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Try Out 1 Skolastik - Bahasa Inggris

Soal

1. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.

Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.

Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.

In most contemporary educational systems of the world, secondary education

consists of the second years of formal education that occur during adolescence. It
is characterized by transition from the typically compulsory, comprehensive
primary education for minors, to the optional, selective tertiary, or "higher"
education (e.g., university, vocational school) for adults.

(Adapted from: http:// www.myenglishpages.com/site!_php!_files/

reading!_education.php)

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What does the passage mainly deal with?

A. Formal education
B. Varieties of Education
C. Curriculum development
D. Modern education system
E. Pedagogy transformation

2. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.

Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.

Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.

In most contemporary educational systems of the world, secondary education

consists of the second years of formal education that occur during adolescence. It
is characterized by transition from the typically compulsory, comprehensive
primary education for minors, to the optional, selective tertiary, or "higher"
education (e.g., university, vocational school) for adults.

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(Adapted from: http:// www.myenglishpages.com/site!_php!_files/

reading!_education.php)

Based on the passage, the word “conduct” in line 1 means….

A. Manner
B. Model
C. Control
D. Principle
E. Management

3. Education includes both the teaching and learning of knowledge, proper conduct,
and technical competency. It thus focuses on the cultivation of skills, trades or
professions, as well as mental, moral, and aesthetic development. Formal
education consists of systematic instruction, teaching, and training by professional
teachers. This consists of the application of pedagogy and the development of
curricula.

Educational systems are established to provide education and training, often for
children and the young. A curriculum defines what students should know,
understand, and be able to do as the result of education. A teaching profession
delivers teaching which enables learning, and a system of policies, regulations,
examinations, structures, and funding enables teachers to teach to the best of their
abilities. Sometimes educational systems can be used to promote doctrines or
ideals as well as knowledge, which is known as social engineering. This can lead
to political abuse of the system, particularly in totalitarian states and governments.

Primary (or elementary) education consists of the first years of formal, structured
education. In general, primary education consists of six or seven years of
schooling starting at the age of 5 or 6, although this varies between, and
sometimes within, countries. Globally, around 70!% of primary-age children are
enrolled in primary education and this proportion is rising.

In most contemporary educational systems of the world, secondary education

consists of the second years of formal education that occur during adolescence. It
is characterized by transition from the typically compulsory, comprehensive

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14/10/22 11.36 ExportPrint_29_49

primary education for minors, to the optional, selective tertiary, or "higher"

education (e.g., university, vocational school) for adults.

(Adapted from: http:// www.myenglishpages.com/site!_php!_files/

reading!_education.php)

One function of education which can be wrongly practiced is referred to as….

A. Social engineering
B. Higher education
C. Political abuse
D. Policy making
E. Primary education

4. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.

Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.

Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.

The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.

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Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.

Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.

The word ‘dramatically’  in paragraph 2 is best replaced by….

A. Gradually
B. Naturally
C. Amazingly
D. Surprisingly
E. Simult

5. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.

Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.

Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 5/25
14/10/22 11.36 ExportPrint_29_49

porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.

The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.

Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.

What is the main idea of the passage

A. Water guarantees millions of organisms to survive in forest area

B. Land stores and releases water through various processes
C. Litter gradually flows water to the soil surface
D. Trees store water to fulfill human daily needs
E. Forests have various benefits for human life

6. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.

Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves
and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 6/25
14/10/22 11.36 ExportPrint_29_49

Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.

The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.

Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.

With the sentence “This organism’s behavior causes the soil surface to become to
become loose and porous.’ In paragraph 3, the writer intends to…

A. Describe the organism and its behavior against loose soil

B. Confirm the behavior of organisms in loose soil
C. Compare the loose soil with the porous soil
D. Uncover natural processes at soil erosion
E. Explain the causes of soil erosion

7. Forests have the ability to regulate water systems, prevent erosion and flood, and
maintain soil fertility. The ability of forests is inseparable from the existence of
millions and even billions of trees in a forest area. Trees only store water for their
own needs, and the land saves water.

Billions of trees with their wide canopies will hold back rain. In this position, rain
water does not directly hit the soil surface, but will fall slowly through the leaves

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 7/25
14/10/22 11.36 ExportPrint_29_49

and flow through the tree trunk. Then, the soil surface filled with tree trunks will
produce quite a lot of litter originating from organic materials in the forms of leaf
and dry twigs. Dramatically, littering is heading towards the decay process. The
organic materials are collected on the soil surface.

Litter blocks the water falling from the canopy so it does not directly hit the soil.
Litter also functions as a place to live for millions of organisms (e.g. worms). This
organism punctures the land as a home and place of life. This organism’s behavior
causes the soil surface to become loose and porous. When rain drops from the
canopy fall onto the litter, the water slowly flows to the soil surface. The loose and
porous top layer of soil will absorb the water and then the water will be stored in
the aquifer, the underground river.

The soil surface in the forest has high capacity to absorb rainwater. As a result,
most of the rainwater seeps into the soil; only a little becomes running water.
Running water is the water that cannot be absorbed by the soil surface. This water
will go down to a lower area. If running water exceeds the carrying capacity of the
river, it can certainly cause flood. Most ofthe rainwater that falls in the forest area
will be absorbed by the soil and stored in the aquifer.

Furthermore, the water stored in the aquifer will come out regularly through
springs. From these springs, water flows through rivers that are mostly found in
the forest area. In addition, there is also underground water that comes out as a
spring in the resident wells.

What most likely motivates the writer in writing in the passage?

A. There is an unresolved flood  problem

B. People’s awareness towards reforestation is low
C. Not many people understand  the benefits of water for forests
D. There is the fallacious concept that trees store large amount of water
E. The information about the importance of trees in storing water is not
available

8. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs

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involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.

As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.

By focusing on technology and interactive media as tools—not as ends in and of

themselves—teachers can avoid the passive and potentially harmful use of non-
interactive, linear screen media that is inappropriate in early childhood settings.
Intentionality is a key to developmentally appropriate use.

Exciting new resources in today’s technology-rich world represent the next

frontier in digital learning for our youngest citizens, leaving it to talented educators
and caring adults to determine how best to leverage each new technology as an
opportunity for children’s learning in ways that are developmentally appropriate.

How does the first sentence relate to the other sentences in paragraph 1?

A. The other sentences in paragraph 1 explain further the kinds of integration

of in the other sentences
B. The other sentences vaguely support part of the statement in the first
sentence technology and media in early education explained in the first
sentence
C. The other sentences in paragraph 1 are examples of the use of  technology
in education

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D. The first sentence contains information that is the contrary to the information
technology and media that can be of benefits to young learners
E. The other sentences vaguely support part of the statement in the first
sentence

9. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs
involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.

As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.

By focusing on technology and interactive media as tools—not as ends in and of

themselves—teachers can avoid the passive and potentially harmful use of non-
interactive, linear screen media that is inappropriate in early childhood settings.
Intentionality is a key to developmentally appropriate use.

Exciting new resources in today’s technology-rich world represent the next

frontier in digital learning for our youngest citizens, leaving it to talented educators
and caring adults to determine how best to leverage each new technology as an
opportunity for children’s learning in ways that are developmentally appropriate.

The author would apparently agree that…

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A. Successful integration of technology and media is determined by the quality

of the computers and te connection of the internet
B. The integration of technology and media occurs when the teacher focuses
only on technology it self
C. The successful integration of technology and media in early childhood
education really depends on good educators.
D. Educators should be selective in choosing educational goals to be integrated
with the use of technology and  media
E. There is no correct answer

10. The integration of technology and media can enhance early childhood practice.
Successful integration of technology and media into early childhood programs
involves the use of resources such as computers and the internet in daily classroom
practices. True integration occurs when the use of technology and media becomes
routine and transparent — when the focus of a child or educator is on the activity
or exploration itself and not on the technology or media being used. Technology
integration has been successful when the use of technology and media supports
the goals of educators and programs for children provides children with digital
tools for learning and communicating and helps improve child outcomes.

As the lives of children, parents, families, and educators are infused with
technology and media, early childhood classrooms can benefit from the
possibilities of extending children’s learning through judicious use of these tools.
As part of the overall classroom plan, technology and interactive media should be
used in ways that support existing classroom developmental and educational goals
rather than in ways that distort or replace them. For example, drawing on a touch
screen can add to children’s graphic representational experiences; manipulating
colorful acetate shapes on a light table allows children to explore color and shape.

By focusing on technology and interactive media as tools—not as ends in and of

themselves—teachers can avoid the passive and potentially harmful use of non-
interactive, linear screen media that is inappropriate in early childhood settings.
Intentionality is a key to developmentally appropriate use.

Exciting new resources in today’s technology-rich world represent the next

frontier in digital learning for our youngest citizens, leaving it to talented educators

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 11/25
14/10/22 11.36 ExportPrint_29_49

and caring adults to determine how best to leverage each new technology as an
opportunity for children’s learning in ways that are developmentally appropriate.

The author holds an assumption that…

A. The interactive media as a learning tool should be used to replace the

existing classroom practice
B. The successful integration of new technology in education  requires helpful
and good teachers
C. The benefits of technology and media childhood  classroom  can be
achieved by decreasing the use of those tools in teaching and learning
D. Manipulating the colorful shapes to explore color and shapes using
technology is the best way to develop interactive learning
E. The use of paints, markers, crayons, and other graphic art materials should
be replaces by the integration of technology and media.

11. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem ,  and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.

Consider the case of Wesley Elementary School in Houston. According to

Richard Nadler in article, “Failing Grade”, Wesley has all the demographic
markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd

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14/10/22 11.36 ExportPrint_29_49

percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.

What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.

Which of the following best reflects the author’s opinion about schools

A. Consider the case of Wesley Elementary School in Houston

B. Teaching social skills is more important than academic skills
C. Teaching academic skills is somehow contemporary
D. Teaching academic skills is more important than social skills
E. There is no correct answer

12. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem ,  and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.

Consider the case of Wesley Elementary School in Houston. According to

Richard Nadler in article, “Failing Grade”, Wesley has all the demographic

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 13/25
14/10/22 11.36 ExportPrint_29_49

markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd
percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.

What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.

The second paragraph presents….

A. An elaboration of purposes of an effective school.

B. A discussion on the requirements for the good school
C. A real example rather than an opinion of good schooling
D. An illustration to support the opinions on school subjects
E. Evidence in favor of the value of social objectives

13. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem ,  and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 14/25
14/10/22 11.36 ExportPrint_29_49

Consider the case of Wesley Elementary School in Houston. According to

Richard Nadler in article, “Failing Grade”, Wesley has all the demographic
markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd
percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.

What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.

From the second paragraph, it can be inferred that…

A. The students at Wesley are mostly colored

B. The students at Wesley are from the haves
C. The students at Wesley are from the haves
D. Wesley is a successful prestigious school
E. Wesley curriculum is adopted by other school

14. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,
and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem ,  and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,

https://kelas.akademiprestasi.com/admin/index.php/soal/exportPrint?id=49 15/25
14/10/22 11.36 ExportPrint_29_49

classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.

Consider the case of Wesley Elementary School in Houston. According to

Richard Nadler in article, “Failing Grade”, Wesley has all the demographic
markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd
percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.

What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.

In writing the text, the writer’s tone could be best described as…

A. Conservative
B. Informative
C. Persuasive
D. Descriptive
E. Evaluative

15. Many modern educational experts claim that teaching facts and academic skill is
less important than achieving other social objectives. For some liberals, the school
must first change attitudes or provide nurturing in place of failed families or help
establish equality and social justice. For some conservatives, the schools must first
prepare kids for the workplace by molding them into supple corporate citizens,
while other want the focus to be on family values, a competitive spirit, or other
social or behavioral objectives. But the idea of simply educating kids seems to
have taken a backseat to most educational expert and administrators. They miss
the point that kids with real academic skills, especially skills in reading, writing,

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and mathematics, are more likely to overcome social barriers, more likely to have
genuine self – esteem ,  and likely to be genuinely prepared for the challenges of
life and the workplace. By emphasizing so many things besides a genuine,
classical education, the educational establishment tends to sell our kids short and
bring about many or the problems they claim to be solving.

Consider the case of Wesley Elementary School in Houston. According to

Richard Nadler in article, “Failing Grade”, Wesley has all the demographic
markers of a school bound for failure. Over 80!% of the students quality for
subsidized lunches, and nearly all are minorities (92!% black, 7!% Hispanic). Yet
it ranks among the best school of Houston, with first – graders placing at the 82nd
percentile level in reading test which is 50 points higher that the expected level for
similar at – risk schools.

What has made Wesley so successful? The answer is classical education in the
form of Direct Instruction curriculum design by Siegfried Engelmann, an example
of the much ridiculed “Sage – on the – stag” approach. The Direct Instruction
system boosts reading, writing, and math scores by 30 to 40 percentile points in at
– risk schools. Sadly, Engelmann like others who successfully challenge popular
fads in educational reform, has been rejected by much of the educational
establishment. His success is in embarrassment to them.

Given that the baseline score in reading is 23 percentile points, which of the
following most likely reflects the maximum impact of Direct Instruction on the
students learning achievement in Wesley Elementary School

A. 45
B. 53
C. 63
D. 85
E. 95

16. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their

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second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s   vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.

As well as studying these populations intensively to unlock their secrets. Scientist

have also taken a hard look at the very old in the U.S., most notably in the New
England Centenarian Study, led by Dr. Thomas their longevity. “I never took a
drink.” “ I drank a shot of whiskey every day,” – experts are trying to unravel and
understand the biological factors that allow some people to reach 100 while others
drop off in their 70s or 80s. Researchers are particularly interested in determining
which factors allow up to 30!% of those who reach 100 to so in sufficient mental
and physical health: a whopping 90!% of centenarians, according to Perls, remain
functionally independent up to age 92.

It is pretty obvious even  non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and  reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.

What is the topic of text above?

A. Long – life span

B. Survival
C. Youth
D. Old age
E. Health secrets

17. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand

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why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s   vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.

As well as studying these populations intensively to unlock their secrets. Scientist

have also taken a hard look at the very old in the U.S., most notably in the New
England Centenarian Study, led by Dr. Thomas their longevity. “I never took a
drink.” “ I drank a shot of whiskey every day,” – experts are trying to unravel and
understand the biological factors that allow some people to reach 100 while others
drop off in their 70s or 80s. Researchers are particularly interested in determining
which factors allow up to 30!% of those who reach 100 to so in sufficient mental
and physical health: a whopping 90!% of centenarians, according to Perls, remain
functionally independent up to age 92.

It is pretty obvious even  non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and  reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.

According to the information  in the passage, people may…

A. Reach an old age if their parents do so

B. Reach an old age if their parents do so
C. Reach old age if they are brought up separately from their siblings
D. Fail to reach an old age unless they are mentally healthy
E. Reach old age if they keep a healthy lifestyle

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18. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s   vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.

As well as studying these populations intensively to unlock their secrets. Scientist

have also taken a hard look at the very old in the U.S., most notably in the New
England Centenarian Study, led by Dr. Thomas their longevity. “I never took a
drink.” “ I drank a shot of whiskey every day,” – experts are trying to unravel and
understand the biological factors that allow some people to reach 100 while others
drop off in their 70s or 80s. Researchers are particularly interested in determining
which factors allow up to 30!% of those who reach 100 to so in sufficient mental
and physical health: a whopping 90!% of centenarians, according to Perls, remain
functionally independent up to age 92.

It is pretty obvious even  non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and  reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.

How is the information of the last paragraph in the text organized?

A. Each question is provided with an illustration

B. Scientific question are followed by studies
C. Scientific questions are presented from general to specific
D. Each study is followed by research finding

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E. Three related question are followed by one finding

19. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s   vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.

As well as studying these populations intensively to unlock their secrets. Scientist

have also taken a hard look at the very old in the U.S., most notably in the New
England Centenarian Study, led by Dr. Thomas their longevity. “I never took a
drink.” “ I drank a shot of whiskey every day,” – experts are trying to unravel and
understand the biological factors that allow some people to reach 100 while others
drop off in their 70s or 80s. Researchers are particularly interested in determining
which factors allow up to 30!% of those who reach 100 to so in sufficient mental
and physical health: a whopping 90!% of centenarians, according to Perls, remain
functionally independent up to age 92.

It is pretty obvious even  non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and  reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.

How is the information of the last paragraph in the text organized?

A. Each question is provided with an illustration

B. Scientific question are followed by studies

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C. Scientific questions are presented from general to specific

D. Each study is followed by research finding
E. Three related question are followed by one finding

20. Scientist are as obsessed with the question of why the super old survive and thrive
as Ponce de Leon was to find the Fountain of Youth. They want to understand
why the Japanese islands of Okinawa are home to the world’s largest population
of centenarians, with almost 60 or its 1,3 million inhabitants living into their
second century – many of them active and looking decades younger than their
actual years. Like weekend visitors on the summer ferry to Martha’s   vineyard,
scientists and sociologists block the boats to Sardinia and Nova Scotia, Canada, to
see why those craggy locales hide vast clusters of the superoid.

As well as studying these populations intensively to unlock their secrets. Scientist

have also taken a hard look at the very old in the U.S., most notably in the New
England Centenarian Study, led by Dr. Thomas their longevity. “I never took a
drink.” “ I drank a shot of whiskey every day,” – experts are trying to unravel and
understand the biological factors that allow some people to reach 100 while others
drop off in their 70s or 80s. Researchers are particularly interested in determining
which factors allow up to 30!% of those who reach 100 to so in sufficient mental
and physical health: a whopping 90!% of centenarians, according to Perls, remain
functionally independent up to age 92.

It is pretty obvious even  non – scientists that how you get their depends partly on
the genes you are born with and partly on lifestyle – what and how much you eat,
where you live and what types of stress and trauma you experience. How much
depends on each factor, through, was unknown until Swedish scientists tackled the
problem in 1998. They did it by looking at the only set of people who share genes
but not lifestyle : identical twins who were separated at birth and  reared apart. If
genes were most important, you would expect the twins to die at about the same
age. In fact, they do not, and the average difference convinced the scientists that
only about 20!% to 30!% of how long we live is genetically deter-minded. The
dominant factor is lifestyle.

Which of the following best expresses the main idea of the text?

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A. Several biological factors are at work affecting life span

B. Genes and lifestyles are essential for a long – life span
C. Elderly people cluster in particular part of the world
D. Biological factors influence mental and physical health
E. The population of the elderly people is increasing

Pembahasan

1. Untuk mencari topic dari sebuah teks maka membaca paragraph 1 dan paragraph
terakhir

2. Conduct = behavior, jd jawaban yang tepat adalah A

3. Jawaban dapat ditemukan di paragraph 2 line 12-13

4. Dramatically = by a strikingly large amount or to a strikingly large extent; greatly.

5. Main Idea dapat ditemukan  pada paragraph 1 kalimat awal dan akhir, dan
paragraph  terakhir  kalimat awal dan kalimat akhir

6. Pada paragraph 3 kalimat sebelumnya menjelaskan bahwa When rain drops from
the canopy fall onto the litter, the water slowly flows to the soil surface. Kalimat ini
menjelaskan bagaimana terjadinya bagaimana terjadinya erosi

7. Motivasi penulis menulis teks ini yaitu berawal dari kesalahan informasi tentang
konsep pohon yang dapat menyimpan air

8. Kalimat pertama menjelaskan integrasi teknologi dapat mempercepat pembelajaran

anak usia dini, sedangkan sisa kalimat selanjutnya menginfokan tentang informasi
yang bertolak belakang dengan kalimat pertama

9. Jawaban dapat ditemukan di paragraph 1 baris ke 2

10. Asumsi = dugaan awal, asumsi penulis dapat ditemukan pada paragaraph 1 baris 6
-8

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11. Dari kutipan ‘They miss the point that kids with real academic skills, especially
skills in reading, riting, and mathematics, are more likely to overcome social
barriers, bisa diketahui bahwa penulis cenderung menganggap academic skills
lebih penting dari pada social skills

12. Paragraph 2 pada intinya menampilkan studi kasus di Wesley Elementary School
(dimana di dalamnya diajarkan acadmic skills dan sekolah tersebut sama sekali
bukan sekolah favorit) yang prestasinya ternyata melampaui sekolah terbaik yang
ada di Houston. Maka paragraph kedua sifatnya lebih menampilkan contoh ril
dibandingkan opini/teori

13. Kutipan pada paragraph ke -2 menjelaskan komposisi siswa di Wesley, yakni’…

and nearly all are minorities (92 !% black, 7!% Hispanic)’. Maka dapat
disimpulkan bahwa sebagian besar siswa Wesley berasal dari kulit hitam.

14. Gaya penjabaran penulis dalam teks tersebut cenderung evaluative. Dimana inti
paragraph 1 = menampilkan opini dalam asyarakat bahwa social skills lebih
penting disbanding academic skills, paragraph ke -2 = contoh studi kasus yang
mematahkan opini bahwa academic skills kurang penting, paragraph ke -2 = bukti
dan kesimpulan bahwa academic skills mengangkat prestasi siswa

15. Rentang percentile point ditetapkan berdasarkan teks adalah antara 30-40, ini
sesuai dengan kutipan ‘….The Direct Instruction system boosts reading, writing,
and math scores by 30 to 40 percentile point…’ Boost = mengangkat/menambah.
Jadi percentile point tertinggi disini adalah 40, maka bila baseline score – nya 23,
maka nilai maksimumnya 23 +40=63

16. Topik biasanya disebutkan berulang – ulang pada bacaan. Dari paragraph pertama
terdapat kutipan ‘They want to understand why the Japanese Islands of Okinawa
are home to the world’s largest population of centenarians,…’ Poin ‘centenarian’
ini dibahas terus pada paragraph – paragraph selanjutnya. Centenarian = orang
berumur seratus tahun.

17. Dari kesimpulan di akhir teks, yakni ‘….only about 20!% to 30!% of how long we
live is genetically determined. The dominant factor is lifestyle”,   maka kita tahu
bahwa orang bisa berumur panjang bila gaya hidupnya baik/sehat.

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18. Pada paragraph ketiga, terdapat kutipan ‘…what and how much you eat, where
you live and what types of stress you experience.’   Selanjutnya penulis
melanjutkan dengan satu temuan studi dan diakhiri dengan suatu kesimpulan di
akhir paragraph. Maka, jawaban yang tepat adalah tiga pertanyaan diikuti oleh
satu temuan studi.

19. Pada paragraph ketiga, terdapat kutipan ‘…what and how much you eat, where
you live and what types of stress you experience.’   Selanjutnya penulis
melanjutkan dengan satu temuan studi dan diakhiri dengan suatu kesimpulan di
akhir paragraph. Maka, jawaban yang tepat adalah tiga pertanyaan diikuti oleh
satu temuan studi.

20. Dari kesimpulan yang terdapat di akhir teks ‘…. Only about 20!% to 30!% of how
long we live is genetically determined. The dominant factor is lifestyle’. Maka
dapat diketahui bahwa ada 2 unsur (yakni gen dan gaya hidup) yang menentukan
panjangnya umur seseorang.

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