describe two or more actions happening at the same time in the past.

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Reported Speech

1. What is Reported Speech ? 

Reported speech (also known as indirect speech) is used when we want to report or tell someone what another person has said without quoting their exact words. Instead of repeating the speaker's exact words, we change the sentence slightly.

Examples:

• Direct Speech: She said, "I am tired."
• Reported Speech: She said that she was tired.

2. Changes in Tenses 

When changing direct speech into reported speech, the tense usually shifts one step back into the past. This is called "backshifting."

Direct Speech	Reported Speech
Present Simple: "I eat."	Past Simple: He said he ate.
Present Continuous: "I am eating."	Past Continuous: He said he was eating.
Past Simple: "I ate."	Past Perfect: He said he had eaten.
Present Perfect: "I have eaten."	Past Perfect: He said he had eaten.
Will: "I will eat."	Would: He said he would eat.

3. Pronouns and Time Expressions 

Pronouns and time expressions often need to be changed to fit the new context in reported speech.

Direct Speech	Reported Speech
I → He/She	"I am happy" → He said he was happy.
We → They	"We are late" → They said they were late.
Today → That day	"I will go today" → She said she would go that day.
Yesterday → The day before	"I saw him yesterday" → He said he had seen him the day before.
Tomorrow → The next day	"I will go tomorrow" → She said she would go the next day.

4. Common Reporting Verbs

• Say: She said that...
• Tell: He told me that...
• Ask: She asked if...

Examples:

• Direct Speech: "Are you coming?"
• Reported Speech: She asked if I was coming.

5. Reporting Questions 

When reporting questions, you usually need to change the word order. For "yes/no" questions, "if" or "whether" is added.

Examples:

• Direct Speech (Yes/No question): "Do you like ice cream?"
• Reported Speech: She asked if I liked ice cream.
• Direct Speech (Wh- question): "Where do you live?"
• Reported Speech: She asked where I lived.

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