Pengertian dan jenis-jenis Inversion (English Grammar)

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Di dalam kalimat inversion (inverse/pembalikan) kata kerja utama ataupun kata kerja bantu berada sebelum subjek. Ada dua tipe umum inversion:

1.    Subject-verb Inversion

•   Best of all would be to get a job in Willingham.
• On long wall hung a row of van Goghs.
• Then came the turning point of the match.
•  Here comes the first question.
• There is the dog. Call the dog.
• Down came the rain.
• There’s your sister.

Main/Auxiliary Verb + Subject

  2.   Subject-Operator Inversion

• Not before in our history have so many strong influences united to produce so large a disaster.
• Never again did I think of disobedience.
• On no account must he strain.
• So badly was he affected that he had to be taught to speak again.
• Is the weather improving?
• Not a word did he say

Auxiliary Verb + Subject + Main Verb

Perhatikan penggunaan so, such, neither, dan nor.

• She hadn’t known much about life, nor had he.
•  As infections increased in woman, so did infections in their babies.
• Such is the gravity of the situation that it has already sparked an international incident.I do not want to go, neither does Ali. 

Bentuk-bentuk inversion:

1.   Kalimat Pertanyaan (Questions)

• Have you finished your paper?
• Where is the concert taking place?

Perhatikan:
   I wondered how reliable was the information I had been given.

      2.   Setelah Ekspresi Kata Keterangan Tempat (Place or Direction Expressions)

•       In an arm chair sat his mother. (BUKAN In an arm chair sat she.)
•       Under a tree was lying one of the biggest men I had ever seen.
•       Directly in front of them stood a great castle.
•       In the forest are many exotic birds.
•       In the forest I walked for many hours. (Tidak butuh diinversi; KK tempat nya bisa dihilangkan)
•       Here comes Freddy! (dalam percakapan)
•       There goes your brother. (dalam percakapan)
•       Nowhere have I seen such beautiful weather.

              Jika subjek sebuah kata ganti (pronoun):
              Here she comes. (BUKAN Here comes she.)

      3.   Kalimat Pengandaian (Conditional Sentences)

•             I would help you if I were in a position to help.
•       I would help you were I in a position to help. (inversion; kata if dihilangkan)
•       If he had asked, I would have been able to help.
•       Had he asked, I would have been able to help. (inversion)
•       If you should arrive before six, just give me a call.
•       Should you arrive before six, just give me a call. (inversion)

          Dalam kasus ini, kata negatif tidak di singkat:
            Had he not resigned, we would have beenforced to sack him.(BUKAN Hadn't he...)
            Had we not spent all our money already … (BUKAN Hadn’t we spent …)

            4.   Kalimat Perbandingan (Comparisons: As dan Than)

•       My sister spends more hours in the office than John.
•       My sister spends more hours in the office than John does.
•       My sister spends more hours in the office than does John. (inversion)
•       She was very religious, as most of her friends were.
•       She was very religious, as were most of her friends. (inversion)

          Inversion tidak digunakan ketika subjeknya berupa kata ganti orang (pronoun)

     5.   Kata-Kata Bermakna Negative (Negative Expressions)

•            I have never seen it.
•       Never have I seen it. (inversion)
•       He did not say a word.
•       Not a word did he say. (inversion)
•       I seldom sleep during the day.
•       Seldom do I sleep during the day.
•       Much have I learned from him. (much: tidak sedikit).
•       I do not want to go, and neither does Tom.
•       Sheila did not arrive late for work, nor did she leave

Negative + Auxiliary Verb + Subject

Kata negative lainnya: never, seldom, rarely, little, few, not a, not only, only later, only then, only if, not once, hardly ever, scarcely ever, barely ever, much, in no other way, under/in no circumstances, nor, neither. Not far dan not long tidak digunakan dalam inversion.

     6.   So + adjective… that; Such + be… that

•      Her business was so successful that Marie was able to retire at the age of 50.
•       So successful was her business that Marie was able to retire at the age of 50. (inversion)
•       The weather conditions became so dangerous that all mountain roads were closed.
•       So dangerous did weather conditions become that all mountain roads were closed. (inversion)
•       The play is so popular that the theatre is likely to be full every night.
•       Such is the popularity of the play that the theatre is likely to be full every night.

     7.   Dalam permohonan (Wishes: May)

•       May all your wishes come true!
•       May Allah bless you!

      8.   Story-telling

•       “What do you mean?” asked Henry.
•       “I love you” Whispered Jan.

                  Jika subjek sebuah pronoun:

                      “What do you mean?” he asked.

Reference:

• Azhar, Arsyad. 1987. Mastering Modern English Structure.  Ujungpandang: AMA Press.
• Biber Douglas & Susan Conrad, Geoffrey Leech. 2003. Student Grammar of Spoken and Written English. England: Logman.
• Leech,  Geoffrey. 2006. A Glossary of English Grammar. Edinburgh: Edinburgh University Press.
• Hewings, Martin. 2002. Advanced Grammar in Use. New York: Cambridge University Press.
• Philips, 2000. Deborah. Longman Preparation Course for the TOEFL Test. Longman.
• Swan, Michael. 2009. Practical English Usage. Oxford: Oxford University Press.

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BERAMAL ILMIAH, BERILMU AMALIAH

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Ilmu merupakan pijakan dalam beramal, sebagai landasan berbuat dan mengarahkan perbuatan ke arah kebaikan. Dengan ilmu kita mengetahui segalanya. Seorang bijak pernah berkata, "Ilmu tanpa amal; cacat. Dan, amal tanpa ilmu; buta." Maaf kalau perkataan orang bijak ini salah redaksi. Atau, ada istilah bangsa Arab yang tak pernah luput dari ingatan kita, "Al-'ilmu bilaa 'amalin, kasy-syajari bilaa tsamar". Terjemahan bahasa Indonesianya lebih kurang seperti ini: "Ilmu yang tidak diamalkan bagai pohon tak berbuah. Hati-hati, ini bukan hadits, melainkan pepatah alias 'ibarah. Makanya, jika berdakwah, pakailah dalil sesuai sumbernya. Jangan pepatah dianggap hadits.

Singkatnya, ilmu harus aplikatif. Pengetahuan yang kita peroleh harus aplikatif. Benar ya, ilmu itu harus aplikatif. Ilmu harus amaliah. Sebaliknya, beribu-ribu amal yang kita lakukan tidak akan berbuah apa-apa melainkan kelelahan. Apa maksudnya? 'Amal yang dalam bahasa Indonesia berarti perbuatan, tidak hanya mengerahkan segenap jiwa raga dan otot, namun akal pun berperan.

Andaikata kita shalat fardlu tanpa wudlu, ya mungkin karena tidak tahu ilmunya, lantas kita shalat ber-rakaat-rakat hingga badan pegal-pegal. Apakah akan berbuah pahala? Tentunya tidak. Manusia pembelajar selalu melakukan segala pekerjaannya didasarkan pada ilmu yang ia peroleh. Amal merupakan konsekuensi dari ilmu. Untuk itu, setiap ilmu harus aplikatif, dan setiap amal harus ilmiah. Ilmu harus profesional, dan profesionalisme harus ilmiah!

Sufyan Ats-Tsauri berkata : "Ilmu itu dipelajari agar dengannya seseorang bisa bertakwa kepada Allah" (Al-Hilyah : 6/362).

Maka tujuan dari mempelajari ilmu adalah untuk beramal dengannya dan bersungguh-sunggguh dalam menerapkannya. Dan ini terdapat pada orang-orang yang berakal, yang dikehendaki Allah Ta'ala bagi mereka kebaikan hidup di dunia dan akhirat.

Imam Tirmidzi meriwayatkan dari Abi Barzah Al Aslami, beliau berkata bahwa Rasulullah shallallahu alaihi wa sallamKedua kaki seorang hamba tidak akan bergeser pada hari kiamat sampai ia ditanya tentang umurnya dalam hal apa ia habiskan, tentang ilmunya dalam hal apa ia kerjakan dengannya, tentang hartanya dari mana ia peroleh dan dalam hal apa ia belanjakan, dan tentang tubuhnya dalam hal apa ia gunakan". Dalam riwayat Thabrani dan Al-Bazzar dengan lafadz : "... dan tentang ilmunya apa yang diamalkannya dari ilmu tersebut". bersabda : "

Abu Darda radhiyallohu anhu berkata : "Engkau tidak akan menjadi alim sampai engkau berilmu, dan engkau dengan ilmu tadi tidak akan menjadi alim sampai engkau mengamalkannya".

Abu Darda radhiyallohu anhu juga berkata : "Sesungguhnya hal pertama yang akan ditanyakan Robbku di hari kiamat yang paling aku takuti adalah tatkala Dia berkata : ‘Engkau telah berilmu, maka apa yang telah kamu amalkan dari ilmumu itu?".

Abu Hurairoh radhiyallohu anhu berkata : "Perumpamaan ilmu yang tidak diamalkan bagaikan harta simpanan yang tidak dinfakkan di jalan Alloh Ta'ala".

Az-Zuhri berkata : "Orang-orang tidak akan menerima ucapan seorang alim yang tidak beramal, dan tidak pula orang beramal yang tidak berilmu".

Abu Qilabah berkata : "Jika Alloh menjadikanmu berilmu maka jadikanlah ilmu itu sebagai ibadah kepada Alloh, dan janganlah kamu hanya berorientasi untuk menyampaikannya kepada orang lain (tanpa mengamalkannya)".

Abdullah bin Al Mu'taz berkata : "Ilmu seorang munafiq pada lidahnya, sedang ilmu seorang mukmin pada amalannya".

Amal adalah pendorong untuk tetap menjaga dan memperkokoh ilmu dalam sanubari para penuntut ilmu, dan ketiadaan amal merupakan pendorong hilangnya ilmu dan mewariskan kelupaan. Asy Sya'bi berkata : "Kami dahulu meminta bantuan dalam mencari hadits dengan berpuasa, dan kami dahulu meminta bantuan untuk menghapal hadits dengan mengamalkannya".

As Sulamiy berkata : "Telah memberi kabar kepada kami dari orang-orang yang mengajari Al-Qur'an kepada kami, bahwa mereka (para shahabat Nabi) dahulu belajar Al-Qur'an dari Nabi shollallohu alaihi wa sallam dimana mereka apabila mempelajari sepuluh ayat mereka tidak akan beranjak ke ayat berikutnya sampai mereka mengamalkan kandungannya".

Sesungguhnya orang yang bodoh kelak di hari kiamat akan ditanya kenapa ia tidak belajar (mencari ilmu), sedangkan orang yang berilmu akan ditanya apa yang telah diamalkan dengan ilmunya. Jika ia meninggalkan amal, maka ilmunya akan berbalik menjadi hujjah bagi dirinya. Rasulullah shallallahu alaihi wa sallam bersabda : "Pada hari kiamat nanti, seseorang akan digiring kemudian dilemparkan ke dalam api neraka sampai isi perutnya terburai keluar. Kemudian penghuni neraka bertanya kepadanya : ‘Bukankah kamu dahulu menyerukan kebajikan dan melarang kemungkaran?' Ia menjawab : ‘Saya dahulu menganjurkan kebaikan tapi saya sendiri tidak melakukannya, dan saya melarang kemungkaran tapi saya sendiri mengerjakannya'."(HR. Bukhari dan Muslim).

Rasulullah shallallahu alaihi wa sallam juga bersabda : "Perumpamaan seorang alim yang mengajarkan kebaikan kepada manusia dan melupakan dirinya, seperti lilin yang menerangi manusia tetapi membakar dirinya sendiri". (HR. Thabrani).

Yahya bin Muadz Ar Razi berkata : "Orang miskin pada hari kiamat adalah orang yang ilmunya berbalik menjadi hujjah baginya, ucapannya berbalik menjadi musuhnya, dan pemahamannya yang mematahkan udzurnya".

Ibnul Jauzi berkata : "Orang yang benar-benar sangat patut dikasihani adalah orang yang menyia-nyiakan umurnya dalam suatu ilmu yang tidak ia amalkan, sehingga ia kehilangan kesenangan dunia dan kebaikan akhirat, kemudian dia ketika hari kiamat dalam datang dalam keadaan bangkrut dengan kuatnya hujjah atas dirinya". (Shoidul Khatir hal. 144).

Diarsipkan di bawah: Fatwa2 Ulama!, Manhaj!, Salaf! | Ditandai: abdullah bin al mu'taz, abi barzah al aslami, abu darda, abu hurairah, abu qilabah, al-hilyah, amal, as sulamiy, az-zuhri, hr. bukhari muslim, hr. thabrani, ibnul jauzi, ilmu, ilmu menuntut amal, imam tirmidzi, shoidul khatir, sufyan ats-Tsauri, yahya bin muadz ar razi

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Contoh Soal SNMPTN beserta kunci jawaban III

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More than one-third of foreign students graduating from Australian universities, mainly Asians, have such poor English skills they should never have been admitted, research showed. A study by demographer Bob Birrell found that more than 50 percent of South Korean and Thai students did not have sufficient English to work professionally in Australia, along with more than 43 percent of Chinese graduates. Some 17 percent of students from Singapore and India, where English is more widely spoken also failed to reach the required level. Overall, 34 percent of the graduating foreign students offered permanent residence visas in 2006 did not have competent English.

            Birrell of Melbourne's Monash University, said almost all the 12,000 graduates tested for the survey were from Asia because these students are the most likely to apply for permanent residency on completing their studies.

However, he said that he believed the study to be representative of all foreign students, partly because Asia was a major source of fee-paying overseas students for Australian universities. “It does raise questions about university standards,” Birrell told AFP. Tertiary institutions are reliant on international students because they provide 15 percent of funding, leading to suggestions that academic standards are sacrificed in favor of financial rewards.

            Education Minister Julie Bishop described the survey as "an extraordinary attack by Professor Birrell on our universities." “International students must meet international benchmarks in language in order to get a place in a university in Australia,” she said. The study found all graduates tested had enough command of the language to cope in most situations. “But people who have reached this standard are still not capable of conducting a sophisticated discourse at the professional level,” it said.

            In his report, Birrell said there was a "mountain of anecdotal material" that many overseas students struggle to meet their course requirements and that universities cope by lowering the English demands of the courses. “There is widening recognition of the English problem,” he said. “But universities were hesitant to make students take extra language courses because this would make them more expensive and therefore less attractive than rival institutions,” he said. However, Professor Gerard Sutton, the president of the Australian Vice-Chancellors Committee, said most foreign students would be proficient in reading, writing and listening to English. “What I think has been highlighted is a deficiency in spoken language,” he told AFP, adding that a deficiency in this area would not prevent them from completing a university course.

(Taken From : SOAL SPMB 2007 Regional I Kode Naskah 541)

1. The respondents of the survey were _______________

A. students entering Australian universities from Asia

B. all foreign students graduating from Australian universities

C. mostly Asian students who graduated from Australian universities

D. foreign students at graduate programs in a Australian universities

E. Australian and foreign graduates of all Australian universities

2. This passage is probably taken from ___________________

A. a demographic report for the Australian Ministry of Education

B. a handbook for foreign university students in Australia

C. an article in the education column of a newspaper

D. a brochure about tertiary education in Australia

E. a popular lifestyle magazine for young people

3.Which of the following statements is FALSE about Asian students studying in Australian universities?

A. Most of these students do not meet the requirements for Australian universities.

B. Students from Singapore and India are better in their English than those from China.

C. They pay the highest fees for their education compared to other foreign students.

D. There is no problem for graduating foreign students to get permanent resident visas.

E. Australian universities consider Asian students as the major source of their income.

4. From the text we can infer that Australian universities ____________________

A. are lowering their standards to get more foreign students

B. are making it easier for Asian students to learn English

C. are willing to provide English language courses for students

D. are hesitant to admit students with insufficient English skills

E. don't require foreign students to take courses in English

5. The minister of Education thinks that the report is an attack on Australian Universities because it ____________________

A. was made to undermine the position of the Australian Minister of Education

B. could damage the good reputation of Australian universities

C. aims at destroying the image of the universities accepting foreign students

D. has been published without getting the approval of the Ministry of Education

E. shows that Australian universities are not successful in teaching English

Kunci jawaban:
1.   B. all foreign students graduating from Australian universities

2.   C. an article in the education column of a newspaper

3.    B. Students from Singapore and India are better in their English than those from China.

4.   A. are lowering their standards to get more foreign students

5.   B. could damage the good reputation of Australian universities

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Contoh Soal Bahasa Inggris SNMPTN beserta Kunci Jawaban II

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Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, 'What is education?' However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society's economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues some before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.

(SNMPTN 2009)

1. The author's main concern in the first paragraph of the passage is that.........

A. there is no exact definition about education.

B. education is a fundamental individual's right.

C. everyone has the right to get quality education.

D. education occurs in any place not just schools.

E. development can be gained through education.

2. If the author is right concerning the role of education, the following might be predicted to take place, EXCEPT.........

A. longer life expectation

B. lesser birth rates

C. improved welfare

D. better quality living

E. more job opportunities

3. The following sentences reflect the author's opinions in the passage, EXCEPT .......

A. everyone has the right to get education.

B. education cannot be easily defined.

C. EFA provides quality education by 2015.

D. education is basic to human development.

E. The EFA goals are faced with serious challenges.

4. The situation the author shows in the passage is best described as a follows ........

A. quality education fundamentally ensures quality living in all sectors.

B. education is essentially everyone's right yet it still has its challenges.

C. there are problems in education in spite of its significant role.

D. as long as nations compete, education cannot progress.

E. absence of an exact definition causes problems in education.

5. The part following the passage above would likely discuss .........

A. lack of access to technology in developing countries to support educational practices.

B. needs of modem digital technology to back up the implementation of EFA in education.

C. roles of technology in providing individuals with cheap and accessible quality education.

D. inability of developing nations to compete with developed countries in technology.

E. government's roles and responsibilities in managing education for their citizens.

Kunci Jawaban

1.  B. education is a fundamental individual's right.

2.   B. lesser birth rates

3.   C. EFA provides quality education by 2015.

4.   B. education is essentially everyone's right yet it still has its challenges.

5.   B. needs of modem digital technology to back up the implementation of EFA in education.

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Contoh Soal Bahasa Inggris SNMPTN beserta Kunci Jawaban

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Reading

Heart disease is Western society’s number-one killer. It accounts for one -third of all deaths in America and for well over half the deaths among middle-aged men. Heart disease was relatively rare in America at the turn of the century, but it has risen dramatically since then, with a slight downturn in 1960.

Heart disease is often viewed as a disease of modern living, spurred on by the habits and the stress of industrialized society. Evidence for this idea comes from the fact that non-Western societies have relatively low rates of heart disease. And there is a higher rate of heart disease among immigrants to America, such as Japanese Americans and Chinese-Americans, than among those who remain in their native country, suggesting that something about the Western environment promotes the development of the disease.

Heart disease usually involves the formation of a fatty substance called plague in the walls of the coronary arteries that supply blood to the heart. If the arteries become narrowed enough or blocked, the person may suffer a heart attack that is death of a region of heart muscle tissue.

Among the many factors that have been found to be related to the risk of developing heart disease are high blood pressure, a history of heart disease among one's close relatives, cigarette smoking, being relatively overweight, and a high level of a fatty substance called cholesterol in the blood. In addition to all of these well- established risk factors, it is now clear that stress can have a major impact on the development of heart disease. People who continually undergo a great deal of stress - and who lack the ability to control it - are at a significantly greater risk for disease than people who undergo less stress or who can manage stress successfully. Jobs that impose high psychological demons but that provide the worker with the little control - such as a cook, waiter, and hospital orderly - seem to breed heart disease.

(Adapted from SPMB 2005 Regional III)

Soal

1.   There is a higher number of heart patients among Japanese and Chinese immigrants in the U.S. because

A.   the U,S. has the highest rate of heart disease in the world

B .  they might not have been able to cope with the stress of living in an industrialised society

C.   the food in the U.S. contains too much cholesterol

D.   they are often unjustly treated in their adopted home country

E.   they work hard to create a better life for their children

2.   How serious' is the prevalence of heart disease among people living in the U.S?

A.   fifty percent of the deaths is caused by heart disease deceased sharply

B.   in 1960 the rate of death caused by heart disease decreased sharply

C.   thirty percent of the victims of heart disease were men

D.   heart disease has always been rare among American citizens

E.   more than fifty percent of people in their 40s died of heart disease

3.   A person gets a heart attack when...

A.   plague is formed in the walls of the arteries

B.   coronary arteries are blocked by a fatty substance

C.   smoking cigarettes causes hypertension

D.   a region of heart muscle tissue is dead

E.   heart disease is genetic among close relatives

4.   The third paragraph tells us about a person can get a heart attack ____.

A.   the process

B.   how much

C.   the reason

D.   what time

E.   how long

5.   "Well-established risk factors' in line 17 are risk factors which ____."

A.   have been proved real

B.   are related to the environment

C.   show a contagious disease

D.   are formed by the disease

E.   create a belief among people

DAFTAR ARTI KOSAKATA
NO	TULISAN	JENIS KATA	UCAPAN	ARTI
1	Heart disease	Noun	hɑ:t dI"zi:z	Penyakit jantung
2	Spurred	Verb	sp3:rd	Didorong
3	Fatty	Adjective	"fæt.i	(Ber)lemak
4	Undergo	Verb	‘Ʌn.dә"gәU	Mengalami
5	Lack	Verb	læk	Kekurangan
6	Impose	Verb	Im"pәUz	Membebankan
7	Demon	Noun	"di:.mәn	Perasaaan; pikiran
8	Breed	Verb	bri:d	Menyebabkan

Kunci Jawaban:
1.   B .  they might not have been able to cope with the stress of living in an industrialised society
2.   E.   more than fifty percent of people in their 40s died of heart disease
3.   B.   coronary arteries are blocked by a fatty substance
4.   C.   the process
5.   A.   have been proved real

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