YAYASAN PENDIDIKAN KRISTEN (YAPENKRIS) GMIT NEHEMIA

SMKS KRISTEN I KOTA KUPANG

Jl. Anggur No. 10 Naikoten I Kupang
Email: smkkristen1kupang01@gmail.com

PENILAIANN AKHIR SEMESTER

TAHUN PELAJARAN 2022 / 2023

Mata pelajaran : BahasaInggris

Kelas / Semester : XIA, C, D/Genap
Hari / Tanggal : ….
Nama : ………………………….

Choose the correct answer by crossing on A,B,C,or D!

Part 1. Incomplete sentences or dialogue!

1. Carly : I submitted my essay to the teacher a few days ago, but I haven’t received any response from her.
Edo : … go and ask her?
A. Shall us C. Why don’t you
B. I’ll do D. I propose
2. Jane : We will have a long holiday in the next semester, what are you going to do?
June : ………….
Jane : I do hope you have a nice trip.
A. I don’t know C. I’m thinking of going to the beach
B. I’m busy D. The holiday will be boring
3. Indah : Look at the views. ….?
Dessy : I think …It is amazing
A. What do you think about the river? C. Yes. good idea
B. I can do nothing D. We can go fishing
4. We have delivered the packages.
The passive form of the above sentence is …
A. delivered C. have been delivered
B. Have been delivering D. To be delivered
5. He writes a poem quickly.
The passive form of the above sentence is …
A. A poem was written by him quickly. C. A poem is written by him quickly.
B. A poem has written by him quickly D. A poem has been written by him quickly.
6. Faddan wrote a letter to me.
The passive form of the above sentence is …
A. A letter is written by Faddan to me C. A letter had written by Faddan to me.
B. A letter was written by Faddan to me. D. A letter has written by Faddanto me
7. I love living in Australia … the weather
A. because C. as
B. because of D. since
8. The increase in the number of cans on the road has resulted … more and more traffic jams
A. in B. to C. at D. for
9. Keith lost his job due … cat backs in the department.
A. for B. by C. to D. at
10. The increase in the hospital stems in recent year has been … global warming.
A. Put down to C. Put to
 B. Put up with D. both
11. George knows Germany, our school selected him to go students exchange in there
A. therefore C. otherwise
B. moreover D. provided
12. After years of training hard, Bill … wins the national badminton competition
A. consequently C. initially
B. therefore D. finally
13. Grace missed her flight … a traffic delay on her way to the airport.
A. and C. because of
B. so D. therefore

Part 1.Reading Comprehension.

Read the following text and answer questions no 14 to 15!

To: Basketball Club Members!

There will be an inter-school basket ball competition next month.

The head master and P.E teachers hope we join.

We would like to hold a meeting to discuss it further, at the basket ball court
tomorrow after our practice. If you cannot attend the meeting, please meet Mrs.
Mutiara, our P.E teacher for permission.

Looking forward to seeing you all at the meeting.

NinditaArmeera
Basket ball Captain

14. The writer intention of writing the text is … the basket ball club meeting.
A. To ask the members to meet Mrs. Mutiara before C. To request all the invites to present
B. To mention the time and place of D. To inform of the agenda of
15. What are they going to discuss?
A. The basket ball exercise. C. Their participant in the match.
B. The school competition. D. The P.E teacher’s permission.

The following text is for questions no 16 to 18!

Vegetarian

There are many reasons why people become vegetarians, including personal health, the
environments, and the economy.
A vegetarian is a personwho does not eat meat,poultry, and fish.Vegetarians mostly eat
fruit,vegetables, legumes, grains,seeds, and nuts.Vegetarians also consume eggs and dairy
products, but they avoid meat products, such as beef, chickens stocks, and gelatin.
According to research, vegetarians have lower risk of heart disease, high cholesterol,
diabetes, obesity, and high blood pressure.This may happen due to a healthy vegetarian
diet, which has low fat but high fibred.
However, a vegetarian diet can be high in fat if it includes excessive amounts of fatty
snacks, fried food, whole dairy products, and eggs.
At the same time, a vegetarian diet can be simple and easy to prepare. Therefore, a
vegetarian diet must be well-planned to prevent and treat certain diseases.
16. Why does a vegetarian have a lower risk of many diseases?
A. Eat vegetables every time. C. Avoid excessive amounts of fatty snacks.
B. Consume low fat but high fibred food. D. have-well planned agenda of what to eat.
17. According to the text, which of the following statement is true...?
A. Being a vegetarian help keep your body strong.
B. Vegetarian may not eat fatty snacks.
C. Eggs do not contain any fat or fibred.
D. Vegetarians do not consume gelatin.
18. “… if it includes excessive amounts of fatty snacks …”
What does the underlined word mean?
A. Too many C.Very few
B. Decent D. Little

The following text is for questions no 19 to 22!

There is no best way to deal with pests in agriculture. Pesticides which are commonly used
may cause many problems. I think combining different management operations is the most
effective way to control pest.
Firstly, the chemicals in the pesticides may build up as residues in the environment and in the
soil which absorbs the chemicals. This reduces the quality of farm product.
Secondly, pests can gradually become resistant to pesticides. This means that newer and
stronger ones have to be developed.
Lastly, some pesticides affect non target plants and animals such as fish and bees. This affects
the ecology and environment as well.
So, understanding of ecology of an area helps a lot in pest control. Pesticides should be
chosen and applied carefully so that they don’t affect the ecology balance and environment.
Therefore, integrated pest management is a safe and more effective option to fight pest in
agriculture and livestock.

19. Which of the following is not directly affected by pesticides used?

A. Plants C. Human Beings
B. Ecology D. Animals
20. What can you say about paragraph two and four?
A. The fourth paragraph supports the idea stated in paragraph two.
B. Both paragraphs tell about how pesticides affect the quality of farm products.
C. Both paragraphs tell about the disadvantages of using pesticides.
D. The statement in paragraph is contrary to the statement in paragraph four.
21. one of the disadvantages of using chemical pesticides is …
A. Killing fish and bees. C. Creating balanced ecosystem.
B. Increasing crops productivity. D. Causing the pests to become inactive.
22. Secondly, pests can gradually become resistant to pesticides. (paragraph 3).
The word resistant in the sentence above means …
A. Weak C. Damage
B. Fragile D. Unaffected
 Read the following text and answer the questions no 23 to 27!

Bandung, 28 April 2017

PegangsaanTimur Street, Jakarata

Dear Wafda,
How are you? I hope you are doing okay and healthy. I miss you so much, Wafda.
Sorry for not writing you letter for past few months ago. I had lots of things to do in
my new school such as doing homework and joining extracurricular activities. Let’s
meet each other during this school holiday together! Be good in your school so we
can graduate together. See you soon Wafda.

Sincerely,

Eca

23. What is the possible relation between the sender and the recipient?
A. A relatives C. Friends
B. Employers D. Siblings
24. What is the purpose of the text?
A. To inform some good news C. To retell the writer’s experience
B. To persuade Wafda for making plan for holiday. D. To describe the writer’s school.
25. Why hasn’t Eca written a letter to Wafda for so long?
A. Because she was busy getting settled. C. Because she was reluctant
B. Because she had lots of things do in her new school D. because she lived in apartment
26. The letter shows about …
A. spending school holiday together C. Missing old friend in summer
B. how to finished summer vacation D. Happiness someone who meet Wafda
27. What is Eca do in her new school?
A. Doing homework and joining extracurricular. C. Spend her time with working.
B. Spending holiday alone. D. Playing lots of volleyball

The following text is for questions 28 to 31!

All human beings eat food and use the chemical energy in it, as do all other animals. Perhaps
you wonder where all that chemical energy comes from. Why doesn’t the food all get used up?
The answer is that new food is used. It is the green plants that form the new food. Animals
either eat the plants or eat other animals that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb sunlight. When it does so,
it changes the energy of the sun into chemical energy. The chemical energy present in sunlit
chlorophyll is used to combine dioxide in the air with water from the soil. Starch and other
complicated compounds are formed.
These are high in chemical energy obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In the process of forming
this food, some oxygen atoms are left over. These are given off into the air by the plants. The
whole process is called photosynthesis.
Thus, plants use sunlight to form food and oxygen to form carbon dioxide and water again.
Plants change the sun’s energy into chemical energy. And animals change the animal energy
into kinetic and heat energy.

28. The text is about …

A. The process of changing chemical energy C. The information of carbon dioxide.
B. The green substance of plants. D. The process of photosynthesis.
29. What will happen when chlorophyll absorbs sunlight? It will …
A. Change heat into kinetic energy. C. Make use of heat energy
B. Change the sun’s energy into chemical energy.D. Form complicated compound
30. From the text we know that …
A. Plants need to heat energy to live.
B. Plant’s absorb sunlight to produce kinetic energy
C. All human beings need chemical energy.
D. Chlorophyll is the most important thing in photosynthesis.
31. The green substance of plants is chlorophyll. The underlined word is closest in meaning to …
A. Core C. Stuff
B. Body D. Essence

The following text is for questions 32-34!

HOW TO MAKE BREGEDEL TEMPE

The ingredients:
 150 gr tempe
 1 tablespoon flour
 1 egg
 1 spoon seasoning stock
 1 cup vegetable oil for frying
The instructions/steps:
 Mash the tempe with a fork.
 Put the mashed tempe in abowl and mix with the flour and seasoning stock,
followed by an egg.
 Shape the tempe into the size of a golf ball and flatten it a little with a fork.
 Heat the vegetable oil in a medium flame. When the oil is hot, drop the
tempe into the oil, five or six in a time
 Fry until golden brown on both sides, drain on absorbent paper, and serve
hot with chili or sauce.

32. Which statement is TRUE about the instruction?

A. We need a big fire to make the oil become hot.
B. We bought to drop the tempe around ten or twelve at two times.
C. We fork to flatten the shape of tempe.
D. We fry the tempe before golden brown.
33. What is the main ingredient of the bregedeltempe?
A. Tempe C. Tempe and egg
B. Bregedel Tempe D. Tempe, flour, and seasoning stock
34. When we add the egg in making bregedeltempe?
A. Between we mask the tempe and before we mask the tempe.
B. After we shape the tempe and before we mask the tempe.
C. Before we shape the tempe and mix the tempe with seasoning stock.
D. While we shape the tempe.
35. “Fry until golden brown on both sides, drain on absorbent…” (last line).
The italic word has the closest meaning to …
A. Flat C. Dry
B. Plate D. Getter
Part 3. Text completion text!

The following text is for no 36 to 39!

PLATYPUS

Many people call Platypus duckbill because this animal has a bill like duckbill.
Platypus …(36) a native Tasmania and Southern and Eastern Australia.
Platypus …(37) a flat tail and webbed feet. Its body length is 30 to 45 cm and
covered with a thick and woolly layer of fur. Its bill is detecting prey and stirring
up mud. Platypus’s eyes and head are small. It has ne ears but has ability to sense
sound and light.
Platypus …(38) in streams, rivers, and lakes. Female platypuses usually dig
burrows in the streams or river banks. The burrows are blocked with soil to …
(39) it from intruders and flooding. In the other hand, male platypus does not
need any burrow to stay.

36. A. is C. was
B. are D. were

37. A. has C. have

B. had D. having

38. A. live C. lived

B. lives D. living

39. A. protecting C. protects

B. protected D. protect

40. Read the following questions!

1. You can make instant noodles with the help pf a microwave.
2. Finally, add any items that you want and serve the noodles.
3. First, fill the bowl with two cups of water and the noodle.
4. Microwave it for about three to five minutes.
5. Then, take the noodles out of the microwave and pour the seasoning.
6. After the microwave beeps, wait for three minutes in the closed microwave.
7. Next, stir the noodles until the seasoning dissolve.

The best arrangement of the sentence above is …

A. 1-7-5-6-2-4-3 C. 1-2-7-3-6-5-4
B. 1-3-4-6-5-7-2 D. 1-4-7-5-2-6-3

GOOD LUCK
 GEREJA MASEHI INJILI DI TIMOR (GMIT)
YAYASAN PENDIDIKAN KRISTEN (YAPENKRIS) NEHEMIA
SMKS KRISTEN 1 KOTA KUPANG
Jl. Anggur No. 10 Naikoten 1 Kota KupangTelp. 0380-832008
NPSN : 50305266 Email : smkkristen1kupang1972@gmail.com
NSS : 34.2.24.60.03.006

KISI – KISI SOAL

PENILAIAN AKHIR SEMESTER/GENAP
TAHUN PELAJARAN 2022/2023

SatuanPendidikan : SMKS Kristen 1 Kota Kupang

Mata pelajaran : Bahasa Inggris
Kelas : XI (Semua Jurusan)
Kurikulum : K13
Waktu : 90 menit
Jumlahsoal : 40 butir
Penyusunsoal : Mery A. Nenabu, S.Pd

No KompetensiDasar Materi Level Tingkat Indicator soal Bentuk No

pokok kognitif kesukaran soal soal
(M,SD,S)
1 3.32.Menganalisis fungsi social, Asking and C3 Mudah  Disajikan satu dialogue, peserta didik dapat PG 1
strukturteks, dan unsur kebahasaan teks giving menentukan ungkapan memberikan saran
interaks itransaksionallisan dan tulis yang suggestion dengan stepat.
melibatkan tindakan memberi dan meminta
informasi terkait pengandaian diikuti oleh
perintah atau saran, sesuai dengan bidang
kealian dan konteks penggunaannya
(perhatikan unsur kebahasaan if
denganimperative, can should)
2 3.14 Menganalisis fungsisosial, Asking and C3 Mudah  Disajikan satu dialogue, peserta didik dapat PG 2
strukturteks, dan unsur kebahasaan teks giving menentukan ungkapan giving opinion
interaksi transaksionallisan dan tulis yang opinion dengan tepat.
 melibatkan tindakan member dan meminta
informasi terkait pendapat dan pikiran,
sesuai dengan konteks penggunaannya.
(perhatikan unsur kebahasaan I think, I
supposed, in my opinion)
3 3.32 Menganalisisfungsi social, Asking and C3 Mudah  Disajikan satu dialog, peserta didik dapat PG 3
strukturteks, dan unsur kebahasaan teks giving ungkapan memberi pendapat dengan tepat.
interaksi transaksional lisan dan tulis yang opinion
melibatkan tindakan memberi dan meminta
informasi terkait pengandaian diikuti oleh
perintah/saran, sesuai dengan bidang
keahlian dan konteks penggunaannya
(perhatikan unsur kebahasaan if dengan
imperative, can should)
4 3.19 Menganalisis fungsi social struktur Passive C2 Sedang  Disajikan masing-masing sebuah kalimat PG 4,5,
text, dan unsure kebahasaan teks interaksi voice active, peserta didik dapat mengubah 6
dan transaksional lisan dan tulis yang menjadi kalimat pasif dengan tepat.
melibatkan tindakan member dan meminta
informasi ter kait
keadaan/tindakan/kegiatan/kejadian tanpa
perlu menyebutkan pelakunya dalam teks
ilmiah, sesuai dengan konteks
penggunaannya.( perhatikan unsur
kebahassan passive voice)
5 3.24 Menganalisisfungsisosial, struktur Cause and C6 Sedang  Disajikan masing-masing sebuah kalimat PG 7,8,
teks, dan unsur kebahasaan teks interaksi effect sebab-akibat, peserta didik dapat 9,10
transaksional lisan dan tulis yang menghubungkan kalimat tersebut dengan ,11,
melibatkan tindakan member dan meminta pilihan conjunction yang tepat. 12,1
informasi, terkait hubungan sebabakibat, 3
sesuai dengan konteks penggunaannya.
6 3.5. Menganalisis fungsi social, struktur Announce C3 Sedang  Disajikan satu teks announcement dengan 2 PG 14
teks dan unsur kebahasaan beberapa teks ment pertanyaan, peserta didik dapat menentukan
khusus dalam bentuk pemberitahuan tujuan teks tersebut dengan tepat.
(Announcement), dengan memberi dan
meminta informasi terkait kegiatan
 sekolah/tempatkerja, sesuai dengan
konteks penggunaannya.
7 3.5. Menganalisis fungsi social, struktur Announce C2 Sedang  Disajikan satu teks Announcement dengan 2 PG 15
teks dan unsur kebahasaan beberapa teks ment pertanyaa,
khusus dalam bentuk pemberitahuan pesertadidikdapatmenentukaninformasirincit
(Announcement), dengan memberi dan ersuratteksdengantepat.
meminta informasi terkait kegiatan
sekolah/tempatkerja, sesuai dengan
konteks penggunaannya.
8 3.21 Menganlisis struktur teks dan unsur Analytical C3 Sulit  Disajikan satu teks analytical exposition PG 16
kebahasaan beberapa teksexposisi analitis Exposistion dengan 3 pertanyaan, peserta didik dapat
lisan dan tulis dengan memberi dan menentukan informasi rinci tersirat teks
meminta informasi terkait isu actual, sesuai tersebutd engan tepat.
dengan konteks penggunaannya. C3 Mudah  Disajikan satu teks analytical exposition PG 17
dengan 3 pertanyaan, peserta didik dapat
menentukan informasi rinci tersurat denga
tepat.
C3 Mudah  Disajikan satu teks analytrical exposition, PG 18
peserta didik dapat menentukan makna kata
dengan tepat.

9 3.8 Membedakan fungsi social, struktur Explanatio C2 Sulit  Disajikan satu teks explanation dengan 4 PG 19
teks, dan unsur kebahasaan beberapa teks n teks pertanyaan, peserta didik dapat menentukan
explanation lisan dan tulis dengan memberi informasi rinci tersirat teks dengan tepat.
dan meminta informasi terkait gejala alam C2 Sulit  Disajikan satu teks explanation dengan 4 PG 20
atau social yang tercakup dalam mata pertanyaan, peserta didik dapat menentukan
pelajaran lain di kelas XI sesuai dengan ide pokok paragraph teks dengan tepat.
konteks penggunaannya. C2 Sedang  Disajikan satut eks explanation dengan 4 PG 21
pertanyaan, peserta didik dapat menentukan
informasi rinci tersurat teks dengan tepat.
C2 Mudah  Disajikan satut eks explanation dengan 4 PG 22
pertanyaan, peserta didik dapat menentukan
makna kata dengan tepat.
10 3.17 Membedakan fungsi social, struktur C3 Mudah  Disajikan satu teks personal letter dengan 4 PG 23
teks, dan unsur kebahasaan beberapa teks pertanyaan, peserta didik dapat menentukan
 khusus dalam bentuk surat surat pribadi informasi rinci tersurat teks dengan tepat.
dengan memberi dan menerima informasi C3 Mudah  Disajikan satu teks personal letter dengan 4 PG 24
terkait kegiatan diri sendiri dan org pertanyaan, peserta didik dapat menentukan
sekitarnya, sesuai dengan konteks tujuan teks dengan tepat.
penggunaannya. C3 Mudah  Disajikan satu teks personal letter dengan 4 PG 25
pertanyaan, peserta didik dapat menentukan
informas irinci tersurat teks dengan tepat.
C2 Sedang  Disajikan satu teks personal letter dengan 4 PG 26
pertanyaan, peserta didik dapat menentukan
gambaran umum teks dengan tepat.
C3 Sedang  Disajikan satu teks personal letter dengan 4 PG 27
pertanyaan, peserta didik dapat menentukan
informasi rinci tersurat teks dengan tepat.
11 3.8 Membedakan fungsi social, struktur Explanatio C2 Sulit  Disajikan satu teks explanation dengan 4 PG 28
teks, dan unsur kebahasaan beberapa teks n teks pertanyaan, peserta didik dapat menentukan
explanation lisan dan tulis dengan memberi gambaran umum teks dengan tepat.
dan meminta informasi terkait gejala alam C3 sedang  Disajikan satu teks explanation dengan 4 PG 29
atau social yang tercakup dalam mata pertanyaan, pesertadidik dapat menentukan
pelajaran lain di kelas XI sesuai dengan informasi rinci tersurat teks dengan tepat.
konteks penggunaannya. C3 Sulit  Disajikan satu teks explanation dengan 4 PG 30
pertanyaan, peserta didik dapat menentukan
informasi rinci tersirat teks dengan tepat.
C3 Mudah  Disajikan satu teks explanation dengan 4 PG 31
pertanyaan, peserta didik dapat menentukan
makna kata dengan tepat.
12 3.18 Membedakanfungsi social, Procedure C2 Mudah  Disajikan satu teks prosedur dengan 4 PG 32,3
strukturteks, text pertanyaan, peserta didik dapat menentukan 3,34
danunsurkebahasaanbeberapateksprosedurl informasi rinci tersurat teks dengan tepat.
isandenganmemberidanmemintainformasit C1 Sedang  Disajikan satu teks prosedur dengan 4 PG
erkait manual pertanyaan, peserta didik dapat menentukan 35
penggunaanteknologidankiat- makna kata teks dengan tepat.
kiat(tips),pendekdansederhana,
sesuaidenganbidangkeahliandankontekspe
nggunaannya.
12 3.21 Menganalisis struktur teks dan unsur Report text C3/C6 Sedang  Disajikan satu teks report dengan 4 rumpang, PG 36,3
kebahasaan untuk melaksanakan fungsi peserta didik dapat menentukan kata kerja 7,38
social teks factual report dengan yang tepat untuk melengkapi teks tersebut. ,39
menyatakan dan menanyakan tentang teks
ilmiah factual tentang orang, binatang,
benda, gejala dan peristiwa alam dan social
sederhana, sesuai dengan konteks
pembelajaran di pelajaran lain.
13 3.18 Membedakan fungsi social, struktur Procedure C3/C6 Sedang  Disajikan satu teks prosedur dengan kalimat- PG 40
teks, dan unsur kebahasaan beberapa teks text kalimat yang diacak, peserta didik dapat
prosedur lisan dengan memberi dan menyusun kalimat-kalimat tersebut dengan
meminta informasi terkait manual benar dan tepat.
penggunaan teknologi dan kiat-
kiat(tips),pendek dan sederhana, sesuai
dengan bidang keahlian dan konteks
penggunaannya.