Verbs, Regular & Irregular Verbs by Amelia

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homophone+homograph (Amelia Safitri)

Homophone+homograph (amelia safitri)

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TEACHING VOCABULARY BY MEANS OF PAIKEM

 

Abstract

Kosakata adalah salah satu aspek bahasa yang harus dipelajari. Belajar kosa kata ini penting karena kita mampu berbicara, menulis, dan mendengarkan dengan baik pertama  kita harus tahu kosakata . Seseorang dikatakan "tahu kata" jika mereka dapat mengenali maknanya ketika mereka melihatnya. Dalam mempelajari kosa kata, orang akan mengalami perkembangan setiap tahun sesuai dengan usia mereka. Dalam peran sosial dan cara pembahasan yang terjadi di masa dewasa, dalam kosa kata ada perkembangan lebih lanjut di luar masa kecil dengan orang dewasa terus menambahkan kata-kata baru untuk kosa kata mereka melalui membaca, pekerjaan, dan kegiatan lainnya. bagaimanapun, Periode utama untuk pengembangan konseptual,  adalah pada anak usia dini. Sementara itu, untuk pelajar Indonesia yang belajar bahasa Inggris sebagai salah satu bahasa asing yang diajarkan di sekolah, mereka memiliki kata-kata terbatas atau kosa kata yang mereka sekarang atau memahami bahasa. Oleh karena itu, tanggung jawab guru bahasa Inggris untuk menemukan strategi yang tepat atau metode untuk mengajarkan kosakata karena keberhasilan dan kegagalan belajar mengajar tergantung pada strategi atau metode yang digunakan oleh guru dalam menyajikan bahan. PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif Dan Menyenangkan) adalah pengajaran strategi, yang dapat mendorong siswa untuk melakukan banyak kegiatan untuk mengembangkan keterampilan, sikap dan pemahaman dengan mengutamakan belajar dengan melakukan. Ini berarti bahwa penggunaan model pembelajaran PAIKEM sebagai diharapkan dapat mendukung kompetensi siswa berdasarkan tujuan kurikulum.

A. Background

Language is one of the most effective means of communication. Through language, people communicate with one another; transfer messages and exchange information. Dissemination of science and technology, culture and art is made possible through language. Today, one of the international languages is English. In Indonesia, English is learnt as a foreign language. It means that English is only spoken by particular people whose profession demands the English mastery as a communication instrument.

Since English as international and scientific language, it is very important to learn English in globalization era nowadays. In Indonesia, English is taught at schools from elementary schools up to universities. Apart from formal education, English is also taught in private courses outside of school. It is expected that all of the students in Indonesia can master English. The English mastery should involve four major language skills, namely listening, speaking, reading and writing.

Beside the students should master four language skills; namely listening, speaking, reading and writing, they also should master English language components such as grammar, vocabulary, pronunciation an spelling. One of language components that is very important to be mastered and learnt by the students is vocabulary. It is because communication in any language is impossible without some mastery of the words used in that language. In other words, it is impossible for people especially learners to communicate with others, to comprehend something spoken or written or to write something without mastering or acquiring the language they use. Furthermore, vocabulary is one of the basic elements to get successful in learning comprehension because limited vocabulary will cause difficulties in learning English.

Most of the English teachers see that the result of teaching vocabulary is not significant yet. Many students of senior high school get difficulties in learning vocabulary. The students at senior high school also find difficulties when they want to improve their English vocabulary without some understanding the aims of the text or when doing conversation or doing some commands. Therefore, it is the responsibility of the English teacher to find appropriate strategy or method to teach vocabulary because the successful and the failure of teaching and learning depend on the strategy or method used by the teachers in presenting the materials. So, it is clear that the teacher plays important role in teaching and learning process. Lozanov (1980) said that pengaruh guru sangat jelas dalam kesuksesan siswa. In this case Porter (2002) agrees that guru sebagai penggubah keberhasilan siswa. The students will develop their ability, potential, skill, and interest when the teachers are capable to guide and motivate them. In addition, Hamalik (2001) states that Ketika di kelas, sebenarnya guru dituntut tidak hanya sebagai pentransfer of knowledge tetapi juga mampu memerankan diri sebagai pewaris nilai, pembimbing, fasilitator, rekan kerja, model, direktur, dan motivator.

Those opinions don’t mean that the teacher dominates all of teaching and learning activities; the students are still the centre and the learning subjects in teaching and learning process. The teacher is only learning agent. According to PP No. 19 tahun 2005 pasal 28, yang dimaksud dengan pendidik sebagai agen pembelajaran (learning agent) pada ketentuan ini adalah peran pendidik antara lain sebagai fasilitator, motivator, pemacu dan pemberi inspirasi bagi peserta didik. So, to develop students’ ability especially in their English vocabulary, the teacher needs to apply a good strategy or a good method in teaching the material.

In relation with teaching strategy, the government of Indonesia had introduced PAIKEM in the last 2007. Its implementation has been promoted in education of Indonesia. According to PP No. 19 Tahun 2005 Pasal 19 ayat 1 in Ismail (2008: 49): Proses pembelajaran pada satuan pendidikan diselenggarakan secara interaktif, inspiratif, menyenangkan, memotivasi peserta didik untuk berpartisipasi aktif serta memberi ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologi peserta didik.

It is the base description of PAIKEM. According to Ismail (2008: 46) PAIKEM merupakan singkatan dari Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan. PAIKEM is a teaching strategy which can encourage students to do different activities in developing their skills, attitude, and comprehension. This teaching strategy focuses on learning by doing. The teacher can use teaching aids and environment as learning resource to make teaching and learning is more interesting, effective and enjoyable.

Generally, the illustration of PAIKEM is as follows:

a.       Students engage in various activities that develop their understanding and ability with an emphasis on learning through doing.

b.      Teachers use various tools and how to awaken the spirit, including the environment as a source of learning to make learning interesting, fun, and suitable for students.

c.       Teachers set the class by displaying the books and learning materials more attractive and provide a "reading corner".

d.      Teachers implement a more cooperative way of teaching and interactive, including group learning.

e.       Teachers encourage students to find their own way in solving a problem, to express his ideas, and involving students in creating a school environment. (Depdiknas in Sudrajat, 2008)

B. Definition of Teaching

Teaching is a process where the teachers transfer their skill, knowledge, and experience to their students. A teacher who is going to teach students in front of the classroom requires a good knowledge of a specific field.

According to Brown (2001:7), teaching may be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge causing to know or understand. In another part, Gagne in Brown (2001:7) says that teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.

Based on the statement above, teaching means giving instruction to the students to learn something which affect them in such a way that learning is facilitated and the students can acquire knowledge. Teacher plays as a facilitator and motivator.

Furthermore, Brown (1994:120) states that foreign language contexts are those in which students do not have readymade contexts for communication beyond their classroom. In Indonesia, English is taught as Foreign Language. In the country which placed English as foreign language, like Indonesia, students may obtainable through language clubs, special media opportunities, books, or an occasional tourist.

Brown also states that communicative language teaching in English as foreign language context is clearly a greater challenge for students and teachers. Classroom hours are sometimes the only hours of the day when students are exposed to English. Therefore, the languages that present model, elicit, and treat takes on great important. 

In Teaching and learning process, Teacher has to know the student’s achievement that can be reached after given the material. So the teacher can design an effective and successful teaching. The measurement of successful teaching and learning process can be seen from the student’s achievement during and after teaching and learning process. According to Wilga (1968:11), what the factors in your local which will be help you decide the principle objective on your language teaching. So if the teacher measure from the aspects of teaching and learning process and it is just a little bit of the achievement reached, he/she can anticipate it and finds out of the trouble factors and gives solution to the students.

From the explanation above, the writer concludes that a good teaching must be through diagnosis, preparation, guidance, evaluating and follow up so all of them give a condition an effective teaching and learning process. The teacher ought to develop skills and experience of the language knowledge before transferring to the students and also the teacher must skill to increase motivation to encourage students and gives solution in solving of the difficulties found in teaching and learning process.

C. Teaching Vocabulary

We use vocabulary in our daily communication. We use it to express our opinions, ideas, views, criticism, and also to express our feeling. Vocabulary is a list of words or phrases of a language, technical field or some specialized area, usually arranged in alphabetical order and often provided with brief definition and with foreign translation. Cameron. It means that in learning vocabulary we have to know the meaning of it and also understand and can use it in sentence context. According to Red John (2000: 16) vocabulary is knowledge involves knowing the meanings of words and therefore the purpose of a vocabulary test in to find out whether the learners can match each word with a synonym, a dictionary – tape definition, or an equivalent word in their own language.

To master vocabulary knowledge, it is not merely by looking up words in a dictionary or using them in sentence but it needs a process in expanding and depending over the course of a lifetime. Vocabulary plays important role in developing students’ English skill mastery. So it is necessary for the students to learn vocabulary well.

Furthermore, vocabulary is the basic element to master, because communication in any languages is impossible without some mastery of the words use in that language. In other words, it is impossible for the people, especially learner to communicate with other, to comprehend something spoken or written or to write something without mastering the language they use. The richer vocabulary mastery is the bigger possibility of our language skill mastery.

Vocabulary is the important element in foreign language learning because of its involvement in four basic language skills namely listening, speaking, reading and writing. Teaching vocabulary means teaching the students how to use vocabulary to convey their ideas, opinion, knowledge and also their feeling. It is a process in which teacher gives some new words to the students and help them to recognize, pronounce, practice and remember the words easily.

From the statements above, it is clear that a teacher must first teaching to the students the meaning, definition, description, spelling, and pronunciation of the words. As the teacher wants the students to remember a new vocabulary, he/she has to make a sure that the students can understand the word given. And then a teacher must make sure that the new words are better remembered in a memorable way.

According to Haycraft (1986: 47), before presenting vocabulary in class, it is helpful to remember the following things:

1. Whenever possible, teach the words in spoken form first, and only when students can pronounce them well, introduce the written form. Otherwise, students will always try and pronounce English words as if they were written in their own language, and it will be difficult for the teacher to break this.

2. Try to present new words in context.

3. Revision is essential. Blend words that have been presented into letter practice. 

Based on the explanation above, the writer concludes that before the teacher presents vocabulary in class, it is better to teach the word in spoken form first before in written form, presenting new words in context and making revision.

Nation (2003: 135-141) states that there are four principles for teaching vocabulary, they are as follows:

1.      Focus on the most useful vocabulary first

The first principle looked at what words to teach and learn. Based on this principle teaching useful vocabulary before less vocabulary gives learners the best return for their learning effort.

The most useful vocabulary that every English language learner needs whether they use the language for listening, speaking, reading, or writing, or whether they use the language in formal and informal situations, is the most frequent 100 word families of English, the second 1000 words of English and the academic word list, technical vocabulary, low frequency words, and high frequency words. Learners need to learn low frequency words but, except for special needs, they are best learned after the high frequency words are known. To cope well in English, a second language learner would need around 5,000 words and preferably 10,000 words.

2.      Focus on the vocabulary in the most appropriate way

        Teachers should give attention to high frequency words and should focus on the strategies for dealing with low frequency words. The four most important vocabulary learning strategies are by using word parts, guessing from context, using word cards, and using dictionaries. Those strategies help learners deal with low frequency words. In addition high frequency words are also so important to learn. The ways to help learners deal with high frequency words are as follows:

a.      Directly teaching high frequency words.

b.      Getting learners to read and listen to graded readers containing these words.

c.       Getting learners to study the words and do exercise based on them.

d.      Getting learners to speak and write using the words.

3.      Give attention to the high frequency words across the four strands of a course.

It is should get deliberate attention through teaching and studying and should be met and used in communicating messages in listening, speaking, reading and writing. High frequency vocabulary should also be fluently accessible for receptive and productive use.

4.      Encourage learners to reflect on and take responsibility for learning

There is an important principle that lies behind choosing and learning that is learners need to realize that they must be responsible for their own learning. Taking this responsibility requires (1) knowledge of what to learn and range of options for learning vocabulary, (2) skill in choosing the best options, and (3) the ability to monitor and evaluate progress with those options. Unless learners take control, the course will not be as effective for them. Teacher can help them do this in the following ways:

a.       Inform the learners of the different types of vocabulary.

b.      Train the learners in the various ways of learning so that they are very familiar with the range of learning option available for them.

c.       Provide genuine opportunities for choosing what to learn and how to learn.

d.      Provide encouragement and opportunity for learners to reflect on their learning and to evaluate it.

D. Conclusion

The success of students in mastering vocabulary is much influenced by the way they learnt and method or strategy used by the teachers in presenting the materials. English teachers have a variety of methodological options to choose. They can choose methods or strategy and materials according to the needs of students, the preferences of the teachers, and the constraints of school and educational setting. Methods or strategy appear to be base on very different views of what language is and how a language is learned.

The teacher can use teaching aids and environment as learning resource to make teaching and learning is more interesting, effective and enjoyable. Teaching means giving instruction to the students to learn something which affect them in such a way that learning is facilitated and the students can acquire knowledge. Teacher plays as a facilitator and motivator. The writer suggest to all English teacher to use PAIKEM as strategy in teaching vocabulary.

References

Brown.H, Douglass. 2001. Teaching by Participles an Interactive Approach to Language Pedagogy Strategies of Reading. Longman: A Person Education company.

Departement pendidikan dan Kebudayaan. 2004. Standar Kompetensi Mata Pelajaran Bahasa Inggris. Jakarta: Depdikbud.

Napa, A Pieter. 1991. Vocabulary Development Skills. Yogyakarta: Kanisius.

Wallace, J. Michael. 1982. Teaching Vocabulary. London: Briddles. Ltd.

PP No. 19 tahun 2005 Bab IV Pasal 19 ayat 1

 

POLA ARTICLE (a / an) dan DO DOES

A.    Article (the, a, an)

Artikel merupakan sebuah bentuk kata sifat (adjective) yang menunjukkan seberapa khusus atau seberapa umum sebuah kata kata benda. Ada tiga jenis artikel, yaitu: the, a/an, dan yang tidak memiliki article (zero article).

1. A/An – Artikel tak tentu

A digunakan untuk sesuatu yang tidak tentu. Sebagai contoh:

• I have a book (saya punya sebuah buku). Kalimat ini menandakan bahwa saya tidak memiliki buku spesifik, hanya buku secara umum.
• She lives in a house (dia tinggal di sebuah rumah). Rumah pada kalimat ini hanya merupakan rumah yang umum, bukan rumah spesifik.

A juga digunakan hanya untuk kata benda tunggal yagn dapat dihitung. Misalnya:

• A book, a chair, a person, a building, etc.

An memiliki makna yang sama dengan a.
A digunakan di depan kata-kata yang dimulai dengan huruf konsonan, seperti b, c, d, g, p.
An digunakan di depan kata-kata yang dimulai dengan huruf/bunyi vokal seperti a, e, i, o, atau u. Misalnya:

• a bear, a fox, a nespaper
• an apple, an egg, an umbrella

An juga bisa digunakan di depan kata-kata yang dimulai dengan huruf “h”.
Terkadang An bisa digunakan bisa juga tidak, misalnya: a hotel, atau “an hotel”. Disini bunyi “h” pada kata hotel dilafalkan.

Tetapi terkadang juga An harus digunakan di depan kata yang dimulai dengan huruf “h”. Misalnya: an honor, bukan a honor. Bunyi “h” pada kata honor tidak dilafalkan, sehingga kata ini sebenarnya dimulai dengan bunyi vokal “o”. Jadi, kita perlu menggunakan an.

2. The – Artikel pasti

The digunakan untuk sesuatu yang khusus dan pasti dan digunakan untuk sesuatu yang sebelumnya telah disebutkan. Sebagai contoh:

• Please open the door
• I like the little singer

3. Zero article (tidak menggunakan article)

Zero article umum digunakan apabila sesuatu tidak bisa dibedakan apakah termasuk definit (pasti) atau indefinit (tidak tentu), tetapi hanya ada.

Zero article digunakan di depan kata benda jamak yang dapat dihitung. Misalnya:

• I like eggs. I like an eggs.
• Flowers are beautiful. A flowers are beautiful.

Zero article digunakan di depan kata benda tunggal yang tidak dapat dihitung. Misalnya:

• I like milk. I like a milk
• Soccer is fun. The soccer is fun

Zero article digunakan di depan kata benda khusus/diri (proper noun). Misalnya:

• My name is Jeremy. My name is a jeremy.
• I Live in London. I Live in a London.

Pembahasan diatas hanya merupakan panduan-panduan saja bukan aturan mutlak, dan penggunaan semua artikel tergantung seluruhnya pada konteks dan perspektif pembicara. Diperlukan waktu yang lama untuk menguasai artikel, khususnya jika bahasa asli anda tidak memiliki artikel seperti bahasa Indonesia, Korea, atau Jepang. Cobalah untuk memahami benda-benda apa saja termasuk definit (pasti/tentu) dan yang tidak tentu (indefinit) dari sudut pandang bahasa Inggris, dan semakin banyak anda mempelajari bahasa Inggris kepercayaan diri dan kemampuan anda dengan artikel akan berkembang.

Contoh penggunaan dalam percakapan

Kalimat pertama sudah betul, dan kalimat lainnya tidak benar.

1) I play soccer and basketball. I like to study English but I don’t like math. (benar)
I play a soccer and a basketball. I like to study a English but I don’t like a math. (tidak benar)

2) My bedroom has a door and a window. (Benar)
My bedroom has the door and the window. (Tidak benar)
Please open the door. (Benar)
Please open door. (Tidak benar)

3) Where do you live?
I live in Chicago.
(I live in a Chicago – Tidak benar)
And what do you do?
I’m a vet. I help animals.
( I help an animals – Tidak benar)

B. Penggunaan DO, DOES, DID, dan DONE

Penggunaan kata DO kadang membingungkan karena selain sebagai kata kerja (verb) juga dapat sebagai kata bantu yang digunakan dalam kalimat tanya (interrogative) dan kalimat negatif (negative form), dan kadang-kadang dalam kalimat positif.

1. Penggunaan DO/DOES

a. Sebagai kata kerja.

DO tergolong kata kerja tidak beraturan (irregular verb) yang artinya mengerjakan atau  melakukan atau menyelesaikan. Bentuk verb2 dan verb3-nya berturut-turut adalah DID, dan DONE.

DO digunakan pada kalimat simple present tense jika subject-nya plural. Plural subject yang dimaksud adalah I, we, you, they, dan nouns yang dapat digantikan dengan I, we, you, atau they.

Contoh:

1. I do my homework everyday. (Aku mengerjakan PRku tiap hari).
2. We do house cleaning every other day. (Kami mengerjakan pembersihan rumah tiap dua hari sekali). Lebih enak diterjemahkan: Kami membersihkan rumah dua hari sekali).
3. You do that and I will do this. (Kamu kerjakan itu dan aku akan kerjakan ini).
4. They do their homework every week. (Mereka mengerjakan PRnya tiap minggu).
5. Ani and Anggi do their homework every Friday night. (Ani dan Anggi mengerjakan PRnya tiap Jumat malam = malam Sabtu). Digunakan DO karena Ani dan Anggi dapat digantikan dengan pronoun they.

DOES adalah bentuk singular dari verb1 DO. DOES digunakan pada kalimat present tense jika subjectnya  singular. Yang dimasud dengan singular subject adalah he, she, it dan nouns yang dapat digantikan dengan he, she atau it.

Contoh:

1. He does his homework everyday. (Dia mengerjakan PRnya tiap hari).
2. She does house cleaning every other day. (Dia mengerjakan pembersihan rumah tiap dua hari sekali).
3. Andi always does a great job. (Andi selalu mengerjakan perkerjaannya dengan sangat baik). Digunakan DOES karena Andi dapat diganti dengan pronoun he.
4. My little sister does the dishes everyday. (Adikku (cewek) membersihkan piring-piring (dan alat makan lainnya) tiap hari).
5. The washing machine is good. It does the washing very well. (Mesin cuci itu bagus.  Mesin cuci itu melakukan pencucian dengan  sangat baik= Mesin cuci itu  membersihkan pakain-pakain dengan sangat baik).

Selain dapat digunakan dalam simple present tense, DO juga dapat digunakan dalam kalimat simple future tense (membentuk verb phrase WILL DO, IS/AM/ARE GOING TO DO) dan past future tense (membentuk verb phrase WOULD DO, WAS/WERE GOING TO DO).  Dalam hal ini, DOES tidak dapat digunakan.

Contoh:

1. He will do his homework tomorrow. (Dia akan mengerjakan PRnya besok).
2. She would do the house cleaning yesterday but she didn’t. (Dia akan mengerjakan pembersihan rumah kemarin tetapi tidak jadi).
3. My little sister is going to do the dishes in an hour. (Adikku (cewek) akan membersihkan piring-piring (dan alat makan lainnya) lagi satu jam lagi).
4. The washing machine is good. It will do the washing very well. (Mesin cuci itu bagus.  Dia akan membersihkan pakaian-pakaian dengan baik).
5. They were going to do the math problems last night.  For an unknown reason, they didn’t. (Mereka akan mengerjakan soal-soal matematika tadi malam. Karena alasan yang tidak diketahui, mereka tidak jadi).

b. Sebagai kata bantu

Sebagai kata bantu, DO dan DOES umumnya digunakan pada kalimat negatif dan kalimat  tanya dalam pola simple present tense, dan jika kalimat tersebut menggunakan kata kerja. DO digunakan jika subjectnya plural, sedangkan DOES digunakan jika subjectnya singular.

• I/we/you/they + DO + not + verb1 + …
• He/she/it + DOES + not + verb1 + …

• DO + I/we/you/they + verb1 + …?
• DOES + he/she/it + verb1 + …?

Contoh:

1. He doesn’t do his homework everyday. (Dia tidak mengerjakan PRnya tiap hari). Di kalimat ini, does adalah kata bantu, sedangkan do adalah verb1.
2. She doesn’t do house cleaning every other day. (Dia tidak mengerjakan pembersihan rumah tiap dua hari sekali).
3. Andi doesn’t always do a great job. (Andi tidak selalu mengerjakan perkerjaannya dengan sangat baik).
4. My little sister doesn’t do  the dishes everyday. (Adikku (cewek) tidak membersihkan piring-piring (dan alat makan lainnya) tiap hari).
5. The washing machine isn’t good. It doesn’t do the washing well. (Mesin cuci itu tidak baik.  Mesin cuci itu tidak membersihkan pakaian-pakaian dengan baik).
6. Do you go to school everyday? (Apakah kamu pergi ke sekolah tiap hari?)
7. Does Amy want to meet me? (Apakah Amy ingin ketemu aku?).
8. Do they play badminton every night? (Apakah mereka main bulutangkis tiap malam?).
9. Do you love him? (Apakah kamu mencintainya?).
10. Does that man have a lot of money? (Apakah cowok itu punya banyak uang?)

Kadang-kadang kata bantu DO dan DOES digunakan pada kalimat positif, khususnya ketika menjawab pertanyaan. Penggunaan kata bantu ini dimasudkan untuk mengeraskan arti atau memberi penekanan.

Pola kalimatnya adalah:

• I/we/you/they + DO + verb1 + …
• He/she/it + DOES + verb1 + …

Contoh berikut adalah jawaban dalam bentuk kalimat positif terhadap contoh kalimat tanya 6 -10 di atas:

1. Yes, I DO go to school everyday. (Ya, aku memang/betul pergi ke sekolah tiap hari).
2. Yes, Amy DOES want to meet you. (Ya, Amy memang ingin ketemu kamu).
3. Yes, they DO play badminton every night. (Ya, mereka memang main bulutangkis tiap malam).
4. Yes, I DO love him. (Ya, aku memang mencintainya).
5. Yes, he DOES have a lot of money. (Ya, cowok itu memang punya banyak uang).

2. Penggunaan DID

a. Sebagai kata kerja

Kata kerja DID hanya dapat digunakan pada kalimat simple past tense. Bentuknya tetap DID walaupun subjectnya singular maupun plural.

• Subject + DID + …

Contoh:

1. He did his homework yesterday. (Dia mengerjakan PRnya kemarin).
2. She did house cleaning two days ago. (Dia mengerjakan pembersihan rumah dua hari yang lalu).
3. Andi did a great job. (Andi mengerjakan perkerjaannya dengan sangat baik).
4. My little sister did the dishes a few minutes ago. (Adikku (cewek) membersihkan piring-piring (dan alat makan lainnya) beberapa menit yang lalu).
5. My mom did the ironing for me last night. (Ibuku menyeterika pakaianku tadi malam).

b. Sebagai kata bantu

Kata bantu DID umumnya digunakan pada kalimat negatif dan kalimat tanya pada simple past tense.

• Subject + DID + not + verb1 + …
• DID + subject + verb1 + …?

Contoh:

1. He didn’t do his homework yesterday. (Dia tidak mengerjakan PRnya kemarin).
2. She didn’t do house cleaning last Saturday. (Dia tidak mengerjakan pembersihan rumah hari Sabtu lalu).
3. Andi didn’t do a great job. (Andi tidak mengerjakan perkerjaannya dengan baik).
4. My little sister didn’t do  the dishes this morning. (Adikku (cewek) tidak membersihkan piring-piring (dan alat makan lainnya) tadi pagi).
5. The washing machine isn’t good. It didn’t do the washing well. (Mesin cuci itu tidak baik.  Mesin cuci itu tidak membersihkan pakaian-pakaian dengan baik).
6. Did you go to school last Friday? (Apakah kamu ke sekolah hari Jumat lalu?)
7. Did Amy want to meet me? (Apakah Amy ingin ketemu aku?).
8. Did they play badminton last night? (Apakah mereka main bulutangkis tadi malam?).
9. Did you love him? (Apakah dulu kamu mencintainya?).
10. Did that man have a lot of money? (Apakah dulu cowok itu punya banyak uang?)

Seperti halnya kata bantu DO dan DOES, kadang-kadang kata bantu DID juga digunakan pada kalimat positif, khususnya ketika menjawab pertanyaan. Tujuanya sama yaitu untuk mengeraskan arti atau memberi penekanan.

Pola kalimatnya adalah:

Subject + DID  + verb1 + ….

Contoh berikut adalah jawaban dalam bentuk kalimat positif terhadap contoh kalimat tanya 2.b: 6 -10 di atas:

1. Yes, I DID go to school last Friday. (Ya, aku memang/betul ke sekolah hari Jumat lalu).
2. Yes, Amy DID want to meet you. (Ya, Amy memang ingin ketemu kamu).
3. Yes, they DID play badminton last night. (Ya, mereka memang main bulutangkis tadi malam).
4. Yes, I DID love him. (Ya, dulu aku memang mencintainya).
5. Yes, he DID have a lot of money before. (Ya,  dulu cowok itu memang punya banyak uang).

3. Penggunaan DONE

a. Sebagai kata kerja

Done adalah bentuk verb3 dari DO. Done digunakan pada kalimat-kalimat yang  menggunakan present perfect tense, past perfect tense, future perfect tense, dan past future perfect tense, baik pada kalimat positif, negatif, maupun kalimat tanya.

• Subject + have/has + DONE + …
• Subject + had + DONE + …

• Subject + will have + DONE + …
• Subject + would have + DONE + …

Contoh:

1. He has done his homework. (Dia telah mengerjakan PRnya).
2. She has done the house cleaning. (Dia telah mengerjakan pembersihan rumah).
3. Andi has done a great job. (Andi teal mengerjakan perkerjaannya dengan sangat baik).
4. My little sister had done  the dishes before my mother arrived home. (Adikku (cewek) telah (selesai) membersihkan piring-piring (dan alat makan lainnya) sebelum ibuku tiba di rumah).

5. The washing machine had done the washing very well before it was out of order last week . (Mesin cuci itu telah membersihkan pakaian-pakaian dengan sangat baik sebelum rusak minggu lalu).
6. This homework will have been done by 5 p.m. (PR ini akan telah terselesaikan sebelum jam 5).
7. He  shouldn’t have done it. (Dia semestinya telah tidak melakukannya).
8. I agree. If I were he, I wouldn’t have done it. (Aku sependapat. Jika aku adalah dia, aku tidak akan melakukannya).
9. Have you done your homework yet? (Apakah kamu telah mengerjakan PRmu?).
10. Yes, I have done it. (Ya, aku telah mengerjakannya).

Selain pada kalimat aktif, DONE dapat digunakan pada kalimat pasif (passive voice) pada semua tensis.

• Subject + to be + DONE + …

Contoh:

1. The work has been done by a professional. (Pekerjaan itu telah dikerjakan oleh seorang profesional).
2. The dishes are being done by my sister.  (Piring-piring (kotor) itu sedang dibersihkan/dicuci oleh adikku).
3. It will be done soon. (Itu akan segera dikerjakan).

b. Sebagai adjective (kata sifat)

Seperti halnya verb3 lainnya, DONE juga dapat digunakan sebagai adjective.(kata sifat)

Contoh:

1. I really want to get this done ASAP. (Aku sangat ingin hal ini terselesaikan secepat mungkin. ASAP = as soon as possible).
2. How would you like your steak sir: raw, medium or well done? (Steak yang bagaimana yang tuan pesan; belum mateng benar, sedang-sedang, atau mateng betul?).
3. I am done.