LITERASI BAHASA INGGRIS

BIMBEL DND 2023

The key to making the maximum score improvements in a limited time will be to use a more
targeted approach.
Kunci untuk mencapai peningkatan skor maksimal dalam waktu terbatas adalah dengan
menggunakan pendekatan yang lebih terarah.
1. According to the passage (i.e., “Did the passage say these ideas?”)
Menurut bagian tertentu (yaitu, "Apakah bagian ini menyatakan ide-ide ini?")
2. Inference (i.e., “Can the passage 100% prove these ideas?”)
Inferensi (yaitu, "Apakah bagian ini dapat membuktikan ide-ide ini 100%?")
3. Main idea/purpose questions (i.e. “Why did someone write this?”)
Pertanyaan tentang ide utama/tujuan (yaitu, "Mengapa seseorang/penulis teks menulis
ini?")

Hal lain yang perlu diperhatikan

1. Scope: The who/what/when/where
Lingkup: Siapa/Apa/Kapan/Dimana
2. Intensity
There is a hierarchy created by these proportionality words:
None < Some < Many < Most or “The Majority” < “The Vast Majority” or “Nearly All”
< All/Every
2. Intensitas
Ada hierarki yang dibuat oleh kata-kata proporsionalitas ini:
Tidak Ada < Beberapa < Banyak < Sebagian Besar atau "Mayoritas" < "Mayoritas Besar"
atau "Hampir Semua" < Semua/Setiap

These differences may seem trivial, but they often contain the key to unlocking the
difference between right and wrong answers in Reading Comprehension (and Critical
Reasoning)!
Perbedaan ini mungkin terlihat remeh, tetapi seringkali mengandung kunci untuk memahami
perbedaan antara jawaban yang benar dan yang salah dalam Pemahaman Bacaan (dan Penalaran
Kritis)!
Question 1
Dear Editor of IJELS,
I hope this email finds you well. I submitted a manuscript titled “Developing Mobile-based
Application Using Case-Method on Local Wisdom in Indonesia,” which I submitted to IJELS on
December 1, 2023. I understand that the publishing process requires careful consideration and often
takes time. However, the status of my manuscript has remained unchanged on the submissions
platform for an extended period.
I appreciate the efforts of the editorial team and reviewers in evaluating manuscripts, and I
understand the workload involved in managing the publication process. I wanted to inquire if there
are any updates regarding the review or decision for my manuscript.
I have included the relevant details below:
Manuscript Title: Developing Mobile-based Application Using Case-Method on Local Wisdom in
Indonesia
Manuscript ID: 7349852
Corresponding Author: Ahmad Hafidz
Submission Date: December 1, 2023
If possible, could you please provide an estimated timeline for the next steps or any information
regarding the review process? I would be grateful for any updates that can be shared.
Thank you for your time and consideration. I look forward to hearing from you soon. If there is any
additional information or materials I can provide to assist in the review process, please do not
hesitate to let me know.

Sincerely,

Ahmad Hafidz
Universitas ABCDE

1. What is the purpose of the author in writing this email to journal editor?
A. To greet the journal editor and express hope that they are well.
B. To Clearly mention the manuscript title, date of submission, and, if available, the manuscript
ID.
C. To show appreciation for the time and effort invested by the editorial team and reviewers in
evaluating manuscripts.
D. To politely inquire about the current status of his manuscript and express his concern about
the lack of updates.
E. To thank the editor for their time and consideration, express your anticipation of their
response, and provide your contact information.

Question 2
In 2014, Amelia Quon and her team at NASA set out to build a helicopter capable of flying on
Mars. Because Mars’s atmosphere is only one percent as dense as Earth’s, the air of Mars would
not provide enough resistance to the rotating blades of a standard helicopter for the aircraft to stay
aloft. For five years, Quon’s team tested designs in a lab that mimicked Mars’s atmospheric
conditions. The craft the team ultimately designed can fly on Mars because its blades are longer
and rotate faster than those of a helicopter of the same size built for Earth.

2. According to the text, why would a helicopter built for Earth be unable to fly on Mars?
A. Because Mars and Earth have different atmospheric conditions
B. Because the blades of helicopters built for Earth are too large to work on Mars
C. Because the gravity of Mars is much weaker than the gravity of Earth
D. Because helicopters built for Earth are too small to handle the conditions on Mars
E. Because Mars's atmosphere is only one percent as dense as Earth's, providing sufficient
resistance to the rotating blades of a standard helicopter for it to stay aloft.

Question 3
Dark Snow Most of Greenland’s interior is covered by a thick layer of ice and compressed snow
known as the Greenland Ice Sheet. The size of the ice sheet fluctuates seasonally: in summer,
average daily high temperatures in Greenland can rise to slightly above 50 degrees Fahrenheit,
partially melting the ice; in the winter, the sheet thickens as additional snow falls, and average
daily low temperatures can drop to as low as 20 degrees.
 3. Which choice most accurately and effectively represents the information in the graph?
A. NO CHANGE
B. to 12 degrees Fahrenheit
C. to their lowest point on December 13
D. to their highest point on December 13
E. to 10 degrees Fahrenheit and stay there for months

Questions 4-5
Problem-oriented project work, also known as problem and project-based learning (PBL),
is a popular educational approach in engineering education. However, the focus of the literature
on the implementation of PBL has been at the course and institutional levels. Scant attention has
been paid to the student experience, especially regarding student conceptions of PBL. This is a
phenomenographic study of student conceptions of PBL in a Danish engineering program that
uses a systemic PBL model. This study follows a phenomenographic qualitative design. Sixteen
participants from four different engineering disciplines were asked to share their views and
experiences with PBL. The interview transcripts were analyzed to identify emerging variations in
the student conceptions of PBL. The outcome space suggests three levels of students' conceptions
of PBL: individual, group and society levels. Within the categories of description, sublevel
variations appear: PBL as an unsupportive process and environment, PBL as a supportive process
and environment, and PBL as a structured education method. These conceptions were organized
hierarchically from a narrow individual to a broader society level.
One must be careful to outline what is meant by problem-oriented project work since
other student-centered pedagogies with different practices also use the acronym PBL, including
problem-based learning and project-based learning. Perhaps the choice of an acronym is
unfortunate in its propensity to sow confusion, but as it has been used in engineering education
literature for 30 years, we will do so in this article. In this paper, PBL designates a method of
learning whereby students work in groups on lengthy projects (between 1 month and 1 semester)
under the guidance of one or two project supervisors (Kolmos, 1996). In PBL, the projects are
problem-based rather than task-based, as in project based learning (De Graaff & Kolmos, 2003).
This means that students examine real-life situations and formulate problems to work on by
themselves instead of following instructions from a teacher. In theory, projects in PBL should be
interdisciplinary, although, in practice, this is not always the case (Guerra, 2014). PBL has been
implemented in all forms of hybrid ways, where project work accounts for less than 20% of
student learning credits, fits into a single course, or combines with other pedagogies (Kolmos,
2017; Servant-Miklos, 2019). In recent years, to clarify the practices behind the acronym, some
scholars refer to systemic PBL to designate a curriculum that is structured around project work
(Kolmos, 2017).
Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/jee.20478

4. The author provides specific information to answer which of the following research
question?
A. What are the qualitatively different conceptions of problem-oriented project work that
engineering students hold in the context of a systemic PBL environment?
B. What are the quantitatively different conceptions of problem-oriented project work that
engineering students hold in the context of a systemic PBL environment?
C. How many engineering students participated in the study on problem-oriented project work
conceptions within a systemic PBL environment?
D. What are the qualitatively similar conceptions of problem-oriented project work that
engineering students hold in the context of a systemic PBL environment?
E. What are the quantitatively similar conceptions of problem-oriented project work that
engineering students hold in the context of a systemic PBL environment?

5. How does the passage describe the projects in problem-oriented project work (PBL) in
comparison to project-based learning (PBL), and what distinguishes PBL from other
pedagogies?
A. PBL projects are task-based, while project-based learning projects are problem-based.
B. PBL projects involve interdisciplinary work, unlike other types of learning.
C. PBL projects are instructor-driven, contrasting with project-based learning.
D. PBL projects are short-term, unlike the lengthy projects in project-based learning.
E. PBL projects focus on individual learning, unlike project-based learning that emphasizes
group work.

Questions 6-9 refer to this passage

The study of cetacean intelligence has added to our understanding of dolphin behavior.
Even though cetaceans, which are marine animals including dolphins, whales, and porpoises, are
widely considered intelligent species, conclusions about the type and extent of dolphin
intelligence have not yet been reached. However, there are several things that we do know about
the ways in which dolphins communicate and behave in groups.
Researchers study the level of communication among dolphins because communication
systems can offer insight into an animal’s intelligence. Dolphins produce two primary types of
vocalizations called clicks and whistles. Dolphins generally use clicks for the purposes of
echolocation and whistles for communication. Dolphins emit clicks as rapid broadband bursts that
are sent out into their environment and then echo back, giving them information about their
surroundings. Whistles differ from clicks by being sent out as narrow-band frequency modulated
signals, which are for communications such as contact calls. Strong evidence supports the idea
that dolphins use signature whistles to identify and call to each other.
One hypothesis called the “acoustic flashlight” hypothesis maintains that dolphins may be
able to learn passively about their surroundings by listening in on the echolocative inspections of
other dolphins. Scientists are researching this idea by looking at how dolphins participate in
postural pointing, an activity that humans perform when they point a finger to direct another
person towards an object or location.
Communication is also an important part of how dolphins behave in groups, which can
range in size from a pair of dolphins to a pod of hundreds of individuals. Researchers have
noticed that large packs rely on a highly organized method of communication when responding to
predators, such as sharks. When a group of dolphins reacts to an unexpected disturbance, it will
quickly move in near-unison to avoid the threat. In this way, dolphins rely on visual and auditory
cues to communicate their location and to interpret the locations of others in the pod.

6. It can be inferred from the passage that a dolphin would use clicks instead of whistles to…
A. call to another member of the same pod
B. locate a possible route through an underwater obstacle
C. communicate a perceived threat to other dolphins
D. contact other dolphins when separated from a group
E. identify itself to another calling dolphin

7. According to the passage, rapid communication enables dolphins to…

A. work in unison to locate food sources
B. move quickly as a group to escape a perceived threat
C. establish relationships quickly with their peers
D. have more highly organized hunting patterns
E. establish their territories when other cetaceans are present

8. It can be inferred from the passage that if another animal does not have a communication
system as highly advanced as that of a dolphin, then…
A. the other animal will be less likely to survive a shark attack
B. the other animal is probably a whale or porpoise
C. the other animal probably does not travel in a group with others of its kind
D. the other animal does not engage in postural pointing
E. the other animal is likely considered less intelligent than the dolphin
 9. The author of this passage is primarily concerned with…
A. contrasting dolphin communications with those of other cetaceans
B. defining the term “cetacean intelligence” by offering an example of dolphin communication
C. offering an example of how dolphins used highly-developed communication patterns to escape
predators
D. explaining how dolphins communicate and behave in groups
E. providing an in-depth analysis of a disputed claim

Question 10

10. The following graph offers evidence that gift-givers base their predictions of how much a
gift will be appreciated on…
A. the appreciation level of the gift-recipients.
B. the monetary value of the gift.
C. their own desires for the gifts they purchase.
D. their relationship with the gift-recipients.
E. more expensive gift shows less appreciation.

Question 11-12
The closest planet to our sun and the smallest in the solar system, Mercury is also one of
the least understood. Compared to more glamorous planets like Mars, Jupiter and Saturn,
Mercury has received much less attention from scientific study mission. But NASA’s Messenger
prove is set to reveal the secrets behind the odd planet.
Mercury, due to its Closeness to the Sun, is not nearly as dense as the core ratio of the
Earth. The iron core makes up most of the planet’s mass. The "density" of something is a measure
of how much it weighs (technically, its mass) per amount of space it takes up (its volume).
 The planet Mercury is so small and so close to the Sun that it does not have any
atmosphere. Perhaps Mercury has no atmosphere because of the weak gravity of the planet which
prevents any gases from getting trapped near its surface.
Lastly, the surface of Mercury is smooth and devoid of craters, which is strange because it
was long suspected that the surface had been bombarded with space rocks and other falling debris.
If one were to compare Mercury to another planet, it could be compared to the planet Mars, which
is also smooth.

11. Which of the sentences above best expresses the essential information in the highlighted
sentences in the passage? Incorrect choices change the meaning in important ways or
leave out important information
A. Neither Mercury not Earth has a significant core density.
B. Earth is less dense than Mercury insomuch as it is closer to the Sun.
C. Earth is farther away from the Sun, so it has a higher density than that of Mercury.
D. Mercury is closer to the Sun than Earth.
E. Earth is closer from the Sun, so it has a higher density than that of Mercury.

12. What is the main reason suggested in the passage for Mercury's lack of atmosphere?
A. The weak gravity of Mercury prevents gases from being trapped near its surface.
B. Mercury is too small to have an atmosphere.
C. The iron core of Mercury affects its atmospheric composition.
D. Mercury's proximity to the Sun causes atmospheric depletion.
E. The surface smoothness of Mercury hinders atmospheric formation.

Question 13
Many animals also directly use heat energy to control their body temperatures. Reptiles,
such as snakes, lie out in the sun to warm up their bodies. While this heat helps to warm the
bodies of animals, there is not enough energy to meet all the needs of an animal. To obtain this
energy, the animal requires food, which can be broken down in the animal's body to provide the
necessary energy for the animal's life processes.
Only plants can capture light energy directly. Through the process of photosynthesis,
plants convert the light energy into stored energy. Because green plants can manufacture their
own food, plants are called autotrophs or self- nourishing. Photosynthesis is possible because
green plants contain an energy- capturing substance called chlorophyll. The plant gets its green
color because chlorophyll is green. Many seaweeds and other plants that do not appear to be
green also have chlorophyll and therefore can convert the sun's energy into food. In these plants
the greenness is hidden by other pigments.
 13. Which of the sentences below best expresses the essential information in the highlighted
sentence in the passage?
A. Animals do not need food that they can change into energy.
B. Warmth from the sun gives animals all the energy they need to sustain their lives.
C. Life processes for animals are provided by breaking down the sunlight into essential energy.
D. Animals need food that they can change into life-surviving energy.
E. Animals have the ability to break down their bodies, which releases chemicals later
converted into energy.

Question 14
IMMIGRATION TO THE UNITED STATES 1820-1860 BY COUNTRY OF ORIGIN
Great Britain Ireland Germany Italy Asia
1820 2,400 3,600 970 30 —
1830 1,150 2,720 1,900 9 —
1840 2,600 39,430 29,700 37 1
1850 51,000 164,000 72,000 431 7
1860 30,000 48,700 54,500 1,019 5,476
Source: U.S. Bureau of the Census, Historical Statistics of the United States from Colonial Times
to 1970.
14. According to the table shown above, the greatest numerical increase in immigration was
from….
A. Asia between 1850 and 1860
B. Ireland between 1830 and 1840
C. Ireland between 1840 and 1850
D. Germany between 1830 and 1840
E. Germany between 1840 and 1850

Question 15
The venom of the rattlesnake is injected through fangs which fold back when the mouth is
closed. The venom gland is located between each eye, and a duct carries the venom from the
gland to the fang at the front of the jaw on the same side. When venom is squeezed out of the
gland by muscles, it enters the fang through an opening at the upper end, and venom is then
injected into the prey by an opening near the tip of the fang. The rattlesnake will usually strike its
prey with a venomous bite and then retreat until the toxin has had an opportunity to work. The
snake will then use its heat sensing ability to find the wounded prey and proceed to swallow its
catch.

15. Which of the sentences above best expresses the essential information in the highlighted
sentence in the passage?
A.Rattlesnakes usually squeeze their prey before poisoning them with their fangs.
B.The muscles force the poison out of the gland and through the pointed teeth, after which the
tips of the teeth put the poison into the victim.
C.The venom comes from the fangs and is squeezed into the muscles of the snake's prey.
D.Rattlesnakes sometimes fight other animals, so they rise up at their upper end to bite the prey.
E. The venom’s muscles cannot force the poison out of the gland and through the pointed teeth,
after which the tips of the teeth put the poison into the victim.

Questions 16 - 17
Title: Understanding the impacts of floods on learning quality, school facilities, and educational
recovery in Indonesia
The findings pertaining to the Jakarta floods of 2013 confirm recent findings from Metro
Manila, Philippines: the net effects of floods on school communities (students, teachers, and other
members of staff) cannot be underestimated because such risks go beyond present understanding
of disaster impacts on education (Cadag et al., 2017). Further documentation of school losses and
disruptions is needed in different contexts, such as small towns and rural settings. Indonesian
national disaster statistics often provide very rough data on affected school buildings.
__________________________________________________________________________
There is a need to include schools in disaster statistics, and new variables need to be considered in
advocating for the use of a CSS framework to inform data collection. A CSS framework can help
local and national governments thoroughly assess the effects of disasters on schools.
Our research indicates that schools and local governments did not have the guidance needed
to anticipate and introduce risk reduction measures to cope with floods or other natural hazards.
Guidance for schools on risk reduction and educational continuity planning, response, and
recovery are needed from the national and district level.
Our assessment also reveals that to ensure the regaining of access to quality education,
schools adopted various strategies, including providing extra time to students to complete
minimum requirements and accelerated lessons by teachers to finish the existing syllabus.
Interestingly, the majority of the school principals perceived that the flood had little or no impact
on student learning outcomes when measured by the rate of success in the final national
examinations and grades achieved. Although some recommended that learning time lost to the
floods should be compensated by adding extra time to prepare for the national assessment.
 16. Which of the sentence fits into the gap in the following research article excerpt?
A. Over the past two decades, a disproportionate number of boys and girls have been killed by
natural hazards (Kousky, 2016).
B. For example, data suggest that at least 35,300 schools were affected by multi-hazard disasters
(Amri et al., 2022).
C. During the flood emergency of 2013, 95 percent of school principals (74 of 80) reported
losses and damage to school buildings and educational facilities to their supervisory agency.
D. We found that one out of every two students in Jakarta was affected by the floods in 2013.
E. The effects are mostly underestimated by various parties.

17. What does the passage recommend regarding the inclusion of schools in disaster statistics,
and why is it necessary?
A. Schools should not be included in disaster statistics as it complicates the data collection
process.
B. The inclusion of schools in disaster statistics is unnecessary, as their losses are adequately
documented by national disaster statistics.
C. The passage does not make any recommendations regarding the inclusion of schools in
disaster statistics.
D. Schools need to be included in disaster statistics, and new variables should be considered for
a comprehensive understanding of the impact on education.
E. The inclusion of schools in disaster statistics is only relevant for urban settings.

Question 18
Considering a large sample of companies, economics experts Maria Guadalupe, Julie Wulf, and
Raghuram Rajan assessed the number of managers and leaders from different departments who
reported directly to a chief executive officer (CEO). According to the researchers, the findings
suggest that across the years analyzed, there was a growing interest among CEOs in connecting
with more departments in their companies.

18. Which choice best describes data from the graph that support the researchers’ conclusion?
A. The average numbers of managers and department leaders reporting directly to their CEO
didn’t fluctuate from the 1991–1995 period to the 2001–2008 period.
B. The average number of department leaders reporting directly to their CEO rose over the two
periods studied.
C. The average number of managers reporting directly to their CEO was highest in the 1996–
2001 period.
D. The average number of department leaders reporting directly to their CEO rose over the three
periods studied.
E. The average number of department leaders reporting directly to their CEO was greater than
the average number of managers reporting directly to their CEO in each of the three periods
studied.

Questions 19-20
UK Students Protest Covid-19 Measures
5th October 2020
A group of UK university students are demanding partial refunds of their university fees,
due to the coronavirus restrictions which have severely limited their university experience. This
comes at a time when over 2,600 students and staff in 50 UK universities have confirmed cases of
Covid-19. Thousands of students have been told to self-isolate, while face-to-face lessons have
been replaced by online lectures. The group, Refund Us Now, has been asking for a 15% cash
refund for all students who have been told lies and forced to comply with strict rules by their
universities. The fifteen percent corresponds to the amount by which online learning was found to
be less effective than in-person teaching, according to one international study.
At the beginning of the term, students were encouraged to attend campus. They were
promised a safe university experience involving a blend of online and face-to-face teaching.
Instead, many have been forced to stay inside halls of residence, socialising only with the students
with whom they share kitchen and bathroom facilities. Many of them feel they have been
abandoned and mistreated. At Manchester Metropolitan University, where 1,700 students in two
accommodation blocks were told to self-isolate after more than 120 tested positive, there are
reports of security guards stopping students from leaving their halls, even when they were no
longer required to self-isolate. Meanwhile, students at Leeds University were left without
cleaning supplies or information about how to buy food or take out rubbish. They were also
prevented from using laundry services and instead were told to buy more clothes or wash their
clothes in the sink. Many students question why they were encouraged to return to university at
all, given the availability of online learning. Outbreaks at universities were, they say, inevitable,
and students shouldn’t have been encouraged to attend in person.
University staff, meanwhile, have their own concerns. Staff at Northumbria University,
for example, want more Covid-19 testing and more online teaching to allow for thorough cleaning
and support teaching to take place and protect the health of themselves and their families.
They have cause for concern. Covid-19 can spread very easily in student accommodation. It’s
also very hard to monitor and enforce students’ activities there, unlike in the bars and restaurants
that they are forbidden to visit. Despite hefty fines for breaking government rules of remaining in
household groups, some students are organising parties for 20-25 people. The students who have
tested positive for the virus feel most free to socialise with others who test positive. Some
students feel they are better off catching the disease while they are among other young, healthy
people and away from more vulnerable family members. Other students, however, keep to the
rules. They use their isolation to bond with housemates or entertain themselves online. But
inevitably, some are feeling mental and emotional strain, as well as anger and frustration over
their less-than-perfect university experience.
Will they get a refund? There are calls for students to get money back if the quality of
their learning is severely impacted by the new conditions. However, students receiving adequate
online learning and access to appropriate library and research facilities are ineligible. Meanwhile,
students who have been told to self-isolate at short notice in student accommodation are receiving
food, essential items and some financial assistance. It seems that students will have to accept their
unfortunate university experience as just another unwelcome impact of the Covid-19 outbreak.

Source: https://test-english.com/reading/b2/uk-students-protest-covid-19-measures-reading-
test/

19. What is the main demand of the group "Refund Us Now," as mentioned in the passage?
A. Full reimbursement of university fees
B. 10% cash refund for all students
C. 15% cash refund for students facing severe restrictions
D. Free access to library and research facilities
E. Online learning for all students
 20. What is one concern raised by university staff, particularly at Northumbria University,
regarding the current situation?
A. Lack of online teaching
B. Inadequate cleaning in student accommodation
C. Insufficient Covid-19 testing for staff
D. Security guards restricting student movements
E. Difficulty in monitoring and enforcing rules in student accommodation

*****
Do your best and let Allah do the rest.