TULISAN 3 BAHASA INGGRIS BISNIS 2

Hiro Hamada is a 14-year-old robotics genius who lives in the futuristic fictional city of San Fransokyo. Raised by his aunt and older brother Tadashi after the death of his parents, he spends his time participating in illegal robot fights. To redirect Hiro, Tadashi takes him to the robotics center at his university, where Hiro meets Tadashi's friends: GoGo, Wasabi, Honey Lemon, and Fred, as well as Baymax, the healthcare companion robot Tadashi created. To enroll in the school, Hiro signs up for the school's science fair and presents microbots: swarms of tiny robots that can link together in any arrangement imaginable. Professor Callaghan, the head of the university's robotics program, is impressed, and Hiro is accepted into the university. Alastair Krei, a businessman and president of Krei Tech, attempts to buy the microbots, but with Callaghan's advice, Hiro declines to sell them. When a fire breaks out at the university, Tadashi rushes in to rescue Callaghan and is killed in an explosion.

Several weeks later, a depressed Hiro accidentally activates Baymax, who follows Hiro's last microbot to an abandoned warehouse. There, the two discover that someone has been mass-producing Hiro's microbots, and they are attacked by a Kabuki-masked man controlling the bots. To catch the man, Hiro equips Baymax with armor and a battle chip containing various karate moves. After the masked man attacks Hiro, Baymax, GoGo, Wasabi, Honey, and Fred at the docks and chased them through the city, the six go to Fred's mansion and begin to plan to form a superhero team with Hiro creating armor and devices for his friends pertaining to their field of science. Suspecting that Krei stole the microbots and caused the explosion, they discover a secret, disused Krei Tech laboratory, which was researching teleportation technology until the disappearance of a test pilot. While detaining the masked man, they discover him to be Professor Callaghan, who started the fire as a distraction to steal Hiro's bots while leaving Tadashi to die. An enraged Hiro removes Baymax's healthcare chip (leaving only the battle chip) and orders him to kill Callaghan. Baymax almost achieves this until Honey Lemon re-installs the healthcare chip and stops him. Furious at his friend's intervention, Hiro storms off with Baymax. When Hiro tries to remove the healthcare chip again, Baymax prevents him, implying that vengeance is not what Tadashi would have wanted. This causes Hiro to break down and finally mourn Tadashi's death. To console him, Baymax plays several humorous videos of Tadashi running tests during Baymax's development and his refusal to give up despite many failures during the tests. A remorseful Hiro later apologizes to his friends, who forgive him, and the team reunites to stop Callaghan.

The group discovers that the vanished test pilot in Krei's lab was Callaghan's daughter Abigail, and that Callaghan is seeking revenge on Krei for his daughter's apparent death. Callaghan attempts to kill Krei and destroy his headquarters by sucking both into a teleportation portal with no exit. The team saves Krei and destroys the microbots, but the portal remains active and unstable. Baymax detects Abigail inside, alive but in hypersleep, and leaps into the portal with Hiro to rescue her. After finding Abigail's podship, Baymax's armor thrusters become damaged and fail, leaving them drifting through the subspace. Baymax then uses his armor's right-hand rocket fist to propel Hiro and Abigail back towards the portal opening and Baymax stays behind. Hiro and Abigail make it back safely and Callaghan is arrested. Believing that Baymax perished, Hiro is heartbroken until he discovers Baymax's healthcare chip, which contains his entire personality, clenched in the rocket fist. Hiro rebuilds Baymax and the six friends continue their exploits through the city, fulfilling Tadashi's dream of helping those in need.

During the end credits, it is shown through newspaper headlines that Hiro has been awarded a grant from the university, where a building has been dedicated to Tadashi. In apost-credits scene, Fred accidentally opens a secret door in his family mansion and finds superhero gear inside. His father, a retired superhero, arrives stating that they have a lot to talk about as they embrace each other.

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TULISAN 2 BAHASA INGGRIS BISNIS 2

Umbul Ponggok is a natural pond that developed into a water tourism is very well known in Klaten. Various colorful fish that live in Umbul Ponggok and basic beautiful pond make it a favorite snorkeling location. Not only that, Umbul Ponggok also often a training ground diving.

Snorkelling is a fun water attractions and has a relaxing effect. To perform these activities tourists have to go to sea with calm waters and coral reefs and marine animals are beautiful. Therefore this activity can only be done by a limited circle, because not all of the sea can be used for snorkelling .

But you who do not have the opportunity to snorkel in marine parks are beautiful, are now in Klaten fun snorkelling location.You do not need to fear a wave carried away, because this place is not the sea snorkelling but rather a source of natural spring water is fresh and very crisp named Umbul Ponggok. This natural pond has existed since the Dutch era, with a size of 50 x 25 meters and an average depth of 1.5 to 2.6 meters where the location is suitable for snorkelling.

In contrast to the bottom of a swimming pool tiled floors, basic Umbul Ponggok still very natural form nan vast expanse of sand, rocks, and thousands of colorful fish, and the atmosphere is really like under the sea. Although filled with fish, water Umbul Ponggok is not fishy because the water flows continuously.

Apart from being a snorkelling, Umbul Ponggok also often used as the location for novice divers diving training before they actually dive in the sea. For travelers who can not swim and do not want to snorkel can ride paddle boats and surround pennant. As for the children provided a short-sized pool that can be used as a location to swim or play water limited.

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TULISAN 1 BAHASA INGGRIS BISNIS 2

Every cream soup has a base. It's the soup's major component, and the part that adds the most flavor.

In most cases, the base of a cream soup is a vegetable puree.

·         A vegetable puree can be as simple as vegetables boiled in a bit of water, then pureed with a blender or food processor.

·         However, to get a more complex flavor with not a whole lot more work, you can saute some aromatics like leeks, onions, shallots, garlic, etc, with a bit of butter, and then add some chicken stock and boil the vegetables in the mixture. Then puree the whole thing! It'll be a lot more flavorful.

·         You can also use vegetable stock if you're trying to make a vegetarian meal, but keep in mind that vegetable stock doesn't contain any gelatin and so doesn't really carry flavors as well as chicken stock would.

·         Some vegetables benefit from being sauteed a bit with the aromatics. Mushrooms are a good example (although not technically a vegetable, you know what I mean!). It helps bring out the flavor. Just saute them, add the stock, simmer a bit, and then puree.

·         Some vegetables – again, like mushrooms – make a great cream soup without being pureed. Whether you pureed the vegetable-stock mix is up to you, just see what you like.

For some cream soups, however, you wouldn't really want to use a vegetable puree. For example, a cream of chicken soup really only needschicken stock as a base, with maybe a few aromatics and some pieces of cooked chicken added and then pureed.

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TUGAS 3 BAHASA INNGRIS BISNIS 2

Form

Use

In British English, the use of Simple Past and Present Perfect is quite strict. As soon as a time expression in the past is given, you have to use Simple Past. If there are no signal words, you must decide if we just talk about an action in the past or if its consequence in the present is important.

Note that the following explanations and exercises refer to British English only. In American English, you can normally use Simple Past instead of Present Perfect. We cannot accept this in our exercises, however, as this would lead to confusions amongst those who have to learn the differences.

Certain time in the past or just / already / yet?

 Do you want to express that an action happened at a certain time in the past (even if it was just a few seconds ago) or that an action has just / already / not yet happened?

Certain event in the past or how often so far?

Do you want to express when a certain action took place or whether / how often an action has happened till now?

Emphasis on action or result?

Do you just want to express what happened in the past? Or do you want to emphasise the result (a past action's consequence in the present)?

Signal Words

Source : https://www.ego4u.com/en/cram-up/grammar/simpas-preper

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TUGAS 2 BAHASA INGGRIS BISNIS2

Adjective Clauses

Adjective clauses (relative clauses) are like "sentences inside sentences." The "job" of adjective clauses is to modify (describe, identify, make specific) the noun phrases that they follow. In their full forms, adjective clauses have several parts: a relative pronoun (or, in some cases, another kind of connecting word), a subject, and a predicate (a verb and, often, other types of words which follow it).

In adjective clauses, the relative pronoun is a kind of connecting word: it joins the information in the clause to the noun phrase that it follows. Without the adjective clause, the meaning of the modified noun phrase (and of the sentence) is unclear and incomplete.

Examples (full forms):

I know a person who / that can help you.

I know a person who(m) / that you can help.

I know a person whose advice I can trust.

I know a person to whom I can refer you. /

I know a person who(m) / that I can refer you to.

I want a car that / which gets good gas mileage.

I can't afford the car that / which I really want.

______________________________

Types of Adjective Clauses

1.                "Subject Pattern" Clauses

In this type of adjective clause, the relative pronoun is the subject of the clause. Subject pattern clauses can, however, modify both subjects and objects of sentences:

The man who / that talked to us was very friendly.

Do you know the man who / that talked to us?

                  

2.                "Object Pattern" Clauses

In this type of adjective clause, the relative pronoun is the object of the clause (but

an object pattern clause can modify both subjects and objects of sentences):

The people who(m) / that we met seemed very friendly.

The people to whom / that we were speaking seemed very friendly. /

The people who(m) / that we were speaking to seemed very friendly.

I recently saw the people to whom / that we were talking. / I recently saw the people who(m) / that we were talking to.

                  

3.                Clauses Showing Possession

Here, the relative pronoun is possessive and is attached to another word in the

adjective clause:

The people whose names are called will work the first shift.

Do you know the student whose brother won a gold medal in the Olympics?

 Source :

http://www.eslcafe.com/grammar/adjective_clauses01.html

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TUGAS 1 BAHASA INGGRIS BISNIS 2

The Simple Past Tense, often just called the Past Tense, is easy to use in English. If you already know how to use the Present Tense, then the Past Tense will be easy.In general, the Past Tense is used to talk about something that started and finished at a definite time in the past.

 How to form the Past Tense in English

The main rule is that for every verb in English, there is only one form of it in the past tense. (The exception is the Past tense of To Be, which has two forms: was and were) This is totally different from other languages such as Spanish, French, Italian etc. where you change the verb ending for every subject.

For example: The past tense of the verb want is wanted.

Wanted is used as the past tense for all subjects/pronouns.

•        I wanted

•        You wanted

•        He wanted

•        She wanted

•        It wanted

•        We wanted

•        They wanted

So you just have to learn one word to be able to use it in the past tense. In this case we just needed to learn the one word wanted which can be used for all subjects (or people).

Past Tense Regular Verbs

To change a regular verb into its past tense form, we normally add –ED to the end of the verb.

•        play – played

•        cook – cooked

•        rain – rained

•        wait – waited

.

Examples of sentences using regular verbs in the past tense

•        Last night I played my guitar loudly and the neighbors complained.

•        She kissed me on the cheek.

•        It rained yesterday.

•        Angela watched TV all night.

•        John wanted to go to the museum.

Negative sentences in the Past Tense

We use didn't (did not) to make a negative sentence in the past tense. This is for regular AND irregular verbs in English. Compare the following:

Present: They don't live in Canada.

Past: They didn't live in Canada.

The main verb (live in the example above) is in its base form (of the infinitive). The auxiliary DIDN'T shows that the sentence is negative AND in the past tense.

NOTICE: The only difference between a negative sentence in the present tense and a negative sentence in the past tense is the change in the auxiliary verb.

Both don't and doesn't in the present tense become didn't in the past tense.

Compare the negative sentences in the examples below:

Present: You don't need a mechanic.

Past: You didn't need a mechanic.

Present: You don't walk to work.

Past: You didn't walk to work.

Present: He doesn't speak Japanese.

Past: He didn't speak Japanese.

Examples of negative sentences in the Past Tense

•        I didn't want to go to the dentist.

•        She didn't have time.

•        You didn't close the door.

•        He didn't come to my party.

•        They didn't study so they didn't pass the test.

•        We didn't sleep well last night.

Questions in the Past Tense

We use did to make a question in the past tense. This is for regular AND irregular verbs in English.

(Exception is To Be and Modal Verbs such as Can)

Compare the following:

Present: Do they live in France?

Past: Did they live in France?

The main verb (live in the example above) is in its base form (of the infinitive). The auxiliary DID shows that the question is in the past tense.

NOTICE: The only difference between a question in the present tense and a question in the past tense is the change in the auxiliary verb.

Both Do and Does in present tense questions become Didn't in past tense questions.

Compare the questions in the examples below:

Present: Do you need a doctor?

Past: Did you need a doctor?

Present: Do you ride your bike to work?

Past: Did you ride your bike to work?

Present: Does he live in Italy?

Past: Did he live in Italy?

We can also use a question word (Who, What, Why etc.) before DID to ask for more information.

•        Did you study? – Yes, I did.

•        When did you study? – I studied last night.

•        Where did you study? – I studied at the library.

Examples of Questions in the Past Tense

•        Did you go to work yesterday?

•        Did they arrive on time?

•        Did she like the surprise?

•        Where did she go?

•        What did you do yesterday?

•        What did you say? - I didn't say anything.

•        Why did we have to come?

Irregular Verbs in the Past Tense

Irregular verbs are ONLY irregular in affirmative/positive sentences.

For example: The past tense of GO is WENT.

It does not end in –ED so it is considered irregular.

The word went is used for all subjects – I, you, we, they, he, she, it.

•        I went to the beach

•        He went to the park.

•        She went to the zoo.

•        They went to the library.

BUT, as we mentioned before, it is only in its irregular form (went) in sentences that are affirmative/positive.

Compare the following using GO in the past tense.

•        They went to the beach

•        They didn't go to the beach --- Didn't shows that we are talking in the past tense.

•        Did they go to the beach? --- Did shows that we are talking in the past tense.

Another example with an irregular verb.

The past of EAT is ATE.

•        You ate my cake.

•        You didn't eat my cake.

•        Did you eat my cake?

Source : http://www.grammar.cl/english/past-tense.htm

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TUGAS SOFTSKILL 3 BAHASA INGGRIS BISNIS 1

ASSIGNMMENT 3

Detail About Memo

Memo writing is something of an art form. A letter is not a memo, nor is a memo a letter. A memo is a short, to the point communication conveying your thoughts, reactions or opinion on something. A memo can call people to action or broadcast a bit of timely news. With memo writing, shorter is better.

As with all writing, memo writing needs a structure. Because they are short, rambling meanderings will soon destroy the memo’s effectiveness and become a waste of productive time to those that read it and to the person who wrote it.

If you have something longer than a page, it’s better to send it as an attachment or a document that follows the memo used as a cover letter. Never make a memo too long. If someone takes a glance at a memo that appears to be too long, there’s a good chance it will be set aside for a time when they aren’t busy. This can defeat your memo’s purpose which is timely communication.

Basic Formats

Memos can be approached in different ways depending on your purpose:

1. Decide if it’s to be persuasive or informative. While many memos are a combination of the two (“In order to process your claim promptly, please submit it no later than January 15.”), sometimes memos have to be one or the other for the reader to take the appropriate action. A persuasive memo engages the reader’s interest before issuing a directive, where as an informative memo outlines the facts and then requests the reader’s actions.
    
2. Clearly state the purpose of communication in the subject line. Most memo formats have the basics of the header, like “to,” “from” and “date” in place. But you have a responsibility to make the subject line as descriptive as possible so the reader understands the intent. A memo simply titled “Vacation Time” might appear to be good news – until the document explains that vacation time won’t be granted unless first requested in writing. Thus, a better memo title might be “New Vacation Time Request Policy".
    
3. Write memos with purpose and make that purpose known in the first paragraph. Needless memo writing should be a crime across all states. One way to make sure no one reads or heeds memos is to send them out for the slightest issue. Try to avoid doing this. Also, outline the purpose and the desired action in the memo’s first paragraph. Readers will become conditioned to the importance of a memo and gain that knowledge as soon as they open it.
    
4. K.I.S.S. – Keep It Simple, Silly. Most memo formats accommodate one page of information. This means that the topic details should be concise, with clear directives and contacts for follow-up. If it’s a complex topic extending into multiple pages, still keep the language as direct as possible, add headings or bullets to guide the reader and conclude with a summary paragraph of key points.
   Reinforce the reader’s necessary action. At the end of the memo, specifically direct the reader to the desired action.
    
5. Effective business communication improves workflow and relationships. Use the tools of memo formats and well-constructed information to your advantage.

Parts of a Memo

There are three basic reasons to write a memo:

• to persuade action
• to issue a directive
• or to provide a report.

Regardless of your purpose, memos are generally divided into segments in order to organize the information and to achieve your intention.

Heading

The heading segment follows this general format:

TO: (readers' names and job titles)
CC: (any people you are copying the memo to)
FROM: (your name and job title)
DATE: (complete and current date)
SUBJECT: (what the memo is about, highlighted in some way)

• Make sure you address the reader by his or her correct name and job title.
• Be specific and concise in your subject line.

Opening Segment

The gist of a memo should occur in the opening sentences/paragraphs. It's a good idea to include some information about the context, a task statement and perhaps a purpose statement.

1. The context is the event, circumstance, or background of the problem you are solving or the directive you are giving. You can use a paragraph to establish the background and state the problem or more commonly simply use the opening of a sentence. Include only what your reader needs and be sure it is clear.
    
2. In the task statement describe what you are doing to deal with a situation. If an action was requested, refer to it by a sentence opening like, "You asked that I look at...." If you want to explain your intentions, you might say, "To determine the best method of xxx, I will...."
    
3. Finally, the purpose statement of a memo gives your reason for writing it and forecasts what is in the rest of the memo. You want to come right out and tell your reader the kind of information that's in store. For example, you might say: "This memo presents a description of the current situation, some proposed alternatives, and my recommendations." If you choose to use headings for your memo segments, you can refer to your major headings in this forecast statement to provide a guide for your reader.

Summary Segment

If your memo is longer than a page, you may want to include a separate summary segment. This segment provides a brief statement of the key recommendations you have reached. These will help your reader understand the key points of the memo immediately. This segment may also include references to methods and sources you have used in your research, but remember to keep it brief.

You can help your reader understand your memo better by using headings for the summary and the discussion segments that follow it. Try to write headings that are short but that clarify the content of the segment. For example, instead of using "Summary" for your heading, try "New Rat-Part Elimination System," which is much more specific. The major headings you choose here are the ones that will appear in your purpose-statement forecast.

Discussion Segments

The discussion segments are the parts in which you get to include all the juicy details that support your ideas. Keep two things in mind:

1. Begin with the information that is most important. This may mean that you will start with key findings or recommendations.
2. Start with your most general information and move to your specific or supporting facts. (Be sure to use the same format when including details: strongest--->weakest.)
3. For easy reading, put important points or details into lists rather than paragraphs when possible.
4. Be careful to make lists parallel in grammatical form.

Closing Segment

You're almost done. After the reader has read your information, you want to close with a courteous ending stating what action you want your reader to take. Make sure you consider how the reader will benefit from the desired actions and how you can make those actions easier. For example, you might say, "I will be glad to discuss this recommendation with you during our Tuesday trip to the spa and follow through on any decisions you make."

Necessary Attachments

Make sure you document your findings or provide detailed information whenever necessary. You can do this by attaching lists, graphs, tables, etc. at the end of your memo. Be sure to refer to your attachments in your memo and add a notation about what is attached below your closing, like this:

Attached: Several Complaints about Product, January - June 2007

Examples

Persuasive Memorandum

To: Mary McGee, Alistair Warwranka, George Lipton
CC: Dorothy Barrie
From: The Boss
Date: June 1, 2006
Re: Need for New Memo Format

I’ve noticed that we don’t seem to be able to communicate important changes, requirements and progress reports throughout the company as effectively as we should. I propose developing one consistent memo format, recognizable by all staff as the official means of communicating company directives.

While I know this seems like a simple solution, I believe it will cut down on needless e-mail, improve universal communication and allow the staff to save necessary information for later referral.

Please talk among yourselves to determine the proper points of memo writing and return the input to me by 12 noon. I will then send out a notice to the entire staff regarding the new memo format.

Thank you for your prompt attention to this.

Directive Memo

To: All Staff
From: The Boss
Date: June 1, 2006
Re: New Memo Format Effective June 1

In order to make interoffice communications easier, please adhere to the following guidelines for writing effective memos:

• Clearly state the purpose of the memo in the subject line and in the first paragraph.
• Keep language professional, simple and polite.
• Use short sentences.
• Use bullets if a lot of information is conveyed.
• Proofread before sending.
• Address the memo to the person(s) who will take action on the subject, and CC those who need to know about the action.
• Attach additional information: don’t place it in the body of the memo if possible.
• Please put this format into practice immediately. We appreciate your assistance in developing clear communications.

If you have any questions, please don’t hesitate to call me. Thank you.

Definition of Email

E-mail (electronic mail) is the exchange of computer-stored messages by telecommunication. (Some publications spell it email; we prefer the currently more established spelling of e-mail.) E-mail messages are usually encoded in ASCII text. However, you can also send non-text files, such as graphic images and sound files, as attachments sent in binary streams. E-mail was one of the first uses of the Internet and is still the most popular use. A large percentage of the total traffic over the Internet is e-mail. E-mail can also be exchanged between online service provider users and in networks other than the Internet, both public and private.

E-mail can be distributed to lists of people as well as to individuals. A shared distribution list can be managed by using an e-mail reflector. Some mailing lists allow you to subscribe by sending a request to the mailing list administrator. A mailing list that is administered automatically is called a list server.

E-mail is one of the protocols included with the Transport Control Protocol/Internet Protocol (TCP/IP) suite of protocols. A popular protocol for sending e-mail is Simple Mail Transfer Protocol and a popular protocol for receiving it is POP3. Both Netscape and Microsoft include an e-mail utility with their Web browsers.

Source :

http://www.lupinworks.com/roche/pages/memos.php

http://searchmobilecomputing.techtarget.com/definition/e-mail

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