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Intergovernmental Panel on Climate Change in 2013 showing that warming had slowed was no longer
valid.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 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

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