SBMPTN Bahasa Inggris

Latihan Soal 3 - SBMPTN

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(E) He worked for a publishing company.

Text No 01-05
L.L Zamenhof would later say that he had
dreamed of a world language since he was a
child. At first he considered a revival of Latin ,
but after learning it in school he decided it was
too complicated to be a common means of in-
ternational communication. When he learned
English, he realized that verb conjugations were
un- necessary, and that grammatical systems
could be much simpler than he had expected.
He still had the problem of memorizing a large
vocabu- lary, until he noticed two Russian
signs labeled Швейцарская – from
швейцар, which means porter’s house and
porter, respectively – and Кондитерская –
from кондитер, which mean a confectioner’s
shop and confectioner, respectively. He then
realized that a judicious use of affixes could
greatly decrease the number of root words
needed for communication.
He chose to take his vocabulary from Romance
and Germanic , the languages that were most
widely taught in schools around the world and
would therefore be recognizable to the largest
number of people.
Zamenhof taught an early version of the lan-
guage to his high-school classmates. Then, for
several years, he worked on translations and
po- etry to refine his creation. In 1895 he
wrote, "I worked for six years perfecting and
testing the language, even though it had
seemed to me in 1878 that it was already
completely ready." When he was ready to
publish, the Czarist censors would not allow it.
Hampered, he spent his time in translating
works such as the Bible and Shake- speare .
This enforced delay led to continued
improvement. In July 1887 he published his
first book Unua Libro, a basic introduction to
the lan- guage. This was essentially the
language spoken today.

01. Who is L.L Zamenhof as stated in passage?

(A) He was a language teacher.
(B) He was the creator of Esperanto.
(C) He translated many languages to
Espe- ranto.
(D) He was a fan of the Bible and
Shake- speare.
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 02. Which one id NOT TRUE according to
paragraph 2?
(A) Zamenhof created the early Esperanto
in high school.
(B) Zamenhof had ever worked as a
transla- tor.
(C) Because of a censorship policy. Zamen-
hof’s publication had been delayed.
(D) Esperanto is spoken today.
(E) The first Zamenhof book Unua Libro
has yet to be published.

03. Why did Zamenhof decide to take his vo-

cabulary from Romance and Germanic
lan- guages? Because….
(A) Romance and Germanic languages
had difficult grammar.
(B) Romance and Germanic languages
had greater exposure to people.
(C) Romance and Germanic languages
had a lot of strong vocabulary.
(D) Romance and Germanic languages
had many affixes.
(E) Romance and Germanic language
learn- ing were still limited.

04. What can be inferred from paragraph 1?

(A) L.L Zemenhof thought that Latin was
too complicated to use globally.
(B) Latin language was not quite used by
people anymore.
(C) English was a global language.
(D) Russian language had a larger number
of root words.
(E) Verb conjugations in English was al-
ready much simpler.

05. What is the topic of the passage?

(A) the revival of Latin.
(B) the early creation of Esperanto
(C) L.L Zamenhof as a child
(D) Esperanto versus English
(E) the vocabulary of Esperanto

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 SBMPTN Bahasa Inggris, Latihan Soal 3 -
doc. name: doc. version : 2016-
Text No 06-09
If you’re a man, how much you eat may have
more to do with the gender of your dining
com- panions than your appetite. A new
Cornell Uni- versity study, published in the
journal Evolution- ary Psychological Science,
found that men will eat significantly more food
in the company of women than they will with
other men.
For the study, researchers observed 105 adults
lunching at an all-you-can-eat Italian buffet
over the course of two weeks. They recorded
the number of pizza slices and how many
bowls of salad each diner ate. Gender of each
diner’s eat- ing partner or partners was also
noted. Before leaving the restaurant, the diners
were inter- cepted by a researcher to ask them
to complete a short survey indicating their
level of fullness af- ter eating, and their
feelings of hurriedness and comfort while
eating.
Men who dined with at least one woman ate
92% more pizza and 86% more salad than men
who dined with only other men. The amount
that women ate didn’t differ when eating
with other women or with men. When they ate
with men, many women indicated feeling that
they overate and were rushed through their
meal.
―These findings suggest that men tend to over-
eat to show off – you can also see this tendency
in eating competitions which almost always have
mostly male participants,‖ explains lead
author Kevin Kniffin, PhD, of Cornell University.
The study was conducted by Kniffin, Ozge
Sigirci, a former visiting scholar at the Cornell
University Food and Brand Lab, and Brian
Wansink, pro- fessor and director of the Food and
Brand Lab.
06. According to the research, why does the
man in the study tend to overeat?
(A) To show his habit.
(B) To gain admiration from all of their
eat- ing companions.
(C) To impress female eating companions.
(D) To get the full benefit from eating for
free.
(E) To satisfy their hungry stomach.
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07. The following are true according to the
text, EXCEPT ...
(A) there are 105 participants in the
research
(B) through observation, the researchers
wrote down how much the
participants ate
(C) women tend to eat the same amaount
of food when eating with either gender
(D) men tend to eat more when eating
with male friends
(E) the research involves not only
observa- tion but also survey
08. What can replace the phrase
―in the com- pany of‖?(paragraph 1)
(A) associated with
(B) from the same corporate with
(C) with a group of
(D) than
(E) in a building with
09. What is the main idea of the text above?
(A) men will eat more food when eating
with women than they will with
other man
(B) people will eat more food when
eating with a different gender
(C) many women overeat when eating
with men
(D) men tend to participate in eating
com- petitions
(E) the study was conducted for two weeeks
Text No 10-15
When parents have high hopes for their
children’s academic achievement, the children
tend to do better in school, unless those hopes
are unrealistic, in which case the children may
not perform well in school, according to re-
search published by the American
Psychological Association.
―Our research revealed both positive and
negative aspects of parents’ aspiration for their
children’s academic performance. Although
pa- rental aspiration can help improve children’s
aca- demic performance, excessive parental
aspiration can be poisonous,‖ said lead author
Kou Mura- yama, PhD, of the University of
Reading. The study was published in the Journal
of Personality and Social Psychology®.
 SBMPTN Bahasa Inggris, Latihan Soal 3 -
doc. name: doc. version : 2016- halaman

Murayama and his colleagues analyzed
data from a longitudinal study from 2002-07 of
3,530 secondary school students (49.7 percent
female) and their parents in Bavaria, Germany.
The study assessed student math achievement
as well as parental aspiration (how much they
want their child to earn a particular grade) and
expectation (how much they believe their child
can achieve a certain grade) on an annual basis.
They found that high parental aspiration
led to increased academic achievement, but
only when it did not overly exceed realistic
expecta- tion. When aspiration exceeded
expectation, the children’s achievement
decreased proportion- ately.
To reinforce the results, the researchers at-
tempted to replicate the main findings of the
study using data from a two-year study of over
12,000 U.S. students and their parents. The re-
sults were similar to the German study and
pro- vided further evidence that parents’ overly
high aspirations are associated with worse
academic performance by their kids.
Previous psychological research has found
the association between aspiration and
academic achievement, but this study
highlights a caveat, said Murayama.
―Much of the previous literature conveyed a
simple, straightforward message to parents —
aim high for your children and they will achieve
more,‖ said Murayama. In fact, getting parents to
have higher hopes for their children has often
been a goal of programs designed to improve
academic performance in schools. This study
suggests that the focus of such educational pro-
grams should not be on blindly increasing paren-
tal aspiration but on giving parents the informa-
tion they need to develop realistic expectations.
―Unrealistically high aspiration may
hinder academic performance. Simply raising
aspiration cannot be an effective solution to improve
suc- cess in education,‖ he said.
10. Which one is TRUE according to the text?
(A) parental aspiration may decrease stu-
dents academic achievement
(B) children do better in school whather
parental aspiration is high or not
(C) the US study has rebutted the german
study
(D) the academic achievement measured in
the german study involves german and
math achievements
(E) ambitious parents always lead to ambi-
tious and more intelligent students
11. Which data are collected in the German re-
search?
(A) Math achievement and parental mathe-
matical performance.
(B) Some positive and negative aspects of
parental aspiration.
(C) Students’ math achievement, parental
aspiration, and parental expectation.
(D) Students’ math achievement, hope, and
ambition.
(E) How parental aspiration can influence
children’s academic performance.
12. What is the goal of the US study as shown
in paragraph 5?
(A) to measured parental aspiration
(B) to change the results of the german
study
(C) to support the results of the aforemen-
tioned German study
(D) to tackle the problems of low academic
achievement in students
(E) to create an environment where stu-
dents can achieve higher in learning

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 SBMPTN Bahasa Inggris, Latihan Soal 3 -
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13 What make the German and Us studies dif-

ferent from much of the previous literature?
(paragraph 7)
The German and the US studies ….
(A) analyze academic achievement only
from math subject, while the previous
literature analyze academic achievement
from numerous school subjects.
(B) find that aspirations of parents may not
always result in good academic
perform- ance.
(C) provide association between parental
aspiration and students’ academic
achievement.
(D) used data from Germany and the
United States, while the previous
literature used data from the rest of the
world.
(E) propose that parents should lower their
aspiration toward students’ grades.

14. The passage mostly tells us that ...

(A) parents should not involve in children’s
academic performance
(B) parents should copy the experiment
in Germany
(C) parents expecting too much may harm
a child academic achievement
(D) a student must not take parental
advice to be a better performer at
school
(E) parents need to aim higher for their
chil- dren

15. The underlined word ―hinder‖

(last para- graph) is mostly similiar to ...
(A) hamper
(B) facilitate
(C) affect
(D) increase
(E) enlarge

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