NAME : ERIANI GINTING

NIM : 2233121092
CLASS : DIKC 23

BAHASA INGGRIS (SOAL NO 1 – 25)

TEXT 1
THIS TEXT IS FOR QUESTIONS 1 - 3

Since he was released from a death camp in 1945, Simon Wiesenthal has devoted his life to
avenging the fate of the six million Jews killed in Germany during World War II. His work is
bringing Nazi war criminals to justice. He finds them by using information from the Nazi’s own
files. He also gets leads from informers, who are often anonymous.
He has helped in the capture of about eight hundred Nazis, including Adolph Eichmann. In
1963, he located the captor of Anne Frank, the Jewish girl who wrote the famed diary about her
family’s life while hiding from the Nazis.
Before the war, Mr. Wiesenthal was a successful architect in Poland. The Germans sent
him and his wife to a prison camp. He was able to make contact with the Polish underground and
he gave them sketches showing how to blow up the railway. In return the under ground supplied
him with false papers so his wife could escape.
Still in prison, Mr.Wiesenthal watched in horror as Nazi guards drove elderly Jewish
women into freight and cattle cars for deportation. One of them was his sixty three-year old
mother.
Mr ked Mrs. Wiesenthal had lost eighty-nine relatives and they were the only surviving
members of their families

1. Who was Simon Wiesenthal ?

(A). An architect who became a war criminal
 (B). A Nazi officer (D). A publisher
(C). A Nazi hunter (E). A soldier

2. Some people who supplied him with information:

(A). were given a reward (D). did not like him
(B). were brought to justice (E). were old and poor women
(C). didn’t want their name to be mentioned

3. Which of these statements is not true according to the passage :

(A). Her diary made Anne Frank famous
(B). Simon’s mother was a cattle car driver
(C). Mr. and Mrs. Wiesenthal lost many relatives
(D). Wiesenthal used to be an architect
(E). Adolph Eichmann was one of the war criminals

TEXT 2

THIS TEXT IS FOR QUESTIONS 4 - 7

4. Why was the potato farmer sent to prison?

(A). He killed a policeman (D). He had stolen a gun
(B). He didn’t want to work (E). The passage doesn’t tell
(C). He had stolen some money

5. It was a very bad time for the potato farmer to go to prison because….
(A). it was planting time (D). his wife would be quite alone
(B). his wife could not do the planting (E). it was harvest time
(C). his neighbors did not like him

6. The prisoner wrote the letter…

(A). to ask his wife not to tell anybody where he hid the money
(B). to tell his wife that the policemen were coming to get the money and the gun .
(C). to make a confession to his wife
 (D). to get his field dug up by the policemen
(E). to share his secret with his wife

7. Which of the following statements is TRUE?

(A). The policemen came to the field 10 days after the farmer wrote the letter
(B). Although the potato farmer was in prison, his field was ready for planting
(C). The policemen succeeded in finding the hidden money and gun
(D). Although the farmer’s wife was not so strong, she did the digging
(E). The policemen had willingly helped the farmer to dig up his field

TEXT 3
THIS TEXT IS FOR QUESTIONS 8 - 9

In 1854 a seventeen-year-old youth named Francis Brett Harte came from the East to the
California territory to join his mother, who had remarried and settled in Oakland. Almost from
the first, he was charmed by the idea of the dusty mining districts and the miners, the
stagecoaches and their drivers, the saloons and their dancing women. For him the who1e country
was picturesque and absorbing. After working at a number of jobs- as an express man on a
stagecoach, as a teacher in a little Sierre mining town, as a druggist, as a fence builder and finally
as a reporter for local newspaper, he decided to try to capture in fiction what he felt was the spirit
of the wild life of the camps and mining districts.

8. Francis Brett Harte came to the California territory, because

(A). he wanted to live with his mother.
(B). he wanted to teach in a little mining town.
(C). he liked saloons and their dancing women.
(D). he could get-a good job as a druggist.
(E). he liked the country very much.

9. The story tells us about the following, EXCEPT:

(A). A number of jobs in the California territory.
(B). The community of a mining district.
 (C). The beauty of a country
(D). Francis Brett Harte’s childhood.
(E). The spirit of the wild life in mining districts.

TEXT 4
THIS TEXT IS FOR QUESTIONS 10 - 12

One day a farmer, who was well known in his village as a very mean man, said, “I will give three
meals and twenty five pence to anyone who is willing to do a day’s work for me”. This offer was
accepted by a hungry tramp, who was more interested in the meals than the money.
“You can have your breakfast first”, said the farmer, “and then you can start work”. After
the farmer had given him a very small breakfast, he said, “Now you can have your dinner. This
will save us a lot of time”. The tramp agreed, and ate a poor dinner. When he had finished, the
farmer said, “What would you say to having supper also while you are about it?”
“I will try”, replied the tramp, “to enjoy another meal”. Then lie had his supper, which
again was not a very filling meal. When it was over, the farmer looked very pleased and said,
“Now you can do a long day’s work”.
“No, thank you”, was the tramp’s reply, as he rose to leave, “ I never work after supper” !

10. What is a tramp according to the passage?

A tramp is……………
(A) a person who works. for a farmer
(B) a homeless person going from place to place
(C) a very hungry person
(D) a person who is interested in farming
(E) one who needs a job

11. “While you are about it”, means….

(A) while the tramp is working (D) while the tramp is eating
(B) when the tramp is at his farm (E) when the tramp begins to .work
 (C) if the tramp is still hungry

12. Which of these statements is TRUE according to the passage above?

(A) The farmer was a generous man.
(B) The tramp started to work after having supper
(C) The tramp enjoyed the meals very much
(D) The tramp was able to eat three meals because none of them was big
(E) The farmer wanted to help the tramp

TEXT 5
THIS TEXT IS FOR QUESTIONS 13 - 18

I was taking a pair of shoes to be mended at a shop in the Tottentham Court Road when I
first met the little old man with the yellow face, with whom my life has now become so involved.
He was standing on the curb, and staring at the number on the door in a doubtful way, as I
opened it. His eyes - they were dull grey eyes, and red - dish under the rims - fell to my face, and
his wrinkled face broke into a smile.

“You come,” he said, “at exactly the right moment. I had forgotten the number of your
house. How do you do, Mr. Eden?”

I was a little astonished at his calling me by name, for I had never met the man before. I
hesitated.

“Wonder who I am, eh? A friend, let me assure you. I have seen you before, though you
haven’t seen me. Is there anywhere I can talk to you?”

13. How did the author meet the old man for the first time?
(A) He answered the doorbell. (D) He saw him from the window.
(B) He was going to the shoemaker’s. (E) He was knocking at the door.
(C) He was taking a walk.

14. Which sentence tells us that the man was old?

(A) His eyes were dull and grey.
 (B) He was smiling.
(C) His face was wrinkled.
(D) He was staring at the number in a doubtful way.
(E) He had forgotten the number of the house.

15. Why was the author surprised?

(A) He had forgotten his old friend. (D) The old man knew his name.
(B) He knew the old man. (E) His friend looked very old.
(C) He didn’t expect his old friend.

16. What did the old man want?

(A) To say hello. (D) To come into the house.
(B) To take a walk. (E) To repair the shoes.
(C) To talk.

17. What happened after they met?

(A) They became involved with each other (D) They never saw each other again.
(B) We don’t know. (E) They became very good friends.
(C) They renewed their friendship.

18. What did the author think of the old man?

(A) He was impolite (D) We don’t know.
(B) He was kind. (E) He was frightening.
(C) He was wonderful.

TEXT 6
THIS TEXT IS FOR QUESTIONS 19 - 23

When Scientists are trying to understand a particular set of phenomena, they often make
use of a “model”. A model, in the scientists’ sense, is a kind of analogy or mental image of the
phenomena in terms of something we are familiar with. One example is the wave model of light.
We cannot see light as if it were made up of waves because experiments on light indicate that it
behaves in many respects as water waves do.
The purpose of a model is to give us a mental or visual picture - something to hold onto -
when we cannot see what is actually happening. Models often give us a deeper understanding:
the analogy to a known system (for instance, water waves in the above example) can suggest
new experiments to perform and can provide ideas about what other related phenomena might
occur.

19. The author is concerned with an explanation of the term

(A) wave. (D) analogy.
(B) model. (E) all of the above.
(C) phenomena

20. Another example of a scientific model would be

(A) a map. (D) a mental image
(B) a paper airplane. (E) a light bulb.
(C) an atom

21. Why are models necessary?

(A) They connect invisible phenomena to those we are familiar with.
(B) Scientists could not experiment without them.
(C) They give the Scientist a sense of security.
(D) They are the foundation of experiments
(E) They provide deeper insight into the workings of the human mind.

22. Models provide us with deeper understanding because

(A) they make us think about our universe.
(B) they were used to represent some other phenomenon.
(C) they are more precise than theories.
(D) they indicate further directions and help us make predictions.
(E) they help make a better life

23. An analogy is
 (A) the study of the universe (D) the study of light waves
(B) a comparison (E) the result of scientific investigation.
(C) way of showing a finding

TEXT 7
THIS TEXT IS FOR QUESTIONS 24 - 25

It is clear today that education must become a matter of national policy. We are, indeed, in
the midst of an educational revolution.
One may witness in today’s society the concern for advanced technical training and the
reorganization of curricula and technique in the secondary schools to provide for the gifted
student. Within these concerns, we also see many advanced placement programs with provisions
for individual progress and with emphasis upon the opportunity for creativity, primarily in the
technical and related fields. At present there is a widespread feeling that we have been
overlooking too much potential talent, but the concern for this loss is not entirely recent. Terman
called our attention to the problem many years ago, especially in his “Genetic Studies of
Genius.” The renewed emphasis on this idea is part of the revolution.

24. Which best expresses the main idea of the passage?

(A) Because we are in the middle of an educational revolution, education must clearly
become a matter of national policy.
(B) Since education is clearly a matter of national policy, we need an educational
revolution.
(C) It is necessary that education become a matter of national policy.
(D) Although we are having an educational revolution, we still must make education a
clear national policy.
(E) Education cannot be improved if national policy is not set up.

25. The writer thinks that ..

(A) education is not yet recognized to the extent it should be.
(B) education for gifted students is a top priority.
(C) we need an educational revolution.
(D) concern for the loss of potential talent is recent.

(E) education is a key to success