E- UTBK - Pangsoed 2020

MODUL TPS UTBK

PENGETAHUAN DAN
PEMAHAMAN UMUM

BAHASA INGGRIS

Disusun Oleh :
Zulhijrah Zahara, S.S

MATERI TPS – BAHASA INGGRIS
READING STARTEGY

A. COMPREHENDING MAIN IDEAS

1. PENGERTIAN
Main idea merupakan ide pokok atau gagasan utama bacaan. Main idea adalah keterangan,
penjelasan , uraian atau sudut pandang penulis tentang topic bacaan. Main idea bisa berupa
kalimat lengkap yang didalamnya berisi penjelasan dari topic pembicaraan.
Ide pokok ini memberikan gagasan menyeluruh mengenai paragraf tersebut dan didukung
oleh rincian dalam kalimat-kalimat berikutnya dalam paragraph tersebut dan didukung oleh
perincian dalam kalimat-kalimat berikutnya dalam paragraf

2. MODEL PERTANYAAN
 What is the main idea of the passage/text?
 The primary idea of the passage is ….
 What does the text tell about?
 The main information of the passage /text is that ….
 The main idea of the first /second/third paragraph is ….
 Which the following best expresses the idea of the text?

3. CARA MENCARI IDE POKOK
 Perhatikan apa yang penulis sampaikan dalam teks
 Carilah kalimat yang menyatakan gagasan utama. Kalimat ini biasanya berada di awal,
atau akhir paragraph
 Simpulkan pernyataan umum yang dapat merangkum setiap kalimat topic yang
disebutkan

B. TOPIC

1. PENGERTIAN
Topic adalah subjek pembicaraan secara umum dari sebuah teks. Jadi, topic merupakan hal
yang kita bicarakan secara umum dalam sebuah teks. Biasanaya topic dapat berupa kata atau
frasa

2. MODEL PERTANYAAN
 What is the topic of the text/passage?
 What does the text tell bout?
 The passage tell about ….
 In the text about the writer deals with a topic on ….
 The text focuses on the information about ….
 The issue of the text is ….

3. CARA MENCARI TOPIC
 Tulis satu kata atau frasa yang menjawab tentang apa teks tersebut
 Carilah kata-kata yang sering muncul. Biasanya kata-kata tersebut merupakan topiknya
 Jangan menulis topic dengan kalimat lengkap, tetapi dengan satu kata atau frasa
(gabungan kata tidak ada subjek atau predikat)

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C. AUTHOR-RELATED QUESTION

1. PENGERTIAN
Author-related question adalah pertanyaan yang berhubungan dengan penulis. Biasanya
isinya menanyakan sikap penulis, opini penulis, motivasi penulis dan jalan pikiran penulis.
Jenis pertanyaan beupa pertanyaan yang meminta kita untuk mengidentifikasi emosi penulis
tersebut dalam topic bacaan. Biasanya jenis pertanyaan seperti ini akan ditandai denga kata-
kata yang berbentuk adjective (kata sifat). Contohnya: angry, cheerful, happy, gentle,
optimistic, pessimistic dan sebagainya

2. MODEL PERTANYAAN
 What is the author’s attitude towards …?
 The tone of the author is the best described as ….
 Which of the following best describes the tone of the passage?
 Which of the following best reflects the author’s opinion about….?
 Which of the following statement in the text about contains opinion?
 How does the author seem to feel about…?
 The author’s main concern in the first paragraph is …
 In representing the idea, the authors start by ….
 How does the author organize the ideas in the passage?

3. CARA MENENTUKAN SIKAP, OPINI, MOTOVASI, DAN JALAN PIKIRAN PENULIS
 Membaca seluruh teks dan menentukan gagsan uatama setiap paragraph
 Memahami jenis teks (explanation, report, exposition dan sebagainya) untuk
mengetahui tujuan penulis
 Memahami kata sifat yang menunjukkan sikap seperti : optimistic, tolerant, doubtful dan
sebagainya
 Kenali bagaimana penulis menggambarkan situasi atau orang (positive, negative atau
netral) dalam bentuk kata atau phrassa yang ada dalam bacaan
 Kenali bagaimana penulis menyusun teks, apakah dengan mengembangkan argument,
membandingkan, mendiskusikan, memamparkan atau memberikan contoh

D. INFERENCE

1. PENGERTIAN
Pertanyaan mengenai interference biasanya berupa infromasi yang tersirat dslam bacaan.
Pertanyaan nya cenderung menayanakan kesimpulan dalam bacaan. Jawaban dari
pertanyaan kadang tidak tersedia dalam bacaan. Maka pembaca Harus menarik kesimpulan
sendiri untuk menemukan jawabannya. Infromais yang tersirat dalm bacaan ini dapat
diamati melalui simbol-simbol atau kata yang anomaly (aneh)

2. MODEL PERTANYAAN
 What can we conclude from the text?
 What can you learn from the text?
 What can we infer from the text?
 Which of the following does the passage imply?
 It can be summarized from the paragraph one/two/three that ….
 From the first/second/third paragraph it can be conclude that ….

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3. CARA MEMBUAT KESIMPULAN
 Pahamilah arti dan maksut dari bacaan tersbut, lalu carilah topik dari bacaan
 Kemudian simpulkan bacaan dengan logis
 Pelajari pertanyaan dan pindai infromasi yang berkaitan dengnan pertanyaan (untuk
informasi tersirat)
 Sesuaikan dengna jawaban yang tersedia

E. PARAGRAPH/SENTENCES RELATION

1. PENGERTIAN
Paragraph relation atau sentence relation adalah membandingkan dua paragraph atau
kalimat dalam suatu bacaan yang antara paragraph atau kalimat satu dengan lainnya saling
berhubungan. Tujuan membandingkan paragraph atau kalimat adalah untuk mendapatkan
infromasi hubungan antarparagraph atau antarkalimat, kesamaan dan perbedaan informasi,
tema dan topic dalam suatu bacaan.

2. MODEL PERTANYAAN
 How does the first/second/third sentence relate to the other sentence in paragraph
one/two/three?
 Which of the following themes is mainly discussed in both paragraph?
 The theme of these two text would most likely be about ….
 From paragraph A and B we can infer that ….

3. CARA MENCARI IDE POKOK
 Bacalah dan perhatikan kedua paragraph atau kalimat tersebut secara menyeruluh
 Bisa juga dibaca secara berulang agar mudah menentukan hubungan dari keduanya
 Temukan topic, tema atau informasi dari masing-masing paragraf atau kalimat
 Simpulkan topic, tema atau infromasi yang didapat dari kedua paragraf/kalimat tersebut

F. SYNONYM

1. PENGERTIAN
Sinonim (persamaan kata) merupakan kata yang mempunyai arti sama atau mirip namun
bentuk tulisannya berbeda. Biasanya pertanyaannya yang sering muncul adalah seputar
vocabulary. Ciri-cirinya biasanya berupa synonym (sinonim), same meaning, closet meaning
atau similar meaning. Sebagian soalnya menanyakan kata tungal, seperti kata benda, sifat,
kata kerja atau keterangan. Sebagian yang lainnya menanyakan frasa, biasanya dua atau tiga
kata

2. MODEL PERTANYAAN
 Which of the following is the closet meaning in to the word…?
 The word …in line … is closet in meaning to ….
 What is the same meaning of the word …?
 The underlined word has the same meaning with ….
 Which of the following words could best be replace the word ….?
 Which of the following has the closet meaning with the underlined word?
 The followings have same meaning with ‘word’, except ….

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3. CARA MENENTUKAN SINONIM
 Bacalah dengan teliti, tebaklah kata yang sudah familiar. Apabila tidak familiar dengan
kata tersebut, bacalah konteks nya dan temukan petunjuk yang ada dalam kailmat
tersebut atau cari sebelum dan sesudahnya.
 Sesuaikan kalimat dengan jawaban yang tersedia, jika belum menemukan jawabannya,
maka carilah kata yang paling logis. Bandingkan dari keseluruhan jawaban yang tersedia

G. DETAILED INFORMATION

1. PENGERTIAN
Pertanyaan mengenai informasi detail biasanya berupa informasi tersurat. Namun, dapat
juga berupa infromasi tersirat di mana pembaca harus menyimpulkan sendiri. Pertanyaan
nya sangat tergantung pada bacaan tersebut. Informasi yang terdapat dalam bacaan baru
bisa diketahui setelah membaca teks tersebut secara rinci. Ciri –ciri pertanyaan nya adalah
menggunakan aspek 5W+1H (who, what, where, why, when and how)

2. MODEL PERTANYAAN
 Where did it happen?
 What time did the accident happen?
 How do vitamins influence health?
 According to the text, ice fields resemble ice caps in which of the following?
 According to the passage, where was the Cordilleran ice sheet thickest?

3. CARA MENNETUKAN INFORMASI RINCI
 Bacalaha teks dan semua pilihan jawaban
 Tandai jawaban-jawaban yang logis
 Pindai jawaban untuk mencari yang mengandung informasi yang ditanyakan
 Pilih jawaban yang paling tepat

H. PURPOSE

1. PENGERTIAN
Tipe pertanyaan ini bersifat umum. Maka purpose atau tujuan yang disampaikan penulis
meliputi seluruh isi dalam tes atau bersifat umum. Tujuan disini berisi tentang informasi
dengan kalimat penjelas dan infromasi yang rinci.

2. MODEL PERTANYAAN
 What is the purpose of the text?
 What is the type of the passage?
 The author’s purpose of writing text is to ….
 The general structure of the text is ….
 What is the writer’s purpose in writing the text?
 The main point of the passage is to ….

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3. CARA MENENTUKAN TUJUAN
 Bacalah keseluruhan teks kemudian baca semua pilihan jawaban yang tersedia
 Rangkumlah menjadi kalimat yang menyatakan informasi dari penulis kemudian
tentukan tujuannya
 Tentukan jawaban yang tepat dan cocokkan dengan topic dan tujuan yang
diinformasikan oleh penulis

I. REFERENCE

1. PENGERTIAN
References merupakan rujukan kata. Rujukan kata adalah sebuah kata (biasanya kata ganti)
yang merujuk pada kata lain. Rujukan kata ini dpaat merujuk ke banda, orang atau tempat.
Rujukan kata tersebut dapat berada di kalimat yang sama atau di kalimat yang berada di
kalimat yang sebelumnya. Hal yang biasanya ditanyakan adalah menegnai pronoun atau
kata ganti seperti it, this, she, he ,they, us them dan sebagainya

2. MODEL PERTANYAAN
 The word “…” in line “...” refers to ….
 “It” refers to ….
 What does “they” refer to?

3. CARA MENENTUKAN RUJUKAN KATA
 Carilah kalimat yang mengandung kata ganti yang ditanyakan pada bacaan
 Identifikasi kata ganti yang digunakan (it merujuk ke kata ganti tunggal selain manusia,
they merujuk ke kata ganti jamak dan lain-lain)
 Kemudian carilah kata benda (noun) sesuai dengan yang dirujuk
 Pilihlah jawaban dengan tepat

J. PARAPHRASE

1. PENGERTIAN
Parapharse adalah membuat atau menuliskan kembali suatu ide atau kalimat atau kata
dengan menggunalan gaya bahasa yang lain. Tujuan paraphrase adalah untuk
mengembangkan kemampuan berbahasa dan lebihh mudah untuk memahami suati bacaan

2. MODEL PERTANYAAN
 The phase “…” in the line one/two/three means ….
 Which of the following is the restatement of the sentences “…” in paragraph …?

3. CARA MEMBUAT PARAPHARE
 Bacalah dengan teliti kalimat atau tiap paragraph dalam bacaan
 Gunakan persamaan kata atau sinonim
Ubahlah urutan kata dalam kalimat atau mengubah bentuk kalimat

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K. CHOOSING TRUE-FALSE STATEMENT

1. PENGERTIAN
Choosing tre-false statement merupakan jenis pertanyaan untuk mengidentifikasikan
informasi yang disampaikan dalam bacaan. Pertanyaan semacam ini mencari pertanyaan
yang benar/salah dalam bacaan. Pertanyaan yang salah dalam bacaan bisa menyatakan
sesuatu yang bertentangan dengan bacaan atau tidak terdapat dalam bacaan

2. MODEL PERTANYAAN
 Which of the following statement is not true based on the text?
 According to the passage all the following statements are true, except ….
 Which of the following statement is incorrect?
 The following are tue, except ….

3. CARA MENENTUKAN TRUE – FALSE STATEMENT
 Bacalah terlebuh dahulu seluruh pilihan jawaban yang tersedia
 Cocokkan dengan kalimat yang ada dalam teks atau bacaan tersebut
 Lakukan dengan teknik scanning atau teknik memindai, yaitu memindai apakah
pertanyaan dalam pilihan jawaban ada atau tidak
 Pilihlah jwaaban yang paling tepat

L. CLOZE TEST

1. PENGERTIAN
Colze procedure adalah teks rumpang. Teks rumpang adalah sejenis tes dalam bacaan
dengan sejumlah kata yang dikosongkan atau rumpang dan pertanyannya diminta untuk
mengisi tes kosong tersebut dengan kata-kata yang benar. Tes jenis ini dimaksudkan untk
mengukur kemampuan grammar atau vocabulary pembaca.

2. MODEL PERTANYAAN
 Which option best completes (Number)
 The option that best completes (number) is …

3. CARA MENGISI TEKS RUMPANG
 Apabila berupa kata benda (noun), perhatikan apakah noun tersebut tungal atau jamak
(countable atau uncountable noun) kemudian sesuaikan dengn kata kerjanya
 Apabila berupa kata kerja (Veb), perhatikan tense kalimat,apakah bentuk lampau (past),
saat ini (present) atau akan datang (future). Sesuiakan pula dengan subjek kalimat
 Apabila berupa kata ganti (pronoun) perhatikan ver yang mengikuti pronun tersebut
 Apbikla berupa katabenda, kata kerja, kata keterangan atau kata depan yang sesuai
untuk melengkapi kalimat, pahamilah makna dari kontek kalimat.

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M. UNSTATED INFORMATION

1. PENGERTIAN
Unstated information yaitu infromasi yang tidak dinyatakan dalam suatu bacaan.
Pertanyaannya menayakan sebuah informasi yang tidak terdapat dalam bacaan tersebut.
Tipe pertanyaan seperti ini pasti ada tiga jawaban yang tersedia, yaitu dinyatakan,
disebutkan, dan benar dalam bacaan tapi ada satu jawaban yang tidak dinyatakan dalam
bacaan

2. MODEL PERTANYAAN
 Which of the following is not stated?
 Which of the following is not mentioned?
 Which of the following is not discussed?
 The text states all the following, except ….

3. CARA MENGIDENTIFIKASI INFROMASI YANG TIDAK DINYATAKAN
 Carilah kata kunci dalam pertanyaan
 Pindai kata kunci tersebut dalam bacaan
 Bacalah kalimat yang mengandung kata kunci atau ide dengan hati-hati
 Lihatlah jawaban secara pasti dalam bacaan
 Kemudian buang pertanyaan yang benar
 Pilihlah pernyataan yang tidak benar atau tdak tercantum dalam bacaan

N. PREDICTING PARAGRAPH

1. PENGERTIAN
Memprediksi paragraph yaitu sebuah cara untuk menggunakan infromasi dari teks termasuk
judul, gambar atau tujuan dan pengalaman pribadi, untuk menduga apa yang terjadi
selanjutnya dalam bacaan. Dalam sebuah bacaan, antara paragraf satu dengan paragraf
lainnya saling berhubungan,. Jadi,untuk memprediksi paragraf sebelum ataus seusdahnya
harus ada kaitanyya dengan paragraf sebelum atau sesudhnya. Sedanglan untuk mempredisi
isi dari sebuah teks harus membawa keseluruhannya dan menyimpulkannay sendiri.

2. MODEL PERTANYAAN
 It can be predicted from the passage that ….
 What topic does the paragraph preceding the passage mostly likely discuss?

3. CARA MEMPREDIKSI PARAGRAPH
 Bacalah dengan teliti
 Pahami apa isi dalam paragraph atau temukan ide pokoknya
 Tentukan prediksi sesuai dengan masalah yang ada di paragarf
 Prediksi harus logis berdasarkan infromasi yang didapat dari paragraph

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O. SUMMARY

1. PENGERTIAN
Summary adalah mengambil kesimpulan atau ringkasan dari sebuah bacaan hanya dengan
mengambil poin-poinnya saja. Summary (ringkasan) harus singkat, legkap, dan objektif
dengan cara membaca bagain-bagiannya denga hati-hati agar menghasilkan suatu ringkasan
yang tepat. Dalam meringkas ini terdapat tidak hanya unsur yang penting-penting saja,
tetapi juga tetap memelihara urut-urutan infromasi aslinya. Meringkas adalah
menyimpulkan gagasan-gagasan utama setiap paragraph ke dalam kata-kata sendiri.
Ringkasan secara signifinkan leih pendek dari pada yang asli

2. MODEL PERTANYAAN
 What is the best summary of the passage?
 The best summary of the passage is …..
 Which statement is the best summary of the passage?

3. CARA MENCARI IDE POKOK
 Bacalah seluruh teks untuk mengetahu maksud dan tujuan penulis
 Buatlah ide pokok dalam tiap paragraf
 Menyusun atau membuat ide poko tersebut menjadi satu paragraf atau lebih tapi
ringkasannay lebih pendek dari teks aslinya

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LATIHAN SOAL 1

Read the passage below.
Malnutrition among children in refugee is a critical public health concern due to the

heightened vulnerability. The rate of malnutrition in refugees’ camp needs to be viewed as not just
a health issue but as a serious protection and access to basic rights failure. The magnitude of acute
malnutrition among refugee camps in Ethiopia is relatively well-documented. A nutritional survey
done in 2014 among south Sudanese refugee camps showed that the prevalence of acute
malnutrition was almost two-fold the emergency threshold of 15%.

Acute malnutrition is not only a condition that kills but also has long term health and
developmental consequences among recovered children after receiving appropriate treatment.
These long term consequences include an increased risk of stunted growth, impaired cognitive
development and a greater chance of developing non-communicable diseases in adulthood. This
demonstrates that it is of utmost importance to invest not only in the treatment of acute
malnutrition but also in its prevention.

The problem, as well as the solution to malnutrition, is multi-faceted. In addition to an actual
shortage of food; poor sanitation, a lack of available potable water, caring practices and insufficient
health services are all significant factors contributing to the population’s overall nutritional status
and health. There is no single silver bullet that will instantly eradicate malnutrition from the refugee
camps but only through a holistic approach and strong group effort. Effective policies and programs
to alleviate malnutrition requires an understanding of the determinants of acute malnutrition in the
refugee camps.
Adapted from: http://primarycare.imedpub.com

1. Which of the following can best replace the word magnitude in “The magnitude of acute
malnutrition …” (paragraph 1)?
A. capacity
B. importance
C. weight
D. amount
E. power

Read the passage below.
When exploratory divers discovered the underwater Mexican cave site known as Hoyo

Negro, the conditions of the cave were so pristine and stable, but there was evidence that at least
one person had been inside the cave before the divers: A Paleoamerican girl nicknamed Naia, who
had fallen to her death while presumably collecting water from the cave during the late Pleistocene
era, between 13,000 and 12,000 years ago. The divers found her skeleton, as well as the remains of
several Ice Age animals, on the cave floor. According to Rissolo and project co-director, James
Chatters, it was like the La Brea tar pits without the tar.

This remarkable discovery represents the first and only example of human remains found in
direct association with extinct megafauna in the Americas, says Rissolo, who is a visiting scholar at
UC San Diego from the Waitt Institute and a research associate at the Scripps Institution of
Oceanography. The remains of two gomphotheres (extinct elephant-like creatures), two Shasta
ground sloths, a pair of saber-toothed cats and numerous other animals were also found with Naia
in the underwater pit, which measures 200 feet in diameter and is located in the far Southeast of
the country, on the Yucután Peninsula.

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Computer science Ph.D. student Vid Petrovic – a member of the Center’s Integrative
Graduate Education and Research Traineeship (IGERT) program in cultural heritage diagnostics – is
using photos taken by the scientific dive team to create 3D structure-from-motion (SfM) models of
the cave site, and he has used the same technique to recreate Naia’s mandible.

SfM is an imaging technique that, in this case, uses two-dimensional photographs taken
underwater at the cave site. Petrovic tracks and aligns features in the photos (such as corner points)
to ‘stitch together’ and reconstruct the objects digitally in 3D.

Rissolo says that given the proper lighting, camera set-up and protocols, SfM is a relatively
straightforward and cost-effective imaging and visualization method, especially for documenting
archaeological sites that are not easily accessible or are threatened with destruction, either natural
or human-derived.
Adapted from: http://archaeologicalconservancy.org

2. According to the text, what remains are not found in Hoyo Negro? The remains of…
A. gomphotheras
B. elephants
C. Shasta ground sloths
D. saber-toothed cats
E. Paleoamerican girl

Read the passage below.
The study of songbirds has revealed a variety of fundamental properties of biological

systems. In particular, neurobiological studies carried out in songbirds have revealed the presence
of newly born neurons in the adult brain, how steroid hormones affect brain development, the
neural and mechanistic bases of vocalizations, and how experience modifies neuronal physiology.
More evidently, however, songbirds have been extensively used as a model for imitative vocal
learning, a behavior thought to be a substrate for speech acquisition in humans. Now an
international consortium has unveiled the genome of the zebra finch (Taeniopygia Guttata).

Sequencing the zebra finch genome was initiated in 2005 under the Large Scale Genome
Sequencing Program of the National Human Genome Research Institute. The prior work in the
research community characterizing the zebra finch brain transcriptase. These initiatives, along with
new zebra finch genome sequences, have resulted in the complete genome sequenced with 17,475
protein-coding genes identified, as well as regulatory regions and non-coding RNAs. The annotation
and sequence coverage of the zebra finch genome will certainly be refined in the years to come, but
the initial endeavor is expected to provide a unique platform for modern genomics research in this
organism. Furthermore, this initial snapshot of the songbird genome should provide critical insights
into fundamental scientific questions, including an array of physiological and evolutionary
processes.

Adapted from: link.springer.com

3. From the sentence ‘… songbirds have been extensively used as a model for imitative vocal
learning, ….’ in paragraph 1, it can be stated that…
A. Songbirds are good models of vocal learning.
B. Human can practice vocal learning through songbird.
C. Songbirds are observed intensively by the scientist.
D. Songbirds imitate human’s speech.
E. Human speech acquisition in inspired by songbird.

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Read the passage below.
What will man be like in the future – in 5000 or even 50,000 years from now? We can only

make a guess, of course, but we can be sure that he will be different from what he is today. From
man is slowly changing all the time. Let us take an obvious example. Man, even five hundred years
ago, was shorter than he is today. Now, on average, men are about three inches taller. Five hundred
is a relatively short period of time, so we may assume that man will continue to grow taller. Again,
in the modern world, we use our brains a great deal. Even so, we still make use of only about 20%
of the brain capacity. As time goes on, however, we shall have to use our brains more and more –
and eventually we shall need larger ones! This is likely to bring about a physical change too; the
head, in particular the forehead, will grow larger.

Nowadays our eyes are in constant use. In fact, we use them so much that very often they
become weaker and we have to wear glasses. But over a very long period of time, it is likely that
man’s eyes will grow stronger. On the other hand, we tend to make less use of our arms and legs.
These, as a result, are likely to grow weaker. At the same time, however, our fingers will grow more
sensitive because they are used a great deal in modern life. But what about hair? This will probably
disappear from the body altogether in the course of time because it does not serve a useful purpose
any longer. In the future, then, both sexes are likely to be bald.

Perhaps all this gives the impression that future man will not a very attractive creature to
look at! This may well be true. All the same, in spite of these changes, future man will still have a lot
of common with us. He will still be a human being, with thoughts and emotions that resemble us.
Taken from: www.platea.pntic.mec

4. According to the text, which of the following statements is TRUE about the man?
A. It takes a few decades for man to be taller.
B. The development of man’s brain does not affect his physical development.
C. Modern people are using the full capacity of their brains.
D. Within a decade, man has become three inches taller.
E. It can be expected that future man will be taller.

Read the passage below.
Everyone knows the basics about Santa, the jolly man in a red suit that delivers gifts at

Christmas. How a small town near the Arctic Circle in Finland became known as his “official
hometown” proves a less familiar twist to the story. Santa was a marketing gimmick, based on a
third-century, ancient bishop from Turkey known for secretly giving away his large inheritance. His
random acts of kindness didn’t go unnoticed, earning sainthood and global celebration on the date
of his death, December 6. This story of Saint Nicolas then traveled with Dutch immigrants to the US,
where “Sinterklaas” was moulded into the visual image of Santa we all recognize today. Without
much of a backstory to Santa Claus, an illustration in Harpers magazine from 1866 is credited with
establishing the legend of his home at the “North Pole.”

In 1927, Markus Rautio–a Finnish radio broadcaster known as “Uncle Marcus”–claimed on-
air that Santa’s workshop was discovered in Rovaniemi, Finland. The government of the province,
Lapland, declared itself “Santa Claus Land” decades later to boost tourism. Santa Claus Village
opened just outside Rovaniemi in 1985. Of course, there are other places that lay claim to a Santa
or Saint Nick association: Korvatunturi, Finland, claims to be his real home and that Rovaniemi was
just created for tourists. The Church of Saint Nicolas in Demre, Turkey, contains his sarcophagus but
not his bones. There’s a multitude of pop-ups around the world, but the Santa in Rovaniemi differs
in that the man is marketed as the original, and tourists can visit him throughout the year.

11

Christmas lasts all year round in Rovaniemi, a place of anticipation. Even the hardcore cynic
will be moved by the “Christmas Spirit.” After visiting Santa, families can dine in the snowglobe
atmosphere of the Ice Restaurant and Ice Bar in Snowman World. Leaving from the Elf’s Yard, kids
can cross the Arctic Circle with traditional Lappish wooden skis. The region forms part of the natural
habitat for roaming reindeer–unlike the North Pole.

Santa Claus’s Main Post Office, with a special Arctic Circle stamp, received about half a
million letters last year. In reality, this figure is much higher since post offices around the world have
their own systems of dealing with letters addressed to Santa. Santa in Rovaniemi received 18 million
letters from 199 different countries to date, and at Christmastime, can receive 32,000 letters per
day, with the most letters arriving from China. An official reply from Santa Claus will set people back
more than 10 dollars (8.90 euros). It is free to see him, but tourists can’t take photos or videos,
although you can buy the official one. In high season (November through March), prices reach more
than 50 dollars (45 euros).
Adapted from: http://www.nationalgeographic.com

5. The second paragraph mainly talks about…
A. the discocery of Santa’s workshop
B. the description of Rovaniemi, Finland
C. Santa Clause’s original village
D. Millions letters for Santa Clause every year
E. Uncle Marcus’s claim over Santa Clause village

Read the passage below.
Over the past 115 years global average temperatures have increased 1.8 degrees Fahrenheit,

leading to record-breaking weather events and temperature extremes, the report says. The global,
long-term warming trend is “unambiguous,” it says, and there is “no convincing alternative
explanation” that anything other than humans — the cars we drive, the power plants we operate,
the forests we destroy — are to blame.

The report was approved for release by the White House, but the findings come as the Trump
administration is defending its climate change policies. The United Nations convenes its annual
climate change conference next week in Bonn, Germany, and the American delegation is expected
to face harsh criticism over President Trump’s decision to walk away from the 195-nation Paris
climate accord and top administration officials’ stated doubts about the causes and impacts of a
warming planet.

While there were pockets of resistance to the report in the Trump administration, according
to climate scientists involved in drafting the report, there was little appetite for a knockdown fight
over climate change among Mr. Trump’s top advisers, who are intensely focused on passing a tax
reform bill — an effort they think could determine the fate of his presidency.
Adapted from: http://nytimes.com

6. The author is primarily concerned with…
A. the record-breaking weather events and temperature extremes
B. the effort and fate Trump’s presidency
C. the climate report released by the White House
D. the decision taken by US delegation in the climate change conference
E. the United Nation annual climate conference in paris

12

Read the passage below.
The story of Dara Puspita, an Indonesian all-female band that was famous in the 1960s, is

set to be made into a biopic by production house FP. FP producer Frederica said she believed the
Surabaya-based band’s story deserved to be told on the big screen. “We think it’s important,
especially because at that time they were the only Indonesian all-female band that performed in
dozens of European cities,” Frederica told tempo.co.

Expected to be released in 2020, the production house is currently still conducting research.
“Their story will be very inspiring,” said Frederica, who expressed optimism the film would set a new
trend in the industry, which she said lacked, films about local musicians. The band has reportedly
given consent for the adaptation. Drummer Titiek Hamzah also expressed hopes the film would
show the band’s stories and struggles. “It needs to represent what a musician’s journey is like,” she
said. The journey of Dara Puspita began from the 1960s to the early 1970s. In 1965, they became
the opening act for legendary band Koes Bersaudara under the name Irama Puspita. Among their
popular tracks were “A Go Go”, “Burung Kakaktua” and “Tanah Airku”.
Adapted from: http://www.thejakartapost.com

7. How does the author organize the passage? By…
A. exposing the news about the film then explaining its values
B. exposing the reason behind the making of the film and explaining the plot
C. explaining the purpose of the film and the targets of the producer
D. describing the film and explaining the members of Dara Puspita Band
E. describing Dara Puspita Band and explaining its next project

Read the passage below.
In 1979, two British farmers reported that, while sitting on a hill, they suddenly saw the crops

below flattened in a perfect circle. They inferred that some great force must have come down
directly from above to squash the corn and barley. This started a public hysteria about so-called
crop circles. The patterns pressed into the crops (not all of them were circles) seemed to have no
entry or exit points. Many people hypothesized that only alien spaceships could make such bizarre
imprints.

Others, including Britain’s police, assailed such wild conclusions. They had a contrary theory:
Someone was playing a big hoax. Teams of investigators took samples of the plants and the soil,
trying to objectively analyze the crop circles as if they were a crime scene.

Public curiosity often impaired the investigators, who had to tolerate busloads of tourists
flocking to the circles. The farmers in the area, long suspicious of the police, approached the case as
an instance of police versus the people. If the local farmers knew the circles were a hoax, they
wouldn’t say so.
Taken from: McGraw-Hill’s Must-Have Words p. 141

8. Which of the following can be inferred from the statement ‘Many people hypothesized that only
alien spaceships could make such bizarre imprints’ in the first paragraph?
A. The phenomenon interest lots of tourist to sightsee the crops.
B. The government believes that someone was playing a big hoax.
C. The crops seemed to have no entry or exit points.
D. Most people do not believe that humans are able to make crop circles.
E. Some great force must have come down directly from above to make the crops.

9. Read the sentences below!
“She dances….(beauty-beautiful-beautifully-beautified beautify).”

13

To answer that question, we need to do … techniques in reading.
A. cloze procedure
B. vocabulary improvement
C. reading
D. scanning
E. understanding the sentence

Read the passage below.
Dangerous as anger can be, it is also natural, even necessary, and has been hard-wired into

the brain by evolution. Most obviously, anger helped people survive. As soon as this survival was
threatened, anger was triggered, along with violent defensive action. More surprisingly, perhaps,
anger also helped early humans to live together in groups, acting as a kind of warning signal in the
form of threatening facial expressions, clenched fists, reddening cheeks, and so on. This lets others
know that their behavior was unacceptable, that they were invading someone’s personal space and
that they risked physical retaliation.

At first glance, anger seems relatively simple. Ask the man in the street to define it and he
will probably say ‘it’s what happens when people annoy you.’ But anger can take many forms and
has numerous different triggers. And what infuriates one person may pass by another unnoticed.
One individual can make her way through a bustling crowd, or sit next to a screaming child, and
seem perfectly relaxed. But if someone questions her political beliefs, or disrupts her plans, she will
fly into an uncontrollable rage.

For some, anger is triggered more by petty annoyances than by major catastrophes. They
will be calm and methodical during a bereavement, for example, or when traveling to the hospital
for an operation, but as soon as the neighbor’s car alarm goes off, or the printer runs out of ink,
they explode. For others, it is threats to their money, property, status or time that act as the major
catalyst. They may let the petty irritations go, but if their car is scratched or their authority
questioned, they become enraged.

Finally, some will laugh off both petty irritations and threats to their money or status. For
them, rule-breaking is the most infuriating thing. This is especially true of those with obsessive-
compulsive or autistic traits: people who like and need things to be regular and ordered. And such
rules can be more like vague, unspoken agreements. For example, someone may be sensitive about
their acne or low income. Friends understand this and so the subject is never raised. One evening,
someone makes a harmless remark and is shocked to see their friend explode with rage. But it
wasn’t the fact that his low income or bad skin had been mentioned, nor even that he felt
humiliated; his anger was sparked because someone had broken the rules.
Taken from: http://www.healthguidance.org

10. From the passage, it can be summed up that…
A. Some people get angry for small or serious things and some others might get angry, not due
to small or serious matters, but because people ask them what they do not like to be asked.
B. Most people get angry with something they cannot control or predict, or something they are
very sensitive to.
C. Some people get angry for small things, while some get angry for more serious matters.
D. Amongst many conditions that make people angry, the most frequent reason is when people
raise a topic that relates to the person’s bad experience in the past.
E. For an obsessive-compulsive person or someone with autistic traits, he/she can get angry
when someone has broken the rules by, for example messing up the order or regulation and
not doing what they are asked to do.

14

SOAL LATIHAN 2

Read the passage below
Fungi, of which there are over 100,000 species, including yeasts and other single-celled

organisms as well as the common molds and mushrooms, were formerly classified as members of
the plant kingdom. However, in reality they are very different from plants and today they are placed
in a separate group altogether. The principal reason for this is that none of them possesses
chlorophyll, and since they cannot synthesize their own carbohydrates, they obtain their supplies
either from the breakdown of dead organic matter or from other living organisms. Furthermore the
walls of fungal cells are not made of cellulose, as those of plants are, but of another complex
sugarlike polymer called chitin, the material from which the hard outer skeletons of shrimps,
spiders, and insects are made. The difference between the chemical composition of the cell walls of
fungi and those of plants is of enormous importance because it enables the tips of the growing
hyphae, the threadlike cells of the fungus, to secrete enzymes that break down the walls of plant
cells without having any effect on those of the fungus itself. It is these cellulose-destroying enzymes
that enable fungi to attack anything made from wood, wood pulp, cotton, flax, or other plant
material.

The destructive power of fungi is impressive. They are a major cause of structural damage
to building timbers, a cause of disease in animals and humans, and one of the greatest causes of
agricultural losses. Entire crops can be wiped out by fungal attacks both before and after harvesting.
Some fungi can grow at +50°C, while others can grow at -5°C, so even food in cold storage may not
be completely safe from them. On the other hand, fungi bring about the decomposition of dead
organic matter, thus enriching the soil and returning carbon dioxide to the atmosphere. They also
enter into a number of mutually beneficial relationships with plants and other organisms. In
addition, fungi are the source of many of the most potent antibiotics used in clinical medicine,
including penicillin.

1. What does paragraph 1 mainly discuss?
A. differences between simple and complex fungi
B. functions of chlorophyll in plants
C. functions of sugar in the walls of fungal cells
D. differences between fungi and plants

2. Which of the following is mentioned as a major change in how scientists approach the study of
fungi?
A. Fungi are no longer classified as plants
B. Some single-cell organisms are no longer classified as fungi.
C. New methods of species identification have been introduced
D. Theories about the chemical composition of fungi have been revised.

3. The word "principal" in line 4 is closest in meaning to
A. true
B. main
C. logical
D. obvious

15

4. According to the passage,how do fungi obtain carbohydrates?
A. The absorb carbohydrates from their own cell walls.
B. They synthesize chlorophyll to produce carbohydrates.
C. They produce carbohydrates by breaking down chitin.
D. They acquire carbohydrates from other organic matter, both living and dead.

5. The passage mentions shrimps, spiders, and insects in line 9 because their skeletons
A. can be destroyed by fungi
B. have unusual chemical compositions
C. contain a material found in the walls of fungal cells
D. secrete the same enzymes as the walls of fungal cells do

6. Which of the following terms is defined in the passage ?
A. "chlorophyll" (line 5)
B. "polymer" (line 8)
C. "hyphae" (line 12)
D. "enzymes" (line 14)

7. The word "those" in line 13 refers to
A. tips
B. hyphae
C. enzymes
D. walls

8. Fungi have all of the following characteristics EXCEPT
A. They grow hyphae.
B. They secrete enzymes.
C. They synthesize cellulose.
D. They destroy crops.

9. The phrase "bring about" in line 21 is closest in meaning to
A. cause
B. join
C. take
D. include

10. Mark Allen revolutionized…...by presenting his students with the most advanced economic
thinking at an introductory level.
A. to teach economics
B. the teaching of economics
C. teaching that economic is
D. economics is taught

16

SOAL LATIHAN 3

Read the passage below.
Many United States companies have, unfortunately, made the search for legal protection

from import competition into a major line of work. Since 1980 the United States International Trade
Commission (ITC) has received about 280 complaints alleging damage from imports that benefit
from subsidies by foreign governments. Another 340 charge that foreign companies “dumped” their
products in the United States at “less than fair value.” Even when no unfair practices are alleged,
the simple claim that an industry has been injured by imports is sufficient grounds to seek relief.
Contrary to the general impression, this quest for import relief has hurt more companies than it has
helped. As corporations begin to function globally, they develop an intricate web of marketing,
production, and research relationships, The complexity of these relationships makes it unlikely that
a system of import relief laws will meet the strategic needs of all the units under the same parent
company.

Internationalization increases the danger that foreign companies will use import relief laws
against the very companies the laws were designed to protect. Suppose a United States-owned
company establishes an overseas plant to manufacture a product while its competitor makes the
same product in the United States. If the competitor can prove injury from the imports—and that
the United States company received a subsidy from a foreign government to build its plant abroad—
the United States company’s products will be uncompetitive in the United States, since they would
be subject to duties.

Perhaps the most brazen case occurred when the ITC investigated allegations that Canadian
companies were injuring the United States salt industry by dumping rock salt, used to de-ice roads.
The bizarre aspect of the complaint was that a foreign conglomerate with United States operations
was crying for help against a United States company with foreign operations. The “United States”
company claiming injury was a subsidiary of a Dutch conglomerate, while the “Canadian” companies
included a subsidiary of a Chicago firm that was the second-largest domestic producer of rock salt.

Based on the Passage, answer the following questions:
1. The passage is chiefly concerned with

A. arguing against the increased internationalization of United States corporations
B. warning that the application of laws affecting trade frequently has unintended

consequences
C. demonstrating that foreign-based firms receive more subsidies from their governments than

United States firms receive from the United States government
D. advocating the use of trade restrictions for “dumped” products but not for other imports
E. recommending a uniform method for handling claims of unfair trade practices

2. It can be inferred from the passage that the minimal basis for a complaint to the International
Trade Commission is which of the following?
A. A foreign competitor has received a subsidy from a foreign government.
B. A foreign competitor has substantially increased the volume of products shipped to the
United States.
C. A foreign competitor is selling products in the United States at less than fair market value.
D. The company requesting import relief has been injured by the sale of imports in the United
States.
E. The company requesting import relief has been barred from exporting products to the
country of its foreign competitor.

17

3. The last paragraph performs which of the following functions in the passage?
A. It summarizes the discussion thus far and suggests additional areas of research.
B. It presents a recommendation based on the evidence presented earlier.
C. It discusses an exceptional case in which the results expected by the author of the passage
were not obtained.
D. It introduces an additional area of concern not mentioned earlier.
E. It cites a specific case that illustrates a problem presented more generally in the previous
paragraph.

4. The passage warns of which of the following dangers?
A. Companies in the United States may receive no protection from imports unless they actively
seek protection from import competition.
B. Companies that seek legal protection from import competition may incur legal costs that far
exceed any possible gain.
C. Companies that are United States-owned but operate internationally may not be eligible for
protection from import competition under the laws of the countries in which their plants
operate.
D. Companies that are not United States-owned may seek legal protection from import
competition under United States import relief laws.
E. Companies in the United States that import raw materials may have to pay duties on those
materials.

5. 50. The passage suggests that which of the following is most likely to be true of United States
trade laws?
A. They will eliminate the practice of “dumping” products in the United States.
B. They will enable manufacturers in the United States to compete more profitably outside the
United States.
C. They will affect United States trade with Canada more negatively than trade with other
nations.
D. Those that help one unit within a parent company will not necessarily help other units in the
company.
E. Those that are applied to international companies will accomplish their intended result.

6. It can be inferred from the passage that the author believes which of the following about the
complaint mentioned in the last paragraph?
A. The ITC acted unfairly toward the complainant in its investigation.
B. The complaint violated the intent of import relief laws.
C. The response of the ITC to the complaint provided suitable relief from unfair trade practices
to the complainant.
D. The ITC did not have access to appropriate information concerning the case.
E. Each of the companies involved in the complaint acted in its own best interest.

18

Read the passage below.
At the end of the nineteenth century, a rising interest in Native American customs and an

increasing desire to understand Native American culture prompted ethnologists to begin recording
the life stories of Native American. Ethnologists had a distinct reason for wanting to hear the stories:
they were after linguistic or anthropological data that would supplement their own field
observations, and they believed that the personal stories, even of a single individual, could increase
their understanding of the cultures that they had been observing from without. In addition many
ethnologists at the turn of the century believed that Native American manners and customs were
rapidly disappearing, and that it was important to preserve for posterity as much information as
could be adequately recorded before the cultures disappeared forever.

There were, however, arguments against this method as a way of acquiring accurate and
complete information. Franz Boas, for example, described autobiographies as being “of limited
value, and useful chiefly for the study of the perversion of truth by memory,” while Paul Radin
contended that investigators rarely spent enough time with the tribes they were observing, and
inevitably derived results too tinged by the investigator’s own emotional tone to be reliable. Even
more importantly, as these life stories moved from the traditional oral mode to recorded written
form, much was inevitably lost. Editors often decided what elements were significant to the field
research on a given tribe. Native Americans recognized that the essence of their lives could not be
communicated in English and that events that they thought significant were often deemed
unimportant by their interviewers. Indeed, the very act of telling their stories could force Native
American narrators to distort their cultures, as taboos had to be broken to speak the names of dead
relatives crucial to their family stories. Despite all of this, autobiography remains a useful tool for
ethnological research: such personal reminiscences and impressions, incomplete as they may be,
are likely to throw more light on the working of the mind and emotions than any amount of
speculation from an ethnologist or ethnological theorist from another culture.

7. Which of the following best describes the organization of the passage?
A. The historical backgrounds of two currently used research methods are chronicled.
B. The validity of the data collected by using two different research methods is compared.
C. The usefulness of a research method is questioned and then a new method is proposed.
D. The use of a research method is described and the limitations of the results obtained are
discussed.
E. A research method is evaluated and the changes necessary for its adaptation to other subject
areas are discussed.

8. Which of the following is most similar to the actions of nineteenth-century ethnologists in their
editing of the life stories of Native Americans?
A. A witness in a jury trial invokes the Fifth Amendment in order to avoid relating personally
incriminating evidence.
B. A stockbroker refuses to divulge the source of her information on the possible future
increase in a stock’s value.
C. A sports announcer describes the action in a team sport with which he is unfamiliar.
D. A chef purposely excludes the special ingredient from the recipe of his prizewinning dessert.
E. A politician fails to mention in a campaign speech the similarities in the positions held by her
opponent for political office and by herself.

19

9. According to the passage, collecting life stories can be a useful methodology because
A. life stories provide deeper insights into a culture than the hypothesizing of academics who
are not members of that culture
B. life stories can be collected easily and they are not subject to invalid interpretations
C. ethnologists have a limited number of research methods from which to choose
D. life stories make it easy to distinguish between the important and unimportant features of
a culture
E. the collection of life stories does not require a culturally knowledgeable investigator

10. Information in the passage suggests that which of the following may be a possible way to
eliminate bias in the editing of life stories?
A. Basing all inferences made about the culture on an ethnological theory
B. Eliminating all of the emotion-laden information reported by the informant
C. Translating the informant’s words into the researcher’s language
D. Reducing the number of questions and carefully specifying the content of the questions that
the investigator can ask the informant
E. Reporting all of the information that the informant provides regardless of the investigator’s
personal opinion about its intrinsic value

11. The primary purpose of the passage as a whole is to
A. question an explanation
B. correct a misconception
C. critique a methodology
D. discredit an idea
E. clarify an ambiguity

12. It can be inferred from the passage that a characteristic of the ethnological research on Native
Americans conducted during the nineteenth century was the use of which of the following?
A. Investigators familiar with the culture under study
B. A language other than the informant’s for recording life stories
C. Life stories as the ethnologist’s primary source of information
D. Complete transcriptions of informants’ descriptions of tribal beliefs
E. Stringent guidelines for the preservation of cultural data

Read the passage below.
Let us go then, you and I, When the evening is spread out against the sky Like a patient

etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of
restless nights in one-night cheap hotels And sawdust restaurants with oyster-shells: Streets that
follow like a tedious argument Of insidious intent To lead you to an overwhelming question. . . Oh,
do not ask, “What is it?” Let us go and make our visit.

In the room the women come and go Talking of Michelangelo. The yellow fog that rubs its
back upon the window-panes

The yellow smoke that rubs its muzzle on the window-panes Licked its tongue into the
corners of the evening Lingered upon the pools that stand in drains, Let fall upon its back the soot
that falls from chimneys, Slipped by the terrace, made a sudden leap, And seeing that it was a soft
October night Curled once about the house, and fell asleep.

And indeed there will be time For the yellow smoke that slides along the street, Rubbing its
back upon the window-panes; There will be time, there will be time To prepare a face to meet the
faces that you meet; There will be time to murder and create, And time for all the works and days

20

of hands That lift and drop a question on your plate; Time for you and time for me, And time yet for
a hundred indecisions And for a hundred visions and revisions Before the taking of a toast and tea.
In the room the women come and go Talking of Michelangelo.And indeed there will be time To
wonder, “Do I dare?” and, “Do I dare?”

Time to turn back and descend the stair, With a bald spot in the middle of my hair— [They
will say: “How his hair is growing thin!”] My morning coat, my collar mounting firmly to the chin, My
necktie rich and modest, but asserted by a simple pin— [They will say: “But how his arms and legs
are thin!”] Do I dare Disturb the universe? In a minute there is time for decisions and revisions which
a minute will reverse.
For I have known them all already, known them all; Have known the evenings, mornings, afternoons,
I have measured out my life with coffee spoons; I know the voices dying with a dying fall Beneath
the music from a farther room. So how should I presume?

13. Which of the following meanings can be inferred from the lines “o I dare Disturb the universe?”
A. The author is referring to his bright future.
B. The author fears that he will cause some major upheaval in world.
C. The author refers to the ‘status quo’ in which he is in.
D. The author expresses his feeling of being pinned against a wall.
E. The author is apprehensive about his last days.

14. What, according to the passage, is the reason for the author’s optimism?
A. That the women are talking of Michelangelo.
B. That the yellow fog rubs upon the window-panes.
C. That it was an October night.
D. That there will be moments for everything.
E. That the falling soot made a sudden leap.

15. In the first ten lines of the passage the author embodies which of the following with human
attributes?
A. toast
B. restaurants
C. intent
D. retreats
E. arguments

21

SOAL LATIHAN 4

Read the passage below
A fact that draws our attention is that, according to his position in life, an extravagant man

is either admired or loathed. A successful business man does nothing to increase his popularity by
being prudent with his money. A person who is wealthy is expected to lead a luxurious life and to
be lavish with his hospitality. If he is not so, he is considered mean, and his reputation in business
may even suffer in consequence. The paradox remains that he had not been careful with his money
in the first place; he would never have achieved his present wealth.

Among the low income group, a different set of values exists. The young clerk, who makes
his wife a present of a new dress when he has not paid his house rent, is condemned as extravagant.
Carefulness with money to the point of meanness is applauded as a virtue. Nothing in his life is
considered more worthy than paying his bills. The ideal wife for such a man separates her
housekeeping money into joyless little piles – so much for rent, for food, for the children’s shoes,
she is able to face the milkman with equanimity every, month satisfied with her economizing ways
, and never knows the guilt of buying something she can’t really afford .
As for myself, I fall neither of these categories. If I have money to spare I can be extravagant, but
when, as is usually the case, I am hard up and then I am the meanest man imaginable.

1. Which of the following would be the most appropriate title for the passage:
A. Being extravagant is always condemnable.
B. The cause of poverty is extravagance.
C. Extravagance is a part of the rich as well as of the poor.
D. Stingy habits of the poor.

2. According to the passage the person, who is a successful businessman and wealthy
A. Is expected to have lavish lifestyle.
B. Should not bother about popularity.
C. Is more popular if he appears to be wasting away his time.
D. Must be extravagant before achieving success.

3. The phrase ‘lavish with his hospitality’ in the third sentence of the first paragraph means
A. Thoughtful in spending only on guests and strangers.
B. Unconcerned in treating his friends and relatives.
C. Stinginess in dealing with his relatives.
D. Extravagance in entertaining guest.

4. The word ‘paradox’ in the last sentence of the first paragraph means
A. Statement based on the popular opinion
B. a statement that seems self-contradictory but in reality expresses a possible truth.
C. Statement based on facts
D. A word that brings out the hidden meaning

5. What is the meaning of the word “equanimity”?
A. Calmness
B. Discomposure
C. Equivocal
D. Dubious

22

Read the passage below.
Political education has many connotations. It may be defined as the preparation of a citizen

to take well informed, responsible and sustained action for participation in the national struggle in
order to achieve the socio-economic objectives of the country. The predominant socio- economic
objectives in India are the abolition of poverty and the creation of a modern democratic, secular
and socialist society in place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the colonial rule, the Congress leaders argued that political education was an important part
of education and refused to accept the official view that education and politics should not be mixed
with one another. But when they came to power in 1947 they almost adopted the British policy and
began to talk of education being defiled by politics. ‘Hands off education ‘was the call to political
parties. But in spite of it, political infiltration into the educational system has greatly increased in
the sense that different political parties vie with each other to capture the mind of teachers and
students. The wise academicians wanted political support, without political interference. What we
have actually received is infinite political interference with little genuine political support. This
interference with the educational system by political parties for their own ulterior motives is no
political education at all and with the all-round growth of elitism, it is hardly a matter for surprise
that real political education within the school system (which really means the creation of a
commitment to social transformation) has been even weaker than in the pre- independence period.

During that time only, the struggle for freedom came to an end and the major non- formal
agency of political education disappeared. The press played a major role by providing some political
education. But it did not utilize the opportunity to the full and the strangle hold of vested interests
continued to dominate it. The same can be said of political parties as well as of other institutions
and agencies outside the school system which can be expected to provide political education. After
analyzing all these things, it appears that we have made no progress in genuine political education
in the post-education period and have even slided back in some respects. For instance, the
education system has become even more elite-oriented. Patriotism has become the first casualty.
The father of the nation gave us the courage to oppose government when it was wrong, in a
disciplined fashion and on basic principles. Today, we have even lost the courage to fight on basic
issues in a disciplined manner because agitational and anarchic politics for individual, group or party
aggrandizement has become common. In the recent times the education system continues to
support domination of the privileged groups and domestication of the under- privileged ones. The
situation will not change unless we take vigorous steps to provide genuine political education on an
adequate scale. This is one of the major educational reforms we need, and if it is not carried out,
mere linear expansion of the existing system of formal education will only support the status quo
and hamper radical social transformation.

6. Which word is nearly opposite in meaning as “defile” as used in the passage?
A. Disparage
B. forgery
C. degenerate
D. sanctify

7. According to the passage, what should be the main purpose of political education?
A. To champion the cause of elitism
B. To bring qualitative change in the entire education system
C. To create an egalitarian society
D. To prepare the young generation with high intellectual acumen.

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8. How has politics been related to educational institutions after independence?
A. Although they got political support but there was no interference of politics.
B. It is clear that they got almost no political support as well as political interference.
C. They got political support at the cost of political interference.
D. There was substantial interference without political support.

9. Based on the passage, which is the major drawback of the present education system?
A. The education system mainly represents the oppressed sections of the society.
B. The present education system promotes the domination of the privileged few.
C. It is based on the British model of education.
D. It is highly hierarchical and egalitarian in nature.

10. Which is the most opposite in meaning to the word ‘hamper’ as used in the passage?
A. Accelerate
B. envision
C. foster
D. initiate

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SOAL LATIHAN 5

Read the passage below.
Caffeine, the stimulant in coffee, has been called “the most widely used psychoactive

substance on Earth.” Synder, Daly and Bruns have recently proposed that caffeine affects behavior
by countering the activity in the human brain of a naturally occurring chemical called adenosine.
Adenosine normally depresses neuron firing in many areas of the brain. It apparently does this by
inhibiting the release of neurotransmitters, chemicals that carry nerve impulses from one neuron
to the next. Like many other agents that affect neuron firing, adenosine must first bind to specific
receptors on neuronal membranes. There are at least two classes of these receptors, which have
been designated A1 and A2.

Snyder et al propose that caffeine, which is structurally similar to adenosine, is able to bind
to both types of receptors, which prevents adenosine from attaching there and allows the neurons
to fire more readily than they otherwise would.

For many years, caffeine’s effects have been attributed to its inhibition of the production of
phosphodiesterase, an enzyme that breaks down the chemical called cyclic AMP. A number of
neurotransmitters exert their effects by first increasing cyclic AMP concentrations in target neurons.
Therefore, prolonged periods at the elevated concentrations, as might be brought about by a
phosphodiesterase inhibitor, could lead to a greater amount of neuron firing and, consequently, to
behavioral stimulation. But Snyder et al point out that the caffeine concentrations needed to inhibit
the production of phosphodiesterase in the brain are much higher than those that produce
stimulation. Moreover, other compounds that block phosphodiesterase’s activity are not
stimulants.

To buttress their case that caffeine acts instead by preventing adenosine binding, Snyder et
al compared the stimulatory effects of a series of caffeine derivatives with their ability to dislodge
adenosine from its receptors in the brains of mice. “In general,” they reported, “the ability of the
compounds to compete at the receptors correlates with their ability to stimulate locomotion in the
mouse; i.e., the higher their capacity to bind at the receptors, the higher their ability to stimulate
locomotion.” Theophylline, a close structural relative of caffeine and the major stimulant in tea, was
one of the most effective compounds in both regards. There were some apparent exceptions to the
general correlation observed between adenosine-receptor binding and stimulation. One of these
was a compound called 3-isobuty1-1-methylxanthine(IBMX), which bound very well but actually
depressed mouse locomotion. Snyder et al suggest that this is not a major stumbling block to their
hypothesis. The problem is that the compound has mixed effects in the brain, a not unusual
occurrence with psychoactive drugs. Even caffeine, which is generally known only for its stimulatory
effects, displays this property, depressing mouse locomotion at very low concentrations and
stimulating it at higher ones.

1. The primary purpose of the passage is to ….
A. discuss a plan for investigation of a phenomenon that is not yet fully understood
B. present two explanations of a phenomenon and reconcile the differences between them
C. summarize two theories and suggest a third theory that overcomes the problems
encountered in the first two
D. describe an alternative hypothesis and provide evidence and arguments that support it
E. challenge the validity of a theory by exposing the inconsistencies and contradictions in it

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