Second and Third Conditional

2nd Conditional Sentences
2nd conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it. (Contrary-fact)

Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:
Main clause: If I had a million dollars,
If Clause: I would buy a big house.

If the “if” clause comes first, a comma is usually used. If the “if” clause comes second, there is no need for a comma:
If clause: I would buy a big house,
Main clause: if I had a million dollars.

Formula :

If clause If + simple past (V2) Result clause would + V1


3rd Conditional Sentences
3rd conditional sentences is an “impossible condition” , meaning it is contrary to the fact in the past and there is no hope for the situation to occur because you were imagining something in the past.

Like the other conditionals, a third conditional sentence consists of two clauses, an “if” clause and a main clause:
If clause: if + subject + past perfect verb
Main clause: subject + would (OR could, OR might) have + past participle

The third conditional is used to talk about things which did not happen in the past. If your native language does not have a similar construction, you may find this a little strange, but it can be very useful.

Complaint

Complaints are expressions of "displeasure or annoyance" in response to an action that is seen by the speaker as unfavorable. Here's one of complaining dialogue:

Mr Ryefield: waiter!
Waiter:  Is everything all right, sir?
Mr Ryefield:  Not exactly. This steak is raw. I asked for it well done! And it´s rather cold.
Waiter:  I do apologise, sir. Would you like it cooked a little more?
Mr Ryefield:  Please.
Waiter:  Would you like something else while you´re waiting?
Mr Ryefield:  No, thank you. But tell them to hurry.

Making a Complaint:
Here are useful expressions you can use when complaining:

• Excuse me, there seems to be something wrong with…
• Excuse me, there appears to be something wrong…
• I wonder if you could help me…..

Responding to complaints
Accepting a Complaint:

• Oh, I’m sorry about that.
• I can’t tell you how sorry I am
• I wish it never happened

Delaying a Complaint

• I suggest you leave it with us and we’ll see what can be done.
• I suggest you leave it with us and we’ll see what we can do.
• I’m afraid the manager/boss isn't in at the moment. Could you call later?

Rejecting a Complaint

• Sorry there is nothing we can do about it.
• I'm afraid, there isn't much we can do about it.
• We are sorry but the food is just alright.
• 
  

Giving Instruction
Giving instruction is an expression that is used in order that order that other person does what we instruct or request, or giving imperative to other people for to do or not to do something, Giving instruction sometimes called comparative/prohibition. The tense used in giving instruction is simple present.

There are two parts to giving instructions. What we call Sequencers and then the actions.
sequencers are the words that help order your instructions. It is like the 1, 2, 3, 4 of your actions.
The most common are First(ly), ...Then, ...Next, ...After that, ...Finally, ...

> Sequencing

• Before you begin, (you should . . .)
• The first thing you do is . . . .
• I would start by . . .
• The best place to begin is . . .
• To begin with,

> Starting out

• After that,
• The next step is to . . .
• The next thing you do is . . .
• Once you've done that, then . . .
• When you finish that, then . . .

> Continuing

• The last step is . . .
• The last thing you do is . . .
• In the end,
• When you've finished,
• When you've completed all the steps

> Finishing
Instructions
do one of three things.
1) Tell people what is necessary.
2) what is wrong.
3) what is not necessary.

Making Suggestion and Requesting Something

MAKING SUGGESTION

Making Suggestion is how you express your suggestion to someone.

1) WHAT ABOUT/HOW ABOUT ... + Base form + -ING

• What about going to the swimming pool tomorrow?
• How about going to the swimming pool tomorrow?

2) WHY + Negative

• Why don't we go to the swimming pool tomorrow?

3) IMPERATIVE: Let's + Base form

• Let's go to the swimming pool tomorrow!

4) COULD

• We could go to the swimming pool tomorrow.

5) DO YOU WANT + the infinitive

• Do you want to go to the swimming pool tomorrow?

REQUESTING SOMETHING

Requesting Something is what we say when we want to ask someone to do something for us.

Requesting

• Would you mind …, please?
• Can/Could you …?
• Will/Would you …?
• Please …

Accepting Requests

• Sure, I’d be glad/happy to …
• Of course/Certainly.
• No problem.
• Sure. Just a moment.
• Refusing Requests
• I’d loved to, but …
• It sounds great, but …
• I’m/sorry, but …
• Sorry to say that …

Biasanya, "would" atau "could" digunakan saat formal. Seperti pada contoh

berikut:

Could you open the window for me, please? Sure.

Business Letter

Parts of a Business Letter

This resource is organized in the order in which you should write a business letter, starting with the sender's address if the letter is not written on letterhead.

Sender's Address
The sender's address usually is included in letterhead. If you are not using letterhead, include the sender's address at the top of the letter one line above the date.
Do not write the sender's name or title, as it is included in the letter's closing. Include only the street address, city, and zip code.

Date The date line is used to indicate the date the letter was written. However, if your letter is completed over a number of days, use the date it was finished in the date line. When writing to companies within the United States, use the American date format. (The United States-based convention for formatting a date places the month before the day. For example: June 11, 2001. ) Write out the month, day and year two inches from the top of the page. Depending which format you are using for your letter, either left justify the date or tab to the center point and type the date.

Inside AddressThe inside address is the recipient's address. It is always best to write to a specific individual at the firm to which you are writing. If you do not have the person's name, do some research by calling the company or speaking with employees from the company. Include a personal title such as Ms., Mrs., Mr., or Dr. Follow a woman's preference in being addressed as Miss, Mrs., or Ms. If you are unsure of a woman's preference in being addressed, use Ms. If there is a possibility that the person to whom you are writing is a Dr. or has some other title, use that title. Usually, people will not mind being addressed by a higher title than they actually possess. To write the address, use the U.S. Post Office Format. For international addresses, type the name of the country in all-capital letters on the last line. The inside address begins one line below the sender's address or one inch below the date. It should be left justified, no matter which format you are using.

SalutationUse the same name as the inside address, including the personal title. If you know the person and typically address them by their first name, it is acceptable to use only the first name in the salutation (for example: Dear Lucy:). In all other cases, however, use the personal title and last/family name followed by a colon. Leave one line blank after the salutation.
If you don't know a reader's gender, use a nonsexist salutation, such as their job title followed by the receiver's name. It is also acceptable to use the full name in a salutation if you cannot determine gender. For example, you might write Dear Chris Harmon: if you were unsure of Chris's gender.

BodyFor block and modified block formats, single space and left justify each paragraph within the body of the letter. Leave a blank line between each paragraph. When writing a business letter, be careful to remember that conciseness is very important. In the first paragraph, consider a friendly opening and then a statement of the main point. The next paragraph should begin justifying the importance of the main point. In the next few paragraphs, continue justification with background information and supporting details. The closing paragraph should restate the purpose of the letter and, in some cases, request some type of action.

Closing
The closing begins at the same vertical point as your date and one line after the last body paragraph. Capitalize the first word only (for example: Thank you) and leave four lines between the closing and the sender's name for a signature. If a colon follows the salutation, a comma should follow the closing; otherwise, there is no punctuation after the closing.

Enclosures
If you have enclosed any documents along with the letter, such as a resume, you indicate this simply by typing Enclosures one line below the closing. As an option, you may list the name of each document you are including in the envelope. For instance, if you have included many documents and need to ensure that the recipient is aware of each document, it may be a good idea to list the names.

Typist initials
Typist initials are used to indicate the person who typed the letter. If you typed the letter yourself, omit the typist initials.

A Note About Format and Font

Block Format

When writing business letters, you must pay special attention to the format and font used. The most common layout of a business letter is known as block format. Using this format, the entire letter is left justified and single spaced except for a double space between paragraphs.

Modified Block
Another widely utilized format is known as modified block format. In this type, the body of the letter and the sender's and recipient's addresses are left justified and single-spaced. However, for the date and closing, tab to the center point and begin to type.

Semi-Block
The final, and least used, style is semi-block. It is much like the modified block style except that each paragraph is indented instead of left justified.
Keep in mind that different organizations have different format requirements for their professional communication. While the examples provided by the OWL contain common elements for the basic business letter (genre expectations), the format of your business letter may need to be flexible to reflect variables like letterheads and templates. Our examples are merely guides.
Another important factor in the readability of a letter is the font. The generally accepted font is Times New Roman, size 12, although other fonts such as Arial may be used. When choosing a font, always consider your audience. If you are writing to a conservative company, you may want to use Times New Roman. However, if you are writing to a more liberal company, you have a little more freedom when choosing fonts.

Punctuation
Punctuation after the salutation and closing - use a colon :)) after the salutation (never a comma) and a comma (,) after the closing. In some circumstances, you may also use a less common format, known as open punctuation. For this style, punctuation is excluded after the salutation and the closing.

Asking Possibilities, Expressing Curiosity and Desires, Expressing Views

Asking possibilities

To know, to find, to inform possibilities the following phrases might be useful.

Do you think it is possible

· Is it likely to….

· Is there any chance?

· Can she be…?

· I think it is going to….

· I bet…..

· It’s quite possible

Asking something if it is possible

Is it possible to ... ?

Is there any possibility of ... ?

What are the chances of ...?

What possibility is there that ... ?

What's the possibility of ... ?

Saying something is possible

It's possible ...

There's a good possibility.

Chances are ...

Expressing Curiosity and Desire What I’d really like to find out is …

I’d be very interested to know …

I’ve been meaning to ask you.

I’d like to know …

I wish I knew …

I’d love to know …

What’s on your mind?

I wonder …?

Curiosity  

A feel that happen when we really want to know about something. Usually “curiosity” happens when we see something strange or something new. Let’s describe it as follow:

Situation 1

Sarah : “I’m so curious about the new student.”

Farhan : “Yeah, me too. Let’s wait for her. She loves coming to the library during the break.”

Situation 2

Khadis : “You look so happy. I’m interested to know what happen to you.”

Sarah : “Sure, Dad. I got the highest score for math again.”

Khadis : “Really? So, congratulation.”

Situation 3

Sarah : “Why are you staring me like that?”

Farhan : “I wonder why you could be smarter than me.”

Sarah : “Because I’m your sister, hehe..…”

EXPRESSING VIEWS

in my view / opinion

I think we would normally drop point of and simply say in his view (in my view / in their opinion / etc)

How important is it, in your view, that the twins should stay together? ~ In my opinion, it's very important.

If we want to use point of view, I think we would more often say from my point of view rather than according to my point of view. Both these expressions emphasis the position or angle you are judging the situation from:

From my point of view it makes no difference whether you return on Saturday night or Sunday morning.

to my mind / etc

In my view, from my point of view, in my opinion are all fairly formal ways of expressing your opinion characteristic of written English. Less formal equivalents more characteristic of spoken English, include the following:

to my mind: to emphasis that this is your opinion

reckon: usually to express an opinion about what Is likely to happen

feel: to express a strong personal opinion

if you ask me: to express an opinion that may be critical

to be honest (with you:( to express a critical opinion without seeming rude

as far as I'm concerned: to express an opinion that may be different from others'

To my mind the quality of their football is just not good enough.

academic writing and expressing opinions

If you are required to write an academic essay in which you are asked to express an opinion (see below), useful alternatives to in my view include:

• I think that…
• It seems to me that…
• I would argue that…
• I do not believe that…
• I am unconvinced that…
• I do not agree that…

I believe that it is quite unacceptable for animals to be kept in zoos. It seems to me that when they are confined to a cage they never have enough room to move around. I would argue that it is kinder to allow a rare animal to die naturally in the wilds rather than to prolong its life artificially in a zoo.

making concessions

To achieve balance in any essay, it may be useful to incorporate opinions that are different from your own. Useful linking words and expressions include:

Of course, many / some people argue…

It is sometimes argued…

Admittedly…

While…

It is sometimes argued that it is possible for conditions in the zoo to replicate the wild animal's natural habitat. While this may be feasible for smaller reptiles, it will never be possible, in my view, for the larger mammals which needs acres of space to roam around in.

clarifying an opinion

It may sometimes be necessary to explain a thought in greater detail. Useful linking expressions for doing this include:

• By this I mean…
• Here I'm referring to…
• To be more precise…
• That is to say…

By spending money on confining wild animals to zoos, we are wasting resources. By this I mean there are more urgent economic problems to deal with: hospitals and schools should be our first priority

DISCUSSION TEXT

What is Discussion ?

A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students' questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas.

What is its purpose?

• to help students make sense of the world
• to stimulate thought, wonder, explanation, reflection and recall
• to provide opportunities for students to clarify and expand their ideas and those of others
• to promote positive group interaction and conversation
• to demonstrate questioning techniques

How can I do it?

Open-ended Discussions:

• Open-ended discussions begin with a sincere question (to which there is no one correct or concise answer) posed by teacher or student.
• All listeners consider the question.
• Incorporate pauses after students' responses to encourage extended or different responses.
• Clarify students' responses when necessary.
• Establish student-student dialogues during the discussion whenever possible.
• Respect students' questions and their responses.
• Model the role of sensitive listener, collaborator, mediator, prompter, learning partner and questioner.

Guided Discussions:

• Guided discussions begin with teacher-posed questions that promote the exploration of a particular theme, topic or issue.
• Through discussion, students should achieve a deeper understanding of the topic.

• After some time is spent on teacher-directed questioning, students should be encouraged to facilitate discussions by continuing to formulate and pose questions appropriate to the topic of study.

Talking Stick Circles or Discussions:

• Talking stick circles or discussions can be used to encourage students to reflect on experiences or discuss feelings.
• The students gather in a circle.
• The participant holding an assigned object or the talking stick has the option of speaking while other circle participants listen.
• Once speakers have shared their comments and opinions, they pass the stick or object to the person next to them.
• Talking circles can be used with a large group or small groups, or with inner-outer circle formations.
• Inner-outer circle participants gather in two circles.
• The students in the outer circle listen to the discussion taking place in the inner circle, then exchange places and become active participants in the inner circle

Constractive Conjunction and Modal Perfect

Contrastive conjunctions
Contrastive conjunctions are used to link two different ideas or statement that has contrast meaning.

·         But	·         Tetapi
·         Still	·         Masih
·         Although	·         Walaupun
·         Though	·         Meskipun
·         Whereas	·         Sedangkan
·         While	·         Sementara
·         Yet	·         Namun

Examples are:
► It is a small but practical kitchen.
► Despite lower carbon dioxide emissions, diesel cars may promote more global warming than gasoline

      cars.
► In spite of the cooling tend that has been observed for Antarctica as a whole, one region of the continent

     has actually contradicted the mean trend and warmed over the same time period: the Bellingshausen Sea

     region.

Modal Perfect
Modal verbs can be used in a variety of different forms. In a perfect tense. Here the modal verb is used to express possibilty or probabality . But since the modal is used totalk about the past, can we use words such as yesterday, last week, and a month ago. 

could have _____ couldn't have _____	past ability
should have ____ shouldn't have ____	You did or didn't do something that was a good idea.
would have ____ wouldn't have _____	past condition / past situation
may have _____ may not have _____	past possibility
might have ______ might not have _____	past possibility

Examples are:
► The boy could have done the dishes himself, but his father decided to help.
► This house of cards would have fallen over if the person who built it hadn't been so careful.
► My grandfather may have used this camera when he was a young man, but I'm not sure.

PERSUADING, ENCOURAGING, PREVENTING SOMEONE DOING SOMETHING

PERSUADING

Persuading is an expression to persuade someone. So, someone want to do something as like as persuader’s request.
Expressions of Persuading
Are you really sure you can’t/couldn’t...?
Don’t be so silly!
I really think it would be a pity if we didn’t...
Are you quite sure you won’t consider...?
Buy me this one, Mom, please ?
I really think you’d do well to...


ENCOURAGING
Encouraging is an expressions to give someone support or motivation to do something so he/she can achieve the goals.

How to Encourage Someone ???
If your goal is to learn how to encourage someone, follow the quick below guide:
1. Praise
2. Show people their strength
3. Show appreciation
4. Believe in them
5. Be a positive role model

Expressions of Encouraging
Don’t worry. I’m sure you’ll do better the next time.
You have my support.
You’re doing very well.
You like it? Go for it!
It wouldn’t hurt.
Keep at it!


PREVENTING SOMEONE DOING SOMETHING

Preventing is an expressions to prohibit someone to do something that he/she don’t want.

Expression of Preventing
You mustn't ...
You shouldn't (really) ...
You’d better not ...
(For goodness sake) Don’t look!
You can’t ...!
You’re not (really) supposed to ...
I don’t really think you should ..
Stop! Wait! (Or other imperatives)

NARRATIVE TEXT

narrative text is a kind of retell the story that in past. the purpose of the text is to entertain or to amuse the readers or listeners about the story.

generic structure:

1# orientation: it set the scene and introduce the participants (it answer the question: who, when, what, and where)

2# complication: tells the problems of the story and how the main characters solve them.

3#: resolution: the crisis is revolved, for better or worse.

4# re-orientation: the ending of story.

5# evaluation: the stepping back to evaluate the story or the moral value of the story.

narrative text used "simple past tense"

Example of narrative text :

The Monkey and The Crocodile

       One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.

      Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”

      At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.”
The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree.

     “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.

Passive voice is used:
when we want to shift the importance
Example:
Jaka gave Dessy flowers
Dessy was given flowers by Jaka

when we don't know who did it or it is not important who did it
Example:
The murderer was finally arrested

to make the information sound more formal
Example:
Action must be taken immediately

To change a sentences from active into passive:
1. The object becomes the subject in the passive voice
2. The tense remains the same tense, but it is moved from the main verb to the verb 'be'
3. The verb is in past participle

Examples:
* Simple Present
ACTIVE (A) : George helps Bella
PASSIVE (P) : Bella is helped by George

* Present Continuous
A : George is helping Bella
P : Bella is being helped by George

* Present Perfect
A : George has helped Bella
P : Bella has been helped by George

* Simple Past
A : George helped Bella
P : Bella was helped by George

* Past Continuous
A : George was helping Bella
P : Bella was being helped by George

* Past Perfect
A : George had helped Bella
P : Bella had been helped by George

* Simple Future
A : George will help Bella
P : Bella will be helped by George

* Be going to
A : George is going to help Bella
P : Bella is going to be helped by George

* Future Perfect
A : George will have helped Bella
P : Bella will have been helped by George

EXPLANATION TEXT

Topic 6
Explanation Text

Group 13

Amaliya Nindya A. P

Nanda Alisha

Explanation text is a containing text about processes of nature phenomenons, social, science, culture and another. An explanation text usually come from related author question ‘why’ and ‘how’ towards an existing phenomenon.

Generic Structure

1. A general statement

A general statement discuss about a phenomenon in general. This sentence usually answer a question, that is “what”.

                For example: “What is flood?”

2. A squenced of explanation

A squenced of explanation tell us “why” and “how” a phenomenon happened. A squenced of explanation can be more of one paragraph.

Tense that used

 Explanation texts are usually written in the “present tense” because they are explaining how or why something happens. To do this they explain it as if it is happening now.

Explanation texts often include diagrams, pictures or charts to help you understand. An explanation text usually starts with a statement that introduces the subject or topic to the reader.

Connectives

Explanation texts usually use words called connectives that explain things in order, one after another.

Some of the connectives you might find are:

•       Firstly •       Next •       Then •       After that

•       Meanwhile •       Eventually •       Later •       Finally

Other connectives explain how things work or why things happen, such as:

•       Because

•       So

•       This means

  Example of explanation text

 TSUNAMI

The term of “tsunami” comes from the Japanese which means harbour (“tsu”) and wave (“nami”). A tsunami is a series of waves generated when water in a lake or a sea is rapidly displace on a massive scale.

A tsunami can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Such large vertical movements of the earth’s crust can occur at plate boundaries.

Subduction of earthquakes are particularly effective in generating tsunami, and occur where denser oceanic plates slip under continental plates.

As the displaced water mass moves ander the influence of gravity to regin its equilibrium, it radiates across the ocean like ripples on a pond.

Finally, tsunami always bring great demage. Most of demage is caused by the huge mass of water  behind the initial wave front, as the height of the sea keeps rising fast and floods powerfully into the coastal area.

If you want to write an explanation text, look at this :

•       Title

Titles that use words like 'how' or 'why', will help readers to understand what the text  is about and make them want to find out more. For example: 'Why' do animals sleep through the winter?‘

•       Paragraphs

        You need to write in paragraphs to break up your text and make sure it follows a sequence. Use
        connectives like 'Firstly' and 'So' to put it in the right order.

•       Style

Use a question or a statement as your title. Keep this in mind so you stick to the point. Use the rest of your writing to make points that help to answer your question or support your statement.

•       Interesting facts

Throw in a few interesting facts to make your writing come alive and keep your reader interested.

•       Re-read

        Re-read your explanation text when you have finished. Make sure you've answered your
       question or supported your statement.

LATAR BELAKANG LAHIRNYA NASIONALISME DI INDONESIA

C. LATAR BELAKANG LAHIRNYA NASIONALISME DI INDONESIA

Perkembangan Politik Kolonial Belanda

Perkembangan perekonomian Belanda sejak abad ke-15 tidak dapat dilepaskan dari hasil perkebunan di Indonesia. Sektor-sektor perekonomian Belanda, seperti industri, pelayaran, dan perbankan berkembang karena keuntungan yang diperoleh dari perkebunan di Indonesia. Namun, kenyataan ini bertolak belakang dengan kondisi rakyat Indonesia. Eksploitasi sember daya Indonesia yang dilakukan pemerintah kolonial Belanda secara besar-besaran melalui sistem tanam paksa telah menyebabkan kemiskinan dan kemelaratan rakyat Indonesia. Gambaran penderitaaan rakyat Indonesia ini memunculkan kritik dikalangan rakyat Belanda.

Golongan liberal dalam parlemen Belanda mengusulkan sebuah perubahan mendasar dalam kebijakan pemerintah Belanda terhadap Indonesia. Inti usul merka adalah membuk seluas-luasnya koloni (open deur politiek = politik pintu terbuka) bagi investor swasta. Dengan demikian diharapkan akan terbuka banyak kesempatan kerja bagi rakyat koloni. Ide liberialisme seperti ini kemudian ditanggapi pemerintah Belanda dengan dikeluarkannya Peraturan Pemerintah tahun 1854. Dengan peraturan ini, terjadi peningkatan investasi swasta di Indonesia dan mulai dihapuskannya sistem tanam paksa.

Sebab-sebab kebangkitan Nasionalisme Indonesia

Penderitaan rakyat Indonesia

Sejak awal penjajahan Belanda, rakyat Indonesia telah mengalami berbagai penderitaan akibat penindasan, pengekangan, ketidakadilan, dan sikap diskriminatif terhadap hak asasinya. Salah satu bukti kekejaman penjajah Belanda terjadi ketika diberlakukannya  sistem tanam paksa. Rakyat Indonesia diwajibkan menyediakan sebagian bahkan seluruh tanahnya untuk untuk menanam tanaman perdagangan yang telah ditentukan. Timbul kelaparan dan kemiskinan di mana-mana. Sebagian rakyat Indonesia juga dipaksa untuk berkerja siang dan malam di perkebunan-perkebunan Belanda tanpa upah yang memadai, sanitasi, dan perlindungan. Wabah penyakit merajalela dan tidak sedikit rakyat Indonesia yang akhirnya meninggal karena tidak meiliki akses kesehatan. Kenyataan penderita itu menjadi pemicu semangat untuk segera mengusir kaum penjajah dan memperoleh kemerdekaan.

Perkembangan politik etis

Ide keadilan, kemanusiaan, dan perlindungan rakyat koloni yang berkembang di Belanda telah mendorong munculnya berbagai kritik terhadap kebijakan pemerintah kolonial Belanda. Salah satu tokoh yang mengkritik kebijakan pemerintah kolonial Belanda adalah Van Deventer. Dalam artikel berjudul ‘Een Eereschuld’ atau “utang kehormatan” yang dimuat dalam majalah De Gids, van Deventer menceritakan bahwa kekosongan kas negara Belanda telah diisi oleh bangsa Indonesia. Dengan kata lain, Bangsa Indonesia telah berjasa membantu pemerintah belanda memullihkan resesi ekonomi belanda meskipun dengan penuh pengorbanan. Menurut Van Deventer, utang budi tersebut harus dibayar dengan peningkatan kesejahteraan bangsa Indonesia melalui edukasi, migrasi, dan irigasi. Dari berbagai kritik inilah kemudia pemerintah kolonial belanda menerapkan kebijakan yang disebut politik etis.

sumber :
buku SEJARAH kelas XI Ilmu Alam
halaman: 86-87

HASIL PERCOBAAN TEGANGAN TALI

TABEL HASIL PERCOBAAN

No.	Jenis botol 1	Jenis botol 2	Botol Tengah	X1 (cm)	Y1 (cm)	X2 (cm)	Y2 (cm)	Ө1	Ө2	Ө3
1.	Kratingdaeng	C1000	Rootbeer	91	44	89	40	25,46	24,2	130,34
2.	Hemaviton	Kratingdaeng	Rootbeer	102	35	96	40	19,09	22,61	138,3
3.	Zoda	C1000	Rootbeer	102	46	85	38	24,27	24,08	131,65
4.	Hemaviton	C1000	Syrup ABC	95	47	90	36	26,32	21,8	131,88
5.	Kratingdaeng	C1000	M-150	97	40	90	38	22,4	22,89	134,71
6.	Syrup ABC	3 dara	Teh botol	97	40	86	41	22,4	25,48	132,12
7.	Kratingdaeng	M-150	Botol obat	102	56	72	61	28,76	40,27	110,97
8.	Kratingdaeng	M-150	Zoda	98	52	88	54	27,95	31,53	120,52
9.	zoda	teh botol	kratingdaeng	94	40	89	57	20	20	140
10.	c1000	rootbeer	kratingdaeng	83	47	100	38	27	30	123
11.	kratingdaeng	c1000	zoda	80	46	100	41	20	20	140
12.	m-150	zoda	kecap 3 dara	95	28	102	37	40	40	100
13.	teh botol	botol obat	c1000	87	57	104	42	23	20	137
14.	kecap 3 dara	ABC	c1000	84	56	98	56	10	10	160
15.	botol obat	ABC	c1000	102	36	82	68	15	20	145
16.	Rootbeer	ABC	C1000	84	52	96	57	9	9	162

dari nomor 1 s/d 8, nilai Ө1,Ө2,Ө3, didapat dari hasil hitungan.
dari nomor 9 s/d 16, nilai Ө1,Ө2,Ө3, didapat dari hasil percobaan (diukur dengan busur derajat).