Soal SBMPTN Bahasa Inggris

Questions 1 to 3 are based on the following text.

The latest round in an ongoing debate over global-warming trends claims that
warming has indeed slowed down this century. An obvious slowing in the rise of
global temperatures was recorded at the beginning of the twenty-first century. This
was referred to as a "hiatus" or a "pause". This hiatus was first observed several years
ago. Climate-change skeptics have used this as evidence that global warming has
stopped permanently. But in June the previous year, a study in science claimed that
the hiatus was just an artifact which disappears when biases in temperature data are
corrected.
Now a prominent group of researchers is countering that claim. They argue in Nature
Climate Change that even after correcting these biases the slowdown was real.
"There is this mismatch between what the climate models are producing and what
the observations are showing," says lead author John Fyfe. "We can't ignore it." Fyfe
uses the term "slowdown" rather than "hiatus". He also stresses that it does not in
any way weaken global-warming theory.
The study that questioned the existence of the slowdown corrected known biases in
the surface temperature record maintained by the US National Oceanic and
Atmospheric Administration (NOAA). The finding showed differences in temperature
readings from ships and buoys. This effectively increased the record about warming.
The researchers also extended the record to include 2014. This set a new record high
for average temperatures.
Thomas Karl, director of National Centers for Environmental Information in Asheville,
calculated the rate of global warming between 1950 and 1999 as being 0.113°C per
decade. This was similar to the 0.116°C a decade calculated for 2000-14. This, Karl
said, meant that an assessment done by the influential Intergovernmental Panel on
Climate Change in 2013 showing that warming had slowed was no longer valid.
(Adapted from www.nature.com)
Topic: Extracting Core Information
Subtopic: Defining the Topic
1. The passage above mainly discusses about….
A. the hiatus observation was first carried out several years ago
B. the reason why global warming is slowing down in this century
C. global warming is a verifiable issue in the space of a decade
D. the contention about global warming and whether it is indeed slowing this
period
E. the view of study in science that the hiatus is an artifact which vanishes
Topic: Understanding Implicit Information
Subtopic: Finding Contextual Meaning
2. The word “prominent” in paragraph 2 means….
 A. well-known
B. promenade
C. shrewd
D. indolent
E. magnificent
Topic: Paraphrasing Detailed Information
Subtopic: Understanding Specific Information
3. Why have some claimed that global warming a fabricated issue?
A. Because there’s no valid data to prove that global warming is real.
B. Since the existence of the slowdown corrected known biases in the surface
temperature record upheld by the US NOAA.
C. As an assessment done on Climate Change presenting that warming had
slowed was no longer valid.
D. For the researchers is countering that in Nature Climate Change even after
correcting these biases the slowdown was real.
E. Because of the diversification in temperature readings from ships and buoys,
the study found.
The following text is for questions 4 to 5.
Over the last two decades, the use of ICT has been an important topic in education.
On the one hand, studies have shown that ICT can enhance teaching and learning
outcomes. For example, in science and mathematics education, scholars have
documented that the use of ICT can improve students’ conceptual understanding,
problem solving, and team working skills. Consequently, most curriculum documents
state the importance of ICT and encourage school teachers to use them. However,
teachers need to specifically trained in order to integrate ICT in their teaching.
Schools are known to be resistant to innovation and change, however, the spread of
ICT is beginning to affect how teachers teach. One of the current issues about the
use of ICT is how it is integrated into the curriculum. The curriculum document
provide arguments for introducing ICT in the school setting. Therefore, schools
expect that graduates from teacher education programs have a reasonable
knowledge of how to use ICT. However, this may not be the case because most
current teachers’ pre-service preparation, and subsequent in-service courses were
designed by using traditional educational technology and settings. Thus, the
participants in these courses are not familiar with the processes, interaction patterns,
features, and possibilities of teaching learning processes based on ICT.
Effective development of pre-service teachers’ ICT proficiency does not seem to be a
direct process, but is the one asking for a careful, complex approach. First, a need
assessment is important to find out what ICT skills and knowledge teachers need at
schools. Second, designers of teacher education programs should know the pre-
service teachers’ perceptions of ICT and their attitudes toward ICT integration into
curriculum. Third, teacher education programs need to consider the two typical
arguments that support the ICT use in schools.
(Adapted from www.cjlt.ca)
Topic: Paraphrasing Detailed Information
Subtopic: Restating Phrases and Sentences
4. Which of the following best restates the sentence “Over the last two decades, the
use of ICT has been an important topic in education. On the one hand, studies have
shown that ICT can enhance teaching and learning outcomes.” in paragraph 1?
A. ICT usage has been a vital topic in education and studies indicate that ICT can
develop teaching and learning upshot.
B. Studies have shown that ICT can enrich teaching and learning end result
C. The use of ICT has been an insignificant topic in education. Also, studies have
shown that ICT can enhance teaching and learning outcomes.
D. Over the last two decades, the use of ICT has been an important topic in
educational method.
E. Over the preceding two decades, studies have exposed that ICT can increase
teaching and learning outcomes.
Topic: Extracting Core Information
Subtopic: Comprehending Main Ideas
5. Based on the passage, paragraph 1 most likely discusses….
A. educational growth in the last two decades
B. the development of education by using ICT
C. the advantages of using ICT in the learning process
D. teachers need to be trained in order to integrate ICT in their teaching
E. ICT and education in today’s learning development
Question number 6 to 8 are based on the following text.
Sleepiness after eating is a response of the body to chemical changes during the
digestion process. This is normal and it happens to everybody. However, if sleepiness
occurs every time after eating and obstructs your ability to function, this may be a
concern. Sleepiness after eating is caused by many factors, such as the type of food
you consume, messy sleeping habits, your health condition and so forth. The body
requires energy to function and this energy is obtained through food. Post-eating,
the body releases hormones such as amylin, glucagon and cholecystokinin. These
hormones increase blood sugar levels, creating a feeling of fullness and producing
insulin that will be streamed through cell tissues and provide energy for them. At the
same time, the brain releases serotonin that causes drowsiness.
Moreover, food also influences melatonin production in the brain. This is the
hormone that is responsible for sleepiness post-meal. Some foods that are rich in
protein, such as meat, poultry, eggs, fish, spinach, tofu, cheese and soybeans can
trigger more drowsiness than others. Additionally, foods containing carbohydrates
also help produce serotonin and tryptophan amino acids found in the brain. This is
the reason why you feel sleepy after eating carbohydrate-rich foods.
Overeating can also cause sleepiness. Post-meal, the body streams more blood to
the digestive system to better digest foods in massive amounts. This causes a
temporary blood and nutrients shortage in the brain. To prevent post-meal
drowsiness, it’s better to eat a balanced diet containing vegetables, grains and good
fats to provide continuous energy. Drink lots of water and limit your sugar intake.
Bad sleeping patterns can also cause sleepiness after eating. After a meal, the body
feels full and relaxed, making the body feel like it is resting, resulting in a feeling of
sleepiness, particularly if you didn’t get a good night’s sleep the night before. To
avoid this, improve your sleeping habits to prevent stress. Engaging in regular
physical exercise can help you get a good night’s sleep. It is recommended that you
avoid napping if you are having trouble sleeping at night.
 (Adapted from www.thejakartapost.com)
Topic: Understanding Implicit Information
Subtopic: Author-related Questions
6. What is the author’s purpose in writing the passage?
A. To discuss the amount of food to consume so as not to feel sleepy
B. To inform the readers about the factors of sleepiness after eating
C. To argue the effect of eating too much foods for the brain
D. To tell the readers the benefit of eating certain foods
E. To investigate what causes drowsiness after overeating

Topic: Understanding Implicit Information

Subtopic: Author-related Questions
7. By writing the sentences in paragraph 2, the author intends to tell the readers
about….
A. foods that are rich in protein, such as meat, eggs, fish, tofu, cheese and
soybeans can generate more drowsiness
B. overeating protein and carbohydrate-rich foods obstructs your brain’s ability
to function well
C. the reason why carbohydrate-rich foods make you feel sleepy
D. food combinations containing tryptophan amino acid and carbohydrates
make you feel drowsy
E. the hormone melatonin production in the brain is responsible for sleepiness
after eating
Topic: Understanding Implicit Information
Subtopic: Predicting Paragraph
8. It can be predicted from the passage that….
A. the finer you manage your sleep, the more lethargic you feel
B. the more fish you eat, the better it is for the brain
C. the less you eat carbohydrate-rich foods, the less you will feel drowsy
D. the less meat you eat, the more you will feel drowsy
 E. the less you consume protein and carbohydrates, the better it is for the body
The text below is for queries 9 to 10
Indonesia is the world’s third-largest coffee producer and exporter, after Brazil and
Vietnam. National coffee output has grown over the past decades, albeit not in a
linear fashion as harvests fluctuate strongly from one year to another depending on
the weather. With per-capita coffee consumption on the rise both in Indonesia and
the wider region, there is obvious room for further growth, but there is also an
obvious need for investment. The capital required to take Indonesia’s coffee industry
to the next level presents appealing prospects for investors, while the country’s
burgeoning(to bargain) coffee culture also brings opportunities for foreign exporters.
Indonesia’s tropical climate produces almost ideal conditions for planting coffee.
Today, most Indonesian coffee comes from Sumatra, but Sulawesi and Kalimantan,
the Lesser Sunda Islands of Bali, Sumbawa and Flores as well as the country’s
easternmost region of Papua all contribute to national output. Robusta coffee makes
up more than three quarters of Indonesia’s produce; the remainder is of the milder
Arabica type. The numerous coffee-growing regions in the country produce beans of
distinct flavors and properties, and a number of highland Arabica coffees from
Indonesia are recognized by aficionados the world over.
Indonesian coffee exports rose from 336,840 tonnes (or 5,614,000 60-KG bags) in
crop year 2000/2001 to 656,400 tonnes (10,940,000 bags) in 2012/2013, according to
data collated by the International Coffee Organization. Total production over the
same period increased from 419,220 tonnes to 763,800 tonnes. At present, the
principal destinations for Indonesian coffee are the US, Japan and Western Europe
(particularly Germany), but Indonesia is well placed to capitalize on the fast-rising
demand in the ASEAN region and in China.
Indonesian per-capita consumption of around 1.2 kg in 2012 pales against more than
4 kg in the US, around 7 kg in the world’s number one coffee producer Brazil and
more than 10 kg in various European countries. But with Indonesian per-capita
consumption having already doubled in just a few years, domestic demand looks to
be on a fast growth trend. This puts the world’s fourth-most populous country on
course to become a leading coffee market. Local demand is driven by the lifestyle
changes that accompany urbanization and economic development. Caffeine
consumption tends to increase when a larger part of the labor force works in an
office environment.
(Adapted from www.gbgindonesia.com)
Topic: Extracting Core Information
Subtopic: Summarizing The Passage
9. What is the best summary of the passage?
A. The primary destinations for Indonesian coffee export are the US, Japan and
Western Europe
B. Total production of Indonesian coffee over the same period has increased
 C. Indonesia is well placed to capitalize on the fast-rising demand in the ASEAN
region
D. The various coffee-growing in the country produce beans of distinct flavors
E. Indonesia’s coffee growing and Indonesia’s coffee industry needs growth
capital(modal)
Topic: Paraphrasing Detailed Information
Subtopic: Understanding Specific Information
10. What can be inferred from paragraph 3 in the passage?
A. The coffee export has decreased in several years
B. Total production deducted from 419,220 tonnes to 763,800 tonnes
C. Indonesian coffee exports increased from 2000/2001 to 2012/2013
D. Indonesia is in a good site to take advantage of fast-rising demand in ASEAN
E. The US, Japan and Western Europe are the destination for Indonesian coffee
MODEL 1: READING COMPREHENSION
               Primary pulmonary hypertension (PPH) is a rare disease of unknown cause
that results in the progressive narrowing of the blood vessels of the lungs, causing
high blood pressure in these blood vessels and eventually leading to heart failure. It
is more common in women between the ages of 21 and 40; however, it can affect
anyone at any age.
                Initial symptoms of PPH may be very minor, and diagnosis may be delayed
for several years until symptoms worsen. Typical symptoms may include shortness of
breath following exertion, excessive fatigue, dizziness, fainting, weakness, ankle
swelling, bluish lips and skin, as well as chest pain.  It is difficult to detect PPH in
medical examination.
                No one knows what causes PPH; however, research into the cause suggests
a number of factors that may be responsible for the disease. Possible causes include
genetic or familial predisposition, immune system disease, or drugs or other chemical
exposures.
                Primary pulmonary hypertension is treated with a number of drugs. None
of the drugs that can cure or halt the progression of this disease has been found yet,
but they may relieve symptoms. Some patients take vasodilators, which help to dilate
the blood vessels in the lungs, reducing the blood pressure in them. In addition,
anticoagulants may be used to decrease the tendency of the blood to clot in the
lungs. Doctors can choose from a variety of drugs that help lower blood pressure in
the lungs and improve heart performance in many patients and medication that may
take a long period of time. Patients with PPH respond differently to the different
medications that relax blood vessels and that no one drug is consistently effective in
all patients.
                Most doctors and patients agree that it is very important for both patients
and families to be as informed as possible. This lets everyone understand the illness
and apply the information to what is happening. In addition to family and close
friends, support groups can help PPH patients and give some valuable experience
sharing among sufferers.
1. Based on the information in the text, primary pulmonary hypertension….
A. is a rare disease that cannot be cured
B. implies malfunctioning of cardiovascular
C. will contribute to death if left untreated
D. optimally needs medical treatments
E. requires long-term alternative therapies
MODEL 2: GRAMMATICAL STRUCTURE
2. The teacher asked the lazy student … the English classes.
A. why hadn’t he attended
B. when had he attended
C. hadn’t he attended
D. that he attended
E. how often he had attended
MODEL 3: VOCABULARY ENHANCEMENT
3. Sweet martabak (martabak manis), is a rich-flavoured pancake-like sweet dish
which is popular in Indonesia. Sometimes referred to as "martabak bangka", where
Bangka is an island in Sumatra. In Jakarta and West Java, Indonesia, these sweet,
thick pancakes are also known as "terang bulan" or "kue pinang bangka". Sweet
martabak is pan-cooked, using a specially shaped pan, usually with a diameter of
about 25 cm and 3 cm thickness.
After cooking, the pancake is topped with a lot of butter or margarine and a (1)
____ of toppings according to the customer's (2) ____. The two major flavors are
chocolate and cheese. Common toppings for chocolate flavor include a lot of
chocolate sprinkles, coarsely ground peanuts, sweetened condensed milk and
sesame seeds. As for the cheese flavor, grated cheese and condensed milk are used.
After the toppings are added, the pancake is cut into two, and one side is flipped  (3)
____ the other. A large amount of butter or margarine is then added onto the outer
part or the skin of the martabak. The martabak can also be made half chocolate and
half cheese, or both chocolate and cheese together which is usually called "martabak
spesial". Banana as a topping is also becoming more popular recently.
A. upon
B. toward
C. throughout
D. into
E. onto