Modul Bahasa Inggris Kls XII SMK

BAHAN AJAR 01

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: ............................................. : Bahasa Inggris : XII/1 : 24 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. : 3.1.Memahami monolog yang muncul pada situasi kerja tertentu

       URAIAN MATERI

Memahami monolog yang muncul pada situasi kerja tertentu

Pengertian Monolog

Monolog adalah pembicara tunggal yang tidak memberi kesempatan orang lain untuk ikut berbicara . Si pembicara ini, melakukan percakapan tunggal yaitu dia melakukan percakapan sendiri. 

Sebagai contoh:

a.      Introducing by self

b.     Telling story or work according to the situation.

Ect.

LANGUAGE IN USE

1.     Asking about Someone job.

Some common experience someone’s job are:

Ø  What do you do?

Ø  What is your occupation?

Ø  What is you profession?

For examples;

a.      What is A chef ?

                 A chef is someone who cooks food in the restaurant

b.     What is a nurse duty in the Hospital?

      A nurse is someone who takes care a patient

c.    What is a farmer doing?

     A farmer is someone who plants many plants in the field. 

d.   Pan is something that use for boiling water.   

2.     Describing Someone’s job

If you want to describe someone’s job, you can start by saying:

The name or kind of a job

Eg. I’m waiter

       Eg. The work place

       The job description

       e.g.I reserve food

       Etc.

3.     Grammar in Focus

Study these following sentences. Pay to attention to the underlined words.

A computer programmer writes the step by step instruction the direct computers to process  (get along with English book pg.7, activity 8)

VERB TO NOUN

There are two nouns forming.

I.      Concrete Noun

Noun has concrete form and it can feel

Examples: Endang (person name); man (he); Surabaya (City); gold; table; etc.

II.   Abstract Noun

Noun has abstract form and it can’t feel and look but it is able to imagine.

Examples: wisdom; happiness; life; wealth; friendship; faith; etc.

There are four kinds of concrete form

1.   Proper Noun (kata benda tersendiri)

Noun passed by Capital letters of name.  They are Person name, city, nation, school, company, place names etc. Example: Riyan; Ratna; Surabaya;Canada; Airlangga University; Buana Computer; etc. 

2.   Common Noun (kata benda biasa)

Example: Riyan; Ratna; Surabaya;Canada; Airlangga University; Buana Computer; etc. 

3.   Material Noun (kata benda yang berasal dari bahan mentah/ bahan baku)

Noun is coming from mines and basic material others.

4.   Collective Noun (kata benda bersama)

Noun is as an association form

Example: crowd (perkumpulan orang);division (sekumpulan serdadu);class (sekumpulan murid; flet (sekumpulan kapal perang); cattle (sekumpulan binatang ternak) ; parliament (DPR).

Abstract Noun

It can classify used from verb, adjective and as others.

1.     verb to Abstract Noun:

a.     Adding a suffix  - ment

Advertise Agree Argue Arrange Develop Entertain Measure

: mengiklankan : menyetujui : berdebat : menyusun : mengkembangkan : menjamu : mengukur

Advertisement Agreement Argument Arrangement Development Entertainment Measurement

: iklan : persetujuan : perdebatan : penyusunan : perkembangan : perjamuan : ukuran

b.     Adding  suffixes – ion,- tion

Connect Adopt Associate Collect Act Confuse

: menghubungkan : mengangkat anak : mengumpulkan : mengumpulkan : berbuat : membingunkan

Connection Adoption Association Collection Action Confusion

: hubungan : pengangkatan anak : perkumpulan : kumpulan : perbuatan : kebingunan

c.      Adding suffixes – ation, - cation, -ition

Admire Resign Expect Qualify Compose

: mengagumi : minta berhenti : mengharap : memenuhi syarat : mengarang

Admiration Resignation Expectation Qualification Composition

: kekaguman : permintaan berhenti : pengharapan : pemenuhan syarat : karangan

d.     Adding suffixes – ance, - ence ,- ce

Hinder Admit Appear Confide Differ Obey Serve

: menghalangi : mengakui : menampakkan diri : mempercayakan : membedakan : mematuhi : melayani

Hindrance Admittance Appearance Confidence Difference Obedience service

: halangan : pengakuan : penampakan diri : kepercayaan : perbedaan : kepatuhan : pelayanan

e.      Adding a suffix - t

Complain Fly Contain Descend Deceive

: mengeluh : terbang : berisi : turun : menipu

Complaint Flight Content Descent Deceit

: keluhan : penerbangan : isi : keturunan : penipuan

f.       Adding a suffix – sion

Permit Omit Secede Succeed Comprehend Decide

: mengijinkan : menghilangkan : melepaskan diri : menggantikan : memahami : memutuskan

Permission Omission Secession Succession Comprehension Decision

: ijin : penghilangan : pemisahan : pewarisan : pemahaman : keputusan

g.     Adding a suffix  - URE

Please Press Depart Sign Seize

: menyenangkan : menekan : berangkat : menandatangani : merampas

Pleasure Pressure Departure Signature Seizure

: kesenangan : tekanan : pemberangkatan : tanda tangan : perampasan

h.     Adding a suffix – AL

Remove Approve Try Continue Arrive

: memindahkan : menyetujui : mencoba : melanjutkan : tiba

Removal Approval Trial Continual Arrival

: perpindahan : persetujuan : percobaan : kesinambungan : kedatangan

i.       Adding a suffix – ESS

Succeed Proceed Exceed

: berhasil : maju ; melebihi

Success Process Excess

: keberhasilan : kemajuan : kelebihan

j.       Adding a suffix – TH

Grow Die Deepen Bear

: tumbuh : mati : memperdalam : melahirkan

Growth Death Depth Birth

: pertumbuhan : kematian : kedalaman : kelahiran

k.      Change of selves and sound  

See Drink Give Speak Lose Choose Live Pray

: lihat : minum : memberi ; berbicara : hilang : memilih : tinggal/ hidup : berdo’a

Sight Draught Gift Speech Loss Choice Life prayer

: penglihatan : tegukan (obat) : pemberian : pidatao : hilangnya : pilihan : kehidupan : do’a

l.       The unchanged of words

Sleep Play Visit Smile Plant Dream Show Love Dance Help Aid Laugh Look Change Need Touch

: tidurnya : permainan : kunjungan : senyuman : tanaman : mimpi : pertunjukan : cinta : taraian : bantuan : pertolongan : tertawanya : pandangan : perubahan : kebutuhan : sentuhan

NOUN TO ADJECTIVE

a.     Adding a suffix - y

Discover Deliver Injure Recover Wealth Health Mist

: menemukan : menghantarkan : melukai : menyembuhkan : kekayaan : kesehatan : embun

Discovery Delivery Injury Recovery Wealthy Healthy Misty

: penemuan : hantaran : luka : kesembuhan : kaya : sehat : berembun

b.     Adding a suffix – ous

Danger – dangerous                            bahaya                                     berbahaya

Delight – delicious                             kenikmatan                             nikmat/lezat

Fame – famous                                   ketenaran                                tenar

Etc.

c.      Adding a suffix – Ful

Wonder-wonderful                             keajaiaban                               ajaib

Use – useful                                        guna                                        berguna

Care- careful                                       perawatan                               hati-hati

Etc.

d.     Suffix –Ed

Before is Noun. It’s mean “ Ber…..”

Skinned                                               berkulit

Eyed                                                    bermata

Etc.

e.      Adding suffixes – AL/CAL

Music                                                  musical                                  musik

Culture                                                 cultural                                  budaya

 

ADJECTIVE TO NOUN

1.   Adjective – Ness

Adjective	meaning	Abstract Noun	Meaning
Good Happy Polite Sad	: baik : bahagia : sopan : sedih	Goodness Happiness Politeness Sadness	: kebaikan : kebahagiaan : kesopanan : kesedihan

2.     Abstract Noun derivatives from Common Noun / kata benda biasa

Common Noun	Meaning	Abstract Noun	Meaning
Agent Champion Child Hero Friend	: agen : juara : anak : pahlawan : sahabat	Agency Championship Childhood Heroism friendship	: keagenan : kejuaraan : masa kanak2 : kepahlawanan : persahabatan

3.     Adjective - th

Adjective	meaning	Abstract Noun	Meaning
Young Important Deep Hot Poor Wise Long True	: muda : penting : dalam : panas : miskin : bijaksana : panjang : benar	Youth Importance Depth Heat Poverty Wisdom Length Truth	: masa muda : pentingnya : dalamnya : panasnya : kemiskinan : kebijaksanaan : panjangnya : kebenaran

4.     Adding suffix –ing in the all of verb to Noun/ Gerund

Verb	meaning	Noun	meaning
To write To broadcast To read To speak	: menulis : menyiarkan : membaca : bercakap-cakap	Writing Broadcasting Reading speaking	: tulisan : siaran : bacaan : percakapan

NOUN TO VERB

a.     By adding suffix –en of Noun

Noun	meaning	Verb	meaning
Fright Threat Haste Strength Length	: ketakutan : ancaman : ketergesaan : kekuatan : panjangnya	Frighten Threaten Hasten Strengthen Lengthen	: menakuti : mengancam : mempercepat : memperkuat : memperpanjang

b.     By adding suffix – ze- or –ize- to Noun

Noun	meaning	Noun	meaning
Apology Colony Sympathy Memory Critic	: permintaan maaf : jajahan : simpati : kenangan : kritikan	Apologize Colonize Sympathize Memorize Criticize	: memintakan maaf : menjajah : bersimpati : mengenangkan : mengkritik

TALKING ABOUT DAILY ACTIVITIES

The Simple Present Tense

•Verb 1 :

to go, to buy, to send, etc.

•Linking verbs :

Am, is, are

Look at the following examples :

General activity

- My sister plays the guitar.

- Mr. Kurniawan manages the shop.

- Ikram works for the Astra Company

General truth

- Water boils at 100 degrees.

- The sun sets in the west.

- The sky is blue.

Duties for you (home work)  27 07 2012 xii tkj 1

Please looking for the kind of work and describing them by using your own words.

( the lack of more 8 kinds of work)

Attention

Every students must make different sentences, if there are same words them we can’t give a score for you.

BAHAN AJAR 02

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: ..................................................................... : Bahasa Inggris : XII/1 :20 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. : 3.2. Memahami percakapn terbatas dengan  penutur asli

URAIAN MATERI

Language in use

Here are some common expressions dealing with reservations.

A.   Making a reservations

If you want to make a reservations, you can use the following expressions

ü  I’d like to make a reservations

ü  I’d like to book a room for January 3.

ü  I’d like to book a double room for this weekend

Etc.

We can also use some expressions to ask about the facilities, payment, and other needs. Here are some of the expressions commonly used.

ü  Can I reserve a table for two for lunch?

ü  What facilities does the hotel offer?

ü  Can I book a train seat for tomorrow morning?

Etc.

B.   Helping with a reservation

When you want to make a reservation, you can do it by phone, e-mail, or other ways. The following are some expressions usually by a reservation clerk.

ü  May I help you?

ü  Can you tell me about your address?

ü  I’m sorry to inform you that all our tanles have been booked.

ü   Let me repeat the information.

Etc.

C.   Confirming a reservation

After you make a reservation, you should make a confirmation. Some expressions to confirm a reservation are:

ü  I’d like to reconfirm my reservation

ü  I’d like to confirm my flight

D.   Cancellation a reservation

If you want to cancel your reservation, you can use the following expressions:

ü  I’d like to cancel my flight

ü  I’m afraid I have to cancel my reservation

ü  I’m sorry to inform you that I have to cancel my reservations.

Etc

E.    Complaining about Something

If you want to make a complaint about something, remember that a direct complaint or criticism in English can sound rude or aggressive

The best way to make a complaint is by using an indirect

ü  Excuse me if I’m out of line, but you work has not been adequate.

ü   I’m afraid I have to make a complaint. Some stuff has gone missing  from my room.  

ü  Maybe you forgot to give me a change

Etc

F.    Making arrangement/appointment

Some expression used to make an appointment are:

ü  I wonder  if we could arrange a time to have lunch tomorrow

ü  Are you free next Saturday?

ü  Will you be available this afternoon.

As for the responses for the expression above, we can use some responses Such as:

ü  I’m really think sorry, but I’ve got something else to do on Saturday.

ü  I’m sorry, I’ll busy now.

ü  I think tomorrow afternoon is okay.  

TENSES

Dalam belajar tenses hal yang paling pokok dan perlu dipahami adalah Pattern/Pola dan Keterangan Waktunya.

A.        Present

Tenses	Pola	Ket. Waktu
Present tense	S + V1 (es/s)	Every … Now, usually, always, generally
Present Continuous	S + Tobe + Ving	Now, at the present, at this moment, today
Present Perfect	S + Have/has + V3	Lately, recently For + periode waktu Since + S + V2
Present Perfect Continuous Tense	S + Have/has + Been + Ving	For + periode waktu All day, this weeks For the last … Sampai sekarang masih berlangsung

Eg.

 : We get up early every day.

        She has been studying hard for the last two months.

Catatan :

1.               Beberapa kata kerja tidak dapat dalam bentuk continuous adalah :

Need, want, remember, forget, like, know, believe, trust, understand, belong, own, appear.

 

2.               

I have lived in Yogya for a years I have been in Yogya for a years

I Still Live in Yogya

Kata kerja “live” dalam Present perfect sama dengan Present Perfect

 

Choose the best answer

1.   A   :  Where is Tanti ?

      B   :   I don’t know. In fact I ….any of our friends since I arrived.

      a.   did not see                                                         c.   have not seen

      b.   was not seeing                                                   d.   do not see

2.   A   :  You look so unhappy, Anton. What’s the matter ?

      B   :  My father ….his job

      a.   has just lost                                                        c.   losing

      b.   have been losing                                                d.   is losing

3.   A   :  Several hotels in this region are closing down.

      B   :  That’s because tourism itself….since last years.

      a.   has declined                                                       c.   is declining

      b.   has been declining                                             d.   decline

4.   A   :  What are you looking for ?

      B   :  My wallet, I don’t know where I ….it

      a.   have been putting                                              c.   am putting

      b.   have put                                                             d.   put

5.   A   :  Anwar was promoted president of your company last week, wasn’t he ?

      B         :  I’m glad he was, he ….in this company for years.

      a.   has been working                                               c.   had worked

      b.   is working                                                          d.   work

B.        Past

Tenses	Pola	Ket. Waktu
Past tense	S + V2	Yesterday;    Last ….        ….ago
Past Continuous	S + Tobe + Ving	While…   ; As……… When + S + V2
Past Perfect	S + had + V3	Before …    ; When ….. As …           ; Until …
Past Perfect Continuous Tense	S + had + Been + Ving	For + periode waktu  S+ V2 When Before

Eg.      :  I was walking home when it began to rain.

               The police has been looking for the robbers for two years before they caught him.

 

Choose the best answer

1.   A   :  When did you take the academic writing course ?

      B   :  Last year, after I ….composition II

      a.   complete                                                            c.   have completed

      b.   was completing                                                 d.   had completed

2.   The book that I ….in the classroom was found by Ali

      a.   had left                                                                     was leaving

      b.   had been leaving                                                d.   would have left

3.   A   :  Did you gets seats at the show last night?

      B   :  Not really, we came when the show ….

      a.   to start already                                                   c.   had already started

      b.   was already started                                            d.   was already started

4.   She ….the shoes for five minutes when one of the heels came off.

       a.  am only wearing                                    c. had only wearing

       b.  was only wearing                                   d. have only been wearing

5.   A   :  So you have finished typing those the letters! When did you do it?

      B   :  Where you ….the meeting.

  a.        were attending                                             b. attend                                                                                                                                                                                                                                                                                                          c.         have attendant                                             d. had attended

B.     Future

Tenses	Pola	Ket. Waktu
Future tense	S + Shall/will + V1	Tomorrow, next …(week, day) This weekend
Future Continuous	S + Shall/will + be + Ving	At this tomorrow At ten tomorrow When + S + V1(es/s)
Future Perfect	S + Shall/will + Have + V3	By + ket. waktu When + S + V1(es/s)
Future Perfect Continuous Tense	S + Shall/will + have + Ving	For + …. By + ket. waktu Next….for …. When + S + V1(es/s) for ket. waktu

Eg. : By the end of this week he will have finished reading the novel.

        Next year she will have been studying English for three years.

 

Choose the best answer   

1.   A   :  Could you tell your brother to meet me at the library tomorrow ?

      B   :  Sure, I ….him.

                                       a.      will tell                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            c. be telling

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 b.         would have told                                              d. will be telling

2.   When you arrive on the 6^th floor, give my note to the secretary and she ….you to my office

      a.   directs                                                                c.   directing

      b.   will direct                                                          d.   will direct

3.   A   :  I forgot to return this book to the library last week

      B   :  Well. I’m afraid you ….a fine when you return it.

      a.   having to pay                                                     c.   have had to pay

      c.   will have to pay                                                 d.   had had to pay

4.   I hope that by the time my father retires, I ….a job

      a.   get                                                                      c.   have got

      b.   got                                                                      d.   will have got

5.   By the end of this week I ….from Malaysia

      a.   have been back                                                  c.   would be back

      b.   may be back                                                       d.   will have been back

SUBJUNCTIVE “ WISHES”

VERBS FORMS FOLLOWING WISH

         

         VERB FORM IN

       “TRUE ” SENTENCE                         VERB FORM

          FOLLOWING WISH

A wish about  the future	a. She will not tell me. b. He isn’t going to behere c. She can’t cometomorrow	a. I wish (that) shewould tell me. b. I wish he were going to be here. c. I wish she could come tomorrow	Wish is used when the speakers wants reality to be different. To be exactly the opposite verb forms similar to those conditional sentences are used Notice the examples.  Wish is followed by a noun clause. The use ofthat  is optional and Usually it is omitted in speaking.
A wish about the present	d. I don’t know French e. It is raining right now f. I can’t speak Japanese	d. I wish I knew French e. I wish it weren’t raining right now f. I wish I could speakJapanese.
A wish about the past	g. John didn’t come h. Mary couldn’t come	g. I wish John had come h. I wish Mary Could have come.

    Some examples in these boxes below:

Subjunctive Wishes about The past	Subjunctive Wishes about The present	Subjunctive Wishes about The future
In the fact is in the past time, a subjunctive must be followed by The past Perfect Examples: ·  I came late to the airport yesterday. I missed the last holiday. The Pattern: ·  I wish  I hadn’t come late Subjunctive     Past perfect to the airport yesterday	If the fact is in the present time, a subjunctive must be followed by The past Examples: ·     We’re so bored because we don’t never give an excited teaching learning all of subject matters. The Pattern: ·     I wish  we gave an Subjunctive     simple Past Tense   excited situations teaching learning all of subject matters.	If the fact is in the future time, a subjunctive must be followed by The modal + infinitive Examples: ·  Alya will not reserve a ticket to Malang for me. The pattern: > I wish she would reserve a Subjunctive ticket to Malang for me. Modal + infinitive

Notes :

In a conditional sentence, use “ were” instead of “ was”.

Examples:

• I wish I were here today
• I wish he were in the hotel

I HAD A WING. I FLEW ON THE SKY

I WISH I HAD HAD A WING TO FLY ON THE SKY

 

Write down what the following sentences imply

Example: I wish I had much money = I’m sorry I don’t have much money

1.     The President wishes all Indonesian people donated some money to the tsunami victims

_____________________________________________________________________

2.     Many people wish earthquake and tsunami had not stricken the beach areas

_____________________________________________________________________

3.     The man wishes He could find his lost child

_____________________________________________________________________

4.     My grandmother wishes many tsunami victim children weren’t illegally adopted

      _____________________________________________________________________

5.     If only I had gone to Bali for my vacation last year

      _____________________________________________________________________

6.     If only you had told me about the disaster earlier.

      _____________________________________________________________________

7.     If only the family hadn’t swum in the beach

      _____________________________________________________________________

8.     My mother wished I had taken her advice

      _____________________________________________________________________

9.     If only you could come to the charity concert

      _____________________________________________________________________

10.  The sun isn’t shining. I wish the sun_________________________________right now

 

Complete each sentence with as wish

1.     (his animals aren’t people)

I know a farmer who talks to his animals as if his animals were people)

2.     (She speaks English)

      She speaks English____________________________________________________

3.     (You didn’t see a ghost)

      What’s the matter? You look_____________________________________________

4.     A giant buldozzer didn’t drive down main street

      After the tornado, the town looked_________________________________________

5.     (I don’t have wings and can’t fly)

      I was so happy that I felt_____________________________________________

Answer the questions:

1.     Where do you wish you were right now? What do you wish you were doing?

2.     Are you pleased with the weather today, or do you wish it were different?

3.     What do you wish about the place you were living?

4.     Look around this room, what do you wish were different?

is there anything in your past life that you would change? What do you wish you had or hadn’t done?

CONDITIONAL SENTENCES

(If Clause)

Kalimat Majemuk > kalimat yg terdiri dari Induk kalimat (main clause) dan anak kalimat (if clause/ subordinate clause) yang mana induk kalimat dapat berdiri sendiri dan  tidak membutuhkan keterangan lain, sedangkan anak kalimat tidak dapat berdiri sendiri dan membutuhkan keterangan lain.

1. PRESENT REAL
IF CLAUSE	MAIN CLAUSE	FACT
if+Simple Present If I graduate in march	S+Modal1(will)+inf.+O I will take master degree in July.	it is possible to happen. I may graduate in March so I may take master degree in July.
2. PRESENT UNREAL
IF CLAUSE	MAIN CLAUSE	FACT
if+Simple Past If I graduated in March.	S+Modal2(wouldl)+inf.+O I would take master degree in July.	Simple Present I don’t graduate in March so I can’t take master degree in July.
3. PAST UNREAL
IF CLAUSE	MAIN CLAUSE	FACT
if+ Past Perfect If I had graduated in March.	S+Modal2(would)+have+V3+O I would have taken master degree in July.	Simple Past I couldn’t take master degree in July because I didn’t graduate in March.

THE PATTERNS  (RUMUS)

TYPE I           :  IF PRESENT, FUTURE  ( IF S + TO BE/(VERB +S/ES) + OBJECT), (S+WILL/SHALL +  BE  (ADJECTIVE > NOMINAL)/VERB 1+ OBJECT.)

TYPE II          :  IF PAST, PAST FUTURE

TYPE III         :  IF PAST PERFECT, PAST FUTURE PERFECT

Meaning of the “ If Clause”	Verb Form in the “ If Clause”	Verb form in the “ result Clause”	a. If I have enough time. I write to my parents every week b.If I have enough time tomorrow, Iwill write to my parents. c. If I/she am/is in Korea, I will meet to Kim Hyun Joong. d.If Joko loves to Yayuk, he will give to everything to hers (Yayuk) e. Indra will eat together with Ery if he has much money. f. If Yusuf Nasta’in loves his girl friend, he will invite for dinner in the restaurant.
True in the Present/Future (TYPE I)	Simple Present	Simple present Simple future

BAHAN AJAR 03

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: .................................................................... : Bahasa Inggris : XII/1 : 12 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. : 3.3. Menyajikan Laporan

Learning Outcomes

Listening

Identifying and noting down expressions used in a presentation

Speaking

Presenting a report using functional expressions in front of the class

Reading

Reading and Comprehending texts about reports

Writing

Making a rough draft of report based on an outline

DESCRIPTION

Presenting Reports

Report is a summary of an activity written or orally delivered in institutions, offices or business firms by a personnel’s responsibilities to do after arranging some duties concerning with his or job 

Learn some expressing used in opening a speech

-Good morning ladies and gentlemen…
-Distinguished/Honorable guest/school principal/…….
-My beloved teacher/friends/….
-I am pleased to welcome you in this party/celebration

The Phrases/sentences above are usually follow by

-On behalf of my friends (who have just graduated from this school/….
-I’ll deliver a speech to represent the student council leader……
-etc.

Read and understand “tips for delivering a speech”

- Dress neatly.
if you don’t dress reasonably well, you may attract. it can be negative, if it is so, you may loose your confidence. Remember, to dress well doesn’t mean that you should wear expensive one.

- Be sure about what you are going to say
If you are not sure that you can speak a lot about particular things without looking at the text, then you must make a text

-Look at your audiences, be enthusiastic (bersemangat), be friendly
If you have a text of your speech in your hands, please don’t look at it very often just look at the main points once a while. it would be better if you didn’t write all the words that you are going to say. Look at your audience nicely. Please smile if you think you should smile..

- Speak Cleary
Your voice should loud enough to be hard by the audience. if your voice is weak, your audience will not give good attention.
If it happens, you will not get good impression from your audience.

GLOSSARY (daftar kata)

Read and study the following expression, for presenting report to

Introducing the subject

Ø  I’d like to start by…

Ø  First of all, I’ll….

Finishing one Subject

Ø  Well, I’ve told you about…

Ø  That’s  all I have to say your…..

               Starting an other Subject

Ø  Next…

Ø   I’d like to discuss

Analyzing a point and giving recommendations

Ø  Let’s consider this in more detail…..

Ø  What does this mean for ABC?

Giving an example

Ø  For example..

Ø  As an illustration

                Dealing with question

ü  We’ll be examining this point in more detail more on…

                 Summarizing and concluding

                         In conclusion….

                       Finally, let me remind you of some of the issues we’ve covered

            More about presenting a report

1.     Before you start

a.      Determine the following things

·     The major subject

·     The audience

·     The time all out.

b.     Know your audience

·     Do not assume that talking the audience has a lot of knowledge, but do not patronize either.

·     It’s better to basic than too difficult

c.      Remember that talking is different to writing

·     K.I.S.S. (Keep it short and simple), focus on getting one to three key point.

·     talking Repeat key insights, what you are going to tell (forecast) and what you told them. (summary)

d.     What you want to say

·     Think of your talk as a sales pitch

·     Your presentation doesn’t replace a paper.

2.     Preparing your talk

a.      Do not start with slides

·       Talk is more important than visual

·       Prepare what you are going to say based on a talking outline rather than written slides.

b.     Humor and stories

·     Good to be self deprecating

·     But to ready for humor to flop

3.     Practice

·       Don’t forget practice before doing your presentation

How do I clarify my aim?

The aim of your report should be clear from the type of report needed. In an experimental report the aim is very different to that of a design report. For example:

Experimental Report

An experimental report aims to report on:

• an experiment or research.
• what was achieved during the course of the experiment.
• what was concluded and how this compares with previous published results.

Technical Design Report

A Technical Design report aims to:

• solve a problem or;
• recommend a design

Report Writing

Writing the Report

This section deals with the next step, writing the important sections of your report: the introduction, conclusion and abstract. They are important because 9 times out of 10, readers will focus on these sections.

Abstracts, Introductions & Conclusions—what's the difference?

• An abstract is a brief statement which outlines the report in full; what was done, achieved, decided and concluded.
• The introduction is a section which states your aims and some required background knowledge. An introduction will also outline the body of the report (where you state what you will do).

Don't confuse the introduction with the abstract or summary; they are very different. Writers often confuse the main purpose behind writing an introduction and an abstract. The common misconception is that one is simply a smaller version of the other (that the introduction is a rewritten, chopped-up version of the abstract). However, this is not the case.

The Abstract

Most reports need an abstract, but they are generally more important for technical reports or scientific documents.

• An abstract is a succinct passage which provides a brief outline on what was achieved/decided/concluded in your report.
• An abstract is placed on a separate page before the contents page.
• An abstract can be written last so that every bit of necessary detail is taken from the finished report.
• An abstract is one part of a report that will certainly be read by a client/assessor/manager. The rest of the report is read if more detail is required.
• An abstract is about half a page in length. Sometimes a word limit is given. This can range from 50-300 words.

·        Top Ten tips for presenting your key points with lasting impact

·         How can you best emphasize the key points of your presentation so that your audience hears, digests and remembers your message? What are you doing to ensure that your listeners remember the right parts of your presentation?

·        Picture yourself delivering a presentation to your management team, a proposal to the evaluation committee or instructions to your staff. Guess what? They aren't hanging on your every word. However, when you present your key points - you want people to listen, believe and remember your message. How do you do that? Use the following techniques to give the key words of your presentation more impact.

1. Announce, "This is important." Then deliver the important line. Teachers grab attention by saying, "This will be on the exam." You could state, "This is a million dollar tip."

2. Pause, just before, and after, you say the important point. This is similar to placing quotation marks around the important line. Notice the effect of the pause at an awards presentation when the MC says, "May I have the envelope please?"

3. Deepen the tone of your voice to increase the believability. Practice this, "And in conclusion," (deepen your voice) "I am the best one for the job." Just for fun, when you are alone, try it in a higher pitched voice and notice the difference. Think James Earl Jones.

4. Make them laugh just before, then get serious and deliver the important message. This is a good attention getter and very helpful when you want to change directions.  When your listeners laugh they open their minds and are more willing to accept new information.

5. Move just before you speak - then stand still while delivering the important message. This is especially effective if you pace or move a lot when you speak. Stand still when you deliver the important words. Your audience can't listen to your words if they are busy watching you move.

6. Look your audience in the eye - never read the important message. If you have to read it - then it looks like you don't really know your message or believe it. Know your message, rehearse it and deliver it directly to your audience.

7. Smile. Your audience will believe you more when you smile during your presentation.  They listen with their eyes and ears. Be friendly to the eyes and the ears of your audience. If they don't like what they see - they won't listen.

8. Tell a story of how this lesson was learned or applied. The earliest presentations were stories told by our cave-dwelling ancestors. The story lessons were remembered. If only more teachers and professors of today remembered the wisdom of our ancestors. Folks love stories. They hate lectures. Just ask your kids.

9. Repeat your main message three times during your presentation. If you want it remembered - repeat it and repeat it again. The first time they weren't listening. The second time they caught part of it and the third time they might hear it and remember it.

·        
10. Reinforce the key message with images. Your listeners retain images better than words. Attach your presentation messages to word pictures, visuals and body language.

·        In your presentation some key words will be more important that the rest. If you want your audience to pay attention to any part of your presentation - it is the key words. Wake them up and anchor those key messages with these top ten tips for presenting your key points with impact.

Example Abstract

A trailer rig was used to analyze the properties of an undamaged system and experiment with a range of instrumentation. [1] It was found that two modes of vibration exist, these being longitudinal vibration and rotational. The damping ratio and natural frequency were calculated and are included in this report. The damping was found to be linear. [2] While the experiment was useful it did not closely resemble road conditions. Actual road conditions would result in successive bumps and constant vibration while the wheels rotated the whole time. [3] Finally, it was decided that given cost considerations, the XY plotter provided accurate results and manageable data. [4]

[1] Set up procedure [2] Initial findings [3] Conclusions [4]Recommendations

The 7 of steps in making a report bellows:

1.       Title page

2.       Preface

3.       Table of contents

4.       Abstract

5.        Introduction

6.       Content. > problem solving etc

7.       Closing (conclusion and suggestion)

The Introduction

The aim of an introduction is to state what you have been asked to achieve and list your current course of action.

Example Introduction 1

This document compares a range of instrumentation of varying cost and sophistication and investigates the properties of undamped systems. [1] The natural frequency and damping ratio of these systems will give an indication of their behaviour when ‘excited’. Furthermore, an analysis of the mathematical model as compared to actual road conditions must be completed and equipment suggested for further studies of the trailer.[2]

[1] Purpose [2] Aim; part of a major report. Requires an outline of the steps you will take

Example Introduction 2
Machinery and equipment in industry is heated up and brought on line gradually to avoid problems generated by thermal generated stresses. [1]In this experiment the severity of stress due to sudden temperature changes are examined. [2]	[1] Background [2] Aim; it is not necessary to outline everything in a short of introductory report. Be succinct!

The Conclusion

The conclusion (along with the introduction and abstract) is generally the section most read by clients. If you can conclude your work /findings well, you facilitate your client’s understanding of your work’s significance, your achievements and whether your aims have been successful or not. Even in the face of failure, e.g. your experiments do not work, a proper conclusion would demonstrate an understanding of what you achieved. Here is how to do that:

• Note the shortcomings and pitfalls of the methods and/or equipment used
• State your findings from the analysis of your data
• Outline possible recommendations (e.g. provide suggestions for further research). Recommendations may form a separate heading if substantial.

A Note of Caution

Do not use your abstract to write your conclusion or vice versa as the reader will believe you have not put enough thought into why you are doing your work. Remember the abstract, introduction and conclusion have different purposes, different emphasis and different structures.

Example Conclusion

The results of the damping coefficient and the natural frequency of the system are fairly consistent given the small amount of data given and how prone this method is to error. [1] In looking at the data provided by the pointer and scale it is surprising that the results were so consistent. The equipment was difficult to use and read and not really adequate for this type of testing. [1] The LVDT transducer provided clear results for the XY plotter and the digital oscilloscope, both providing graphs that were very clear. I recommend the use of the XY plotter over the digital oscilloscope due to their difference in price ($4000 for a XY plotter and $7000 for a digital oscilloscope). The XY plotter does not require the use of a computer and printer to get it into a hard copy form where the data can be analysed.[2]

[1] Findings and what was achieved [2]Recommendations

Report Writing

How should I present my report?

• READ assignment guidelines in your course outlines. Reading these instructions will inevitably save you hours in that final effort to finish the report.
• Impress your marker by making it look like a professional report. You can do this easily because many word processing programs have a report template you can use or adapt.
• Type your report; it makes your work easier to read.
• If you need to do calculations by hand, adhere to the following guidelines:
• Rule your page. Put answers to all your calculations in a right hand column. This stops the reader from having to search your page for them.
• Double space your work. Don't squash visuals and text together.
• Everything must be geared towards making it easy for your readers. See our brochure on Technical Writing for additional advice on language and layout of reports.
• Look at past reports. The library has thesis reports (hard copy and online) in the collection. Your school also has 4th year honours thesis reports and Masters and PhD thesis reports.

Remember, keep it simple!

1. What was the original request? Does your work fulfil the requirements?

2. What does the audience need/want from your report? Have you included it?

3. When editing your report, retain what is important/ relevant, delete what is not.

4. Is there much repetition? Can you merge or delete sections?

5. Do your conclusions come from your findings and not from generalisations? (See example below).

Example Conclusions. . .

3 academics are traveling on a train through Britain. As the train crosses into Scotland they see a black sheep in a field.

The 1st academic remarks "Oh look, the sheep in Scotland are black". (overgeneralizing)

The second academic replies "No, some sheep in Scotland are black". (a reasonable conclusion)

The third academic declares "There is at least one sheep in Scotland that is black on at least one side". (a precise and cautious conclusion)

Need to know more?

IF ALL ELSE FAILS, revisit your original task analysis and TALK TO YOUR 'CLIENT' (lecturer, tutor, marker etc.) and clarify what they want in the report.

BAHAN AJAR 04

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: ............................................... : Bahasa Inggris : XII/1 :12 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. : 3.4. Memahami manual penggunaan peralatan

        URAIAN MATERI

Memahami manual penggunaan peralatan

Learn the information, complete the dialogues based on the information you read on the chart

Note : The information is about the trouble shooting and some simple solution to problem which may affect your car audio system with VCD,CD,MP3 disc player and Am/FM stereo Digital Tuning Radio.

TROUBLE SHOOTING

Symptom	Cause	Solution
Power does not turn on	remote control not function	check the romote control for a good battery
disk does not insert	Another disk is already in unit	Eject first disk and insert another into unit
the disk is ejected as soon as it is inserted	the disk has been inserted upside down	insert the disc with the label side up
sound skips or noisy	condensation may have formed on the internal lens when the car is parked in a humid place	insert the disc with a soft cloth. replace the disc with no scratches
Error 1	insert disc with label surface down	draw disc out and then insert it again with label surface up

Example of dialog

1. Student A : I have a problem with my car audio system. the power doesn’t turn on
Student B : Have you check the battery on the remote control?
Student A : No, I haven’t.. Oh yes, I should change the battery
Thank you for reminding me about it.

Student B : You’re welcome

2. Student A : Why can’t I insert the disc?
Student B : My be, there’s another disc inside the unit. Please check it

Student A : What should I do?
Student B : Eject first disc and insert another one into the unit.

BAHAN AJAR 05

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: ................................................................ : Bahasa Inggris : XII/2 :16 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. : 3.5. Memahami surat-surat bisnis sederhana

Memahami surat-surat bisnis sederhana

 

 Memahami surat-surat bisnis sederhana

There are two main types of letters

1. Personal (private) latter
This kind of letter is usually sent by a personal to another person or to an office telling about his personal matters. He can tell everything he feels in his letter Personal letters do not follow certain limitations.

2. Business Letter
When somebody writes a letter to his boss in the office or when he applies for a job he must write a business letters. he cannot tell everything he feels. he write things to the point, because the person he writes the letter to is always busy and doesn’t have much time to read long letters. A business letters follows certain regulation

However, most letters consist of:

-The heading
-The Opening
-The salutation
-The body
-Closing

- Complementary close

- Sincerely

-  Signature

-  Sender

There are many kinds of business letters such as:

1. Letter of inquiry
They are the simple request for information, such as: literature, favors, reservations, appointments, and so on

2. Letters answering
They are answering all the coming orders from big and small companies, some times they use a special from for this kinds of letter, unless it request a personal massage. Some times difficult to write. because they have to refuse a customer’s request, to tell the delay of delivery,
These letters require the utmost tact and courtesy

3.Claim and adjustment letters:
Sometimes a customer complains about things you do for him. this, you have to write a reply to this disappointed customer

4. Sales Letters
People use these letters for special purposes: for selling products or services

5.Apology letter  and Congratulation letter

***********

***********

**********

***********

***********

***********

14^th January 2008

Customer Service Department

************

************

************

************

Booking Reference: ************

Dear Sirs,

I am writing to you firstly to portray my utter dissatisfaction with the holiday that you sold me and secondly to demand a verysubstantial refund. Upon booking your holiday package to ********* in ********* I made it abundantly clear to your salesperson thatI wanted a 4 star hotel and according to your salesperson that is what I had booked. Even going to the point of reiterating thepoint several times that I wanted to book a four star hotel your salesperson repeatedly confirmed that it was indeed a 4 star hotelthat I was about to book.

Your email confirmation (copy enclosed), which soon followed my booking further confirmed that the hotel ********* on ourbooking was classified 4 star. Upon reaching the destination I was incredibly frustrated to discover that the hotel ********* was infact classified as a three star. This in itself is cause for severe discontent, however to compound matters the condition of theroom and lack of information was nothing short of a disgrace.

The condition of the room was subject to the following disgraceful conditions:

• Hair on the floor in the bathroom

• Shower was very dirty stains around the floor and up the walls

• There was what appeared to be a blood stain on the mirror

• The bed sheets had several stains and hair on them

• Brown stains on the wall of the bathroom

• Large amount of dust on the table

• Stains on walls of room

• Air conditioning did not work

• Some of the lights did not work

• Ceiling unstable (sections hanging down)

Enclosed with this letter you will find photographic evidence that documents the dreadful room conditions. Upon complaining tothe hotel they were unable to provide us with another room and sent someone to change the sheets, however the room remainedin a disgusting state. We were forced to hand over our accommodation vouchers at the airport and as such had no means ofcontact with a representative. There was no information board and the hotel took some considerable time to get details of thecompany with which we had been assigned accommodation. Once details had finally been discovered we contacted ********* onlyto discover that they had no idea who we were. It took several phone calls to finally clarify the situation at which point we wereinformed that your company had not made them aware that we were staying at the *********, and if it wasn’t for us initiatingcontact with them then they would not have come to greet us. During this period we attempted to contact your company onseveral occasions to get details of the accommodation representatives however your organization was completely unsupportive. Iasked to speak to the representative who we had booked with and at first was told that she did not even work for yourorganization. On a subsequent phone call I was told that she did work for your organization but she was away from the office. Inany case we were desperate to get contact with are present and none of your employees were able to assist us which wascompletely unacceptable.

After a long series of phone calls a representative from ********* was finally sent out to meet us on our second day at 7:00 in theevening. Thankfully this representative was very helpful, however she informed us that it was not possible to change hotel thatevening and that we would have to wait until the following day (the third day of our “holiday”) to be able to move. Furthermore theywere unable to allocate us another hotel free of charge as they had sent details to you stating that the ********* is in fact a threestar hotel and that it was your responsibility. We showed the ********* representative the condition of our room and she wasabsolutely appalled at the conditions, after inspecting the room she

stated that “this is the worst three star hotel” that she had seen. So not only were we provided with a three star hotel instead ofthe four star hotel that we purchased, the conditions of this three star hotel were repulsive and squalid.

Upon contacting your company once again, I was informed by one of your employees that there was nothing that you were able todo to help us, and that we would have to write to you once we had returned to the UK in order to gain compensation. Therefore wewere forced to take it upon ourselves to cover the cost of moving to another hotel in order to gain a reasonable level of comfort,this however did not occur until the third day at which point our holiday and new year celebrations had been ruined beyond repair.

A further complaint that I have is that at the airport I paid £35 to have extra leg room only to get on the plane and be placed in aseat that had less leg room than the standard seats. In selling my partner and I this holiday you have broken the law as you havemisrepresented our hotel as a four star rating when it was in fact a three star rating.

I aware that your organization is ABTA protected and I would like to point out that you have failed to comply with the ABTA codeof conduct. Firstly you have broken 1A which states that you must

“Make every effort to ensure that accurate information is provided to enable Clients to exercise an informed judgment in makingtheir choice of Travel Arrangements.”

“Make every effort to ensure that accurate information is provided to enable Clients to exercise an informedjudgment in making their choice of Travel Arrangements.”

Secondly you have broken the code of conduct 1D which states that you must

“Ensure that no Advertising or Promotion or any other publication, whether in writing otherwise, shall containanything that is likely to mislead the public.”

Thirdly you have broken the code of conduct 4E which states you must

“Where appropriate and subject to their reasonable discretion, provide prompt assistance to Clients indifficulty.”

Finally you have broken code of conduct 6A which states you must

“Maintain a high standard of service to Clients.”

To summarize this letter what I am demanding from your company is the following:

• A full refund on the accommodation at the ********* hotel

• £290 to cover the cost of the new hotel (I have enclosed a receipt as proof of purchase from *********)

• A considerable compensation payout for the distress and aggravation caused

• £35 refund for additional leg room on flight

• Payment to cover phone calls (unable to provide proof at this stage as I have not received astatement from my phone company)

If an acceptable compensation agreement is not achieved then I will have absolutely no hesitation in takingfurther action including issuing legal proceedings and reporting your organization to media watchdogs.

I look forward to your prompt response.

Yours faithfully,

*********

BAHAN AJAR 06

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: .................................................................................. : Bahasa Inggris : XII/2 :24 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. :3.6.Memahami dokumen-dokumen teknis

URAIAN MATERI 

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 STANDARD OPERATING PROCEDURES

2.1 Description
2.2 Initiating a SOP
2.3 Preparation of SOPs
2.4 Administration, Distribution, Implementation
2.5 Laboratory notebook
2.6 Relativization as encouragement
SOPs

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2.1 Description

An important aspect of a quality system is to work according to unambiguous (clear) Standard Operating Procedures (SOPs). In fact the whole process from sampling to the filing of the analytical result should be described by a continuous series of SOPs. A SOP for a laboratory can be defined as follows:

"A Standard Operating Procedure is a document which describes the regularly recurring (repetition) operations relevant to the quality of the investigation. The purpose of a SOP is to carry out the operations correctly and always in the same manner (way). A SOP should be available (whip out /Prepare) at the place where the work is done".

A SOP is a compulsory (mandatory) instruction. If deviations (digression /(penyimpangan) from this instruction are allowed, the conditions for these should be documented including who can give permission for this and what exactly the complete procedure will be. The original should rest at a secure place while working copies should be authenticated (the original a proof) with stamps and/or signatures of authorized persons.

Several categories and types of SOPs can be distinguished. The name "SOP" may not always be appropriate (suitable), e.g., the description of situations or other matters may better designated protocols, instructions or simply registration forms. Also worksheets belonging to an analytical procedure have to be standardized (to avoid jotting (menonjol) down readings and calculations on odd pieces of paper).

A number of important SOP types are:

- Fundamental SOPs. These give instructions how to make SOPs of the other categories.
- Methodic SOPs. These describe a complete testing system or method of investigation.
- SOPs for safety precautions. (Preventive)
- Standard procedures for operating instruments, apparatus (tool) and other equipment.
- SOPs for analytical methods.
- SOPs for the preparation of reagents.(reaction material)
- SOPs for receiving and registration of samples.
- SOPs for Quality Assurance.
- SOPs for archiving and how to deal with complaints.

2.2 Initiating a SOP(starting)

As implied (menyiratkan) above, the initiative and further procedure for the preparation, implementation and management of the documents is a procedure in itself which should be described. These SOPs should at least mention:

a. who can or should make which type of SOP;
b. to whom proposals for a SOP should be submitted, and who adjudges (decides) the draft;
c. the procedure of approval; (agree)
d. who decides on the date of implementation, and who should be informed;
e. how revisions can be made or how a SOP can be withdrawn.

It should be established (remain) and recorded who is responsible for the proper distribution of the documents, the filing and administration (e.g. of the original and further copies). Finally, it should be indicated (sign) how frequently a valid SOP should be periodically (pd wkt tetentu) evaluated (usually 2 years) and by whom. Only officially issued (mengeluarkan) copies may be used, only then the use of the proper (suitable) instruction is guaranteed.

In the laboratory the procedure for the preparation of a SOP should be as follows:

The Head of Laboratory (HoL) charges a staff member of the laboratory to draft a SOP (or the HoL does this himself or a staff member takes the initiative). In principle, the author is the person who will work with the SOP, but he or she should always keep in mind that the SOP needs to be understood by others. The author requests a new registration number from the SOP administrator or custodian (which in smaller institutes or laboratories will often be the HoL, see 2.4). The administrator verifies if the SOP already exists (or is drafted). If the SOP does not exist yet, the title and author are entered into the registration system. Once the writing of a SOP is undertaken (do), the management must actively support this effort and allow authors adequate (enough) preparation time.

In case of methodic or apparatus SOPs the author asks one or more qualified colleagues (partner)to try out the SOP. In case of execution procedures for investigations or protocols, the project leader or HoL could do the testing. In this phase the wording of the SOP is fine-tuned. When the test is passed, the SOP is submitted (deliver) to the SOP administrator for acceptance. Revisions of SOPs follow the same procedure.

2.3 Preparation of SOPs

The make-up of the documents should meet a minimum number of requirements:

1. Each page should have a heading and/or footing mentioning:

a. date of approval and/or version number;

b. a unique title (abbreviated if desired);

c. the number of the SOP (preferably with category);

d. page number and total number of pages of the SOP.

e. the heading (or only the logo) of originals should preferably be printed in another    colour than black.

Categories can be denoted with a letter or combination of letters, e.g.:

- F for fundamental SOP
- A or APP for apparatus SOP
- M or METH for analytical method SOP
- P or PROJ for procedure to carry out a special investigation (project)
- PROT for a protocol describing a sequence of actions or operations
- ORG for an organizational document
- PERS for describing personnel matters
- RF for registration form (e.g. chemicals, samples)
- WS for worksheet (related to analytical procedures)

2. The first page, the title page, should mention:

a. general information mentioned under 2.3.1 above, including the complete title;

b. a summary of the contents with purpose and field of application (if these are not evident from the title); if
desired the principle may be given, including a list of points that may need attention;

c. any related SOPs (of operations used in the present SOP);

d. possible safety instructions;

e. name and signature of author, including date of signing. (It is possible to record the authors centrally in a register);

f. name and signature of person who authorizes the introduction of the SOP (including date).

3. The necessary equipment, reagents (reaction materials) and other means should be detailed.

4. A clear, unambiguous imperative description is given in a language mastered by the user.

5. It is recommended to include criteria for the control of the described system during operation.

6. It is recommended to include a list of contents particularly if the SOP is lengthy.

7. It is recommended to include a list of references.

2.4 Administration, Distribution, Implementation

From this description it would seem that the preparation and administration of a SOP and other quality assurance documentation is an onerous job. However, once the draft is made, with the use of word processors and a simple distribution scheme of persons and departments involved, the task can be considerably eased.

A model for a simple preparation and distribution scheme is given in Figure 2-1. This is a relation matrix which can not only be used for the laboratory but for any department or a whole institute. In this matrix (which can be given the status of a SOP) can be indicated all persons or departments that are involved with the subject as well as the kind of their involvement. This can be indicated in the scheme with an involvement code. Some of the most usual involvements are (the number can be used as the code):

1. Taking initiative for drafting
2. Drafting the document
3. Verifying
4. Authorizing
5. Implementing/using
6. Copy for information
7. Checking implementation
8. Archiving

Fig. 2-1. Matrix of information organization (see text).

There is a multitude of valid approaches for distribution of SOPs but there must always be a mechanism for informing potential users that a new SOP has been written or that an existing (there)SOP has been revised or withdrawn.(pull from)

It is worthwhile (useful) to set up a good filing system for all documents right at the outset. This will spare much inconvenience (unpleasant), confusion and embarrassment (keadaan memalukan), not only in internal use but also with respect to the institute's management, authorities, clients and, if applicable, inspectors of the accreditation body.

The administrator responsible for distribution and archiving SOPs may differ per institute. In large institutes or institutes with an accredited laboratory this will be the Quality Assurance Officer, otherwise this may be an officer of the department of Personnel & Organization or still someone else. In non-accredited laboratories the administration can most conveniently (pleasantly) be done by the head of laboratory or his deputy. The administration may be done in a logbook, by means of a card system or, more conveniently, with a computerized database such as Perfect View or Card box. Suspending files are very useful for keeping originals, copies and other information of documents. The most logic system seems to make an appropriate grouping into categories and a master index for easy retrieval. It is most convenient to keep these files at a central place such as the office of the head of laboratory. Naturally, this does not apply to working documents that obviously are used at the work place in the laboratory, e.g., instrument logbooks, operation instruction manuals and laboratory notebooks.

The data which should be stored per document are:

- SOP number
- version number
- date of issue
- date of expiry
- title
- author
- status (title submitted; being drafted; draft ready; issued)
- department of holders/users
- names of holders
- number of copies per holder if this is more than one
- registration number of SOPs to which reference is made
- historical data (dates of previous issues)

The SOP administrator keeps at least two copies of each SOP; one for the historical and one for the back-up file. This also applies to revised versions. Superseded versions should be collected and destroyed (except the copy for the historical file) to avoid confusion and unauthorized use.

Examples of various categories of SOPs will be given in the ensuing chapters. The contents of a SOP for the administration and management of SOPs can be distilled from the above. An example of the basic format is given as Model F 002.

2.5 Laboratory notebook

Unless recorded automatically, raw data and readings of measurements are most conveniently written down on worksheets that can be prepared for each analytical method or procedure, including calibration of equipment. In addition, each laboratory staff member should have a personal Notebook in which all observations, remarks, calculations and other actions connected with the work are recorded in ink, not with a pencil, so that they will not be erased or lost. To ensure integrity such a notebook must meet a few minimum requirements: on the cover it must carry a unique serial number, the owner's name, and the date of issue. The copy is issued by the QA officer or head of laboratory who keeps a record of this (e.g. in his/her own Notebook). The user signs for receipt, the QA officer or HoL for issue. The Notebook should be bound and the pages numbered before issue (loose-leaf bindings are not GLP!). The first one or two pages can be used for an index of contents (to be filled in as the book is used). Such Notebooks can made from ordinary notebooks on sale (before issue, the page numbering should then be done by hand or with a special stamp) or with the help of a word processor and then printed and bound in a graphical workshop.

The instructions for the proper use of a laboratory notebook should be set down in a protocol, an example is given as Model PROT 005. A model for the pages in a laboratory notebook is given.

2.6 Gelatinization as encouragement

In the Preface it was stated that documentation should not be overdone(melebih-lebihkan) and that for the implementation of all new Quality Management rules the philosophy of a step-by-step approach should be adopted. It is emphasized that protocols and SOPs, as well as the administration involved , should be kept as simple as possible, particularly in the beginning. The Quality Management system must grow by trial and error, with increasing experience, by group discussions and with changing perceptions. In the beginning, attention will be focused on basic operational SOPs, later shifting to record keeping (as more and more SOPs are issued) and filling gaps as practice reveals missing links in the chain of Quality Assurance. Inevitably problems will turn up. One way to solve them is to talk with people in other laboratories who have faced similar problems.

Do not forget that Quality Management is a tool rather than a goal. The goal is quality performance of the laboratory.

SOPs

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F 002 - Administration of Standard Operating Procedures
PROT 005 - The Use of Laboratory Notebooks
Model page of Laboratory Notebook

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F 002 - Administration of Standard Operating Procedures

1. PURPOSE

To give unambiguous instruction for proper management and administration of Standard Operating Procedures as they are used in the Regional Soil Survey Institute (RSSI).

2. PRINCIPLE

Standard Operating Procedures are an essential part of a quality system. For all jobs and duties relevant operating procedures should be available at the work station. To guarantee that the correct version of the instruction is used copying Standard Operating Procedures is prohibited. Standard Operating Procedures are issued on paper with the heading printed in green.

3. FIELD OF APPLICATION

Generally for use in the quality system of RSSI but more specifically this instruction is for use in the Chemistry Department.

4. RELATED SOPs

- F 011	The preparation of SOPs for apparatus
- F 012	The preparation of SOPs for methods
- PROJ 001	The preparation of SOPs for special investigations

5. REQUIREMENTS

Database computer program, PerfectView or Cardbox

6. PROCEDURE

6.1 Administration

The administration of SOPs for the Chemistry Department can be done by the Head of Laboratory.

6.2 Distribution of SOPs

When the Sop fulfils all the necessary requirements it is printed. The author hands over the manuscript (or the floppy disk with text) to the SOP administrator who is responsible for the printing. The number of copies is decided by him/her and the author. Make matrix of distribution (see Guidelines for Quality Management Fig. 2-1).

The author (or his successor) signs all copies in the presence of the administrator before distribution. As the new copies are distributed the old ones (if there was one) are taken in. For each SOP a list of holders is made. The holder signs for receipt of a copy. The list is kept with the spare copies.

Copying SOPs is forbidden. Extra copies can be obtained from the SOP administrator.

Users are responsible for proper keeping of the SOPs. If necessary, copies can be protected by a cover or foil, and/or be kept in a loose-leaf binding.

7. ARCHIVING

Proper archiving is essential for good administration of SOPs. All operating instructions should be kept up-to-date and be accesible to personnel. Good Laboratory Practice requires that all documentation pertaining to a test or investigation should be kept for a certain period. SOPs belong to this documentation.

8. REFERENCES

Mention here the used Standards and other references for this SOP.

PROT 005 - The Use of Laboratory Notebooks

LOGO	STANDARD OPERATING PROCEDURE		Page: 1 # 2
	Model: F 002	Version: 1	Date: 95-11-28
	Title: The Use of Laboratory Notebooks		File:

1. PURPOSE

To give instruction for proper lay-out, use and administration of Laboratory Notebooks in order to guarantee the integrity and retrievability of raw data (if no preprinted Work Sheets are used), calculations and notes pertaining to the laboratory work.

2. PRINCIPLE

Laboratory Notebooks may either be issued to persons for personal use or to Study Projects for common use by participating persons. They are used to write down observations, remarks, calculations and other actions in connection with the work. They may be used for raw data but bound preprinted Work Sheets are preferred for this.

3. REQUIREMENTS

Bound notebooks with about 100-150 consecutively numbered pages. Any binding which cannot be opened is suitable; a spiral binding is very convenient.

Both ruled and squared paper can be used. On each page provisions for dating and signing for entries, and signing for verification or inspection may be made.

4. PROCEDURE

5.1 Issue

Notebooks are issued by or on behalf of the Head of Laboratory who keeps a record of the books in circulation (this record may have a format similar to a Laboratory Notebook or be part of the HoL's own Notebook).

On the cover, the book is marked with an assigned (if not preprinted) serial number and the name of the user (or of the project). On the inside of the cover the HoL writes the date of issue and signs for issue. The user (or Project Leader) signs the circulation record for receipt.

5.2 Use

All entries are dated and made in ink. The person who makes the entry signs per entry (in project notebooks) or at least per page (in personal notebooks). The Head of Laboratory (and/or Project Leader) may inspect or verify entries and pages and may sign for this on the page(s) concerned.

If entries are corrected, this should be lined out with a single line so that it is possible to see what has been corrected. Essential corrections should be initialed and dated and the reason for correction stated. Pages may not be removed; if necessary, a whole page may be deleted by a diagonal line.

Author:	Sign.:
QA Officer (sign.):	Date of Expiry:

5.3 Withdrawal

When fall, the Notebook is exchanged for a new one. The HoL is responsible for proper archiving. A notebook belonging to a Study Project is withdrawn when the study is completed.

When an employee leaves the laboratory for another post (s)he should hand in her/his notebook to the HoL

6. ARCHIVING

The Head of Laboratory is custodian of the withdrawn Laboratory Notebooks. They must remain accessible for inspection and audit trailing.

BAHAN AJAR 07

Satuan Tingkat PendIdikan Mata Pelajaran Kelas Waktu STANDAR KOMPTENSI KOMPETENSI DASAR

: .............................. : Bahasa Inggris : XII/2 : 24 x 45 Menit : Berkomunikasi dengan bahasa Inggris setara level  Intermediate. :3.7. Menulis Surat-surat bisnis dan Laporan  Sederhana

URAIAN MATERI

3.6. Menulis surat bisnis dan laporan sederhana

Writing Reports

Pendahuluan (5)/ latar belakang

Kata pengantar(2)

Tujuan (6)

Daftar pustaka (11)

Kesimpulan (8)

Pembahasan (7)

Penutup (9) Kritik dan saran (10)

Daftar isi (4)

Motto (3) / Halaman persembahan

Judul (1)

The format of a report is usually written in the following arrangement:

- title page                                  (1)
-Preface/ Foreword                     (2)
-Table of contents                       (3)
-introduction/ background            (4)
-Presentation/content                  (5)
-Conclusion                                 (6)
-Bibliography/                              (7)
-Appendix                                   (8)

Explanations ;

Laporan adlah sebuah hasil kinerja dari pengamatan, penelusuran, analisis sehingga mendapatkan bebagai informasi yang dapat dilporkan secara langsung.

Reports: Example Report

Terms of Reference

Margaret Anderson, Director of Personnel has requested this report on employee benefits satisfaction. The report was to be submitted to her by 28 June.

Procedure

A representative selection of 15% of all employees were interviewed in the period between April 1st and April 15th concerning:

1.     Overall satisfaction with our current benefits package

2.     Problems encountered when dealing with the personnel department

3.     Suggestions for the improvement of communication policies

4.     Problems encountered when dealing with our HMO

Findings

1.     Employees were generally satisfied with the current benefits package.

2.     Some problems were encountered when requesting vacation due to what is perceived as long approval waiting periods.

3.     Older employees repeatedly had problems with HMO prescription drugs procedures.

4.     Employees between the ages of 22 and 30 report few problems with HMO.

5.     Most employees complain about the lack of dental insurance in our benefits package.

6.     The most common suggestion for improvement was for the ability to process benefits requests online.

Conclusions

1.     Older employees, those over 50, are having serious problems with our HMO's ability to provide prescription drugs.

2.     Our benefits request system needs to be revised as most complaints concerning in-house processing.

3.     Improvements need to take place in personnel department response time.

4.     Information technology improvements should be considered as employees become more technologically savvy.

Recommendations

1.     Meet with HMO representatives to discuss the serious nature of complaints concerning prescription drug benefits for older employees.

2.     Give priority to vacation request response time as employees need faster approval in order to be able to plan their vacations.

3.     Take no special actions for the benefits package of younger employees.

4.     Discuss the possibility of adding an online benefits requests system to our company Intranet.

Important Points to Remember

·        A report is divided into four areas:

·        Terms of Reference- This section gives background information on the reason for the report. It usually includes the person requesting the report.

·        Procedure- The procedure provides the exact steps taken and methods used for the report.

·        Findings- The findings point out discoveries made during the course of the report investigation.

·        Conclusions- The conclusions provide logical conclusions based on the findings.

·        Recommendations- The recommendations state actions that the writer of the report feels need to be taken based on the findings and conclusions.

              Reports should be concise and factual. Opinions are given in the "conclusions" section. However, these opinions should be based on facts presented in the "findings".

              Use simple tenses (usually the present simple) to express facts.

              Use the imperative form (Discuss the possibility ..., Give priority ..., etc.) in the "recommendations" section as these apply to the company as a whole.

Overview of business report writing for Business Studies

Because it so closely mirrors the real commercial world, business actually has a language of its own. The language of business is known either as the report format or as report style writing. In this tutorial the two terms are used interchangeably.
In most cases your Business Studies teachers will prefer that you use report style writing for your assignments instead of the more familiar "essay style" of writing that you have become so accustomed to over the past ten years.
For example: The sentence below contains the same words but there is a slight difference in presentation. The first sentence is written in report style writing and the second sentence is written in standard essay style.
(Sentence one , written in report style writing)
The good news is that report style writing is:

• easy to learn
• easy to organize and
• likely to help earn you higher marks in Business Studies.

(Sentence two, written in essay style writing)

The good news is that report style writing is easy to learn, easy to organize and likely to earn you higher marks in Business Studies.
See the difference? There is of course more to report format writing than this. Please read on.
Note: Other subjects may also use a form of report style writing. Check with your teachers as you may run into slight variations from subject to subject.

Why use report style writing?

In the business world decision making is critical. Business people need access to information that is:

• concise and clearly presented
• easy and quick to interpret and
• useful to them in accurately assessing situations and making decisions.

Business managers don’t want, nor do they have time, to wade through paragraphs or pages of non essential information. In a growing number of businesses decision makers refuse to deal with reports or proposals that are over specified lengths.
For example: More commonly now employment advertisements do not include telephone business names or telephone numbers for applicants to respond. Instead they specify that interested parties should send a one page resume by email. Imagine the time saving for personnel managers.
Hence, the development of the business report, or in our case, business report style writing for extended response questions and assignments.
An important point in favour of report style writing for your purposes is that, in most cases, well organised reports are less time consuming to evaluate. Ask your teachers which they prefer to mark, report style assignments or essays.
Looking beyond the classroom, there are some practical reasons for becoming acquainted with the report medium.

• The prestigious Wall Street Journal has suggested that 75 per cent of jobs created between 1982 and 2010 require, or will require, report writing skills.
• Baden Eunson, Australian author of "Writing and Presenting Reports" states that "being able to write reports and being able to deliver oral presentations upon the subject matter of those reports are skills that are much sought after".

Business example of report style writing: National Australia Bank

A quick and practical way to see how the business report format is used by business managers, is to get ahold of a public company’s annual report. Virtually any report from any public company will do. To illustrate we have selected excerpts from the 2001 annual reports of the National Australia Bank and of Woolworths.
The bank’s full annual report is well over 100 pages detailing hundreds of items, from key financial ratios to total remuneration paid to company directors. To read and become familiar with all the pages would be a fascinating, although time consuming task, critical for the professional analyst, but overwhelming for the average stakeholder.
The graphs below are adapted from information contained in the 2001 Annual Report of the National Australia Bank.

National Australia Bank Group financial highlights Net profit decreased for the first time in more than ten years due to an abnormal loss incurred in an overseas operation. Net profit is expected to rise above 2000 levels in the next financial year.
Dividends Dividends paid to shareholders rose by a significant 9.7 per cent, the tenth consecutive year that dividends have increased. Dividends continue to be fully franked.
Assets In the past five years shareholders equity has nearly doubled. The National Australia Bank remains the largest of all Australian banks.

Finally, the bank’s Group Financial Highlights page includes a Wealth Index, a time line graph illustrating how shareholders have fared over the past ten years. This powerful statement placed right beside the graph reinforces what is illustrated by the chart, another feature of report style writing.
This single Group Financial Highlight report format page is excellent. It reports to the reader all the bank’s major financial data for the year in summary form on a single page. The same page features several graphs that further explain that data, perfect for the reader who needs key points, not details.
Several pages later all of the key points are expanded in greater detail, for the serious reader who wants to know more. This same technique is just what you need to do for best results in Business Studies.
Report writing tip: After you have obtained several annual reports, invest an hour or two to study their style, then adapt those same techniques to your own presentations. You should not go too far wrong following the experts. Be sure to get your teacher’s opinion of your work.

Business example of report style writing: Woolworths

The 2001 Woolworths' Annual Report is also an impressive document although it is less than half the physical size of its counterpart from the National Australia Bank.
The Woolworths' report is extremely reader-friendly, almost fun to read. It too is filled with factual information, but is nicely broken up with readable charts, graphs and colour photos of some of Woolworths' 140 000 staff members at work. As with all annual reports, the financial statements and detailed notes to the financial statements are found in the final part of the report.
The Woolworths' document begins with a report-style presentation titled About Us. Part of the text is reproduced here.
Imagine how much brighter and more impressive this page actually looks with colour photos beside each major point.

About Us

Our company

Woolworths Limited is an Australian retail company made up of a number of businesses all providing our customers with quality, range, value and everyday low prices.

Location

We operate more than 1 400 stores in Australia, plus an additional 33 Dick Smith Electronic stores in New Zealand.

Shareholders

Woolworths Limited has over 285 000 shareholders, plus around 45 000 employee shareholders ­ which make us one of the largest employee ownership corporations in Australia.

People

• Woolworths employs around 140 000 people. Some 50 000 of our employees are in rural and regional areas.
• We train more apprentices than any other company in Australia.

 Report writing strategies that you can use

When you are writing a good report style response you will find that you are placing less emphasis on traditional formal essay techniques. Reports, in contrast, feature carefully constructed introductions, detailed bodies and logical conclusions.
Components of business reports

• short preview or overview statements
• shorter than "traditional essay paragraphs" that "get right to the point"
• lists of main points, as in the previous sample reports, followed by expanded descriptions where appropriate
• headings to draw attention to major points or new sections
• selective underlining or highlighting where emphasis is required
• inclusions where possible of graphs, tables and diagrams
• expression and justification of your own point of view and
• strong but condensed conclusions with recommendations for action where called for.

One disadvantage of report style writing can be that some students tend to write only an outline. Avoid that trap. So, instead of being a concise "report", the presentation becomes nothing more than a series of short points lacking depth, explanation and substantial conclusions or recommendations for action.
For example: Read this hypothetical student response below to an extended response question about why so many small businesses fail.
Studies have shown that two thirds of new small business ventures are not in business more than five years. The principal reasons for small business failure in Australia include:

• lack of management skills and experience
• inadequate, inaccurate, non existent books and records
• excessive private drawings
• under-capitalisation
• inventory problems (dead stock)
• bad credit policies and slow collections
• inability to read and interpret financial statements
• inadequate sales.

Such a response shows that the writer has a good working knowledge of the question. It is factually correct. However, it is completely lacking in illustrative examples or supporting statements. As it is, there is no attempt to justify or explain any of the points. So, it falls far below its potential.

Adding polish to your writing

An editor perfects the written word by following certain guidelines. Follow the same rules to add polish to your own reports.
Reread your report. Have you:

• cut out unnecessary words and lengthy phrases
• been specific - "net profit increased by 15 per cent to $40 000"
• repeated sentences and main points
• avoided lengthy introductions and "padded out" conclusions
• put just one main idea in each paragraph.

Student exercises in report writing

Write about an A4 page (around 250 words) on either or both of the following. Incorporate a few report format techniques, then seek an opinion from your teacher.

• Report on a successful business you have dealt with in your community. From what you know about the business, discuss what factors you think may have contributed to the success of the business over the years.
• Describe how you would explain the term "business" to another senior non Business Studies student who has asked you "What is business?"

Concluding remarks

Most business problems may be successfully approached in more than one way. Likewise, there is no single or "only way" to present a report or to respond to an examination question or an assignment.
While practicing, remember:

• not to become obsessed with the report format. Some questions and parts of many assignments may still be better answered in traditional essay type format.
• that reports need to address the question directly
• to avoid elaborate introductions and rambling content.