Perfect English

Pertanyaan yang diawali dengan Wh adalah pertanyaan terbuka, artinya ia bisa mendapat jawaban apa saja. Ia mempertanyakan tentang beberapa informasi yang hilang yang sejatinya sangat diperlukan oleh pembicara. Selain itu,  ia  berkaitan dengan elemen-elemen kalimat yang berbeda, seperti kata kerja (verb), obyek-obyek (objects), cara (manner), tempat (place), waktu (time), tujuan (purpose), dll. Pertanyaan-pertanyaan mengenai subyek mempunyai bentuk khusus (lihat bagian berikut). Sebuah elemen pertanyaan harus mendahului subyek untuk membentuk pertanyaan Wh.

Aturan Pertanyaan Wh:
Untuk membentuk sebuah pertanyaan format Wh, letakkan Wh sebelum pertanyaan pokok yang berkaitan dengan ya atau tidak.

Perhatian :

• Jika kata auxiliary (termasuk modals) digunakan,  kata kerja utama tidak perlu ditambah akhiran s atau ed, baik format simple atau past participle yang digunakan.
• Kata kerja digunakan sebagai pola pertanyaan Wh.

Pelajari tabel berikut yang menggunakan pertanyaan Wh dalam bahasa Inggris.

Tense	Pertanyaan Mengenai (Question about) :	Contoh (Example)
Present Simple Past Simple Present Progressive Past Progressive Present Perfect Past Perfect Future Simple Modals Conditional	Tempat (Place) Waktu (Time) Cara (Manner) Obyek Langsung (Direct object) Obyek Tak Langsung (Indirect object) Alasan (Reason) Nomor (Number) Kepemilikan (Possession) Jangka Waktu (Duration)	Where does she play? When did they play? How is he playing? What was he playing? With who have you played? Why had they played? How much will I play? Whose role can he play? How long would it take?
Present Perfect Progressive	Pilihan (Choice)	Which game have you been playing?
Past Perfect Progressive	Frekuensi (Frequency)	How often had she been playing?
Conditional perfect	Umur (Age)	How old would he have been?

Pertanyaan-pertanyaan dengan subyek Wh

Pertanyaan dengan subyek Wh adalah sebuah pertanyaan yang bersifat terbuka, artinya atas pertanyaan tersebut bisa mendapat jawaban apa saja. Ia bertanya mengenai informasi yang hilang yang sejatinya pembicara perlukan mengenai pokok kalimat. Sebuah elemen pertanyaan diperlukan untuk mendahului subyek guna membentuk pertanyaan ini. “Elemen pertanyaan” dibentuk menurut aturan berikut :

The Subject Wh Question Rule: To form a subject Wh-question in English, replace the subject with a question word, using who (for people) or what (for non-people)? The word order is that of a positive sentence.

Aturan Pertanyan Wh Subyek:
Untuk membentuk pertanyaan Wh subyek dalam bahasa Inggris, ganti subyek dengan “kata pertanyaan,” menggunakan who (untuk orang) atau what (untuk bukan orang). Urutan kata seperti kalimat positif.

Perhatikan:

• Tidak ada kata kerja auxiliary dalam pertanyaan-pertanyaan subyek Wh dalam kalimat Present Simple dan Past Simple.  Kata yang menjadi pertanyaan langsung mengganti subyek.
• Dalam kalimat present, kata kerja selalu dalam orang ketiga tunggal, menggunakan bentuk kata kerja yang sesuai.

Pelajari tabel contoh berikut mengenai pertanyaan-pertanyaan subyek Wh.

Tense	Question about:	Example
Present Simple	People	Who plays there every week?
Past Simple	Non-people	What made all that noise?
Present Progressive	People	Who is playing today?
Present Perfect	People	Who’s written this essay?
Modals	People	Who can help me?
Past Progressive	Non-people	What was making all that noise?

Anda ingin mahir “Menulis Dalam Bahasa Inggris?”

Pertanyaan berformat Yes/No adalah pertanyaan tertutup. Ia mengandung makna bahwa ia akan mendapat satu dari dua jawaban Yes atau No. Pertanyaan Yes/No mempertanyakan apakah sesuatu itu benar atau tidak, tidak peduli bahwa kalimat itu positif dan valid. Elemen pertanyaan diperlukan guna mendahului subyek untuk membentuk pertanyaan Yes/No.

“Elemen pertanyaan” dibentuk menurut aturan berikut :

Untuk membentuk pertanyaan yes/no dalam bahasa Inggris, pindahkan kata kerja auxiliary pertama yang berada sebelum kata kerja utama dalam kalimat positip ke posisi sebelum subyek. Jika tidak diketemukan kata kerja auxuliary (auxiliary verb), sebagaiman dalam Present Simple dan Past Simple, anda dapat menambahkan kata kerja auxiliary “do”.

Pay attention:

Perhatikan :

• Jika sebuah “auxuliary verb” (ternmasuk modals) digunakan, kata kerja pokok/utama tidak ditambah s atau ed, baik dalam bentuk kalimat dasar atau past participle.

• Kata kerja (verb) digunakan dalam pola yes/no yang berbeda.

Pelajari tabel berikut  berupa contoh “yes/no questions” dalam bahasa Inggris.

Tense	Question Element	Examples
Present Simple	Do Does	Do I play? Does She play?
Past Simple	Did	Did I play?
Present Progressive	Am Is Are	Am I playing? Is he playing? Are we playing?
Past Progressive	Was Were	Was I playing? Were they playing?
Present Perfect	Have Has	Have you played? Has she played?
Present Perfect Progressive	Have + Subject + been Has + subject + been	Have you been playing? Has she been playing?
Future Simple	Will	Will I play?
Future Perfect	Will+Subject+have	Will he have played?
Conditional	Would	Would she play?
Conditional perfect	Would+Subject+have	Would she have played?
Modals	Can Should	Can I played? Should I played?

Menulis Blog Dalam Bahasa Inggris Kurang Pede? Ini obatnya!

Most verbs in English are regular verbs, meaning that they add the ed ending to form both the simple past and the past participle forms, which are identical, such as play-played-played. However, there is a considerable number of irregular verbs (about 450, but only about 200 are in common use) that form their simple past and past participle forms with a vowel change, such as in see-saw-seen (see table below). Some irregular verbs do not change form at all (let-let-let). Irregular verbs originate mostly from Old English, while any new verb coined in later periods tends to be regular. Still, the ten most used verbs in English are irregular. Sebagian besar kata kerja dalam bahasa Inggris merupakan kata kerja yang teratur (regular verb)

 

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Another distinction is between weak and strong verbs. In weak verbs, the simple past and past participle forms are identical, bearing a d or t ending (buy-bought-bought). In strong verbs the simple past and past participle are usually distinct, with the past participle having an en ending (speak-spoke-spoken). The classification of verbs to weak and strong in Modern English is less important for learners, so you can suffice with the regular-irregular distinction.

A user-friendly way to study English irregular verbs:

Regardless of the linguistic distinctions and classifications, which tend to be too complicated for learners, we suggest that you use the following tables, clustering together irregular verbs with similar change patterns in small groups. This kind of clustering aids your memory, which will strengthen with practice. Read through the tables and make note of the verbs you find useful for your purposes. You could also read the table headings if it helps you, or simply focus on the verbs themselves. You may consider creating flash cards with the different groups and study them, as explained on our vocabulary strategies pages. Remember that for looking up irregulars verbs after you have learned them, you have an alphabetical list in any dictionary for easy referencing.

You may notice that in some verb parts there are two correct forms. A general rule of thumb here is that the regular verb option (with ed, no vowel change) is more commonly used in American English, whereas the irregular option (vowel change) is still in use in British English. Moreover, there may also be finer nuances in meaning pertaining to the usage of the former or the latter. In any case, consult your dictionary if you are not sure about the exact usage.

The following irregular verb tables are sorted according to V1,V2, and V3 forms. Here is a quick reminder for these verb forms:

• Uses of the 3 main verb forms:
V1=base form     • Present Simple
• “Future Simple”     • I write in English every day.
• I will write an English essay tomorrow.
V2=Past Simple     • Past Simple only!     • Yesterday, I wrote 2 poems in English.
V3=Past participle     • perfect tenses
• passive forms
• passive adjective     • I have already written my English paper.
• This novel was written by Charles Dickens.
• This story is well-written.

Category 1: irregular ending with no vowel change, V2=V3

group 1: d ending changes to t, ent changes to end

bend     bent     bent
build     built     built
lend     lent     lent
send     sent     sent
spend     spent     spent

group 2: the verbs have and make

have \ has    had     had
make     made     made

group 3: regular (V2, V3) in US English, irregular in UK English

learn    learned \ learnt     learned \ learnt
burn    burned \ burnt     burned \ burnt
dwell     dwelled \ dwelt     dwelled \ dwelt
smell     smelled \ smelt     smelled \ smelt
spell     spelled \ spelt     spelled \ spelt
spill     spilled \ spilt     spilled \ spilt
spoil     spoiled \ spoilt     spoiled \ spoilt

group 4: ay ending changes to aid

*said is pronounced /sed/
lay
(the table,
clothes, eggs)    laid     laid
pay    paid     paid
say    *said
(/sed/)    *said
(/sed/)

Category 2: Vowel change, irregular ending, V2=V3

group 5: vowel change , d or t ending

creep     crept     crept
feed     fed     fed
feel     felt     felt
keep     kept     kept
kneel     knelt \ kneeled     knelt \ kneeled
meet    met     met
sleep    slept     slept
sweep    swept     swept
weep    wept     wept
*leave    left     left

group 6: different pronunciation of the same vowel

d or t ending
deal    dealt    dealt
dream    dreamed \ dreamt     dreamed \ dreamt
lean    leaned \ leant    leaned \ leant
leap    leapt    leapt
mean    meant    meant
read    read (/red/)    read (/red/)
hear    heard    heard

group 7: ell turns to old

sell    sold    sold
tell    told    told

group 8: vowel change with ought (or *aught) ending

d or t ending
bring     brought     brought
buy     bought     bought
fight     fought     fought
seek     sought     sought
think     thought     thought
*catch     caught     caught
*teach     taught     taught

Category 3: Verbs with the same form V1=V2=V3

group 9: Verbs that do not change

d or t ending
bet     bet     bet
bid (to offer)    bid     bid
broadcast     broadcast \
broadcasted     broadcast \
broadcasted
burst     burst     burst
cost     cost     cost
cut     cut     cut
fit    fit
(was the right size)
fitted
(tailored, changed size)    fit
(was the right size)
fitted
(tailored, changed size)
hit     hit    hit
hurt    hurt     hurt
let     let     let
put    put     put
set     set     set
shut     shut     shut
spread    spread    spread
quit     quit     quit

Category 4: Vowel change, V3 ending with (e)n

group 10: V2 and V3 with long /o / sound

break     broke     broken
choose     chose     chosen
freeze     froze     frozen
speak     spoke     spoken
steal     stole     stolen
awake     awoke \ awaked     awoken \ awaked
wake     woke \ waked     woken \ waked
weave     wove     woven

group 11: V2 long o sound, V3 shirt /i/ sound

arise     arose     arisen
rise     rose     risen
*ride     rode     *ridden
drive     drove     driven
*write     wrote     *written

group 12: The following verbs:

*bite     bit     *bitten
*hide     hid     *hidden
eat     ate     eaten
give     gave     given
forgive     forgave     forgiven
forbid *     forbad(e)     forbidden
* bid
( to command, farewell)    bade     *bidden
* forget     forgot     *forgotten
get     got     * gotten (AmE) \ got (BrE)
shake     shook     shaken
take     took     taken
see     saw     seen
beat     beat     beaten
fall     fell     fallen
lie
( down to rest)    lay     lain

Pay attention!
Do not confuse lie (tell a lie, regular), lie (down to rest, irregular), and lay (the table, irregular).

*lie
(tell a lie)    lied     lied
lie
(down to rest)    lay     lain
lay
(the table, eggs)    laid     laid

group 13: the ear-ore-orn pattern

bear     bore    born
swear     swore    sworn
tear    tore    torn
wear    wore    worn

group 14: V1 with ow, V2 with ew, V3 with own

blow     blew     blown

grow     grew     grown

know     knew     known

throw     threw     thrown

fly     flew     flown
draw    drew     *drawn

Category 5: regular V2, regular or irregular V3

group 15

show     showed     showed \ shown
sow    sowed     sowed \ sown
mow     mowed     mowed \ mown
swell     swelled     swelled \ swollen
sew     sewed     sewed \ sewn
*shine
(the shoes)    shined    shined
*shine
(brightly)    shone     shone

Category 6: vowel change, no ending, V2=V3

group 16: vowel change pattern, no ending

dig     dug     dug
stick     stuck     stuck
spin     spun     spun
sting     stung     stung
strike     struck     struck
swing     swung     swung
*hang
(a man)    hanged     hanged
*hang
(a picture)    hung     hung
slide     slid     slid
light     lighted \ lit     lighted \ lit
shoot     shot     shot

group 17: vowel change pattern i – ou – ou

bind     bound     bound
find     found     found
grind     ground     ground
wind     wound     wound

group 18: vowel change ee – e – e

bleed     bled     bled
feed     fed     fed
flee     fled     fled
*lead     led     led
*speed     speeded \ sped     speeded \ sped

Category 7: The craziest verbs!

group 19: vowel change pattern i – a – u

begin     began     begun
drink     drank     drunk
ring     rang     rung
shrink     shrank     shrunk
sing     sang     sung
sink     sank     sunk
spin     span \ spun     spun
spring     sprang     sprung
swim     swam     swum

group 20: vowel change, V1=V3

come     came     come
become     became     become
run     ran     run

group 21: miscellaneous

the verb to be
am
is
are     was
was
were     been
go     went     gone
*dive
(jumped head first)    dove     dived
*dive
(scuba-diving)    dived     dived
do     did     done
can     could
may     might
hold     held    held
stand     stood     stood
understand     understood     understood
sit     sat     sat
babysit     babysat     babysat
win     won     won
lose     lost     lost

Summary

This has been a review about the irregular verbs in English grammar. As these verbs are highly used in both spoken and written language, you should master their usage rather early on as you progress with your English writing. Reviewing the irregular verbs is not enough to make you use them correctly. The more you notice them up in your reading, and more importantly, use them properly in your writing, the better you will use them.

1. A clause is a group of words that contains both a subject and a predicate but cannot always be considered as a full grammatical sentence. Clauses can be either independent clauses (also called main clauses) or dependent clauses (also called subordinate clauses).

2. An independent clause (or main clause) contains both a subject and predicate, can stand alone as a sentence (a simple sentence), or be a part of a multi-clause sentence. Coordinating conjunctions (and, but, for, nor, or, so, yet) are used to connect elements of equal weight such as two independent clauses, using a comma before the conjunction.
We visited Paris last September.
[independent clause functioning as a full sentence]

We visited Paris in September, and then we visited Berlin in October.
[two independent clauses connected by the coordinating conjunction and preceded with a comma]

3. A dependent clause (or subordinate clause) contains both a subject and a verb but cannot stand alone as a sentence. It must always be a part of a sentence, on which it depends for meaning. Reading a dependent clause on its own leaves the reader wondering where the rest of the information is. The following sections describe the different kinds of dependent clauses.

4. An adverb clause or adverbial clause (also called a subordinate clause) is a type of dependent clause which starts with a subordinating conjunction (e.g. because, although, when, if, until, as if etc.). It indicates a dependent relationship with information elsewhere in the independent clause that it modifies. Similarly to adverbs, adverb clauses usually answer questions such as: Why? How? When? Under what circumstances? When the adverb clause is written before the independent clause, separate the two with a comma.

In the following example pairs, see how the same information is given using a word, phrase or a clause.
We ate dinner at the hotel bistro.
[the adverbial phrase modifies the verb ate; it answers the question where?]

We ate dinner where all the locals usually go to.
[The adverb clause modifies the verb ate; it answers the question where?]

We wanted to go to the Louvre early.
[The adverb modifies the verb phrase wanted to go; it explains when?]

We wanted to go to the Louvre as early as we could.
[The adverb clause modifies the verb phrase wanted to go; it explains when?]

We visited Paris last September due to a business meeting.
[The adverbial phrase explains why?]

We visited Paris last September because we wanted to see the Mona Lisa at the Louvre museum.
[The adverb clause modifies the entire independent clause; it explains why?]

5. An adjective clause (also called a relative clause), just like an adjective, modifies the noun or pronoun preceding it (also called the antecedent). It starts with a relative pronoun (e.g. who, which, that, where, when, whose, whom, whoever etc.) which is also the subject of the clause.

In the following example pairs ,see how the same information is given using a word, phrase or a clause.
This is a great museum.
[the adjective amazing modifies the noun museum]

This is a museum that we visited last year.
[The adjective clause modifies the noun museum; that is a relative pronoun referring to the antecedent museum]

In Paris, we met good friends.
[the adjective good modifies the noun friends]

In Paris, we met friends whom we haven’t seen for years.
[the adjective clause modifies the noun friends; whom is a relative pronoun referring to the antecedent friends]

6. Use who, whom, whoever and whomever when the adjective clause refers to a person or an animal with a name. Use which or that when the adjective clause refers to a non-person (thing) or an animal that is not a pet.
The French lady who was our tour guide turned out to be a distant relative of ours.
[the French lady is a person; who is used]

Our hotel, which was built in 1830, had an excellent bistro.
[our hotel is a thing; which is used]

7. When an adjective clause is non-restrictive (gives an extra piece of information not essential to the overall meaning of the sentence), separate it with commas from the rest of the sentence. Do not use that with non-restrictive adjective clauses.
The hotel that was built in 1830 has an excellent bistro
[The adjective clause is restrictive; only the hotel built in 1830 has an excellent bistro. The adjective clause is essential to the meaning of the sentence]
The hotel , which was built in 1830, had an excellent bistro.
[The adjective clause is non-restrictive; there may be more hotels with excellent bistros. The adjective clause merely adds extra information]

8. A noun clause functions as a noun, meaning that it can be a subject, object or complement in a sentence. It starts with the same words that begin adjective clauses: that, who, which, when, where, whether, why, how.
The Louvre museum was amazing!
[The Louvre museum = noun phrase as subject of sentence]

What we saw at the Louvre Museum was amazing.
[What we saw at the Louvre Museum = noun clause as subject of sentence]

We loved what we saw at the Louvre museum.
[what we saw at the Louvre museum = noun clause as object of the verb like]

The best thing we liked was what we saw at the Louvre museum.
[what we saw at the Louvre museum = noun phrase as complement of the verb was]

9. Do not confuse between adjective and noun clauses, as they begin with the same words. A word starting an adjective clause has an antecedent to which it refers, whereas a word starting a noun clause does not.
Our French friends know that we saw the new exhibition at the Louvre.
[that we saw the new exhibition at the Louvre = noun clause as object of the verb know]

The new exhibition that we saw at the Louvre was amazing.
[that we saw at the Louvre = adjective clause referring to the antecedent exhibition]

10. An elliptical clause may seem incorrect as it may be missing essential sentence elements, but it is actually accepted grammatically. As these clauses must appear together with complete clauses which contain the missing words, repetition is avoided by leaving the same words (or relative pronoun) out in the elliptical clause. This conciseness actually adds to the flow of the text and promotes writing that is more elegant.

In the following examples, the omitted words are given in parenthesis.
The Louvre museum was one of the sites (that) we did not want to miss.
[The relative pronoun that is omitted from the adjective clause]

After (we visited) the Louvre, we went out to dinner at a French bistro.
[subject and verb omitted from adverb clause]

The French make better croissants than the American (make or do).
[second half of comparison omitted]

Though (they) sometimes (appear) impatient and somewhat assertive, most French people are actually kind and warm-hearted.

[subject and verb omitted from adverb clause]