Apakah Bahasa Inggris Penting untuk Mahasiswa Sistem Informasi?

Jika ada pertanyaan seperti diatas apakah bahasa inggris penting untuk mahasiswa sistem informasi, jawabannya tentu saja penting.

Bahasa Inggris adalah bahasa unviersal dimana hampir di seluruh dunia dipelajari. Bahasa inggris sendiri sangat lekat dengan perkembangan sains dan teknologi dimana saat ini banyak istilah dan penggunaan teknologi dengan memakai bahasa inggris termasuk sistem informasi.

Dalam sistem informasi terdapat banyak bahasa pemrograman yang kodingannya memakai bahasa inggris, jika kita tidak mengerti artinya itu akan menyulitkan kita untuk mengetahui apakah fungsi dari kodingan tersebut.

Selain itu bahasa inggris juga dapat mempermudah kita dalam memperluas kesempatan kita, kita jadi dapat bekerja sama dengan orang dari luar negara dan dapat pengalaman yang berguna.

Jadi kesimpulannya menurut saya bahasa inggris sangat penting dipelajari oleh mahasiswa jurusan sistem informasi.

Modal Auxiliaries

Modal verbs are a kind of auxiliary verb. They facilitate the main verb for suggesting potential, expectation, permission, ability, possibility, and obligation.

When used with the main verb, modal verbs do not end with -s for the third-person singular.  Modal auxiliary verbs never change form, but they have a different form for past tense.

The modal auxiliaries include:

Present Tense	Past Tense
Will Can Must (have to) May Should (ought to) (had better)	Would (used to) Could (Had to) Might Should (ought to)

NB: The words in parentheses ( ) are semi-modals. They have the same meaning, but they are different grammatically.

Will – Would

Will indicates a ‘willingness’ to do something in the future. The negative form of will – will not (won’t)indicates an ‘unwillingness’ (refusal, reluctance) to do something.

Example:

• I will give you another opportunity.
• I will play tomorrow.
• They will arrive at 10 AM.
• She won’t come today.

Would indicates general or repeated willingness in the past. It also indicates preference in the present.  

Example:

• If you did not leave, I would still be taking care of you.
• Whenever I had to go there, they would throw a party.
• We thought that people would buy this book.
• If I were you, I would not do it.
• I would like to make a toast.

Used to sometimes replaces would but sometimes it would be grammatically incorrect if we use used to in place of would.  

Example:

• When I was in school, I used to make sketches.
• He often used to cry at night without reason.
• I used to take a break at this time of the year.

Can – Could – May – Might

These modals express possibility and ability.

Can indicates ability. Could indicates ability with an option.

Example:

• I can do it. (The subject ‘I’ is sure about his/her ability)
• I could do it. (The subject ‘I’ is not sure about his/her ability)
• They cannot do it. (present)
• They could not do it. (past)

Can & could also indicate possibility.

Example:

• The temperature can rise this month.
• They can’t go too far by now.
• It could rain later.

May and might both indicate possibility but might can suggest that there is less possibility than may.  

Example:

• It may rain later.
• It might rain later.
• They may come back.
• They might come back.

Must

Must indicates necessity.

Example:

• I must leave now.
• He must study hard.
• Alex must go home by 6.00 pm.

Have to has the similar meaning to must but implies less urgency.  

Example:

• I have to leave now.
• He has to study hard.
• Alex has to go by 6.00 pm.
• I had to leave then. (past)
• He had to study hard to pass the exam. (past)

Should

Should indicates obligation and probability.

Example:

• You should come home early.
• You should not smoke at all.
• I should visit my parents more often.
• There should be an extra key for the lock in the drawer. (probability)
• He should have reached by now. (probability)
• I should have done that. (obligation in the past)

Ought to and had better sometimes replaces should.

Example:

• You ought to come home early.
• We ought to have taken a taxi. (Past)
• We had better leave. (Had better is generally used in spoken English.)
• I think parents ought to give children more freedom. (Had better won’t be appropriate here.

sorce : https://www.learngrammar.net/english-grammar/modal-auxiliaries

Problem Vocabulary and Prepositions

Commonly misused words

The following words are often misused by native english speakers as well as non native speakers. Sometimes the spelling are so similiar that people fail to distinguish between them. Others are pronounced exactly the same, but they are spelled differently and have different meanings. Words in the letter category are called homonyms. Study the words, parts of speecg (noun, verb, etc)

Definition, and simple sentence in his list.

ANGEL (noun) –a spiritual or heavenly being. The christmas card portayed a choir of angels hovering over the shephereds.

ANGEL (noun) –a figure out formed by two lines meetin at a common point. The carpenters placed the plunks at right angle.

Confusingly related words

1.      Advice, Advise

Advice : Opinion given someone (noun form)

Advise  : Act of giving an opinion (verb form)

·         She can give you a good advice will make you to be a better person

·         I can find the best way to advise your brother

2.      Affect, Effect

Affect  : Mean influence (usually a verb)

Effect   : End result of influence (usually a noun)

·         This supplement can affect my concentration on work

·         The effect of Tsunami was devasting

3.      Save, Safe

Save     : Mean to keep or to save (verb)

Safe     : Mean giving protection (adjective)

·         Please save this document

·         I feel safe with you

Problem Vocabulary and Preposition

Problem Vocabulary and Prepositions

The following suggestion will be useful in helping you improve ytour vocabulary.

1. Read well-written books,magazines, and newspapers, magazines such astimes and newsweek.

2. Look up every word that are unfamiliar to you in the practice test in this book and in other reading

    material. keep a notebook of an familiar words, write the word,the definition,and an original

    sentences in your notebook and study it often. 

3. Study the problem vocabulary items and two-word verbs (verbal idioms) in this book.

4. review your vocabulary word notebook often,repetition will help you to remember the meaning of

    difficult words.

Source : http://sanseveira.blogspot.com/p/3-problem-vocabulary-and-prepositions.html

Style in Written English 1

Question

1. an asking; inquiry
2. something that is asked; interrogative sentence, as in seeking to learn or in testing another's knowledge; query
3. doubt; uncertainty: no question of his veracity
4. something in controversy before a court
5. a problem; matter open to discussion or inquiry
6. a matter or case of difficulty: not a question of money
1. a point being debated or a resolution brought up for approval or rejection before an assembly
2. the procedure of putting such a matter to a vote

noun

1. The definition of a question is the asking of something.
   An example of question is, "What are we having for dinner tonight?"

verb

1. Question is defined as to ask something or to doubt something.
1. An example of question is for a parent to ask his child when he plans to be home.
2. An example of question is for a child to express concern about whether Santa Claus is real.

Sequence of Tenses

Tenses are verbs that describe when an event, action or condition has occurred. There are three types of tenses based on the time:

1. Past Tense
2. Present Tense
3. Future Tense

Each of these has 4 aspects which indicate the continuation of the tenses. So, there are in total 12 tenses that are regularly used in English Grammar. Now let us learn the Sequence of Tenses.

One basic rule we must remember at the time of using tenses with principle and subordinate clauses are that the subordinate clause always follows the tense in the principal clause. However, there are exceptions to this rule which we will see as we go by.

(Source: Pinterst)

Rule 1

A past tense in the principal clause is always followed by a past tense in the subordinate clause. Example: I found out that she was out of town.

However, there is an exception to this rule. When the principal clause in the past tense, the subordinate clause can be in the present tense if it is citing a universal truth. Example: The children were taught that honesty is the best policy.

Another exception to this rule is when the word ‘than’ is used in the sentence to introduce the subordinate clause. In this case, we can use any tense with the subordinate clause irrespective of the tense used with the principal clause.

Rule 2

If the tense used with the principal clause is in the present or future tense, the tense of the subordinate clause can be in any tense based on what needs to be conveyed.

Example: She is saying that she is alright. She says she is fine.

Rule 3

When we use the principal clause in the future tense, we do not use subordinating clauses in the future tense and use the subordinating clause beginning with when, until, before, after etc.

Example: I will call you when dinner is ready. I shall wait until you return.

Rule 4

When the subordinate clause is introduced with the conjunction ‘that’, we do the following,

• We use ‘may’ in the subordinate clause when the principal clause is in the present tense.  AND
• We use ‘might’ in the subordinate clause when the principal clause is in the past tense.

Example: We eat that we may live. She tried to live so that he might have a chance at life.

Rule 5

When some phrases such as If only, Wish that, What if, It is time are used, the clauses that follow it are always in the past tense.

Example: I wish I could eat another ice cream.

say OR tell?

The verbs say and tell have similar meanings. They both mean "to communicate verbally with someone". But we often use them differently.

The simple way to think of say and tell is:

• You say something
• You tell someone something

You say something	You tell someone something
Ram said that he was tired.	Ram told Jane that he was tired.
Anthony says you have a new job.	Anthony tells me you have a new job.
Tara said: "I love you."	Tara told John that she loved him.

But, of course, it is not always so easy. Here are a few rules to help you.

Personal object
We usually follow tell with a personal object (the person that we are speaking to). We usually use say without a personal object:

• She told me that she loved John.
• She said that she loved John.
• He told everybody that he had to leave.
• He said that he had to leave.

Say "to someone"
With say, we sometimes use "to someone":

• He said to me that he was tired.
• Tara said to Ram that he had done very well.
• Anthony said to her, "I hope you come soon."
• "I'd like to sleep," she said to him quietly.

Direct speech
We can use say with direct speech. We use tell only with direct speech that is an instruction or information:

• Amanda said, "Hello John. How are you?"
• "That's great," she said.
• He told her: "Open the door quietly."
• She told me, "I have never been to England."

We can use say with direct questions, but we cannot use tell:

• She said: "Do you love me?"
• The policeman said to the prisoner, "Where were you at 8pm?"

Pronoun Antecedent
A pronoun antecedent is a word that comes before a pronoun to which the pronoun refers. Following are definitions of antecedent as well as a review about the types of pronoun, information about the functions of an antecedent in a sentence, and examples of how to use in a sentence.
Defining a Pronoun Antecedent

• Compound subjects can be a problem. If the subjects are joined by an "and" then the pronoun needs to be plural, as in "Bob and Paul took their books. If the subjects are joined by "or" or "nor", then have the pronoun agree with the subject that is closer, or closest, to the pronoun. An example is "Either the actor or the singers messed up their performance.

• If the pronoun is referring to one thing or a unit, like a team or a jury, then the pronoun needs to be singular. An example is: "The jury has reached its verdict." Sometimes words sound plural and are not, like measles or the news. These would need a singular pronoun, as in: "Measles is not as widespread as it once was." This makes sense if you replace the word "measles" with "disease."

Indefinite Pronouns That Are Antecedents
Pronoun Review

• Subjective personal pronouns are the subject of the sentence and are:

• Objective personal pronouns are the object of a preposition, verb, or infinitive phrase. These are:

• Possessive personal pronouns show ownership. They are:

The word "antecedent" means something that precedes something else. In language, it is the word that a pronoun refers back to. Since the pronoun replaces the noun, it has to agree in number. So, if the antecedent, or word that comes before, is singular, then the pronoun that takes its place must also be singular.

It can be confusing if there are several words between the pronoun and its antecedent. These words or clauses have no bearing on the words and they need to be ignored.

Following are some special situations with examples of the correct way to have pronoun antecedent agreement.

There are several rules concerning the use of indefinite pronouns as antecedents and the pronoun antecedent agreement. The following indefinite pronouns are singular and need a singular pronoun: one, no one, some one, everyone, anyone, nobody, anybody, somebody, everybody, nothing, anything, something, everything, each, either, neither. An example is "Everything here has its own box."

The plural indefinite pronouns: several, both, few, and many, need to have a plural pronoun, like in this sentence: "Several are there because of their looks."

Lastly, if there is an indefinite pronoun that is being modified by a prepositional phrase, then the object of the phrase will determine the agreement between the pronoun and its antecedent. These special indefinite pronouns are: some, most, all, any, or none. Look at these two sentences: "Most of the flour fell out of its canister" and "Many of the gems have lost their shine". If the object, like "flour" is uncountable, then the pronoun has to be singular (its). If the object is countable, like "gems", then the pronoun needs to be plural (their).

A pronoun is a word that takes the place of a noun or another pronoun. Personal pronouns substitute for a certain thing or person and are classified by subjective, objective, and possessive:

I, we, you, he, she, it, and they

me, us, you, him, her, it, and them

mine, ours, yours, his, hers, its, and theirs

Demonstrative pronouns identify and point to the noun or pronoun. They are:

this, that, these, and those

Interrogative pronouns are used to ask a question. These are:

who, whom, what, which whoever, whomever, whatever, and whichever

Relative pronouns link clauses or phrases to the rest of the sentence. It could be:

who, whoever, whom, whomever, that, which, and whichever

Indefinite pronouns are not specific and refer to all, some, or none. There are many of these, and a few are:

one, few, any, nobody, anything, and everything

Reflexive pronouns refer back to the subject of a clause or sentence. These are:

myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves

Intensive pronouns emphasize and intensify the word preceding it. They are the same as the reflexive pronouns. An example is "I myself could not believe it."

DANGLING CONSTRACTION

A dangling modifier or misplaced modifier^[1] is a type of ambiguous grammatical construct whereby a grammatical modifier could be misinterpreted as being associated with a word other than the one intended, or with no particular word at all. For example, a writer may have meant to modify the subject, but word order used means that the modifier appears to modify an object instead. Such ambiguities can lead to unintentional humor, or, in formal contexts, difficulty in comprehension.

Take, for example, the sentence Turning the corner, a handsome school building appeared.^[2] The modifying clause Turning the corner is clearly supposed to describe the behavior of the narrator (or other observer), but grammatically it appears to apply either to nothing in particular, or to the "handsome school building".

Similarly, in the sentence At the age of eight, my family finally bought a dog,^[3] the modifier At the age of eight "dangles": it is not attached to the subject of the main clause, and could imply that it was the family that was eight years old when it bought the dog, or even that the dog was eight when it was bought, rather than the intended meaning of giving the narrator's age at the time the family "finally bought a dog".

Source : 

https://www.yourdictionary.com/question
https://www.englishclub.com/vocabulary/cw-say-tell.htm
https://grammar.yourdictionary.com/parts-of-speech/pronouns/pronoun-antecedent.html